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Drawing from the literature and the historical fiction-based feminist antimilitarist research I conducted in writing my debut novel, "A Sea of Spectres." This article discusses the what and why of fiction-based research. I detail how to: (a) move from inspiration to fiction-based research; (b) frame the research; (c) develop research questions; (d) and embed theory and data in the story through applying the craft of fiction writing. My aim with fiction-based research is to create compelling characters situated in historical and contemporary settings in order to draw readers into engaging and accessible stories that help them learn about themselves, their understandings of others, and their relationships to society. I conclude with recommendations for conducting fiction-based research; delve into the methodology of fiction-based research; study the craft of writing fiction; read in related genre(s); abide by the ethics of fiction and fiction-based research; and learn about the fiction publishing process.

Societies cannot destroy the old system of faith while accepting a new religion. Human begins to transform the new belief system within the old belief system. One of the things they have to convert is the terminology of religion, which they accept. The change process of this new religious terminology can give concrete findings about the learning, adaptation, and transformation of a society to the new religion that it accepts. It takes a long time for the terminology of religion, which comes with the new religion, which is not entirely from its own language, to settle in the language of society, learning and the transformation takes place in certain stages. Determining the location of the language of the old texts in these stages will allow the dating of unspecified works and the identification of the author of the work. "Dede Korkut Stories" are important works of Turkish Language Literature. In this study, the religious terms in the Dresden and Vatican copies of "Dede Korkut Stories," which are thought to have been written after the 15th century, and the Turkistan/Turkmen Sahara copy found in 2019, were determined. I examined the determined religious linguistic terms comparatively in terms of their integration into the community language and also specify the stage at which the change and transformation of religious terminology took place.

Genre studies of Research Articles (RAs) have increased over the years. However, our review indicates that RA studies on RAs in the history discipline are still limited both to English and Indonesian languages. By identifying this gap, we are encouraged to analyze their rhetorical structures in the introduction section because this section plays an important role in publishing RAs in journals. For analyzing the rhetorical structure of both data sets, we employed the Create Research Spaces (CARS) model (Swales, 1990). The results showed that the rhetorical structures of English Research Article Introductions (RAIs) are similar to the CARS model, while the rhetorical structures of Indonesian RAIs in the present study do not conform to the model. This finding implies that Indonesian RAIs in the present study have different rhetorical structures from those found in English RAIs both in the present study and those in the CARS model. Besides, it implies that Indonesian authors in the History discipline meet challenges when they want to publish works in English journals. [Note: The publication year (2023) shown in the citation on the PDF is incorrect. The correct year is 2024.]

The aim of this pilot study is to evaluate the relevance of the use of history in mathematics education. This paper presents an experiment carried out in France with sixth-grade students (n=108) in which an ancient number system is used, an approach that is commonly suggested in French sixth-grade textbooks but has previously been unassessed. Based on the data of a pretest and a post-test surrounding an activity on an ancient Chinese numeration system, a statistical analysis using Rasch modeling shows a specific added value of the history of mathematics for students with low abilities in mathematics. For these students, a significant increase in observed abilities of +0.67 logit in mean is measured with a large effect size (Cliff delta +0.52). This effect is then weighted by considering the regression to the mean (RTM) effect, leading to a value around +0.14 logit in mean and a negligible effect size (Cliff delta +0.10). So, this pilot study shows the important effect of RTM, which suggests a very strong rebalancing of students' results. In the last part of the paper, we discuss how RTM can nonetheless be positively interpreted in this specific context where students' disorientation is one of the purposes of history in mathematics education.

As a lot of juvenile Muslims tend to be less engaged with their religion and the history of mosques in their community, this study was conducted to develop a series of digital content in the metaverse combined with participatory communication and learning with religious leader to enhance students' perception of community Mosque (Darun Naim, Thung Kru District, Thailand). The objectives of this research were to survey needs, to develop and assess the quality of the aforementioned series of digital content, to evaluate students' perception, and to measure students' satisfaction. Materials of this study included questionnaires and forms to survey needs, assess the quality of the digital content and media presentation, evaluate subjects perception, and measure their satisfaction. A total of 30 subjects who were students from Al-Bidayah Religious School, Thung Khru District, Bangkok and had been members of Young Muslim Association Ban Khru for at least 1 year were selected through purposive sampling. After questionnaire-based data collection, mean and standard deviation were used as a statistical tool for data analysis. The results of this study showed that the outcome of needs assessment was at a high level. The overall quality of the content and media presentation was at a good and very good level, respectively. The findings of the assessment of students' perception and satisfaction were at the highest level. In summary, the developed digital content in the metaverse combined with participatory communication and learning with religious leader was of high quality and can be implemented.

Given the current tumultuous education climate, we as EdD faculty seek to engage in critical reflection and reimagine the affordances--opportunities for action (Gee, 2008; Gibson, 2014)--provided by our program structures and our teaching practices. In this article, three faculty members (including one department chair and one interim program director) among the many who actively engaged in reimagining an established online EdD program to be launched Fall 2023 discuss their critical self-reflection experiences. Specifically, we discuss how our backgrounds and/or the current socio-historical climate influences our thinking as we, along with our colleagues, have grappled with redesigning an applied EdD program.

In this study, the effect of digital story applications on students' achievement, attitude and learning retention in teaching the works of literary figures who produced many literary works during the independence period of Kazakhstan was examined. In the study, pre-test-post-test model with control group from quasiexperimental models was used. In the study, Kabdesh Zhumadilov's "Daraboz", "Prometei alauy", Uzakbai Dospambetov's "Kyzyl zholbarys" and "Abylaidyn aq tuy", which came to the fore in the Kazakh Literature course during the independence period, Mukhtar Magauin's tetralogy "Shingis Khan", Raphael Niyazbek's novel "Kosem" and Tursinkhan Zakenuly's "Atilla" were taught with digital stories (experimental group) and lecture method (control group). After six weeks of experimental applications, the experimental group students who applied digital stories achieved a high level of achievement, learning retention and positive attitudes in the literature subjects of the Independent Period of Kazakhstan. Based on the results of the study, suggestions for the teaching of literature and language courses and new research are put forward.

Kazakh and Nogai peoples have shared many similar experiences throughout history. In the theoretical dimension of this study, the common features of Kazakh and Nogai communities in the fields of language, culture and geography are analyzed in a comparative perspective. In the research dimension, the common history of Kazakh and Nogai peoples, language kinship and similarities in the formation of place names were discussed in detail, and the cultural and linguistic ties of these two communities were taught with the support of information technologies. In this context, a pre-test post-test design with control group was applied in the study. Experimental applications were applied in Kazakh Language and Literature course. Toponyms and folk geography terms in Kazakh and Nogai languages were taught with the support of information technologies in the experimental group and traditional teaching in the control group (6 weeks). Kazakh and Nogai Language Achievement Tests and Attitude towards the Course Scale were used as measurement tools in the research. Mann Whitney U test, one of the Non-Parametric statistics, was used to analyze the research data. According to the research findings, a significant difference was found in favor of the experimental group in terms of Kazakh Toponyms and Folk Geography Terms. However, no significant difference was found between the achievements of the experimental and control groups in teaching Nogai Toponyms and Folk Geography Terms. Finally, it was found that the information-supported teaching activities applied in the study positively affected the students' attitudes towards the course.

The Salar vocal folk music is a unique intangible cultural heritage of the Salar ethnic minority in Qinghai Province, China. The objective of this interdisciplinary study is to investigate the role of education and literacy in the preservation and transmission of Salar vocal folk music in Qinghai Province, China. The research site, Xunhua Salar Autonomous County, serves as a cultural epicenter where Salar traditions have thrived for centuries, providing an authentic setting for immersive fieldwork. Key informants include Salar musicians, educators, community leaders, and government officials who play vital roles in the preservation and transmission of this heritage. Data was collected through participant observation, interviews, and documentation of Salar vocal folk music performances. Musicological analysis and preservation and transmission theory were applied to the data, revealing the historical roots, cultural significance, and current challenges faced by Salar vocal folk music. The study culminates in guidelines for the preservation and transmission of this tradition, emphasizing government support, modernization, education, innovation, diverse communication, and legal safeguards.

Modern astronomy as a field of inquiry may be shaped by what we consider the "scientific" ways of knowing. However, the history of astronomy as a human endeavour dates back millennia before the "modern" notions of "science". This long history means that astronomy is, at its core, built on a rich cultural diversity and history. This offers a rich potential that, while having been examined in various studies, has yet to be explored from a contextual pedagogical perspective. This paper offers an initial exploratory theoretical perspective on how social semiotics can be used to inform a conceptual framework. This approach not only brings notions of culture into the teaching and learning of astronomy but uses culture as the starting point in a way that does justice to the cultural diversity of the discipline and the world. In doing so, this paper develops two frameworks: (i) the Conceptual Framework for Culture in Astronomy Education and (ii) the Pedagogical Framework for Culture in Astronomy Education, both of these offer a novel approach to astronomy education.

This study describes the thinking strategies and epistemological stances of two Bible experts, who applied a literary and historical interpretive approach, respectively. A thinking-aloud protocols methodology was used as the two scholars read the same biblical story and verbalized their thoughts. The findings reveal intricate relationships between thinking strategies and interpretive approaches. The two scholars use similar thinking strategies, yet apply them within distinct epistemological stances and reading objectives. Both apply close reading; recall commentaries; syntactic and grammatical analysis. Both connect the story with other biblical texts. However, their reading goals differ. One applies strategies that deconstruct the biblical story to different sources and restore the Urtext. The other applies a reading approach that conceives the text as a unified literary work. He constructs possible meanings and messages from the story using literary criticism tools, relating to literary genres, and actualizing the ancient text. I discuss how these findings contribute to the literature about Bible scholarship and religious education and its pedagogical implications.

This study focuses on healthcare students' perception of an inquiry-based approach to pandemics for an online history of medicine course. The course was designed using Bateman's Humanities Model of Inquiry. First-year undergraduate students (n = 111) responded to a questionnaire that included 19 items using a Likert scale and open-ended questions on interest in current topics and learning opportunities. The median total score was 77 (maximum 95). The free texts revealed that students perceived the inquiry-based project to be motivating as it piqued curiosity, interest, and relevance. Students also reported on historical knowledge development and enhanced communicative competencies. The study highlights the value of an inquiry-based approach accompanied by project work and real-world topics to enhance students' learning experience.

The purpose of this article, which presents the subject with a descriptive method based on document analysis, was to reveal the importance of using shadow puppets in religious education classes as an artistic-pedagogical tool. Firstly, it was mentioned for what purposes shadow puppets were used in history. Secondly, this article discusses the historical stages of the Karagöz shadow puppet and the reasons for its use as a pedagogical tool. Thirdly, this article addresses the benefits of puppetry in teaching by proposing an art-based approach to religious education. Then it talks about the pre-service teachers' presentations with the Karagoz shadow play. Lastly, the article outlined how important it is for education and cultural transmission to keep shadow puppets alive in classrooms and online.

The present study aimed to explain archival research and demonstrate its relevance as a distinct research method to include in sport management research methods course instruction. The current essay implicitly shows how archival research can complement other research methods and possibly improve upon their limitations. Furthermore, the study demonstrates that training in archival research can offer skills to students who might pursue employment in the sport industry. The review outlines what archival research is. Next, the various limitations and considerations to aid course instructors and subsequently researcher or practitioner comprehension are provided. Finally, the paper offers a guide for approaching physical archives and outlines expectations for archival research. Techniques necessary for analyzing information gleaned from archival research are presented and explained along with sample course assignments that are available to not only research methods classes but also potentially other coursework.

In this manuscript, I lift Black feminisms as a methodological intervention on a holistic meaning-making theory and its relationship to anti-Blackness. Specifically, I employed a Black feminist literary criticism, which presumes that Black people have cultivated living and survival practices throughout their history in the United States. I analyzed 7 full-length books and essays written by James Baldwin and Audre Lorde. Additionally, in attending to Black feminist theorizing, I used creative prose to situate myself in the text by locating the curated findings from the literary analysis in my mother's rearing practices. Pointing to the historical ways Black people have lived in the wake of anti-Black structures, I depart from the meaning-making pathways articulated by self-authorship and point to the possibilities of self-defining praxis for Black people.

Historical fiction is a powerful genre for inviting children into meaningful conversations centered on the lived experiences of others. Historical inquiry immerses readers in interdisciplinary research experiences and complements language arts Common Core State Standards that call for a balance of fiction and non-fiction text. Antiracist lenses enhance inquiry conversations and help students articulate nuanced understandings of the fictionalized historical events while developing disciplinary and racial literacy knowledge necessary for humanizing history. This article highlights how we, as teacher educators, use historical fiction to engage teacher candidates in inquiry-based social studies lessons to develop their disciplinary and racial literacy skills and practices. Then, we offer an example of how to integrate the C3 inquiry approach using Finding Langston (Cline-Ransome, 2018), a historical fiction text set during the Great Migration, to engage elementary-aged readers in explorations of history, sparking children's agency and engagement in their own learning.

The Tygerberg Children's Choir (TCC) is rooted in South Africa's Afrikaner culture. Its transition to a multicultural children's choir, within a drastically changed political dispensation, furnished a rich subject for a historiographic choir identity investigation. From its establishment in 1972 until 2019, Hendrik D. Loock was the conductor. Since then the choir has continued under Karina Erasmus. The TCC is one of the oldest existing mixed-gender regional children's choirs in the country, directed by the longest serving conductor of such a choir. The choir's identity and Loock's forty-seven-year directorship are interwoven, his work perceived as a significant cultural contribution. With his late wife Theresa (TCC accompanist, choral trainer, and arranger of choir music for thirty-two years), Loock confirmed a uniquely familial leadership profile amongst children's choirs. This qualitative biographic report about the life and contribution of Loock and the TCC merges thematically analysed data from the TCC's archival collection, non-participant observations, face-to-face interviews, and contextual information.

How can disproportionate elite political, economic, and social power -- the essence of inequality -- be challenged peacefully and democratically with empowerment from below through critical pedagogy? Paraguay presents a fascinating case study to address this question, especially considering how its history of colonization, authoritarianism, and oppression have implications for present-day society. Erroneously infamous as a South American Nazi haven, little-known Paraguay presents a uniquely resilient indigenous linguistic character and perhaps the deepest authoritarian tradition in Latin America. The current article argues that the disruption of colonial legacies and hegemonic political practices, which are oppressive to low-income, rural populations and particularly injurious to indigenous-descended Paraguayans, can and should come "from below," from the people, and not from the government. I argue that a way forward is through transformative education, drawing heavily on critical pedagogy theorists such as Paolo Freire and others to reflect on the propensity for education to change society.

In recent years, the discipline of statistics has begun reckoning with its difficult history. Institutions are reconsidering names that have honored key historical figures in statistics who have deep ties to eugenics movements and racial and class prejudice. These names, however, continue to appear in our classrooms, where we teach the methods created by these individuals, raising the question of how instructors should address their legacies. Three examples of famous statisticians and their work - Francis Galton's use of conditional probabilities to demonstrate "hereditary talent," Karl Pearson's attempt to quantify the intelligence of Jewish immigrant students, and Ronald A. Fisher's creation of the analysis of variance to de-emphasize environment in human development - highlight the intimate ties between statistics and eugenics. These examples, along with a discussion of the context of these men, eugenics movements, and the statisticians and scientists who opposed their eugenic programs, can humanize the field for students, teach them about the challenges in accurate and unbiased data collection and analysis, and connect historical mistakes to contemporary ethical issues. Confronting this history in the classroom can both improve the teaching of the statistical methodologies themselves and begin a broader conversation about the role of statistics in the world. Supplementary materials for this article are available online.

In this paper, several research topics are presented that provide productive avenues of exploration for students in an undergraduate cryptography course. The topics are intended for a variety of skill levels and interests. In some cases, a student might be inspired to try to solve the proposed problem or write computer code. Other topics might motivate them to learn new mathematics or algorithms, or research a historical event or person. In all cases, a short description of the topic is given along with several references that can be used as a starting point for student research. The author also describes some challenges and recommendations when teaching a course where a project is a main component.

This article examines the ways teachers, students, and teacher educators interacted in a unit around Christopher Columbus and other historical figures that have been given places of privilege within the dominant society. The authors trace how color-evasiveness and explicit engagement with race in the classroom intermingle with the implementation of a Youth Participatory Action Research (YPAR) project. Findings reveal that differences in teacher comfort discussing race shaped how students imagined monuments that might take the place of a local statue of Christopher Columbus to represent community values and needs. This study contributes to the body of scholarship about using YPAR as part of a larger endeavor to sustain inclusive learning environments where teachers teach about race and racism in their middle school classrooms.

At the same time teachers and administrators grapple with how to develop teachers' understanding of diversity, equity, and inclusion in the classroom, recent legislative sessions have unleashed a flood of legislation that seeks to limit teachers from teaching about race, racism, oppression, and injustice in U.S. schools. Teachers are struggling with how to balance student engagement and interest while also tackling these large, complex, and difficult topics. Unfortunately, the continued practice of using classroom simulations that attempt to undertake these difficult topics does not meet the challenge. This article examines the potential dangers when using classroom simulations to teach sensitive topics and provides strategies for teachers to create engaging and innovative lessons that educate and empower, and do not marginalize students in the process. To create classrooms that are safe and affirming, the practice of using classroom simulations needs a renewed examination, particularly ones that delve into culturally and historically sensitive topics.

The cognitive theory of multimedia learning (Mayer, 2021, 2022), which seeks to explain how people learn academic material from words and graphics, has developed over the past four decades. Although the name and graphical representation of the theory have evolved over the years, the core ideas have been constant--dual channels (i.e., humans have separate information processing channels for verbal and visual information), limited capacity (i.e., processing capacity is severely limited), and active processing (i.e., meaningful learning involves selecting relevant material to be processed in working memory, mentally organizing the material into coherent verbal and visual structures, and integrating them with each other and with relevant knowledge activated from long-term memory). This review describes how the theory has developed (i.e., the past), the current state of the theory (i.e., the present), and new directions for future development (i.e., the future). In addition, the review includes examples of the events and findings that led to changes in the theory. Implications for educational psychology are discussed, including 15 evidence-based principles of multimedia design.

It is difficult for mathematics teachers to find and utilize relevant historical content for their students. In this study, we aimed to examine how prospective mathematics teachers (PMTs) evaluate the history of mathematics (HM) in curriculum resources and how they integrate the HM into lesson plans. We collected data through PMTs' evaluation reports on the analysis of textbooks, lesson plans, and lesson plan reflections. PMTs evaluated textbooks critically, acknowledging the limits and recognizing the possibilities. They mostly provided negative evaluations and criticized the quality of HM in the textbooks. The findings revealed that PMTs' evaluations of the analysis of HMs in textbooks served as a bridge to assist their utilization of HMs in lesson plans. When PMTs incorporated HM into their lesson plans in an effort to engage students in the learning of mathematics, the HM integration reached higher levels of cognitive demand. However, they performed less well when incorporating pedagogical instructions and student thinking. The theoretical and practical implications of the study are discussed.

This paper attempts to reinterpret asylum theory (1954) propounded by Ortwin Henssler (1923-2017) as a free-space theory of education, as a way of grasping the problematic nature of 'pedagogical protection.' The theoretical potential of Henssler's thought has been more appreciated, accepted, and developed in Japan than in his native Germany. First, I outline Henssler's theory of asylum and show how his theory has been received and developed in Japan, especially in the fields of historical researches. Secondly, I discuss the possibility of reading Henssler's thought of asylum as a theory of 'pedagogical protection.' Thirdly, I consider whether it is possible to interpret 'free space' in education based on the model of asylum. Finally, I delineate some prospects for and challenges involved in connecting the theory of asylum to the theory of education.

Education about catastrophes often begins with, and at times even focuses on, passing down catastrophe memories. For this education, catastrophe memories that are unique to the survivors must be translated carefully to ensure that they can be understood by successors who may not have experienced a catastrophe themselves. This study elaborates on the structure of the translation of these memories between the survivors and successors. It also focuses on the educational significance of the practical application of such translations. Section 1 describes the purpose of this study while Section 2 examines the reasons for the emphasis on passing down survivors' memories in catastrophe education. Section 3 focuses on telling-listening exchanges while passing down these memories and examines the structure and characteristics of such exchanges. It was identified that it is imperative that these exchanges should communicate the experience that cannot be translated in words or is incommensurable. If both, the survivors and successors, are truthful to the incommensurability, and if they both dare to experience it, they will be able to find the potential and possibilities to transform human lives and societies while weaving together the narratives of catastrophe memories that would be transformed and generated endlessly.

While there is mounting research on the well-known white founders of social work, documentation of Black social work pioneers and their contributions is scarce -- in both social work education and the broader telling of the profession's history. Given the systemic exclusion of Black social workers in the dominant narrative of social work history, there is a critical need to understand how social work education perpetuates and centers whiteness in the teaching of historical and contemporary social work. This article uses Critical Race Theory to interrogate the role of racism and white supremacy in maintaining the Eurocentric hegemony undergirding the pedagogical and epistemological canons of social work. Moreover, the authors call for a radical shift from social work's white- centered discourse and curricula to an equitable praxis, centering Black social work pioneers and their contributions to the profession. Implications for decolonizing pedagogy and anti-racist practice in social work education are also discussed.

Intercultural education in Australia has been positioned in State-based official curriculum and education policy as developing understanding between diverse cultural groups. However, cultivating such understanding far more complex in practice than policy and curriculum directives can capture. In Australia, eruptions of intercultural tensions has an ongoing and complex history. This paper examines the challenges for teachers' intercultural practice in one Australian public school setting. Reporting on a single-site ethnography drawing on Lefebvre's production of space. I conceptualise teachers' intercultural work as a praxis of difference, this paper problematises the way intercultural education is often taken up in tokenistic ways and advocates for reimagining intercultural education as a challenge of practice. I argue that an examination of the conditions that produce complex relations between diverse cultural groups in particular spaces is a productive starting point for developing intercultural understanding as a rational praxis of difference .

The model for implementing pedagogical technologies to the develop cognitive processes of secondary education students is highly significant in the present era. The purpose of the study is to substantiate and practically test some pedagogical technologies used in the process of secondary education. To investigate this issue in more detail, theoretical research methods were used, namely: analysis, generalisation, synthesis, structural and functional methods, and empirical research methods such as testing, survey, and experiment. The main result of the study is the proof of the fact that pedagogical technologies for the development of cognitive abilities in students affect their success in learning and their level of productivity. The experimental part of the study showed that it is necessary to introduce such teaching methods as game techniques "In search of the truth," "Perceive the date," "Naughty numbers," and "Black Box" in the development of chronological knowledge in history lessons, since the use of such techniques at any age contributes to the development of stable associative connections, as opposed to direct memorisation. Moreover, such training promotes the development of imagination, logical thinking of students, and memorisation mechanisms and effectively affects the development of cognitive abilities of the individual. The practical significance of this study is that all the materials can be used in educational institutions by teachers, students, and other researchers.

There is a renewed interest for the use of inquiry in social studies classrooms; though, research has long shown numerous benefits. This lesson seeks to utilize the inquiry method to invigorate the social studies curriculum as well as explore a controversial topic of gender equality in historic representation. Women are often underrepresented in history textbooks and curriculum. Thus, students may examine various females and their role in history; more specifically this lesson aims to explore women from the 1920s to fight the misconception that women quickly earned equal status as men because of their enfranchisement with the passing of the Nineteenth Amendment.

U.S. libraries and classrooms are under siege by private and governmental entities working to simultaneously ban/remove justice-focused literature and inundate these spaces with reactionary/ultra-conservative materials. It is within this educational crisis that we conducted a critical content analysis of the award-winning, best-selling historical fiction series, "Rush Revere: Time Travel Adventures with Exceptional Americans" by Rush Limbaugh. The analysis worked to answer two central research questions: How does the "Rush Revere" series promote white lies about U.S. history? and What curricular violence is enacted through the "Rush Revere" series? Findings illuminate how each book individually centralizes an aspect of white supremacy exceptionalism, capitalism, militarism, patriotism, paternalism - that collectively then creates the infrastructure to indoctrinate young readers into white supremacist ideology.

This article offers a theoretical intervention in new and emergent approaches to analysing China's coercive nation-building policies under Xi Jinping. The author contends that the recent Western framing of CCP policies as genocidal or necropolitical, predicated on notions of settler colonialism and indigeneity, not only strips minority nationalities of their political agency but also prevents them from pursuing anti-colonial self-determination. By delving into the extensive scholarly work within Chinese anthropology, history, and philosophy that contributes to the reconstruction of a retrotopian Chinese nation with non-Han minority groups at its core, this article argues that the ongoing effort to build a revitalised Chinese national community requires more than merely overcoming obstacles related to minority cultures and identities. It entails actively reimagining the role and participation of minorities in 'self-sacrifice' for the Chinese national community, implying their voluntary relinquishment of identities and rights in order to align with the Chinese nation.

Despite the importance of undergraduate research for student learning and development, not enough work has been done to clarify its effects in different disciplinary contexts. Using data from the China College Student Survey, this research adopts Becher and Trowler's theory of discipline classification to understand the relationship between undergraduate research and students' learning outcomes in different disciplines. It indicates that first, contributing to journals/conferences correlates with students' self-reported learning outcomes in Physics, History, and Engineering, but these relationships can be explained by process-centered activities, except in Physics. Second, early-year undergraduates' learning outcomes are relatively weakly related to conducting research with faculty in pure disciplines. By contrast, such relationships are distinct in applied disciplines. Third, in soft disciplines, participating in competitions significantly correlates with more types of students' learning outcomes than conducting research with faculty, while in hard disciplines, they both play quite important roles. It makes recommendations for future research and practice, which enrich insight into how universities can best engage undergraduates in research.

This qualitative study highlights how children's literature can serve as a springboard for discussing current events while making connections with a similar historical event. Undergraduate students enrolled in children's literature courses read the graphic novel "Fever Year: The Killer Flu of 1918" and discussed the parallels between the book and the COVID-19 pandemic. Findings indicate strong text-to-self and text-to-world connections between the events of the flu of 1918 highlighted in the graphic novel and those of the COVID-19 pandemic. Connections included restrictions and closures, mask mandates, vaccine development, medical theories, and theories of spread. Information dissemination and consumption was a prominent theme.

Interlocking mechanisms of exclusion function as gatekeepers to high-quality learning in schools, which perpetuate oppressive conceptions of ability, learning, and intelligence. Across educational ecosystems, these intersecting forms of oppression--including but not limited to racism, ableism, and colonialism--are reified through exclusionary practices that hoard learning opportunities. In this paper, we contend that learning-access disparities are at the crux of educational inequalities, and that theoretical fragmentation across educational disciplines has limited our understanding of entrenched patterns of exclusion and potential solutions. This fragmentation has led to siloed equity conversations and solutions; therefore, we articulate a conceptual framework for inclusive education: Critical Inclusion (InCrit). In doing so, we first engage in a critical-historical review of educational inclusion, including how it has been theorised and operationalised in both research and praxis. We next describe the cross-pollination of the foundational theories on which the conceptual framework stands to emphasise intersectionality and emancipatory education in relation to the vast scholarship on critical inclusion. We then present the framework's core components, which represent connectors between theory and practice, and illustrative examples. We conclude with a discussion of the cross-systems change required to make meaningful progress toward emancipatory education for all students and achieve critical inclusion in practice.

Consumer research has focused on market-mediated efforts to memorialize the past, but this overshadows the issues that arise when consumers, as nonprofessionals, make the past consumable. Consumer-driven memorialization is defined as consumer engagement with traces of the past in memoryscapes of low market-mediation that creates a complex interplay of remembering and forgetting. Based on an ethnographic study of urban exploration, we theorize that consumer-driven memorialization comprises two practices of tracing and trace-making. Tracing involves consumer attempts to recover traces of the past, while trace-making involves consumer attempts to create traces for the future. Consumers enact multiple roles during consumer-driven memorialization: explorers experience the past, archaeologists materialize the past, artists aestheticize the past, and historians narrate the past. The theorization of consumer-driven memorialization offers three contributions. First, the dimensions of consumer-driven memorialization broaden understanding of what constitutes a consumable past in contexts of low market-mediation. Second, we explain how the ideological and material challenges that emerge in consumer-driven memorialization generate a complex interplay between remembering and forgetting. Third, we shed light on how consumer-driven memorialization is inscribed in space. [ABSTRACT FROM AUTHOR]

The Holocene (beginning around 12,000 years ago) encompassed some of the most significant changes in human evolution, with far-reaching consequences for the dietary, physical and mental health of present-day populations. Using a dataset of more than 1,600 imputed ancient genomes1, we modelled the selection landscape during the transition from hunting and gathering, to farming and pastoralism across West Eurasia. We identify key selection signals related to metabolism, including that selection at the FADS cluster began earlier than previously reported and that selection near the LCT locus predates the emergence of the lactase persistence allele by thousands of years. We also find strong selection in the HLA region, possibly due to increased exposure to pathogens during the Bronze Age. Using ancient individuals to infer local ancestry tracts in over 400,000 samples from the UK Biobank, we identify widespread differences in the distribution of Mesolithic, Neolithic and Bronze Age ancestries across Eurasia. By calculating ancestry-specific polygenic risk scores, we show that height differences between Northern and Southern Europe are associated with differential Steppe ancestry, rather than selection, and that risk alleles for mood-related phenotypes are enriched for Neolithic farmer ancestry, whereas risk alleles for diabetes and Alzheimer's disease are enriched for Western hunter-gatherer ancestry. Our results indicate that ancient selection and migration were large contributors to the distribution of phenotypic diversity in present-day Europeans.

Multiple sclerosis (MS) is a neuro-inflammatory and neurodegenerative disease that is most prevalent in Northern Europe. Although it is known that inherited risk for MS is located within or in close proximity to immune-related genes, it is unknown when, where and how this genetic risk originated1. Here, by using a large ancient genome dataset from the Mesolithic period to the Bronze Age2, along with new Medieval and post-Medieval genomes, we show that the genetic risk for MS rose among pastoralists from the Pontic steppe and was brought into Europe by the Yamnaya-related migration approximately 5,000 years ago. We further show that these MS-associated immunogenetic variants underwent positive selection both within the steppe population and later in Europe, probably driven by pathogenic challenges coinciding with changes in diet, lifestyle and population density. This study highlights the critical importance of the Neolithic period and Bronze Age as determinants of modern immune responses and their subsequent effect on the risk of developing MS in a changing environment.

Major migration events in Holocene Eurasia have been characterized genetically at broad regional scales1-4. However, insights into the population dynamics in the contact zones are hampered by a lack of ancient genomic data sampled at high spatiotemporal resolution5-7. Here, to address this, we analysed shotgun-sequenced genomes from 100 skeletons spanning 7,300 years of the Mesolithic period, Neolithic period and Early Bronze Age in Denmark and integrated these with proxies for diet (13C and 15N content), mobility (87Sr/86Sr ratio) and vegetation cover (pollen). We observe that Danish Mesolithic individuals of the Maglemose, Kongemose and Ertebølle cultures form a distinct genetic cluster related to other Western European hunter-gatherers. Despite shifts in material culture they displayed genetic homogeneity from around 10,500 to 5,900 calibrated years before present, when Neolithic farmers with Anatolian-derived ancestry arrived. Although the Neolithic transition was delayed by more than a millennium relative to Central Europe, it was very abrupt and resulted in a population turnover with limited genetic contribution from local hunter-gatherers. The succeeding Neolithic population, associated with the Funnel Beaker culture, persisted for only about 1,000 years before immigrants with eastern Steppe-derived ancestry arrived. This second and equally rapid population replacement gave rise to the Single Grave culture with an ancestry profile more similar to present-day Danes. In our multiproxy dataset, these major demographic events are manifested as parallel shifts in genotype, phenotype, diet and land use.

Western Eurasia witnessed several large-scale human migrations during the Holocene1-5. Here, to investigate the cross-continental effects of these migrations, we shotgun-sequenced 317 genomes-mainly from the Mesolithic and Neolithic periods-from across northern and western Eurasia. These were imputed alongside published data to obtain diploid genotypes from more than 1,600 ancient humans. Our analyses revealed a 'great divide' genomic boundary extending from the Black Sea to the Baltic. Mesolithic hunter-gatherers were highly genetically differentiated east and west of this zone, and the effect of the neolithization was equally disparate. Large-scale ancestry shifts occurred in the west as farming was introduced, including near-total replacement of hunter-gatherers in many areas, whereas no substantial ancestry shifts happened east of the zone during the same period. Similarly, relatedness decreased in the west from the Neolithic transition onwards, whereas, east of the Urals, relatedness remained high until around 4,000 BP, consistent with the persistence of localized groups of hunter-gatherers. The boundary dissolved when Yamnaya-related ancestry spread across western Eurasia around 5,000 BP, resulting in a second major turnover that reached most parts of Europe within a 1,000-year span. The genetic origin and fate of the Yamnaya have remained elusive, but we show that hunter-gatherers from the Middle Don region contributed ancestry to them. Yamnaya groups later admixed with individuals associated with the Globular Amphora culture before expanding into Europe. Similar turnovers occurred in western Siberia, where we report new genomic data from a 'Neolithic steppe' cline spanning the Siberian forest steppe to Lake Baikal. These prehistoric migrations had profound and lasting effects on the genetic diversity of Eurasian populations.

The long-standing assumption that aboveground plant litter inputs have a substantial influence on soil organic carbon storage (SOC) and dynamics has been challenged by a new paradigm for SOC formation and persistence. We tested the importance of plant litter chemistry on SOC storage, distribution, composition, and age by comparing two highly contrasting ecosystems: an old-growth coast redwood (Sequoia sempervirens) forest, with highly aromatic litter, and an adjacent coastal prairie, with more easily decomposed litter. We hypothesized that if plant litter chemistry was the primary driver, redwood would store more and older SOC that was less microbially processed than prairie. Total soil carbon stocks to 110 cm depth were higher in prairie (35 kg C m-2) than redwood (28 kg C m-2). Radiocarbon values indicated shorter SOC residence times in redwood than prairie throughout the profile. Higher amounts of pyrogenic carbon and a higher degree of microbial processing of SOC appear to be instrumental for soil carbon storage and persistence in prairie, while differences in fine-root carbon inputs likely contribute to younger SOC in redwood. We conclude that at these sites fire residues, root inputs, and soil properties influence soil carbon dynamics to a greater degree than the properties of aboveground litter.

Abstract: Dental data can reveal evidence for a past population's oral health, nutrition, and certain cultural activities. This study aims to explore oral health and dental attrition during the late Bronze Age in order to explore health outcomes in different subgroups as well as aspects of foodways and changes in subsistence strategies during the second millennium BCE in northwest China. To do this, the skeletal remains of adult individuals associated with the Siwa material culture (1400–1100 BC) from the Mogou site (n = 28) were macroscopically assessed and compared with previously published data derived from a subsample of individuals associated with Qijia period material culture complex (1750–1400 BC) from the same site. The results show that the Siwa‐period population experienced a high frequency of carious lesions and antemortem tooth loss associated with advanced attrition (of both molars and nonmolar teeth), which did not vary significantly by sex. Females had a higher prevalence of carious lesions and antemortem tooth loss than did males, while males had a higher prevalence of dental calculus. These male/female health outcomes are also attested during the earlier Qijia period at the Mogou site. The Siwa period differs from the Qijia in that females experienced slightly worse attrition than their predecessors. Overall, oral health does not diverge significantly between the Qijia and Siwa periods, suggesting that the factors that contributed to oral health including dietary practices may have persisted diachronically for individuals buried at this site.

The natural environment of the Gansu-Qinghai region in northwest China exhibits spatial variation, resulting in distinct adaptive strategies among populations in different geographical areas. In this study, we analyzed the diachronic trend and regional variations in caries prevalence among 10 different middle and late-Holocene groups by examining dental caries data to explore the correlation between different adaptation strategies and caries frequency. Frequency data was used to compare dental caries between populations, and the Chi-square test was employed to detect statistical differences. A multidisciplinary approach was employed to investigate the relationship between these changes and the adaptive strategies adopted by the populations in this region. The result shows that there was a gradual increase in caries prevalence over time in eastern Gansu, which corresponded with development of millet farming and social hierarchy. In the Hexi Corridor, caries prevalence exhibited fluctuations attributable to climate variability, human migration, and regime change. The research proposes that changes in adaptive strategies due to various social and environmental factors are reflected in human teeth, while also presenting a novel endeavor of aggregating a large, multisite bioarchaeological dataset in order to investigate the interactions between Holocene populations and palaeoenvironments in northwest China.

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