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As higher education emerges from COVID-19 restrictions, the post-pandemic transitional moment provides Catholic institutions the opportunity to reconsider their reliance on adjuncts in core curricula. As tenure-track positions decline nationwide and universities increasingly source out coursework to temporary or part-time adjuncts and other contingent faculty, Catholic liberal arts universities should reevaluate how their use of adjuncts aligns with the church's cosmological and anthropological tenets. The Catholic intellectual tradition is uniquely qualified to identify the underlying causes of and the solutions to higher education's adjunctification. While we acknowledge that adjuncts can include retired academics and those teaching part-time for supplemental income or leisure, when we discuss "adjunct professors," we primarily refer to underemployed adjuncts seeking full-time work in academia without finding it. Based on Catholicism's vision of reality, the human person, and the economics of receptivity and gift flowing from both, Catholic universities should hire Core Fellows (non-tenured semi-permanent faculty lines exclusively teaching in their core curricula) to replace positions normally filled by adjuncts with positions enabling talented teachers to pursue pedagogical vocations with security and just honoraria.

Psychological readiness to return to sport (RTS) after injury is a critical and timely area of research that has received significant research attention of late. Although research on psychological readiness to RTS has burgeoned in recent years, there remains a lack of conceptual clarity on what psychological readiness is. As such, our aims in this review of the state of the art (consistent with the typology of Grant and Booth) are threefold. First, we articulate key conceptual issues and questions regarding the nature of psychological readiness and offer a preliminary nomothetic definition of the construct. Based on the definition, we advance several hypotheses for testing in future research. Second, we discuss research examining correlates of psychological readiness and, third, we look at empirical work focused on outcomes of psychological readiness. Our review draws upon literature spanning various disciplines and cultures/languages. [ABSTRACT FROM AUTHOR]