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A previous Deep in Japan podcast explored how ancient Japanese viewed their environment and sacred sites, culminating in the author's discovery of a mountain range that was formerly viewed as a mandala that practitioners could traverse. This 2022 podcast is more autobiographical, describing encounters with Reischauer, Keene, Alan Watts, and others. Among various topics such as neighborhood organizations, Buddhism and haiku, discussing his career as a Japan specialist and professor, the author advises navigating between assimilation and going native, consulting and negotiating to gain leeway, and remaining a professional foreigner.

Higher Calling is a project for everyone who decided to become a scholar because they believed in the mission of higher education. “Finding Your Purpose” is a workbook to help all of us navigate the contradictions between the work we are driven to do and the conditions we face in our working lives. “Finding Your Purpose” offers guided questions, exercises, and rituals to help you orient yourself in relation to your work; trace your lineage; identify your community; embrace sources of pleasure; articulate your values; and find your purpose.

The Digital Humanities are based on the collaboration and co-production of different disciplines and cultures. This makes project management skills one of the central methods in the field of digital humanities and cultural studies. In this interview series, three experts from different fields were interviewed about their experiences and views on project management. The questions were developed together with professionals from the DH community. For the topic "Teaching and Universities" the authors interviewed Dr. Markus Frank, coordinator of the "Digital Humanities - Linguistics" programme at LMU Munich.

The Digital Humanities are based on the collaboration and co-production of different disciplines and cultures. This makes project management skills one of the central methods in the field of digital humanities and cultural studies. In this interview series, three experts from different fields were interviewed about their experiences and views on project management. The questions were developed together with professionals from the DH community. For the topic "Teaching and Universities" the authors interviewed Dr. Markus Frank, coordinator of the "Digital Humanities - Linguistics" programme at LMU Munich.

The Digital Humanities are based on the collaboration and co-production of different disciplines and cultures. This makes project management skills one of the central methods in the field of digital humanities and cultural studies. In this interview series, three experts from different fields were interviewed about their experiences and views on project management. The questions were developed together with professionals from the DH community. For the topic "Infrastructure and Libraries" the authors interviewed Dr. Hendrikje Carius, deputy director of the Gotha Research Library.

Un comentario sobre la reacción de los estudiantes de la Universidad de Zaragoza, y la reacción institucional, ante el anuncio del Ministerio de Educación (en 2005) de una reforma que reduciría drásticamente el catálogo de titulaciones de Humanidades. ___________________________________________________________________________ English abstract: QUITE RELUCTANTLY. A commentary on the students' reaction at the University of Zaragoza, and the institutional response, to the Spanish Ministry of Education's announcement of a radical reform and reduction of higher education degrees in the humanities (in 2005).

The Digital Humanities are based on the collaboration and co-production of different disciplines and cultures. This makes project management skills one of the central methods in the field of digital humanities and cultural studies. In this interview series, three experts from different fields were interviewed about their experiences and views on project management. The questions were developed together with professionals from the DH community. For the topic "Research funding" the authors interviewed Dr. Vera Szöllösi-Brenig, funding officer at the Volkswagen Foundation.

An overview, with photographs and descriptions of the Translation & Interpretation Program at the Puget Sound Skills Center (PSSC) in Burien (Washington), a CTE (Career and Technical Education) program for high school heritage language speakers interested in exploring how language skills might help others communicate. The program is language neutral, includes learning about interpreting and translating, and features service learning components. Outcomes include improved language skills, articulation credits, higher graduation rates, and in some cases, professional interpreter certification.

These slides are from a presentation to the quarterly CGS Research & Policy Forum. The forum featured Dr. Katina Rogers and her new book, Putting the Humanities PhD to Work: Thriving in and Beyond the Classroom (Duke University Press, 2020). The talk centers on the notion that career development is not a standalone issue. Rather, it is embedded in questions of equity, inclusion, evaluation, labor structures, and more. There is an underlying stumbling block to meaningful change: a misalignment between values and structures, with a dominant economy of prestige often undermining efforts to support the public good. The structures that support tacit value systems--include admissions, curriculum, dissertation expectations, hiring, tenure and promotion, and more--have been created at one point, thus can also be changed.

In this essay is discussed the lack of scientific support in the teacher's formation established in the laws

Reseña sobre el volumen Investigar en la era neoliberal. Visiones críticas sobre la investigación en Comunicación en España. Bellaterra, Castelló de la Plana, Barcelona, Valencia: Universitat Autònoma de Barcelona, Publicacions de la Universitat Jaume I, Universitat Pompeu Fabra y Publicacions de la Universitat de València. ISBN: 978-87-17429-35-5.

This is a paper that I presented at the 2019 MLA in Chicago. In this paper I situate discussions of the field of Iberian Studies within the context of the crisis of the Humanities and the future of Cultural Studies.

This study was designed to identify the determinants of mathematics-related career choice among senior secondary school students in Makurdi metropolis, Benue State, Nigeria. It explicitly focused on parents influence, academic ability, peer group influence, influence of various teaching methods employed in teaching mathematics, students’ interest, gender differences and role models influences as basic determinants of mathematics-related career choice. A survey research design was employed for the study, with the researcher developed Students Career Determinant Questionnaire – SCDQ (Cronbach Alpha Coefficient = 0.82) administered to a sample of 125 senior secondary school students who want to major in mathematics-related careers. These students were drawn randomly from five different secondary schools chosen via stratified random sampling in Makurdi metropolis, Benue State, Nigeria. Mean and standard deviation were used to answer the research questions. Analysis of the data obtained from the SCDQ revealed that parents have a huge influence on senior secondary school students’ choice of career even if the careers of such parents may not be mathematics inclined and the parents may not insist or suggest that their students major in mathematics related careers. The study also revealed that career choice determinants such as students’ academic ability (cluster mean score = 2.73), peer group influences (cluster mean score = 2.69), various teaching methods employed in schools (cluster mean score = 3.05), students interest (cluster mean score = 2.89), gender differences (cluster mean score = 2.64) and role model influences (cluster mean score = 2.68), all have positive high influences on mathematics related career choice decisions of students. The results indicated that the various teaching methods employed in schools have the highest influence on mathematics-related career choice among senior secondary school students with a cluster mean of 3.05. Based on these findings it was recommended that mathematics teachers should endeavour to employ modern teaching methods in their classroom lessons to ensure attainment of mathematics related-career goals among these secondary school students.

Existing contexts within the Nigerian higher education system have taken a toll on the extrinsic motivation of students. In view of the effect of these dynamics on the overall objective of science education, students’ sense of hope holds a unique significance for academic wholeness. This study employs an ex post facto research design to examine the relationship between science education students’ sense of hope and their academic achievement. The sample comprises 69 second-year students drawn from the science education programmes of a federal university in North Central Nigeria. The Trait Hope Scale and student written responses on personal motivation for science education provided data that were analyzed using mean, standard deviation, t-test, correlation, and thematic analysis. The findings reveal overall high mean scores for sense of hope (, SD = 6.687), a weak positive correlation between hope and students’ CGPA that was not statistically significant, and broad desire for acquiring knowledge for society building. The implications of these outcomes for resilience in university education and human capacity development were discussed.

This e-book is the first volume of the online publication #Alt-Academy. Edited by Bethany Nowviskie, this volume contains all 24 essays published by the 32 authors who contributed to #Alt-Academy's initial collection. The following text, also by Nowviskie, is from the 2011 website launch: #Alt-Academy was created by and for people with deep training and experience in the humanities, working or seeking employment — generally off the tenure track, but within the academic orbit — in universities and colleges, or allied knowledge and cultural heritage institutions such as museums, libraries, academic presses, historical societies, and governmental humanities organizations. The work of such institutions is enriched and enabled by capable “alternative academics.” Although they are rarely conventionally-employed as faculty members, the people contributing to #Alt-Academy maintain a research and publication profile and bring their methodological and theoretical training to bear every day on problem-sets of great importance to higher education. For some, keeping their considerable talents within the academy can feel more difficult than making a switch to private-sector careers. Class divisions among faculty and staff are profound, and the suspicion or (worse) condescension with which so-called “failed academics” are met can be disheartening. For all that, these authors love their work. Many on the #alt-ac track describe the satisfaction of making teams (and systems, and programs) work, of solving problems and making or enabling breakthroughs in research and scholarship in their disciplines, and of contributing to and experiencing the life of the mind in ways they did not imagine when they entered grad school. #Alt-Academy is for everyone building skills and experience in precisely those areas of the academy that are most in flux, and most in need of guidance and attention by sensitive, capable, imaginative, and well-informed scholar-practitioners.

Spanish abstract: Un comentario sobre la reforma en curso de la estructura de titulaciones de la educación universitaria en España, bajo la administración de José Luis Rodríguez Zapatero y el ministerio de Educación del PSOE (2005), y sobre sus implicaciones para los estudios de la macroárea de Humanidades. ______________________________________________________________________________________________ English abstract: A comment on the ongoing reform of the degree structure of higher education in Spain, under the administration of José Luis Rodríguez Zapatero and the PSOE ministry of Education (2005), with particular reference to its implications for the areas in the Humanities division.

El presente trabajo aborda parte de la realidad del psicopedagogo en Chile, en el que se expusieron temas como, el quehacer del profesional en un contexto distinto al escolar y como se ha estado insertado de forma paulatina fuera de este, considerando gran cantidad de profesionales dentro del país registrados para la evaluación y diagnostico en la plataforma del Ministerio de educación de Chile (MINEDUC). Además, se analizó la importancia de la necesidad de desescolarización del profesional y el quehacer en los ámbitos socio comunitario y de salud. Finalmente, se propuso la urgencia de la implicación de instituciones de educación superior y la necesidad de leyes y decretos que legislen a favor de la Psicopedagogía para propiciar la apertura de espacios laborales para el psicopedagogo.