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\"This book unpacks the tension between free speech and the social justice priority to support all students. Drawing on court cases, institutional policies and procedures, and notable campus practices, this book answers the question: How do campus leaders develop interests of social justice and create a campus that is inclusive and inviting of all identities while also respecting students' free speech rights? This useful guide provides insights about the myriad of challenges that campus leaders have faced, along with practical approaches to address these issues on their own campuses. Experts Sun and McClellan interrogate the assumptions, thoughts, events, rules, and actions often at-play when free expression clashes with a college's mission of diversity, inclusion, and social justice. This book helpfully guides campus leaders to consider a series of legal frameworks and promising policies as solutions for balancing social justice and free speech.\" -- Provided by publisher

The various definitions of academic freedom in the United States reflect the influence of social and political norms in its interpretation as both a professional and legal right. Yet, underlying these interpretations is the operational understanding, which includes both legal and professional considerations, that academic freedom is a widely recognized principle that grants professors the autonomy and authority to explore intellectual questions within their academic disciplines, conduct professional work, and express their views in the public sphere without undue interference or suppression. In other words, academic freedom is a foundational principle rooted in legal and institutional frameworks that safeguards professors’ ability to engage in intellectual inquiry, professional practice, and public discourse without undue interference. This principle extends beyond mere professional courtesy. It is recognized as essential to the functioning of higher education institutions and the broader democratic exchange of ideas. The public (including policymakers, industry leaders, media, and students) generally acknowledges academic freedom as an inherent protection that protects from unjustified interferences. By doing so, professors can participate in governance, disciplinary leadership, and extramural activities without the fear of retaliation or coercion. By insulating academic work from ideological, political, or economic constraints, academic freedom maintains the legitimacy and independence of scholarly inquiry in service to both knowledge advancement and the public good.

This review paper explores the integration of artificial intelligence (AI) in career and technical education (CTE). CTE is an educational domain often overlooked in discussions about teaching and learning and notably omitted in the extant literature about AI’s application in educational settings. Although much of the existing literature focuses on AI in K-12 and higher education, CTE faces distinct challenges and opportunities in both education and the application of AI because CTE programming is more hands-on and industry-connected. This paper, grounded in Diffusion of Innovations theory, examines AI tool adoption processes among CTE educators by analyzing both barriers and opportunities. Key findings suggest that while AI offers significant benefits, its adoption is hindered by systemic factors. This paper contributes to the literature by highlighting the importance of contextualizing AI adoption within the distinct pedagogical practices and industry partnerships of CTE. It emphasizes the need for targeted strategies that address CTE-specific challenges, including robust infrastructure, equitable resource distribution, and fostering a culture of innovation among educators. The implications of this work underscore AI’s potential to bridge the gap between education and workforce demands, positioning CTE programs as critical sites for preparing students for the next phase of workforce under Industry 5.0.

This study examines how medically disqualified NCAA Division I student-athletes experience the abrupt end of their athletic careers and how those experiences reflect broader cultural and psychological dynamics within college sport. Utilizing an interpretive phenomenology analysis, we explore if the experiences of National Collegiate Athletic Association (NCAA) Division I student-athletes, who become medically disqualified, can be conceptualized by researchers through the stages of the Kübler-Ross model addressing grief responses. Unlike the prior research criticizing the application of the model to injured athletes, we found ample support for the possible applicability of each emotional stage; however, our study findings also reveal that the staged transitions do not necessarily follow in sequential order, as suggested by Kübler-Ross. Thus, the model applies as a general framework of grief from loss, but not as a fixed set of grieving processes for elite student-athletes who become medically disqualified. We conclude with implications for NCAA policy, athlete mental health services, and the cultivation of exit cultures that prioritize human well-being over athletic productivity.

Winner of the 2012 ASHE/CAHEP Barbara Townsend Lecture AwardTo prosper and thrive in an increasingly unpredictable national and global environment, U.S. higher education will need to adapt, innovate, and evolve once again, as it has during every major societal change over the past four centuries.The purpose of this new edition, published a turbulent decade after the first, is to provide institutional leaders -- from department chairs to trustees -- with a broad understanding of the academic enterprise, strategic guidance, and key principles, to assist them in navigating the future and drive the success of their institutions as they confront the unimagined.Recognizing that the hallmark of higher education in the U.S. is the diversity of institution types, each of which is affected differently by external and internal influences, the authors provide examples and ideas drawn from the spectrum of colleges and universities in the not-for-profit sector.This book covers the major functions and constituent departments and units within institutions; the stakeholders from students and faculty through the echelons of administration; the external environment of elected officials, foundations, philanthropists, and the new changing media; and innovations in teaching, technology, data analytics, legal frameworks, as well as economic, demographic, and political pressures.The book is informed by the proposition that adhering to four principles--which the authors identify as having enabled institutions of higher education to successfully navigate ever-changing and volatile pasts--will enable them to flourish in the coming decades: The four principles are: Be mission centric by making all key decisions based on a core mission and set of values. Be able to adapt to environmental change in alignment with the mission and core values. Be committed to democratic ideals by seeking to promote them and modeling democratic practices on and off campus. Be models for inclusion, equity, and positive social change.

University-industry collaborations have been largely met with skepticism and resistance from faculty critics, who are concerned about the Academy adopting market-like behaviors and relying too heavily on industry. Yet, the pressures to engage in collaborations with industry, particularly to provide capital for universities, are likely to continue to increase. Guided by the capital-skill hypothesis, this study seeks to examine these realities through a case of a university-industry collaboration. We use an action research approach to analyze a collaboration between an academic college with a non-corporate centric focus at a public research university and a corporate entity within the healthcare field in which the college was contracted to develop a diversity, equity, and inclusion plan for the healthcare company. Findings illustrate how universities and industry can mutually benefit from collaborations when they adhere to what the authors refer to as the complementarity investment framework. Generated from the findings, this framework consists of four UIC design components: (a) the parties identify and clarify their roles, activities, and contributions to manage expectations; (b) the parties participate in learning exchanges, which are significantly valued as a component to this UIC; (c) the parties are open to experiences including unintended, yet positive, outcomes emerging from the UIC; and (d) the parties capitalize on the expert development by guiding and mentoring students as apprentices.

Every year, about 4 million cases and 143,000 deaths due to cholera are recorded globally, of which 54% were from Africa, reported in 2016. The outbreak and spread of cholera have risen exponentially particularly in Africa. Coupled with the recent emergence of the Coronavirus Pandemic (COVID-19) in Africa, the local health systems are facing a double burden of these infectious diseases due to their cumulative impact. In this paper, we evaluate the dual impact of cholera and COVID-19 in Africa and suggest plausible interventions that can be put in place to cushion its impact.

Introduction Alzheimer's disease (AD) is a leading cause of dementia around the globe. Its pathogenesis is characterized primarily by the extracellular deposition of amyloid β peptides and intracellular neurofibrillary tangles. Despite the significant investments in neurological research, the exact molecular mechanism of AD pathogenesis is still not fully elucidated. Several studies converge on a hypothesis that pathogenic microbes might play a role in AD progression. Although this hypothesis has been considered relatively weak for decades, it has recently received considerable attention due to increasing evidence on the association between microorganisms and AD. There is a lack of experimental and scientific arguments conveying that these microorganisms engender cognitive and neuropathological deficits and modifications specific to AD, challenging the theory that it could be an infectious neurological disease. This review focuses on recent advances in the infection hypothesis and provides an overview of new findings portraying the significance of pathogenic microbes in AD and the challenges confronting the validity of the hypothesis. Methodology Data were collected from medical journals published on PubMed, Ovid MEDLINE, ScienceDirect, and Embase bibliographical databases with a predefined search strategy. All articles considering neurological disorders, especially AD associated with infectious diseases, were included. Results This work focused on providing an overview of new findings around the relationship between microorganisms and AD, challenges facing the validity of the theory, and recommendations on how the scientific community can best develop alternative approaches to address the pathophysiology of AD. Conclusion While many studies reinforce the suspicion of an infectious etiology of AD, it is important to note that it is yet not validated how microorganisms’ presence in the brain can develop AD due to the limited available evidence. Certainly, ground‐breaking work is mandatory in this field of research, and these reports so far warrant a thorough investigation into how a chronic infection may remain silent while progressing its neuroinflammation. Amid this uncertainty arises the hope that many researchers will take on this challenge and join this endeavor to benefit AD patients worldwide. Graphical The figure was drawn and analyzed by Adekunbi Oluyemisi, Olivier Uwishema, Ashraf Mahmoud, and Inês F. Silva Correia.

To prosper and thrive in an increasingly unpredictable national and global environment, U.S. higher education will need to adapt, innovate, and evolve once again, as it has during every major societal change over the past four centuries. The purpose of this new edition, published a turbulent decade after the first, is to provide institutional leaders--from department chairs to trustees--with a broad understanding of the academic enterprise, strategic guidance, and key principles, to assist them in navigating the future and drive the success of their institutions as they confront the unimagined. Recognizing that the hallmark of higher education in the U.S. is the diversity of institution types, each of which is affected differently by external and internal influences, the authors provide examples and ideas drawn from the spectrum of colleges and universities in the not-for-profit sector. This book covers the major functions and constituent departments and units within institutions; the stakeholders from students and faculty through the echelons of administration; the external environment of elected officials, foundations, philanthropists, and the new changing media; and innovations in teaching, technology, data analytics, legal frameworks, as well as economic, demographic, and political pressures. The book is informed by the proposition that adhering to four principles--which the authors identify as having enabled institutions of higher education to successfully navigate ever-changing and volatile pasts--will enable them to flourish in the coming decades: The four principles are--(1) Be \"mission\" centric by making all key decisions based on a core mission and set of values; (2) Be able to \"adapt\" to environmental change in alignment with the mission and core values; (3) Be committed to \"democratic\" ideals by seeking to promote them and modeling democratic practices on and off campus; and (4) Be models for \"inclusion,\" equity, and positive social change. [Foreword written by Nancy Zimpher.]

Abstract Gastric hemangiomas (GHs) are extremely rare vascular lesions of mesodermal origin that may occur in isolation or in conjunction with underlying congenital pathology. Due to the scarcity of these tumors, there is no standardized diagnostic method; however, many have found the combination of endoscopic investigation and radiographic imaging to be most effective, with the presence of phleboliths on computerized tomography as being pathognomonic for GHs. Surgical treatment for symptomatic lesions is curative with no reports of recurrence. We describe a 21-year-old woman who presented with epigastric pain and one episode of 250 mL hematemesis earlier that morning. Under the impression of an upper gastrointestinal bleed due to peptic ulcer disease, esophagogastroduodenoscopy was performed which revealed a 5-cm blood clot-like mass similar in appearance to that of a II-b peptic ulcer, but the presence of a bridging fold led to the suspicion of a possible submucosal tumor. Dynamic computerized tomography scan showed similar findings, and the patient was referred for surgical intervention. Laparoscopic distal gastrectomy was performed with the final diagnosis of cavernous GH made via histological evaluation. The patient was discharged 9 days later with no complications. This case puts emphasis on the importance of considering cavernous GH as a potential cause of severe upper GI bleeding especially in those with atypical demographic profile and history.