The study delved into perspectives regarding the use of ChatGPT across diverse contexts, exploring general, educational, and disability-focused viewpoints. The study comprised 71 individuals who were recruited from a higher education institution and completed an online survey consisting of the Demographic Questionnaire and the Use of ChatGPT Questionnaire. The study aimed to investigate general perspectives, educational perspectives, disability-focused perspectives, the outlooks on the effects on ChatGPT on specific proficiencies, willingness to use and recommend ChatGPT, and comparison among three views. The findings indicated that the possession of a mixed tone, praising ChatGPT’s usefulness while expressing concern about its possible misuse and overuse, was reaffirmed across various contextual perspectives. The opinions on its impact similarly mirrored its mixed tone and prompted a debate about employing ChatGPT as a supplement versus a substitute for genuine effort. The comparison of three contextual perspectives indicated that disability-specific perspectives exhibited a more optimistic viewpoint. The manifestation of hesitance to use and recommend ChatGPT and a multitude of neutral responses suggested that the use of ChatGPT is still experimental and in its trial phase, and perspectives may shift with broad adoption. Finally, the study highlighted the need for ongoing and continuous investigations to empirically and systemically explore the utilization of ChatGPT.

I will research some branches of continental thought in institutional economics. I will start with John Searle’s idea of social causation as collective intentionality and (according to my understanding) even more important notion of a background. I will take a continental neo-materialist and economic approach to the subject. I will also read Slavoj Zizek as neo-material economics in continental philosophical way. Furthermore, I will compare Searle’s notions of collective intentionality and the background of the social to Maurizio Ferraris’ notions of text as a replacement for collective intentionality. The problems that Ferraris addresses are understood here in terms of practices. This reading will make space for neo-material developments of economic theory as social theory. I will not directly address Alain Badiou’s neocommunism but will take some notions from neocommunism in general.

This article was written during the 2020 summer seminar “Imagining a Higher Education Career in African American Studies” at Princeton University, coordinated by Dr. Dannelle Gutarra Cordero. This summer seminar aimed to be a safe and restorative space for ten undergraduate students of Princeton University from underrepresented backgrounds that intend to pursue or explore a career in higher education in African American Studies. This article is the culmination of the scholarly collaboration throughout this summer seminar, where, as research associates, all participants researched the possibilities and challenges of a higher education career in African American Studies in the United States. This article explores institutional anti-Blackness in higher education in the United States, identifies research challenges for scholars of African American Studies, and advocates for educational reform in the institutional valuation of mentorship, of decolonizing academia, of tenure justice, and of anti-racist and reparative support for Black faculty and students.

In 2018, a YouTuber captured a woman on video calling the police on a Black family for having a barbecue in the park. It went viral. Within days, the incident developed into a meme and the instigator, Jennifer Schulte, became known as “BBQ Becky.” The public conversations that surfaced on social media featured an image of Schulte on a cellphone reporting the innocuous behaviors of Black people participating in various activities. This case study examines BBQ-Becky themed memes shared on X (formerly Twitter) and how they framed the incident. Our findings support the idea that nontraditional platforms provide alternate messages than those found in mainstream media.

This case study aims to evaluate the impact of an afterschool physical activity (PA) program integrated with mathematics on elementary school students’ Body Mass Index (BMI), fitness levels, and comprehension of geometry concepts–a recommended strategy for preventing child obesity. Utilizing descriptive statistics and t-tests, the study analyzes pre- and post-geometry assessments and FITNESSGRAM® assessments. Despite no significant weight change, the findings reveal improved cognitive understanding of geometry concepts and enhanced fitness levels. This research contributes valuable evidence supporting the positive effects of integrating PA into math learning environments, particularly benefiting low socioeconomic status (SES) and underrepresented children, addressing the decline in both physical activity and math performance during childhood.

Fundamental movement skills are a definite set of gross-motor skills that encompass different body parts. The purpose of this study was an inquiry on fundamental movement skills taught to pre-school children from teachers ‘perspective within the Zambezi Region. This study used quantitative procedures to gather, and analyse the data. The population of this study comprised of (n = 72) male and female Physical Education teachers from (n = 50) schools who were purposively selected. Data was analysed using SPSS statistical software programme, frequencies, percentages, mean and standard deviation scores were used to interpret the results. The study results show that a total number of (n = 3) movement skills; striking, rolling and volleying were 100% not taught in all schools. Dribbling was taught in some schools by 66(93.0%) over 5(7.0%) with a score of (M = 0.35 ± SD = .479). Jumping was taught by 68(94.4%) over (5.6%) with a score of (M = 0.94 ± SD = .231). Leaping was not taught in schools 9(12.5%) with a score of (M = 0.13 ± SD = .333).