Arts and Humanities

Abstract: Academic excellence and leadership are becoming more dependent on a person's self-organization, perseverance, accountability, time management skills, resilience, teamwork, and ethical behavior. Paramilitary institutions stress the importance of drill, code, and inspections, responsibility, and interrelation between individuals, work, and leadership to achieve a high standard of performance. The purpose of this paper is to evaluate how the paramilitary discipline can be used to foster academic excellence and leadership in students and young professionals. The article analyzes the existing literature on self-control, grit, and military education, leadership, school discipline, and academic performance. The paper's hypothesis is that the most successful aspects of the paramilitary discipline can be used in a school and university settings to improve students' time organization, resilience, acceptance of responsibility, teamwork, self-regulation, and leadership. The research found that the qualities cultivated by the paramilitary type of education can lead to improvements in students' academic performance. Moreover, conscientiousness, self-control, and discipline, and paramilitary educational practices, in general, are associated with better academic and performance outcomes. The paper concludes by stating that schools and universities should not seek to adopt coercion and punishment-based aspects emphasized by the army. Instead, the educational institutions should focus on developing a code, mentoring, reflection, and discipline as a manifestation of the respect for individuals. The study provides a theoretical basis for the paramilitary discipline as the means of achieving excellence by proposing a theoretical model in which the discipline is an intervening variable that affects academic performance and leadership directly. The study suggests that paramilitary-type education can be smart and used to 'bring the drill to a classroom' to transform society's understanding of what it means to be a scholar and leader.

Abstract: This comparative study examines the intersection of spatial displacement, political exile, and spiritual resilience in the works of Song Dynasty poet Su Shi and Medieval Italian poet Dante. Involuntarily uprooted from their respective political centers, the Song imperial court in Kaifeng and the Republican commune of Florence, both authors transformed the trauma of geographic banishment into sites of profound literary and philosophical transcendence. Through a comparative analysis of Su Shi’s exile prose and poetry alongside Dante’s Convivio and La Divina Commedia, this paper argues both writers developed a posture of ‘quiet defiance’ grounded in ‘radical serenity.’ While Dante remapped his physical estrangement into a cosmic itinerary of moral order and divine justice, Su Shi synthesized Confucian duty, Daoist spontaneity, and Chan Buddhist detachment to cultivate a resilient, untrammeled acceptance of peripheral existence. By mapping these geographies of banishment, the physical expulsion across borders and the existential isolation, this study demonstrates how involuntary displacement can be reclaimed as an interior geography of spiritual liberation. In doing so, it challenges conventional East and West dichotomies regarding agency, exile, and selfhood, revealing that the displaced subject is not merely a passive victim of geopolitical force, but an active architect of inner emancipation.

Abstract: This study explored the effectiveness of participatory adult education approaches in enhancing training and capacity development among emerging farmers in rural communities of the Eastern Cape, South Africa. The study examined how participatory and experiential learning contribute to farmer empowerment, knowledge acquisition, innovation adoption and sustainable rural development. A qualitative Participatory Action Research (PAR) design was employed with a purposive sample of 80 respondents comprising emerging farmers, agricultural extension officers, facilitators and lecturers. Data were collected through semi-structured interviews, focus group discussions, reflective workshops and direct observations and were analysed thematically. Findings indicated that participatory workshops, farmer field schools, peer learning and practical demonstrations improved farmer participation, practical learning, problem-solving and knowledge sharing. Respondents also reported greater confidence in applying sustainable agricultural practices and increased opportunities for exchanging local and indigenous knowledge. Participatory learning further strengthened social interaction, innovation and community resilience. The study concludes that participatory adult education can provide an effective approach for strengthening agricultural training and rural development when learning is practical, learner-centred and grounded in local realities. It recommends greater institutionalisation of participatory training, stronger extension support, investment in climate-smart agriculture and collaborative partnerships among government, universities, civil society and farming communities.

Abstract: Education in the Philippines continues to face the challenge of integrating cultural heritage into classrooms in ways that are meaningful, policy-aligned, and sustainable. Mindanao’s oral epics, folktales, and musical traditions embody resilience, identity, and collective memory, yet remain at the margins of formal curricula. This study addresses that gap by introducing the Technographic Framework for Multilingual Literature and Musical Orality in Education (TFMLMOE), which connects heritage with curriculum design through artificial intelligence as an interpretive lens. Guided by a qualitative interpretive design that employed corpus construction, sentiment analysis, hybridity mapping, and audio pattern recognition, the research examined cultural materials including the Ulahingan, Tudbulul, Darangen, folktales in Cebuano, Maranao, Chavacano, and English, as well as ritual chants and gong ensembles. The analysis was anchored in Orality-Literacy Theory, Multilingual Hybridity, Ethnomusicology, Digital Humanities and Technography, and Peace Studies with Values Integration, providing a multidimensional lens for interpretation. A total of sixty-five scholarly sources spanning 1975 to 2025 were reviewed; following Creswell and Poth’s (2018) methodological guidance, this breadth ensured saturation of themes and strengthened validity through multiple perspectives. Findings revealed ten themes like oral epics as vehicles of language and values, modern texts as sites of hybridity and identity negotiation, musical orality as collective memory, and artificial intelligence as a means of uncovering hidden cultural patterns. From these findings, the framework is articulated through four components: corpus analysis, cultural preservation, values integration, and curriculum application. It aligns with CHED mandates, MTB-MLE and OBE compliance, UNESCO principles, and the United Nations Sustainable Development Goals. While the study is limited to selected Mindanao communities, it advances scholarship and policy by revitalizing cultural heritage and positioning it as a dynamic resource for pedagogy, resilience, and cultural revitalization.

Abstract: Digital storytelling is an emerging pedagogical strategy whereby the traditional art of storytelling is merged with modern technologies and multimedia, where learners construct narratives through combinations of storylines, images, sound, audio, video, animation, music, and texts. As modern education systems emphasize such skills as creativity, communication, collaboration, critical thinking, digital literacy, and learner autonomy, there are plenty of opportunities for integration of these skills within digital storytelling. This paper explores digital storytelling as a pedagogical strategy of the 21st century and discusses its theoretical background, features, educational application, advantages, and difficulties of implementation. The analysis shows that digital storytelling can be a very helpful tool for active, collaborative, experiential, and student-centered learning. It also considers the importance of digital storytelling for the development of multiliteracy and multimodality, as well as its applicability in the context of contemporary teacher education and technologically enhanced learning environment. The paper concludes that digital storytelling should not be considered just a technological exercise, but a pedagogical strategy where learners construct knowledge and communication skills, reflect their experiences, and critically evaluate digital media.

Abstract: Industrial heritage is increasingly reused for cultural consumption, yet sites embedded in difficult institutional histories also require the governance of difficult memories and the reorganisation of site narratives. This study examines the transformation of the former Hefei Prison into Hechai 1972 Cultural and Creative Park. Using a qualitative interpretive single-case design, it analyses historical and policy documents, official and media texts, spatial materials, field observations, and interviews through the perspectives of critical heritage studies, memory governance, and spatial production. The findings show that industrial production was historically embedded within prison administration and the reform-through-labour system, whereas these attributes were reordered in contemporary public narratives. Prison memory was retained through selective retention, low-intensity interpretation, targeted access, externalisation, and reframing. Industrial memory was foregrounded but detached from prison institutions, labour relations, and historical actors, producing a de-institutionalised representation. Urban industrial memory, nostalgia for everyday urban life, and cultural and creative consumption subsequently functioned as substitute narratives and were reproduced through exhibitions, commercial uses, visitor practices, and social-media circulation. The regeneration therefore operates through an interlocking mechanism of heritage-attribute ordering, memory governance, narrative substitution, and spatial reproduction. The study argues that material conservation alone cannot ensure interpretive integrity. Culture-led reuse requires a coherent and publicly accessible system connecting material remains with institutional history and historical actors. These findings clarify the regeneration mechanisms and ethical boundaries of dissonant heritage in China and provide insights for comparable sites with difficult institutional pasts.

Abstract: The concept of sense of place has long been central to human geography, environmental psychology, landscape studies, and heritage discourse. Traditionally understood as the emotional, experiential, and symbolic meanings people attach to places, sense of place has evolved alongside changing interpretations of landscape and heritage. This paper revisits the concept of sense of place and critically examines its interaction with landscape and heritage frameworks. By tracing theoretical developments and exploring contemporary challenges—such as globalization, heritage commodification, and climate change—the paper argues that sense of place remains a vital integrative concept. It enables a deeper understanding of how landscapes and heritage sites are lived, remembered, contested, and managed. The paper concludes that recognizing the dynamic and relational nature of sense of place is essential for sustainable landscape planning and inclusive heritage practices.

Abstract: Artificial intelligence is commonly portrayed as a technical innovation that inaugurates a new social epoch defined by efficiency, automation, and rational governance. This article advances a dialectical anthropological critique of such narratives by situating artificial intelligence within the historical dynamics of capitalism, colonial power, and struggles over labor and knowledge. Drawing on Marxian political economy, Fanonian analyses of colonial domination, Gramscian theories of hegemony, Polanyian insights on market disembedding, and Comaroffian critiques of contemporary capitalism, the article conceptualizes artificial intelligence as a social relation rather than a neutral technology. It argues that artificial intelligence represents an intensified moment in the commodification of intelligence itself, reshaping labor, epistemology, and governance while reproducing global inequalities. At the same time, artificial intelligence generates contradictions that destabilize established regimes of value and authority, opening spaces for contestation and alternative futures. By foregrounding historical materiality, contradiction, and praxis, the article calls for a critical anthropology of artificial intelligence that is attentive to power, committed to decolonial epistemologies, and oriented toward emancipatory transformation.

Abstract: The concept of civilization has long occupied a central place in historical, sociological, and anthropological inquiry. Classical theories frequently portrayed civilizations as coherent cultural entities, developmental stages, or large-scale historical organisms. More recent scholarship, however, has emphasized fragmentation, power asymmetries, colonial entanglements, epistemic plurality, and the contested nature of social order. This article proposes a relational theory of civilizational intelligence that seeks to bridge these traditions without reducing civilizations to unified organisms or deterministic historical trajectories.Rather than treating civilizations as bounded entities possessing collective minds, the article conceptualizes them as contested relational assemblages composed of heterogeneous actors, institutions, knowledge systems, infrastructures, ecological processes, and power relations. Civilizational intelligence is defined as the capacity of these assemblages to negotiate complexity, manage conflict, integrate diverse forms of knowledge, respond to socio-ecological transformations, and sustain conditions for collective adaptation under uncertainty.Drawing on complexity theory, political ecology, critical governance studies, anthropology, and decolonial scholarship, the article develops a multidimensional framework organized around relational adaptation, epistemic plurality, power-sensitive governance, ecological embeddedness, collective learning, and anticipatory coordination. Comparative illustrations from historical and contemporary societies demonstrate how adaptive capacities emerge not from systemic coherence alone but from the dynamic interaction of cooperation, contestation, and institutional transformation.The article argues that future civilizational resilience in the Anthropocene will depend less on technological sophistication or economic expansion than on the capacity to navigate diversity, inequality, ecological constraints, and planetary interdependence. In this sense, civilizational intelligence is not a property of civilizations as unified entities but an emergent and continuously negotiated process operating across multiple scales of human organization.

Abstract: This article examines the relationship between middle-class formations and authoritarian governance through the prism of social reproduction, insecurity, and political continuity. Rather than interpreting middle-class engagements with authoritarian regimes primarily through ideology, coercion, or political alignment, the article argues that authoritarianism increasingly functions as a reproductive regime: a set of institutional, moral, and bureaucratic arrangements that promise continuity amid economic volatility, institutional erosion, and social fragmentation. Positioned between declining material security and enduring aspirations of stability, middle classes emerge as a contradictory social formation whose strategies of reproduction are both enabled and constrained by authoritarian power.Drawing on Marxist theories of reproduction, Polanyi’s analysis of social protection, Bourdieu’s work on habitus and distinction, Weber’s sociology of authority, and anthropological scholarship on governance and uncertainty, the article conceptualizes authoritarianism as a historically situated response to crises of reproduction. Through comparative illustrations from Latin America, Africa, and Southeast Asia, it shows how authoritarian governance reorganizes access to housing, education, employment, legality, and respectability—key infrastructures of middle-class life. The article contributes to dialectical anthropology by reframing authoritarianism as a dynamic field of class practice, contradiction, and struggle rather than a fixed political form.

Abstract: Digital humanities has become increasingly capable of scaling textual analysis, yet the interpretive labour that sustains its claims often remains obscured behind visualisations, classifiers, and annotation layers. This study responds to that methodological tension by introducing a Stylistic Diagnostic Protocol for Ḥadīth that treats stylistic judgment as an explicit object of method rather than an implicit background intuition. Using Prophetic Ḥadīth as a working corpus, it examines how evaluative interpretation can be rendered reproducible without eroding analytical depth. The protocol operationalises a set of markers including lexical restraint, semantic proportionality, rhetorical coherence, pragmatic alignment, and variant stability, tracing their patterned behaviour across defined units of analysis and structured annotation schemas as points of interface between inherited scholarly practice and formalised digital procedures. It unfolds through a stepwise workflow of text delimitation, segmentation, genre profiling, marker extraction, cross-variant testing, and structured reporting, with each stage designed to preserve a transparent audit trail of analytical decisions and interpretive constraints. Rather than supplanting transmission-based scholarship or issuing definitive judgments of authenticity, the framework generates bounded stylistic integrity profiles that function as diagnostic signals of relative stability, tension, or anomaly within a critically mediated digital research environment. Whether such formalisation fosters convergence or clarifies the contours of principled disagreement remains an open and generative question for digitally supported humanities inquiry.

Abstract: This article examines how different configurations of geographical indication (GI) law and intangible heritage policy shape the governance of cheese heritage, through a comparative analysis of Camembert de Normandie in France and Canastra cheese within the broader artisanal Minas cheese system in Brazil. While Camembert is a globally renowned PDO cheese that remains absent from UNESCO’s Intangible Cultural Heritage lists, artisanal Minas cheeses have recently been inscribed on UNESCO’s Representative List despite their comparatively modest international visibility. Drawing on documentary analysis of UNESCO nomination materials, IPHAN safeguarding dossiers, the EU GI register and selected academic and media sources, the article situates these cases within critical debates on terroir, heritagisation and sustainability. The analysis shows that Camembert exemplifies a mature terroir governance regime centred on PDO institutions and domestic cultural politics, whereas Canastra illustrates a more hybrid landscape in which national and international intangible heritage recognition has overtaken the consolidation of cooperative structures, territorial branding and tourism linkages. The comparison argues that UNESCO’s 2003 Convention functions less as a universal recognition mechanism than as one contingent instrument within national agri‑food and heritage governance assemblages, whose effects depend on pre‑existing institutional fields and community–state. Conceptually, the article contributes to critical heritage studies by problematising “list‑centrism”—the prioritisation of UNESCO inscription over domestic reforms and cooperative governance—and by showing how foodways become key sites where GI regimes and ICH – Intangible Cultural Heritage frameworks intersect, overlap and diverge, producing uneven capacities for producers and regions to mobilise cheese heritage as a cultural and economic resource.

Abstract: Research on sacred discourse has expanded across linguistics, rhetoric, discourse studies, theology, and hermeneutics. However, existing scholarship remains conceptually fragmented, with studies often examining language, rhetoric, interpretation, or communication in isolation. As a result, sacred discourse has yet to be established as a distinct domain of stylistic inquiry. This article addresses that gap by proposing Sacred Discourse Stylistics (SDS) as an interdisciplinary field for the systematic study of sacred discourse. Drawing on stylistics, rhetoric, discourse analysis, pragmatics, hermeneutics, and theolinguistics, the article identifies four defining characteristics of sacred discourse: sacrality, aestheticity, hermeneuticity, and performativity. It further develops the Five-Layer Sacred Discourse Stylistics Framework (SDSF), comprising phonological, lexico-grammatical, rhetorical-stylistic, pragmatic-communicative, and hermeneutic-interpretive dimensions. In addition, the article proposes a methodological toolkit integrating close stylistic reading, rhetorical analysis, cognitive stylistics, corpus stylistics, critical stylistics, and computational approaches. Finally, it outlines a research agenda spanning sacred text studies, comparative sacred discourse, translation, digital humanities, and artificial intelligence. The article contributes a theoretical foundation, an integrated analytical framework, and a future research agenda for the emerging field of Sacred Discourse Stylistics.

Abstract: This study explores the potential of the Petik Laut ritual as a medium for environmental education in the Muncar fishing port area, Banyuwangi Regency, Indonesia. Petik Laut, a village purification ritual of the Muncar fishing community, is held annually on the 15th of Muharram. The series of Petik Laut (from preparation to implementation) embodies education through action, narrative, and reflection. Environmental, social, and cultural education in the Muncar fishing port area aligns with the UN’s Sustainable Development Goals (SDGs) and serves as an implementation of Law No. 5 of 2017 on the Advancement of Culture and the President’s vision. The ritual is structured using aesthetic principles and has the potential to become an engaging performance. This ethnographic study followed three stages: data collection, analysis, and presentation of the analysis results. Secondary data was supplemented with field data gathered through observation, participant observation, focus group discussions, and in-depth interviews with selected informants. Data analysis was conducted continuously, and data interpretation involved contextualizing each piece of data within the broader relationship to the other data. The results of the analysis were presented verbally and supported by functional nonverbal documentation. The research findings indicate that the practice of the Petik Laut ritual educates and enhances literacy regarding the natural, social, and cultural environments.

Abstract: The study of sacred discourse has attracted growing attention across linguistics, discourse studies, communication, rhetoric, theology, and religious studies. Although these disciplines have generated valuable insights into how sacred meanings are expressed, communicated, and interpreted, their contributions remain fragmented, limiting integration between linguistic, rhetorical, communicative, theological, and cognitive perspectives. This article proposes Sacred Discourse Studies (SDS) as an emerging interdisciplinary field dedicated to the systematic study of how sacred meanings are constructed, communicated, interpreted, negotiated, and transformed through discourse. Adopting a conceptual and integrative review approach, the article examines major traditions relevant to the study of sacred discourse, including language and religion, theolinguistics, discourse studies of religion, sacred rhetoric, communication theory, hermeneutics, and cognitive-semiotic approaches. The analysis identifies four recurring challenges: disciplinary fragmentation, the absence of an integrative framework, limited dialogue between scholarly traditions, and the growing complexity of sacred discourse in digital and computational environments. In response, the article develops a conceptual framework for SDS that brings together scriptural traditions, analytical domains, and emerging research frontiers. The framework encompasses Qur'anic, Prophetic, and Biblical forms of discourse while integrating stylistic, pragmatic, rhetorical, and semiotic approaches, alongside emerging areas such as computational methods, digital religion, and AI-assisted interpretation. The article argues that SDS provides a shared intellectual space for connecting previously separate traditions of inquiry and offers a foundation for a more coherent and comprehensive study of sacred discourse across disciplinary, scriptural, and technological boundaries.

Abstract: Community extension programs in higher education often remain limited to service or livelihood training, leaving their pedagogical potential underexplored. This study, conducted in Academic Year 2024–2025 at St. Michael’s College of Iligan, Inc., investigates U-Rock, a restorative community extension initiative designed in partnership with Bahay Pag-asa to reframe extension program as education. Anchored in Critical Pedagogy, Restorative Education, Psychosocial Wellness Theories, and Interdisciplinary Pedagogy, the program integrates literacy, catechism, and wellness activities into structured learning experiences for the youth in conflict with the Law. Addressing existing gaps, the study engages juvenile offenders within HEI extension program, develops an interdisciplinary model that combines literacy, catechism, and wellness support, and reframes extension from service into pedagogy. Using a multi-method qualitative approach that integrates case study, narrative inquiry, and ethnographic observation, the research involved thirty participants including students, faculty, Bahay Pag-asa personnel, parents, and youth residents. Findings reveal that U-Rock empowers youth through literacy, moral reflection, and psychosocial resilience while simultaneously transforming SMCII students through empathy, civic responsibility, and applied learning. Ten salient themes emerged, highlighting Extension as Pedagogy, Operationalizing CHED Mandates, Literacy as Empowerment, Values Formation and Moral Reflection, Psychosocial Resilience, Interdisciplinary Collaboration, Student Transformation, Institutional Partnership and Mission Alignment, Distinction from Conventional Models, and Contribution to Global Curriculum Discourse. Collectively, these insights demonstrate that community extension program can function as restorative pedagogy, advancing community rehabilitation and institutional mission, while offering a replicable model for higher education institutions to innovate curriculum and respond to the needs of significant youth in the periphery.

Abstract: Brazilian wine regions shaped by Italian immigration have long mobilized European lineage to legitimize their production, yet they operate in markets that increasingly reward differentiation, symbolic clarity and specialized territorial identities. Focusing on the Altos de Pinto Bandeira Denominação de Origem (DO) and the Wines of Brazil export program, this article proposes a five‑dimension framework for analyzing wine heritage as a communicative and territorial resource in branding communication: time depth, continuity, recognition, valorization and strategic fit. Using a nested multiple case study of five DO‑licensed wineries and the national branding program, based on documentary and website analysis, it codes each case along these dimensions and derives a typology of heritage strategies (inherited‑fit, reactivated‑fit, strategic, invented‑fit, misaligned). The results show that heritage becomes most communicatively effective when it exhibits strong strategic fit with both territorial identity and product category, particularly in sparkling wine, where Brazil has achieved its clearest institutional recognition and international visibility. The Altos de Pinto Bandeira DO functions as heritage infrastructure, turning family and cooperative narratives into territorially anchored communicative assets. The article argues that a sparkling‑centred strategy aligning Italian‑Brazilian heritage with contemporary representations of “Brazilianness” can strengthen Brazil’s wine territorial brand and outlines how the proposed framework can inform the strategic communication of territorial brands in other emerging wine regions seeking place‑based development through geographical indications.

Abstract: This paper examines how the travel intention of students is correlated with their mental health, in terms of stress reduction and psychological wellbeing. The study employs a combined model that integrates the Theory of Planned Behavior and Stress Recovery Theory to determine the role of travel intention, which is based on the travel self-efficacy, the pressure of social influence, the value of the travel experience, the perception of affordability, and the attitude towards tourism in affecting the mental health outcome of students. The paper examines the mediating capacities of travel involvement and social connectedness, and the moderating capacities of nature connectedness and travel frequency. Semi-structured interviews with 15 university students and survey among 604 students in various universities in Bangladesh were used to collect data. Hypotheses were tested using PLS-SEM. Findings indicate that travel intention enhance psychological wellbeing and reduce stress, and travel involvement and social connectedness are important mediators. These relations are mediated by nature connectedness and frequency of travel, which increases the restorative effect of travel. The results indicate that tourism could be a viable approach to student mental health promotion, which has both practical and theoretical consequences on university policy and future tourism psychological studies.

Abstract: This essay discusses feminist ideas in connection to the occulture present in opera, musical theatre, and film, focusing on femme fatales, tricksters and ‘wicked women’ in a transcultural approach to religion, (Western) esotericism, and the performing arts. A culturally critic debate is facilitated here via the spiritual-scientific embodiment of Afro-Brazilian traditions, as seen through the figure of Pombagira — a Brazilian occultural creation of a female enchantress with mystical powers connected to healing and sex, often placed in patriarchal opposition to her male counterpart, Exu. Drawing on Christopher Partridge’s notions of occulture and Walter Mignolo’s understanding of decoloniality, the Western gendering imposed on Pombagira as a purveyor of Evil is discussed as both mythology and potential epistemicide. The thesis statement presented here is that the Pombagira episteme is an underlying emblem throughout art and scholarship invested in queering essential binary categories of womanhood, as seen in staged adaptations of Verdi’s La forza del destino (1862), Bizet’s Carmen (1875), and numerous cinematic Lola incarnations — Marlene Dietrich’s in Der blaue Engel (1930), Gwen Verdon’s in Damn Yankees (1958), Almodóvar’s in Todo sobre mi madre (1999). This indisciplinary reading connects Gloria Anzaldúa's queer feminist practice of spiritual mestizaje with the Pombagira as an occultural anti-patriarchal force.

Abstract: Goal: This study aims to: (1) analyze the influence of human logical thinking on the use of mathematical concepts in culture; (2) identify aspects of human logical thinking relevant to ethnomathematics; and (3) explain the relationship between human logical thinking and the development of mathematical concepts in society, specifically within the geometric patterns of Batak Toba ulos and Mandailing woven fabrics. Methods: A qualitative literature review was conducted. The researcher collected and analyzed 32 sources (peer-reviewed journals, books, conference proceedings) published between 2013-2026. Thematic analysis was used with three a priori themes: patterns and relationships, systems and structures, and problem-solving. Social implications: Recognizing mathematics as embedded in cultural practices supports culturally responsive mathematics education, preserves indigenous knowledge systems, and challenges the view of mathematics as culturally neutral. This helps educators design contextual learning and policymakers integrate local wisdom into curricula.