It is an expectation from scholars to positively lead exemplary lifestyles following the fact (assumption?) that their intellects have received purification and nurture to identify the ‘good’; and subsequently, walk in the way that leads to the ‘good’. That should be the nature of scholarship for its process enlightens the minds, after which one could be referred to as an intellectual, a scholar. But it is unfortunate that this expectation has not been realized, as scholars, in the process of exercising their scholarship, lose the essence which gears towards humanism, and become beasty in nature. This calls for a re-evaluation of the nature of scholarship and the expectations of scholars. Where has scholarship or scholarly process got it wrong to inculcate the very opposite of what is expected of its onus, in people participating in it? Is the factor responsible for this, in the process, or environmental dependent, or what scholars have constituted as the nature of scholarship? In addressing these questions, this paper finds out that it is the emphasis on living a logical and critical life as scholars, and influences from the intellectual products of scholars, expressed in their philosophies of life, theories and ideologies that have encouraged this opposite development of inhumanism. The results or expectations from this paper include: (1) To unravel the already experiencing dangers of this anomaly, (2) To advise scholars to toe more, the way of humanism than the extremist life of criticality and logicality in the process of displaying their scholarship, and (3) To postulate a more humanistic model as an essential scholarly exercise. The paper shall adopt conceptual analysis and a humanistic approach as methods.

Using Marxist literary criticism, this paper aims at exploring and showing that Tiyambe Zeleza’s Smouldering Charcoal is depicting postcolonial African realities in terms of the misuse of power and the ideology of personal cult. The work has revealed that oppression has become an ideology and a working tool for the new African leaders in their quest for eternal power. These contemporary African leaders use their position to maltreat the masses and at the same time maintain them in abject and voiceless position. The unique choice these downtrodden masses have is to keep quiet and content themselves with their pitiful created conditions. The study has furthermore shown that poverty has also become a creative means to control these masses. Rebellion and resistance against these heartless leaders are some of the appropriate means the masses need to get out from these inhuman conditions in which they live.

The moral degradation of the younger generation in the era of globalization and technological advancement has become a serious issue and affects national character education. Islamic boarding schools as traditional Islamic educational institutions have a strategic role in shaping the character of the younger generation. This study aims to examine the Al-Khoirot Islamic Boarding School's parenting model in Malang in shaping students' character. The research method uses a qualitative field approach with descriptive techniques. Data were collected through observation, in-depth interviews, and documentation. The results of the study indicate that the Al-Khoirot Islamic Boarding School takes 5 approaches to shaping the character of students. Each of these elements plays an important role in creating an effective Islamic-based educational ecosystem. This study found that the parenting model of the Al-Khoirot Islamic Boarding School not only produces religious individuals, but also builds independent, disciplined, and noble.

This research paper provides an in-depth exploration of Sanford Meisner's influential acting technique, unraveling its origins, core principles, and profound impact on the performing arts landscape. Delving into the roots of Meisner's methodology, the paper investigates the collaborative influences that shaped his approach during his tenure with the Group Theatre in the 1930s. A focal point of the study is Meisner's distinctive emphasis on truthful reactions and spontaneity, elucidating how these principles form the bedrock of the Meisner technique. The research delves into the theoretical foundations of Meisner's approach, drawing comparisons with other prominent acting methodologies such as Stanislavski and Strasberg. It sheds light on Meisner's departure from emotional memory, foregrounding the unique aspect of "living truthfully under imaginary circumstances" as a guiding philosophy for actors. A detailed exploration of the core principles of the Meisner technique forms a significant component of this research. The "Repetition" exercise, recognized for its pivotal role in building authentic reactions, takes centre stage. The paper underscores the technique's emphasis on active listening and spontaneous responses, revealing how these principles contribute to the embodiment of characters by actors. Practical applications of the Meisner technique are illustrated through case studies, examining the successes of actors such as Robert Duvall, Diane Keaton, and Jeff Goldblum across various genres and mediums. The analysis extends to contemporary theatre, exploring how Meisner's principles find relevance and application in modern productions. Criticisms and controversies surrounding the Meisner technique are examined, addressing concerns about its structure, potential for emotional exhaustion, and cultural adaptability. The paper navigates the intricacies of these debates, presenting a balanced view of the discussions within the acting community. The impact of the Meisner technique on actor training is scrutinized, elucidating its influence on contemporary acting schools and programs. Adaptations and variations of the Meisner technique in modern pedagogy are explored, showcasing its enduring significance in shaping the next generation of actors. The research concludes with an evaluation of success within the framework of the Meisner technique. Notable performances by Meisner-trained actors are analyzed, reflecting on their contributions to the industry and the enduring legacy of Sanford Meisner's pedagogical approach. By providing a thorough examination of Sanford Meisner's acting theory, this research paper contributes to a nuanced understanding of the Meisner technique's evolution, impact, and ongoing relevance in the dynamic world of the performing arts.

This paper will review the realm of “ executive functioning” and its many variants. If teachers want to educate autonomous learners, they need to devote time, effort and energy to these realms. Teachers may want to teach a wide variety of these skills as they teach their subject matter. This will help students to plan ahead,organize, structure their learning and studying and attend to the various tasks at hand which are involved in the educational process and learning. This paper will review many of these “executive functions “and discuss their importance in the learning process.

Psychological adjustment significantly impacts the well-being of young individuals diagnosed with cancer. However, limited research examines the roles of self-esteem and social support, particularly with gender and age as potential moderators and mediators in low-resource settings like Uganda. This study investigated these relationships to inform gender-sensitive psychosocial interventions. Using a correlational research design, 98 participants aged 18–30 were recruited from cancer treatment centers in Uganda through multistage sampling. Data were collected using the Psychological Adjustment to Illness Scale, the Multidimensional Scale of Perceived Social Support, and Rosenberg’s Self-Esteem Scale, all demonstrating strong reliability (Cronbach’s α > 0.80). Analysis involved path modeling and conditional process analysis with SPSS and JASP software. The result showed that self-esteem (β = 0.814, p < .001) and social support (β = 1.120, p < .001) significantly predicted better psychological adjustment. Gender moderated these relationships, with males benefiting more from self-esteem and social support than females. Age did not mediate the effects of social support or self-esteem on psychological adjustment. These results emphasize the importance of self-esteem and social support in enhancing psychological adjustment while highlighting gender disparities in their impact. The findings underscore the need for gender-sensitive psychosocial support programs. Interventions should bolster self-esteem and foster social support for males while addressing systemic barriers affecting females. Policymakers should allocate resources to ensure equitable access to mental health support for young cancer patients.

Learning a new language is a complex process influenced by both linguistic structures and sociological factors. This paper explores the interplay between these elements, emphasizing that language acquisition involves not only the memorization of rules but also deep engagement with the social contexts in which language is used. Theoretical frameworks, such as Chomsky's universal grammar, provide the cognitive foundations for language learning, while Vygotsky's sociocultural theory and Bourdieu's concept of linguistic capital highlight the significance of social interactions and cultural practices in shaping language proficiency. By integrating these perspectives, the paper advocates for a holistic approach to language pedagogy that fosters both cognitive strategies and social participation. As digital platforms continue to transform language learning, it is essential for educators to adapt their teaching methods to create meaningful engagement with languages, ultimately supporting learners in becoming proficient communicators and active members of language communities.