Resisting Gentrification: The Theoretical and Practice Contributions of Social Work

Summary Gentrification is changing the landscape of many cities worldwide, exacerbating economic and racial inequality. Despite its relevance to social work, the field has been conspicuously absent from scholarship related to gentrification. This paper introduces the dominant view of gentrification (a political economic lens), highlighting its contributions and vulnerabilities, then introduces four case studies that illuminate the distinct contributions of social work to broaden the ways in which gentrification is theorized and responded to within communities. Findings When gentrification is analyzed exclusively through a political economy lens, researchers, policy makers, and practitioners are likely to focus on changes in land and home values, reducing the adverse effects of gentrification to a loss of affordable housing. A singular focus on affordable housing risks paying insufficient attention to racial struggle, perpetuating damage-based views of poor people and neighborhoods, and obfuscating political, social, and cultural displacements. Social work practice—including social action group work, community organizing, community development, and participatory research and planning—offers a holistic approach to understanding, resisting, and responding to gentrification and advance equitable development in the city. Applications By exploring social work practice that amplifies residents’ and change makers’ efforts, advances existing community organizing, produces new insights, builds inter-neighborhood and interdisciplinary collaborations, and facilitates social action and policy change, this paper helps community practitioners to reimagine the role of social work research and practice in gentrifying neighborhoods

Greater than the Sum of its Parts: Centering Science within Elementary STEM Education

Conceptualizing STEM Integration For our reform efforts, the fundamental question to consider was, “What is STEM learning, or what should count as STEM learning?” The different models and definitions for Integrated STEM education range from STEM disciplines traditionally taught as separate and distinct content areas to integration among the four STEM disciplines (NAE and NRC, 2014; Stohlmann et al., 2012). Teacher educators are often challenged to design STEM learning experiences within teacher preparation courses that prepare for the reality of classrooms while presenting pedagogical alternatives (Corp et al., 2020). Many researchers, for instance, Roehrig et al. (2012) distinguish between content and context integration of STEM. Content integration requires the blending of knowledge from different content fields into a single curricular activity or unit to build a collective knowledge of STEM from multiple content areas (Roehrig et al., 2012; Wang et al., 2011) while context integration, “primarily focuses on the content of one discipline and uses contexts from others” to make the content more relevant (Roehrig et al., 2012, p. 9). Most researchers conclude that STEM integration should involve the merging of some or all the STEM disciplines to solve real-world problems (Moore et al., 2020; Rinke et al., 2016). Our conceptualization of STEM integration stems from (1) Dewey’s work (1938) that highlights learning as an active process that involves students engaged in experiences situated in and connected to the real world and, (2) ideas based on social constructivism developed by Vygotsky (1978) that emphasize learning via social interactions among individuals within a social setting. Constructionist theory (Ackermann, 2001; Harel and Papert, 1991; Papert, 1980) also framed learning experiences in the integrated STEM semester. Teaching Integrated STEM calls for pedagogies that pro-mote active learning that engages students in social interactions while working collaboratively in teams (Moore et al., 2014), and knowledge that is constructed via social discourse (Stohlmann et al., 2012). Other pedagogies that are fundamental to conceptualizing STEM learning are inquiry-based and hands-on strategies promoted in the Next Generation Science Standards (Bybee, 2009); NGSS Lead States, 2013), problem-based learning that involves a problem to solve (Shaughnessy, 2013) and connections to real-life experiences (Kelley and Knowles, 2016). In leading our curriculum reform effort, we draw upon the viewpoint that STEM curriculum must involve both content and context integration. Our framework positions science at the center placing emphasis on scientific inquiry (Kelley and Knowles, 2016). Integrated STEM education has strong ties to inquiry processes allowing students to formulate questions, participate in investigations that facilitate engineering design, and integrate technology and mathematics to design solutions to complex real-world problems (Kennedy and Odell, 2014; Moore and Smith, 2014). The framework served as a guide to inform our Integrated STEM curriculum design and STEM pathways (shared assignments) across multiple courses within the STEM Semester as explained in the subsequent sections

Artificial Light Increases Local Predator Abundance, Predation Rates, and Herbivory.

Human activity is rapidly increasing the radiance and geographic extent of artificial light at night (ALAN) leading to alterations in the development, behavior, and physiological state of many organisms. A limited number of community-scale studies investigating the effects of ALAN have allowed for spatial aggregation through positive phototaxis, the commonly observed phenomenon of arthropod movement toward light. We performed an open field study (without restricted arthropod access) to determine the effects of ALAN on local arthropod community composition, plant traits, and local herbivory and predation rates. We found strong positive phototaxis in 10 orders of arthropods, with increased (159% higher) overall arthropod abundance under ALAN compared to unlit controls. The arthropod community under ALAN was more diverse and contained a higher proportion of predaceous arthropods (15% vs 8%). Predation of immobilized flies occurred 3.6 times faster under ALAN; this effect was not observed during the day. Contrary to expectations, we also observed a 6% increase in herbivory under ALAN. Our results highlight the importance of open experimental field studies in determining community-level effects of ALAN

Requirements for Vav Guanine Nucleotide Exchange Factors and Rho GTPases in FcγR- and Complement-Mediated Phagocytosis

SummaryVav guanine nucleotide exchange factors (GEFs) have been implicated in cell adhesion by integrin and immune response receptors through the regulation of Rho GTPases. Here, we examine the role of Vav and Rho GTPases in phagocytosis by using primary murine macrophages. The genetic deletion of Rac1 and Rac2 prevents phagocytosis mediated by integrin and Fcγ receptors (FcγR), whereas the genetic deletion of Vav1 and Vav3 only prevents integrin-mediated phagocytosis through the complement receptor αMβ2. In addition, a Rac1/2 or Vav1/3 deficiency blocks Arp2/3 recruitment and actin polymerization at the complement-induced phagosome, indicating that these proteins regulate early steps in phagocytosis. Moreover, constitutively active Rac is able to rescue actin polymerization and complement-mediated phagocytosis in Vav-deficient macrophages. These studies indicate that Rac is critical for complement- and FcγR-mediated phagocytosis. In contrast, Vav is specifically required for complement-mediated phagocytosis, suggesting that Rac is regulated by GEFs other than Vav downstream of the FcγR

Nel positively regulates the genesis of retinal ganglion cells by promoting their differentiation and survival during development

Peer reviewedPublisher PD

Manual / Issue 3 / Circus

Manual, a journal about art and its making. Circus. The third issue centers on the theme of Circus. Includes analyses of various pieces in the museum\u27s archive, a fold-out poster by Jim Drain, and a selection of artworks owned by the museum that loosely address said theme. Softcover, 62 pages. Published 2014 by the RISD Museum. Manual 3 (Circus) contributors include Gina Borromeo, Alison W. Chang, Michelle Clayton, Jim Drain, Daniel Heyman, Andrew Martinez, Ellen McBreen, Thangam Ravindranathan, Rebecca Schneider, Susan Smulyan, and Gwen Strahle.https://digitalcommons.risd.edu/risdmuseum_journals/1002/thumbnail.jp

Multiomic immune clockworks of pregnancy

Preterm birth is the leading cause of mortality in children under the age of five worldwide. Despite major efforts, we still lack the ability to accurately predict and effectively prevent preterm birth. While multiple factors contribute to preterm labor, dysregulations of immunological adaptations required for the maintenance of a healthy pregnancy is at its pathophysiological core. Consequently, a precise understanding of these chronologically paced immune adaptations and of the biological pacemakers that synchronize the pregnancy “immune clock” is a critical first step towards identifying deviations that are hallmarks of peterm birth. Here, we will review key elements of the fetal, placental, and maternal pacemakers that program the immune clock of pregnancy. We will then emphasize multiomic studies that enable a more integrated view of pregnancy-related immune adaptations. Such multiomic assessments can strengthen the biological plausibility of immunological findings and increase the power of biological signatures predictive of preterm birth

Bodyweight Perceptions among Texas Women: The Effects of Religion, Race/Ethnicity, and Citizenship Status

Despite previous work exploring linkages between religious participation and health, little research has looked at the role of religion in affecting bodyweight perceptions. Using the theoretical model developed by Levin et al. (Sociol Q 36(1):157–173, 1995) on the multidimensionality of religious participation, we develop several hypotheses and test them by using data from the 2004 Survey of Texas Adults. We estimate multinomial logistic regression models to determine the relative risk of women perceiving themselves as overweight. Results indicate that religious attendance lowers risk of women perceiving themselves as very overweight. Citizenship status was an important factor for Latinas, with noncitizens being less likely to see themselves as overweight. We also test interaction effects between religion and race. Religious attendance and prayer have a moderating effect among Latina non-citizens so that among these women, attendance and prayer intensify perceptions of feeling less overweight when compared to their white counterparts. Among African American women, the effect of increased church attendance leads to perceptions of being overweight. Prayer is also a correlate of overweight perceptions but only among African American women. We close with a discussion that highlights key implications from our findings, note study limitations, and several promising avenues for future research

Development and Initial Validation of a Self-Scored COPD Population Screener Questionnaire (COPD-PS)

COPD has a profound impact on daily life, yet remains underdiagnosed and undertreated. We set out to develop a brief, reliable, self-scored questionnaire to identify individuals likely to have COPD. COPD-PS™ development began with a list of concepts identified for inclusion using expert opinion from a clinician working group comprised of pulmonologists (n = 5) and primary care clinicians (n = 5). A national survey of 697 patients was conducted at 12 practitioner sites. Logistic regression identified items discriminating between patients with and without fixed airflow obstruction (AO, postbronchodilator FEV1/FVC < 70%). ROC analyses evaluated screening accuracy, compared scoring options, and assessed concurrent validity. Convergent and discriminant validity were assessed via COPD-PS and SF-12v2 score correlations. For known-groups validation, COPD-PS differences between clinical groups were tested. Test-retest reliability was evaluated in a 20% sample. Of 697 patients surveyed, 295 patients met expert review criteria for spirometry performance; 38% of these (n = 113) had results indicating AO. Five items positively predicted AO (p < 0.0001): breathlessness, productive cough, activity limitation, smoking history, and age. COPD-PS scores accurately classified AO status (area under ROC curve = 0.81) and reliable (r = 0.91). Patients with spirometry indicative of AO scored significantly higher (6.8, SD = 1.9; p < 0.0001) than patients without AO (4.0, SD = 2.3). Higher scores were associated with more severe AO, bronchodilator use, and overnight hospitalization for breathing problems. With the prevalence of COPD in the studied cohort, a score on the COPD-PS of greater than five was associated with a positive predictive value of 56.8% and negative predictive value of 86.4%. The COPD-PS accurately classified physician-reported COPD (AUC = 0.89). The COPD-PS is a brief, accurate questionnaire that can identify individuals likely to have COPD