Global Health: A Successful Context for Precollege Training and Advocacy

Despite a flourishing biomedical and global health industry [1] too few of Washington state's precollege students are aware of this growing sector and emerging ideas on bacteria, fungi, parasites and viruses. Against the backdrop of numerous reports regarding declining precollege student interest in science [2], a precollege program was envisioned at Seattle Biomedical Research Institute (as of 2010, Seattle BioMed) to increase youth engagement in biomedical research and global health, increase community interest in infectious diseases and mobilize a future biomedical workforce. Since 2005, 169 rising high school juniors have participated in the BioQuest Academy precollege immersion program at Seattle BioMed. Assembling in groups of 12, students conduct laboratory experiments (e.g., anopheline mosquito dissection, gene expression informed tuberculosis drug design and optimizing HIV immunization strategies) related to global health alongside practicing scientific mentors, all within the footprint the institute. Laudable short-term impacts of the program include positive influences on student interest in global health (as seen in the students' subsequent school projects and their participation in Seattle BioMed community events), biomedical careers and graduate school (e.g., 16.9% of teens departing 2008–2009 Academy report revised goals of attaining a doctorate rather than a baccalaureate diploma). Long-term, 97% of alumni (2005–2008) are attending postsecondary schools throughout North America; eight graduates have already published scientific articles in peer-reviewed journals and/or presented their scientific data at national and international meetings, and 26 have been retained by Seattle BioMed researchers as compensated technicians and interns. Providing precollege students with structured access to practicing scientists and authentic research environments within the context of advancing global health has been a robust means of both building a future pool of talented leaders and engaged citizenry and increasing the visibility of health disparities within the community

T-folds, doubled geometry, and the SU(2) WZW model

The SU(2) WZW model at large level N can be interpreted semiclassically as string theory on S^3 with N units of Neveu-Schwarz H-flux. While globally geometric, the model nevertheless exhibits an interesting doubled geometry possessing features in common with nongeometric string theory compactifications, for example, nonzero Q-flux. Therefore, it can serve as a fertile testing ground through which to improve our understanding of more exotic compactifications, in a context in which we have a firm understanding of the background from standard techniques. Three frameworks have been used to systematize the study of nongeometric backgrounds: the T-fold construction, Hitchin's generalized geometry, and fully doubled geometry. All of these double the standard description in some way, in order to geometrize the combined metric and Neveu Schwarz B-field data. We present the T-fold and fully doubled descriptions of WZW models, first for SU(2) and then for general group. Applying the formalism of Hull and Reid-Edwards, we indeed recover the physical metric and H-flux of the WZW model from the doubled description. As additional checks, we reproduce the abelian T-duality group and known semiclassical spectrum of D-branes.Comment: 69 pages; uses amslatex; v4 minor revision

Dropout Prevention and the Model-Minority Stereotype: Reflections from an Asian American High School Dropout

A recent review of the research by the U.S. Department of Education Institute of Education Sciences has resulted in the recommendation of six promising practices to ensure that all students are actively engaged in school and on a path to post-secondary success (Dynarski et al. in Dropout prevention: A practice guide (NCEE 2008–4025)). The purpose of this study was to explore the experience and perspective of an Asian American high school dropout and the extent to which his story aligns with dominant thinking, including the six recommended dropout prevention practices and the model minority myth (MMM) of Achievement Orientation, a common belief that Asian Americans exhibit greater success than any other minority ethnic group. The adolescent dropout was interviewed on eight occasions. Findings revealed that the MMM may have contributed to the lack of intervention provided to this student and that the most worthwhile recommendations from his perspective include: assigning adult advocates to at-risk students, the use of a systematic data-tracking system to target and individualize interventions, and the ability of the school to provide academic support and a personalized learning environment