Linking the Social Science Classroom with the Community: A Sample Curriculum Project

Among the goals frequently cited for courses in History and the Social Sciences across Canada are the development of a sense or\u27 self worth, an attitude of personal responsibility, the skills necessary to be successful in the working world and an understanding of the role of the individual within the family. These goals clearly have some merit. The problem is, however, to create curricula that actually develop such attitudes and skills in students. The following project suggests some ideas towards achieving these laudable goals

Professional Development Schools: Preservice Candidates' Learning and Sources of Knowledge

The purpose of this study was to explore the experiential learning of preservice candidates when they are involved in professional development schools and in conventional practice teaching placements. It was found that the lessons they believed they learned were categorized into four groups: curriculum planning and evaluation, pupils and pupil-teacher interactions, discipline and classroom management, and professional knowledge. Their stated sources of knowledge were personal reflections, mentor teachers, other teachers, professors, and other supportive people. Student teachers in professional development schools also learned through weekly seminars and discussion with their peers.Cette étude a analysé les acquis expérientiels de stagiaires pendant leurs cours dans des écoles de développement professionnel et pendant leurs stages. Les résultats indiquent que les étudiants répartissaient ce qu'ils croyaient avoir appris dans quatre groupes: la planification du curriculum et l'évaluation; les élèves et les rapports enseignant-élève; la discipline et la gestion en salle de classe; et les connaissances professionnelles. Les étudiants ont identifié les sources de leurs connaissances comme étant les suivantes: les réflexions personnelles, les enseignants-mentors, d'autres enseignants, des professeurs, ainsi que d'autres personnes qui les appuyaient. Les stagiaires dans les programmes de développement professionnel ont ajouté qu'ils apprenaient également par le biais des séminaires hebdomadaires et des discussions avec leurs pairs

Rethinking Global Citizenship Resources For New Teachers: Promoting Critical Thinking and Equity

Global citizenship education, or education aiming to develop students' knowledge with transnational challenges, has become increasingly recognized as an important field internationally, requiring a particular set of pedagogical understandings and tools to facilitate its learning. Traditionally, global citizenship education resources have been developed by non-governmental organizations to aid teachers in classroom presentations and to profile issues of concern to their constituencies. Understandably, some of these resources require revision to correspond with students’ grade levels, learning styles, subject-based disciplines, and broad issues of equity. Accordingly, we have developed a guide for teacher education candidates and novice teachers based on a collaborative inquiry model that we have called a "Primer” in order to assess the compatibility, equity and adaptability of classroom-ready global citizenship education materials. Our aims were to understand how pre-service candidates made use of the Primer as a means to integrate global citizenship education topics into the regular curriculum. Based on our research that was informed by a mixed-method methodology consisting of focus groups, journal reporting, and survey data, we document teacher education candidates' experiences with the Primer. Our research of how teacher candidates make use of the Primer offers evidence that the teacher candidates' desire and ability to teach global citizenship themes through classroom-ready resources has been facilitated by utilizing the Primer

The Writing of Women into Canadian Educational History in English Canada and Francophone Quebec, 1970 to 1995

The 1970 Report of the Royal Commission on the Status of Women of Canada represents the first official federal document to examine the situation of women in Canadian education through a feminist lens. It paid close attention to education, claiming that “whenever women are denied access to education, they cannot be said to have equality.” Feminist historians participated in this transformative movement in response to an increasing demand to make women visible; the new social history, which developed novel methodologies in its quest to recover the past from the bottom up, assisted them in their efforts to develop the field of women’s history across Canada. Our article examines the importance of feminist associations, publishing houses, journals, and awards in supporting the development of scholarship on women and education. We follow that overview with comments about the earliest scholars working in this field, concentrating first on those in English Canada and then moving to the history of the field in French Canada.RésuméLe Rapport de la Commission royale d’enquête sur la situation de la femme au Canada de 1970 constitue le premier document fédéral officiel à étudier la situation des femmes dans l’éducation canadienne dans une perspective féministe. Il a accordé une attention particulière à l’éducation, affirmant que lorsqu’« on refuse à une femme la possibilité de faire les mêmes études que l’homme, on ne peut dire qu’elle bénéficie de l’égalité ». Les historiennes et historiens, en majorité des chercheuses féministes, ont participé à ce mouvement de transformation en réponse à la demande croissante pour rendre les femmes visibles. Ayant contribué à développer de nouvelles méthodologies cherchant à reconstituer le passé à partir d’une approche « du bas vers le haut », la nouvelle histoire sociale leur a permis de développer le champ de l’histoire des femmes à travers le Canada. Notre article examine l’importance des associations féministes, des maisons d’édition, des revues et des prix comme soutien au développement de la recherche sur les femmes et l’éducation. Dans un second temps, nous examinons les figures pionnières de la recherche dans ce domaine, en nous concentrant d’abord sur les personnalités importantes du Canada anglais, avant de poursuivre avec l’histoire de ce champ de recherche au Canada français.

Retention Strategies and Factors Associated with Missed Visits Among Low Income Women at Increased Risk of HIV Acquisition in the US (HPTN 064)

Women at high-risk for HIV acquisition often face challenges that hinder their retention in HIV prevention trials. These same challenges may contribute to missed clinical care visits among HIV-infected women. This article, informed by the Gelberg-Andersen Behavioral Model for Vulnerable Populations, identifies factors associated with missed study visits and describes the multifaceted retention strategies used by study sites. HPTN 064 was a multisite, longitudinal HIV seroincidence study in 10 US communities. Eligible women were aged 18–44 years, resided in a census tract/zipcode with high poverty and HIV prevalence, and self-reported ≥1 personal or sex partner behavior related to HIV acquisition. Multivariate analyses of predisposing (e.g., substance use) and enabling (e.g., unmet health care needs) characteristics, and study attributes (i.e., recruitment venue, time of enrollment) identified factors associated with missed study visits. Retention strategies included: community engagement; interpersonal relationship building; reduction of external barriers; staff capacity building; and external tracing. Visit completion was 93% and 94% at 6 and 12 months. Unstable housing and later date of enrollment were associated with increased likelihood of missed study visits. Black race, recruitment from an outdoor venue, and financial responsibility for children were associated with greater likelihood of attendance. Multifaceted retention strategies may reduce missed study visits. Knowledge of factors associated with missed visits may help to focus efforts

Naive and memory human B cells have distinct requirements for STAT3 activation to differentiate into antibody-secreting plasma cells

Long-lived antibody memory is mediated by the combined effects of long-lived plasma cells (PCs) and memory B cells generated in response to T cell–dependent antigens (Ags). IL-10 and IL-21 can activate multiple signaling pathways, including STAT1, STAT3, and STAT5; ERK; PI3K/Akt, and potently promote human B cell differentiation. We previously showed that loss-of-function mutations in STAT3, but not STAT1, abrogate IL-10– and IL-21–mediated differentiation of human naive B cells into plasmablasts. We report here that, in contrast to naive B cells, STAT3-deficient memory B cells responded to these STAT3-activating cytokines, differentiating into plasmablasts and secreting high levels of IgM, IgG, and IgA, as well as Ag-specific IgG. This was associated with the induction of the molecular machinery necessary for PC formation. Mutations in IL21R, however, abolished IL-21–induced responses of both naive and memory human B cells and compromised memory B cell formation in vivo. These findings reveal a key role for IL-21R/STAT3 signaling in regulating human B cell function. Furthermore, our results indicate that the threshold of STAT3 activation required for differentiation is lower in memory compared with naive B cells, thereby identifying an intrinsic difference in the mechanism underlying differentiation of naive versus memory B cells.This work was funded by project and program grants from the National Health and Medical Research Council (NHMRC) of Australia (to E.K. Deenick, C.S. Ma, D.A. Fulcher, M.C. Cook, and S.G. Tangye) and the Rockefeller University Center for 541 Clinical and Translational science (5UL1RR024143 to J.L. Casanova). C.S. Ma is a recipient of a Career Development Fellowship, L.J. Berglund is a recipient of a Medical Postgraduate Scholarship, and S.G. Tangye is a recipient of a Principal Research Fellowship from the NHMRC of Australia. L. Moens is the recipient of a Postdoctoral Fellowship from the Research Foundation-Flanders (FWO), Belgium

Ideas and perspectives: strengthening the biogeosciences in environmental research networks

Many scientific approaches are improving our understanding and management of the rapidly changing environment. Long-term environmental research networks are one approach to advancing local, regional, and global environmental science and education. A remarkable number and wide variety of environmental research networks operate around the world today. These are diverse in funding, infrastructure, motivating questions, scientific strengths, and the sciences that birthed and maintained the networks. Some networks have individual sites that were selected because they had produced invaluable long-term data, while other networks have new sites selected to span ecological gradients. However, all long-term environmental networks share two challenges. Networks must keep pace with scientific advances and interact with both the scientific community and society at large. If networks fall short of successfully addressing these challenges, they risk becoming irrelevant. The objective of this paper is to assert that the biogeosciences offer environmental research networks a number of opportunities to expand scientific impact and public engagement. We explore some of these opportunities with four networks: the International Long Term Ecological Research programs (ILTERs), the Critical Zone Observatories (CZOs), the Earth and Ecological Observatory networks (EONs), and the FLUXNET program of eddy flux sites. While these networks were founded and grown by interdisciplinary scientists, the preponderance of expertise and funding have gravitated activities of ILTERs and EONs toward ecology and biology, CZOs toward the Earth sciences and geology, and FLUXNET toward ecophysiology and micrometeorology. Our point is not to homogenize networks, nor to diminish disciplinary science. Rather, we argue that by more fully incorporating the integration of biology and geology in long-term environmental research networks, scientists can better leverage network assets, keep pace with the ever-changing science of the environment, and engage with larger scientific and public audiences

Effects of antiplatelet therapy on stroke risk by brain imaging features of intracerebral haemorrhage and cerebral small vessel diseases: subgroup analyses of the RESTART randomised, open-label trial

Background Findings from the RESTART trial suggest that starting antiplatelet therapy might reduce the risk of recurrent symptomatic intracerebral haemorrhage compared with avoiding antiplatelet therapy. Brain imaging features of intracerebral haemorrhage and cerebral small vessel diseases (such as cerebral microbleeds) are associated with greater risks of recurrent intracerebral haemorrhage. We did subgroup analyses of the RESTART trial to explore whether these brain imaging features modify the effects of antiplatelet therapy