Does Saul Alinsky Belong in Jesuit Education?

How do we help our students acquire academic knowledge as well as develop public skills to address and solve problems in the world? Additionally, how do we give students hope that their skills and talents can be used to make the world and their communities safer, more sustainable and productive? These are central questions of Jesuit education. The American community organizer Saul Alinsky and the community organizing tradition that he founded have some things to offer us in our attempts to provide academic and public skills as well as hope to our students. Through a brief examination of Alinsky’s career and an explanation of the world view of community organizing as articulated in his most famous book, Rules for Radicals, this paper demonstrates that Alinsky and his ideas can enhance our project as Jesuit educators

A Longitudinal Examination of Middle School Science Learners' Use of Scaffolding In and Around a Dynamic Modeling Tool.

Scaffolding is a term rooted in multiple research communities over decades of development. Customized, contingent support can be provided to learners to enable performances beyond what they can do alone. This dissertation seeks to examine how effectively scaffolds designed to promote articulation (written expressions of learner understanding) actually work, and if this effectiveness and/or the quality of the resulting models changes over time. It longitudinally examines the use of scaffolds designed into a dynamic modeling tool, as it is used by middle school science learners to create, test, and revise models of complex science phenomena like stream ecosystems. This dissertation also reviews the origins of the scaffolding construct, and summarizes conceptions of scaffolding from various lines of research. Scaffolding can be provided by both human and non-human agents, such as computers, which require specialized interface design to ensure maximum effectiveness. In the study, learners created models in four curriculum units over the seventh and eighth grade school years. Additionally, this dissertation examines the nature of the discussion learners have while using these scaffolds and the frequency and types of interpersonal scaffolds employed during the creation of models. Model quality is also examined, with rubrics developed through review of prior research on assessing models and concept maps. Learner pairs’ computer model creation sessions are captured with screen video and learner audio, and then distilled to transcripts for subsequent coding and analysis, supported by qualitative analysis software. Articulation scaffolds were found to succeed in promoting articulations and the quality of those articulations improved over time. Learner dialog associated with these written articulations is of reasonable quality but did not improve over time. Quality of model artifacts did improve over time. The overall use of scaffolding by each learner pair was contrasted with that pairs model quality, but no relationship was found. Software design and classroom implementation implications of these findings are discussed. The frequency of interpersonal scaffolding provided by teachers highlights the need to consider scaffolding holistically and synergistically, with design decisions for software tools made in light of careful analysis of what human and non-human agents can and should each provide.Ph.D.Education & PsychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/78944/1/ebfretz_1.pd

Dedication to Community Engagement: A Higher Education Conundrum?

Universities and colleges are increasingly providing internal grants to encourage faculty and staff involvement in community-based research and service-learning projects; however, little attention has been given to the impact of institutional support of these efforts. This qualitative study employed focus group interviews with 17 faculty and staff at one mid-size private research university (high activity) to explore the impact of institutional funding on their professional roles and practice of community engaged work. Findings revealed that community-based projects energized the participants, helped them make their academic work relevant in communities, created formal and informal university-community partnerships, and elevated the University’s public image. However, a conundrum was evident in the tension between the University’s public expression of the importance of community engagement and participants’ concerns that the traditional academic reward structure could jeopardize their long-term commitment to community work. A framework is offered that may assist institutions that are pondering or have already committed to using institutional dollars to support engaged scholarship

A Case Study of Institutional Visioning, Public Good, and the Renewal of Democracy: The Theory and Practice of Public Good Work at the University of Denver

In 2001, the University of Denver included language in its vision statement that committed the institution to becoming “a great private university dedicated to the public good.” This essay (1) explains how the development of an institutional visioning statement led to the implementation of a series of campus dialoguesand action steps designed to forward public good work at the university; (2) presents campus conversations and current literature to offer a theory of public good work within private research universities; and (3) documents challenges and lessons learned through institutional efforts to embrace a culture of engagement

Adipocyte Lineage Cells Contribute to the Skin Stem Cell Niche to Drive Hair Cycling

SummaryIn mammalian skin, multiple types of resident cells are required to create a functional tissue and support tissue homeostasis and regeneration. The cells that compose the epithelial stem cell niche for skin homeostasis and regeneration are not well defined. Here, we identify adipose precursor cells within the skin and demonstrate that their dynamic regeneration parallels the activation of skin stem cells. Functional analysis of adipocyte lineage cells in mice with defects in adipogenesis and in transplantation experiments revealed that intradermal adipocyte lineage cells are necessary and sufficient to drive follicular stem cell activation. Furthermore, we implicate PDGF expression by immature adipocyte cells in the regulation of follicular stem cell activity. These data highlight adipogenic cells as skin niche cells that positively regulate skin stem cell activity, and suggest that adipocyte lineage cells may alter epithelial stem cell function clinically

Vascular Communications of the Hand in Patients Being Considered for Transradial Coronary Angiography Is the Allen’s Test Accurate?

ObjectivesThe purpose of this study was to assess the accuracy of the Allen’s test (AT) in predicting hand ischemia in patients undergoing transradial coronary angiography.BackgroundPatients with poor vascular communications between the radial artery (RA) and ulnar artery (UA), as indicated by an abnormal AT, are usually excluded from transradial coronary angiography to avoid ischemic hand complications.MethodsOver a four-month period, patients undergoing coronary angiography were screened for AT time. Circulation in the RA, UA, principal artery of the thumb (PAT), and thumb capillary lactate were measured before and after 30 min of RA occlusion.ResultsFifty-five patients were studied (20 normal, 15 intermediate, 20 abnormal). Three patients with an abnormal AT were excluded, owing to absence of detectible flow in the distal UA. Patients with an abnormal AT were all men, had a larger RA (3.4 vs. 2.8 mm; p <0.001), and smaller UA (1.9 vs. 2.5 mm; p <0.001), compared with patients with a normal AT. After 30 min of RA occlusion in patients with abnormal AT, blood flow to the PAT improved (3.2 to 7.7 cm/s; p <0.001) yet remained reduced relative to patients with normal AT (7.7 vs. 21.4 cm/s; p <0.001. Thumb capillary lactate was elevated in patients with an abnormal AT (2.0 vs. 1.5 mmol/l; p = 0.019).ConclusionsAfter 30 min of RA occlusion, patients with an abnormal AT showed significantly reduced blood flow to the thumb and increased thumb capillary lactate (compared with patients with a normal AT) suggestive of ischemia. Transradial cardiac catheterization should not be performed in patients with an abnormal AT

An Investigation of Software Scaffolds Supporting Modeling Practices

Modeling of complex systems and phenomena is of value in science learning and is increasingly emphasised as an important component of science teaching and learning. Modeling engages learners in desired pedagogical activities. These activities include practices such as planning, building, testing, analysing, and critiquing. Designing realistic models is a difficult task. Computer environments allow the creation of dynamic and even more complex models. One way of bringing the design of models within reach is through the use of scaffolds. Scaffolds are intentional assistance provided to learners from a variety of sources, allowing them to complete tasks that would otherwise be out of reach. Currently, our understanding of how scaffolds in software tools assist learners is incomplete. In this paper the scaffolds designed into a dynamic modeling software tool called Model-It are assessed in terms of their ability to support learners' use of modeling practices. Four pairs of middle school students were video-taped as they used the modeling software for three hours, spread over a two week time frame. Detailed analysis of coded videotape transcripts provided evidence of the importance of scaffolds in supporting the use of modeling practices. Learners used a variety of modeling practices, the majority of which occurred in conjunction with scaffolds. The use of three tool scaffolds was assessed as directly as possible, and these scaffolds were seen to support a variety of modeling practices. An argument is made for the continued empirical validation of types and instances of tool scaffolds, and further investigation of the important role of teacher and peer scaffolding in the use of scaffolded tools.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43636/1/11165_2004_Article_5112115.pd

Radiographic closure time of appendicular growth plates in the Icelandic horse

<p>Abstract</p> <p>Background</p> <p>The Icelandic horse is a pristine breed of horse which has a pure gene pool established more than a thousand years ago, and is approximately the same size as living and extinct wild breeds of horses. This study was performed to compare the length of the skeletal growth period of the "primitive" Icelandic horse relative to that reported for large horse breeds developed over the recent centuries. This information would provide practical guidance to owners and veterinarians as to when the skeleton is mature enough to commence training, and would be potentially interesting to those scientists investigating the pathogenesis of osteochondrosis. Interestingly, osteochondrosis has not been documented in the Icelandic horse.</p> <p>Methods</p> <p>The radiographic closure time of the appendicular growth plates was studied in 64 young Icelandic horses. The results were compared with previously published closure times reported for other, larger horse breeds. The radiographs were also examined for any signs of developmental orthopaedic diseases. In order to describe further the growth pattern of the Icelandic horse, the total serum alkaline phosphatase (ALP) activity was determined and the height at the withers was measured.</p> <p>Results</p> <p>Most of the examined growth plates were fully closed at the age of approximately three years. The horses reached adult height at this age; however ALP activity was still mildly increased over baseline values. The growth plates in the digits were the first to close at 8.1 to 8.5 months of age, and those in the regions of the distal radius (27.4 to 32.0 months), tuber olecrani (31.5 to 32.2 months), and the stifle (27.0 to 40.1 months) were the last to close. No horse was found to have osteochondrosis type lesions in the neighbouring joints of the evaluated growth plates.</p> <p>Conclusion</p> <p>The Icelandic horse appears to have similar radiographic closure times for most of the growth plates of its limbs as reported for large new breeds of horses developed during the past few centuries. It thus appears that different breeding goals and the intensity of breeding have not altered the length of the growth period in horses. Instead, it can be assumed that the pristine and relatively small Icelandic horse has a slower rate of growth. The appendicular skeleton of Icelandic horses has completed its bone growth in length at approximately 3 years of age, and therefore may be able to enter training at this time.</p

Hepatitis C Virus Infection in Guinea-Bissau: A Sexually Transmitted Genotype 2 with Parenteral Amplification?

BACKGROUND: Sub-Saharan Africa is the continent with the highest prevalence of Hepatitis C virus (HCV) infection. Genotype 2 HCV is thought to have originated from West Africa several hundred years ago. Mechanisms of transmission remain poorly understood. METHODOLOGY/PRINCIPAL FINDINGS: To delineate mechanisms for HCV transmission in West Africa, we conducted a cross-sectional survey of individuals aged ≥50 years in Bissau, Guinea-Bissau. Dried blood spots were obtained for HCV serology and PCR amplification. Prevalence of HCV was 4.4% (47/1066) among women and 5.0% (27/544) among men. In multivariate analysis, the independent risk factors for HCV infection were age (baseline: 50–59 y; 60–69 y, adjusted odds ratio [AOR]: 1.67, 95% CI: 0.91–3.06; ≥70 y, AOR: 3.47, 95% CI: 1.89–6.39), belonging to the Papel, Mancanha, Balanta or Mandjako ethnic groups (AOR: 2.45, 95% CI:1.32–4.53), originating from the Biombo, Cacheu or Oio regions north of Bissau (AOR: 4.16, 95% CI: 1.18–14.73) and having bought or sold sexual services (AOR: 3.60, 95% CI: 1.88–6.89). Of 57 isolates that could be genotyped, 56 were genotype 2. CONCLUSIONS: Our results suggest that transmission of HCV genotype 2 in West Africa occurs through sexual intercourse. In specific locations and subpopulations, medical interventions may have amplified transmission parenterally

Civic professionalism

We believe that higher education has a significant role to play in the reinvigoration of American democracy. We also believe that narrow specialization of academic interests and technocratic practices throughout colleges and universities cramps the work and learning within them, while dramatically limiting the contributions of higher education to the work of democracy and the collective redress of the challenges of a new century. Overspecialization and technocracy thwart our institutions\u27 capacities to interact in fluid and respectful ways with citizens and civic institutions outside higher education in generating the knowledge needed in a flourishing democratic society. Others outside the civic engagement movement in higher education make some similar points. For instance, in her collection of essays, The Death of Adam (1998), the novelist Marilyn Robinson notes that while we depend on universities to produce knowledge and teach future generations, it was never intended that the universities should do the thinking, or the knowing, for the rest of us. Yet this seems to be the view that prevails now inside and outside the academy (p. 7). Robinson goes on to accuse universities of becoming simultaneously hermetic and lacking in confidence and definition, describing the issue as something about the way we teach and learn [emphasis added] that makes it seem naïve to us to talk about these things outside of a classroom, and pointless to return to them in the course of actual life (p. 8). We believe that the civic engagement movement has something very important to say about the way we teach and learn in higher education, because it seeks to redress patterns of narrow specialization and technocratic practices, especially in the humanities and social sciences, where these practices have resulted in a drift away from humanistic inquiry, understanding, and democratic engagement. The civic engagement movement has the potential to return higher education to its roots of preparing people to work with others to solve problems and build thriving communities in ways that enhance democratic capacity. In the process, those in higher education may also relearn to work with others in the broader society to generate useful and usable knowledge. Other scholars also argue for changing faculty (and sometimes staff) roles in order to realize higher education\u27s commitment to civic engagement (Bringle, Hatcher, and Clayton 2006; Rice and O\u27Meara 2005; Saltmarsh 2010; Ward 2005). Our argument adds a focus on the ways that theories and practices of community organizing and attention to the public meanings and qualities of work will be central to reshaping faculty roles and identities and to infusing a robust, transformative civic mission throughout higher education. © 2011 by Temple University Press. All rights reserved