Exploration of the lived experiences of Native American science teachers of the Great Plains: A Narrative Inquiry

The complicated history of the education of Native American children through U.S. government-sponsored practices has led to the elimination of the Native children’s sense of Indian identity, culture, and language (Noel, 2002). In addition, increased emphasis on standardization and high-stakes accountability under the No Child Left Behind Act of 2001 has resulted in less culturally responsive educational efforts and more Indigenous students left behind in school systems (Castagno & Brayboy, 2008). This has led to Indigenous students being underrepresented in science, technology, engineering, and mathematics (STEM) fields where they account for only 3% of STEM workers (Fry, Kennedy, & Funk, 2021). This dissertation study explores the racialized and gendered lived experiences of Indigenous science teachers in elementary, middle, and high school (K-12) settings in a reservation school in Nebraska. This study, grounded on critical race theory (TribalCrit), employs a qualitative methodology (i.e., narrative inquiry) that focuses on investigating the culturally and linguistically relevant pedagogical practices of the three Indigenous science teachers that could help to meet the needs of Indigenous students. Findings reveal that pedagogical practices, such as holistic learning and storytelling; nature-based outdoor science classrooms; experiential and project-based science that promotes critical consciousness and civic engagement in students; arts-based approaches; and involving Native Elders in classrooms hold promise (and serve as a model for teachers of Indigenous students in other locations/contexts) in improving Indigenous students’ science learning outcomes and facilitating their upward social mobility, thereby upholding educational equity and social justice for Native American communities. Advisor: Theresa Catalan

Exploration of Lived Experiences of Science Teachers of English Language Learners: A Transcendental Phenomenological Study

English language learners (ELLs) are a talented pool of culturally and linguistically diverse students who are persistently increasing both in absolute size and percentage in the U.S. school population; however, they are underrepresented in science, technology, engineering, and mathematics (STEM) fields in college as well as in the workforce (National Academies of Sciences, Engineering, and Medicine, 2018). Education and scientific communities have found it challenging to improve students’ participation in STEM fields (Martinez et al., 2011). Exploring science teachers’ experiences could aid in improving academic achievement of ELLs and promoting educational equity. The purpose of this transcendental phenomenological study is to explore and describe the extrinsic and intrinsic aspects, support systems, and challenges that science teachers of ELLs experience at a public high school in a large Midwestern city in the United States. Data collection methods include individual in-depth, semi-structured and focus group interviews to analyze and search for dominant themes. The anticipated findings and discussion describe dominant themes, i.e., the overall essence of the phenomenon of teaching science to ELLs. Insights into teachers’ experiences will help educators, educational leaders, policy makers, and researchers to better understand methods to improve ELLs’ science outcomes. Potential limitations, implications, and possible areas for future research that could pave ways for increasing participation of ELLs in STEM fields and related careers are addressed

Culturally Relevant Science Teaching: A Literature Review

This educational research literature review paper aims to discuss the rationale, review eight empirical research studies, and identify knowledge gaps in culturally relevant pedagogy in science education. This paper focuses on synthesis, review, and comparison of the findings of the empirical studies, and categorizes them into thematic heads such as similarities and differences between studies under the broad categories of professional development (PD) programs and case studies. Following these reviews, the author summarizes her reflections and thoughts about the literature to understand the big picture of culturally relevant pedagogy in science education. The basis of this literature review are various philosophical foundations that undergird the research in this field, looking at the theoretical frameworks and standards in science education, such as Next Generation Science Standards. This paper hopes to identify knowledge gaps for future research and help educators address serious and pressing concerns regarding culturally relevant science teaching in an increasingly diverse world

Developing intercultural competence in multilingual science classrooms: a narrative study

Increased globalization of the world economy, growth in human migration, and rapid developments in science and technology have required people to develop intercultural communication skills. Teachers play a crucial role in developing intercultural competence among students in our globalized, multilingual classrooms. The need for fostering discourse and building intercultural competence among students is a common blind spot in teacher praxis. This can inhibit efforts to cultivate safe and supportive learning environments for all students and can ultimately threaten multilingual student success. As part of a larger study, this narrative inquiry explores the phenomenon of intercultural competence development through the lived experiences of a Midwestern secondary science teacher. Time-series data were collected from the participant (11 semi-structured, in-depth, online interviews over eight months). Field notes and artifacts served as secondary data. Informed by Michael Byram’s Multidimensional Model of Intercultural Competence, interviews were designed, conducted, transcribed, and member-checked. Then, transcripts, field notes, and artifacts were coded and analyzed using Jean Clandinin and Michael Connelly’s three-dimensional narrative inquiry framework to arrive at synthesized stories of experience around coalescing themes. The findings revealed the participant utilized several strategies aimed at developing intercultural communicative competence, particularly in support of multilingual students. This paper focuses on the four themes that relate most directly to intercultural communicative competence development. The findings and implications are discussed within the context of Byram’s model and conclusions are drawn to inform current and future work in this area

Prophylactic Efficacy of Amifostine, DRDE-07, and their Analogues against Percutaneously Administered Nitrogen Mustards and Sulphur Mustard

Nitrogen mustards (HN-1, HN-2 and HN-3) and sulphur mustard are alkylating and blister-inducing chemical warfare agents. This study was aimed at investigating the prophylactic efficacy of amifostine, DRDE-07, and their analogues and some recommended antidotes against dermally-applied nitrogen mustards and sulphur mustard in preventing their systemic toxicity in mice. The antidotes were administered as single oral dose, 30 min prior to the mustard agent application. For DRDE-07, 0.2 LD50 (249 mg/kg) was used and for other analogues, equimolar dose of DRDE-07 was used. For amifostine, N-acetyl cysteine, melatonin and sodium thiosulphate, oral dose was 185 mg/kg, 250 mg/kg, 250 mg/kg, and 1000 mg/kg respectively. The animals were observed for mortality for 14 days. The protection index (PI) was calculated as a ratio of LD50 with treatment to LD50 without treatment. The protection of the antidotes was also determined by intraperitoneal route and half of the oral dose of the antidotes was given. The estimated percutaneous LD50 of HN-1, HN-2, HN-3 and sulphur mustard was 11.9 mg/kg, 20.0 mg/kg, 7.1 mg/kg and 7.1 mg/kg, respectively. Compounds that showed marginal protection against HN-1 were DRDE-10 and melatonin with a PI of 1.4. Compounds that showed marginal protection against HN-2 were amifostine, DRDE-07, DRDE-09, DRDE-30, DRDE-35 and melatonin with a PI of 1.4. Compounds that showed marginal protection against HN-3 were amifostine, DRDE-30, DRDE-35, sodium thiosulphate and melatonin with a PI of 1.7. In the case of sulphur mustard, DRDE-07, DRDE-10, DRDE-21, DRDE-30, and DRDE-35 gave a good protection with a PI of more than 5.0. Amifostine and sodium thiosulphate gave a PI of 4.5 and 4.0, respectively, while DRDE-09, N-acetyl cysteine and melatonin gave less protection against sulphur mustard. Intraperitoneally administered amifostine, DRDE-30, sodium thiosulphate and melatonin gave marginal protection against HN-2 with a PI of 1.2, while intraperitoneally administered amifostine, DRDE-07, DRDE-09, DRDE-10, DRDE-30, DRDE-35 and melatonin gave excellent protection against percutaneously administered sulphur mustard with a PI of more than 5.0. The present study shows, that oral and intraperitoneal administration of amifostine, DRDE-07 and their analogues are effective as prophylactic agents for sulphur mustard systemic toxicity, but not against nitrogen mustards.Defence Science Journal, 2009, 59(5), pp.512-516, DOI:http://dx.doi.org/10.14429/dsj.59.155

Development, characterization and solubility enhancement of comparative dissolution study of second generation of solid dispersions and microspheres for poorly water soluble drug

AbstractThe poor dissolution characteristics of water-insoluble drugs are a major challenge for pharmaceutical scientists. Reduction of the particle size/increase in the surface area of the drug is a widely used and relatively simple method for increasing dissolution rates. The objective of this study was to improve solubility, release and comparability of dissolution of a poorly soluble drug using two different types of formulations (solid dispersions and microspheres). Hydrochlorothiazide was used as a model drug. The solid dispersions and microspheres were prepared by solvent evaporation method using ethyl cellulose, hydroxypropyl methylcellulose in different drug-to-carrier ratios (1:1, 1:2 w:w). The prepared formulations were evaluated for interaction study by Fourier transform infrared spectroscopy, differential scanning calorimetry, percentage of practical yield, drug loading, surface morphology by scanning electron microscopy, optical microscopy and in-vitro release studies. The results showed no interaction between the drug and polymer, amorphous state of solid dispersions and microspheres, percentage yield of 42.53% to 78.10%, drug content of 99.60 % to 99.64%, good spherical appearance in formulation VI and significant increase in the dissolution rate

EFFECT OF EVOLVULUS ALSINOIDES EXTRACT ON MEMBRANE BOUND ENZYME ACTIVITIES IN THE TISSUES OF STREPTOZOTOCIN INDUCED DIABETIC RATS

The present study investigated the possible therapeutic effects of the whole plant ethanolic extract of Evolvulus alsinoideson oral glucose tolerance test and the membrane bound enzyme activity in streptozotocin induced diabetes rats. Theantidiabetic effect of ethanolic extract of Evolvulus alsinodes were studied at different concentrations like 50 mg, 150 mg and300 mg/kg body weight in streptozotocin induced diabetic rats for 14 days. In that 150 mg/kg dosage showed significantreduction in blood glucose. Hence further studies were carried out by using the dosage of 150 mg/kg. The effects of an ethanolextract of Evolvulus alsinoides on the activities of marker enzymes were also examined in the liver and kidney tissues.Decreased levels of Sodium potassium, magnesium ATPases were observed in streptozotocin induced diabetic rats whereascalcium ATPase was increased in diabetic rats. Administration of plant extract to diabetic rats for 45 days restored all membranebound enzyme activities as to that of control rats and there is no significant difference were found between control and plantextract alone groups. It might be related in part to the modification of fatty acid content during diabetes. Thus the ethanolicextract of Evolvulus alsinoides may alleviate liver and renal damage associated with streptozotocin induced diabetesmellitus in rats

PHYTOCHEMICALS SCREENING OF PHYSICO-CHEMICAL PARAMETERS AND FLUORESCENCE ANALYSIS OF PLANT ETHANOLIC LEAF EXTRACT Costus pictus

Drugs originating from plant sources are reflection to be a promising alternative for other synthetic anti-diabetics such as sulphonylureas, insulin treatment and biguanides. Plant products are believed to more preferable due to less toxicity, economic and better patient compliance. Hence, medicinal plants and products thereof are used in many countries in the treatment and management of diabetes. Vitamins are organic substances that are essential in minute amounts designed for the growth and activity of the body. They are obtained naturally on or after plant and animal foods. Organic in this definition refers in the direction of the chemistry with molecules. The word organic means that the molecules of substance contain the element carbon. The term also means that vitamins can be destroyed and become unable to perform their functions in our bodies. Every component plays an important role and deficiency of anyone constituent may lead to abnormal developments in the body. Plants are a rich source of all the elements essential for a human being. Qualitative analysis of various inorganic elements revealed the presence of calcium, magnesium, potassium, Iron, sulphates and phosphates. The present study of a good source of pharmacognostical and physicochemical parameters have pivotal roles in identification, authentication and establishment of quality parameters and vitamins of the species. Supplementation of this Costus pictus may be useful for human health associated emerging diseases such as diabetes, hypertension and cancer. &nbsp

Combined exposure to cigarette smoke and nontypeable Haemophilus influenzae drives development of a COPD phenotype in mice

Abstract Background Cigarette smoke (CS) is the major etiologic factor of chronic obstructive pulmonary disease (COPD). CS-exposed mice develop emphysema and mild pulmonary inflammation but no airway obstruction, which is also a prominent feature of COPD. Therefore, CS may interact with other factors, particularly respiratory infections, in the pathogenesis of airway remodeling in COPD. Methods C57BL/6 mice were exposed to CS for 2 h a day, 5 days a week for 8 weeks. Mice were also exposed to heat-killed non-typeable H. influenzae (HK-NTHi) on days 7 and 21. One day after the last exposure to CS, mice were sacrificed and lung inflammation and mechanics, emphysematous changes, and goblet cell metaplasia were assessed. Mice exposed to CS or HK-NTHi alone or room air served as controls. To determine the susceptibility to viral infections, we also challenged these mice with rhinovirus (RV). Results Unlike mice exposed to CS or HK-NTHi alone, animals exposed to CS/HK-NTHi developed emphysema, lung inflammation and goblet cell metaplasia in both large and small airways. CS/HK-NTHi-exposed mice also expressed increased levels of mucin genes and cytokines compared to mice in other groups. CS/HK-NTHi-exposed mice infected with RV demonstrated increased viral persistence, sustained neutrophilia, and further increments in mucin gene and chemokine expression compared to other groups. Conclusions These findings indicate that in addition to CS, bacteria may also contribute to development of COPD, particularly changes in airways. Mice exposed to CS/HK-NTHi are also more susceptible to subsequent viral infection than mice exposed to either CS or HK-NTHi alone.http://deepblue.lib.umich.edu/bitstream/2027.42/109487/1/12931_2013_Article_1465.pd