Supervision of Maori doctoral students: A descriptive report

This report follows up a previous paper that outlined the goals and plans of a research project that focused on both theoretical and cultural questions regarding the supervisory process for Māori doctoral students (McKinley, Grant, Middleton, Irwin, & Williams, 2007). The major goal of the project is to enhance understanding of the teaching and learning process of supervision for students and supervisors, particularly around issues of culture that arise in research methodologies and practices. This paper reports on the completed project by providing further operational background, design features, the nature of the student and supervisor samples and a summary of interview findings. The results show that there are indeed distinctive issues arising within the supervision of Māori doctoral students. Some of these are to do with both pleasures and challenges found in the supervision relationship, while others relate to the kinds of projects the students undertake. Many projects for example, push at the disciplinary boundaries of Western knowledge and are often rooted in a political desire to enhance the everyday lives of Māori. Yet others are connected to identity formation processes that concern many Māori during their years as doctoral students. A central message for supervisors from this work is that the supervision of Māori doctoral students may require unfamiliar forms of engagement but that these are likely to be deeply rewarding in many different ways

San Francisco Bay Area KIPP Schools: A Study of Early Implementation

Measures how well five San Francisco Bay Area schools have implemented the goals of the Knowledge Is Power Program during the first year of a three-year initiative to prepare underserved urban youth for college

Mathematics Teacher Educators\u27 Exploring Self-Based Methodologies

Historically underused methodologies in mathematics teacher education such as narrative inquiry, self-study, and autoethnography (i.e., self-based methodologies) are becoming a more frequent choice of mathematics teacher educators (MTEs). This has opened new challenges for MTEs as they try to disseminate their findings in mathematics education journals. Building from our working group at PME-NA 2018, we respond to the need for creating spaces (communities) where MTEs can feel supported in their study design, implementation, representation of findings, and publication using self-based methodologies. This year, we shift our focus from discussion to mentoring and scholarship on self-based methodologies. We invite MTEs with research projects in any stage of preparation to join us to in discussions meant to promote growth, sustainability, and continued insight into the use of self-based methodologies

Sleep quality and its clinical associations in trichotillomania and skin picking disorder.

BACKGROUND: Trichotillomania (TTM) is characterized by recurrent hair pulling and associated hair loss. Skin picking disorder (SPD) is characterized by recurrent skin picking and associated scarring or tissue damage. Both disorders are also accompanied by psychological distress and poor sleep. Very little, however, is known about lifestyle variables that may contribute to symptom severity in these disorders. METHODS: We recruited 87 adults as part of a cross-sectional study of 3 groups (TTM, SPD, and non-affected). Clinical subjects (n=69) were compared with controls (n=18) on sleep quality as measured by Pittsburgh Sleep Quality Index (PSQI). We used partial least squares regression to identify which variables were significantly associated with poor sleep quality among those participants with TTM or SPD. RESULTS: Clinical subjects had significantly poorer sleep quality than controls. Sleep quality was significantly related to older age, worse perceived stress, lower distress tolerance and greater impulsivity in adults with BFRBs. Poor sleep quality was associated with worse hair pulling symptom severity but not skin picking severity. Higher levels of comorbid mental disorders was also associated with worse sleep, above and beyond the impact of these other variables. CONCLSUIONS: Poor sleep quality appears to be related to multiple variables. Further research is needed to determine causality and to tailor treatment to specific patient needs

Philosophical Underpinnings of Mathematics Teacher Educator\u27s Work

Mathematics teacher educators (MTEs) are turning research lens on themselves to explore their knowledge and practices and with that contribute knowledge to the field of mathematics teacher education. In this working group we build from our exploration of MTEs\u27 work. MTEs will describe their work and their views of knowledge and being in their work as MTEs. We invite MTEs to join our working group and assert that MTEs\u27 discussions of their work will provide opportunities for professional learning that reveals how their knowledge and identity inform their practice

Analyst-Focused Arabic Information Retrieval

An English-Arabic Cross-Language Information Retrieval Environment was created in which the analyst can query an Arabic database in English and retrieve a set of relevant Arabic documents. The retrieved Arabic documents are automatically translated into English to facilitate readability by the English-only analyst. Proper names of people, places, and organizations are extracted from the retrieved documents and transliterated from Arabic into English. They are presented to the analyst and serve to provide a brief summarization of the retrieved document search query in English. Cross-Language Information Retrieval (CLIR), itself a desideratum in the ARDA workshop, is a special case of Information Retrieval where retrieval is not restricted to the language of the query but queries in one language retrieve documents in other language(s) (Oard and Diekema, 1998). The Arabic that is used in the system is called Modern Standard Arabic (MSA). MSA is the formal Arabic that is used throughout the Arab world in news and broadcast media, and the lingua franca of the Arab. MSA has an estimated 200 million speakers living in Iraq, the Arabian Peninsula, the Levant, Egypt, and Northern Africa

Histone Posttranslational Modifications Predict Specific Alternative Exon Subtypes in Mammalian Brain

A compelling body of literature, based on next generation chromatin immunoprecipitation and RNA sequencing of reward brain regions indicates that the regulation of the epigenetic landscape likely underlies chronic drug abuse and addiction. It is now critical to develop highly innovative computational strategies to reveal the relevant regulatory transcriptional mechanisms that may underlie neuropsychiatric disease. We have analyzed chromatin regulation of alternative splicing, which is implicated in cocain exposure in mice. Recent literature has described chromatin-regulated alternative splicing, suggesting a novel function for drug-induced neuroepigenetic remodeling. However, the extent of the genome-wide association between particular histone modifications and alternative splicing remains unexplored. To address this, we have developed novel computational approaches to model the association between alternative splicing and histone posttranslational modifications in the nucleus accumbens (NAc), a brain reward region. Using classical statistical methods and machine learning to combine ChIP-Seq and RNA-Seq data, we gound that specific histone modifications are strongly associated with various aspects of differential splicing. H3K36me3 and H3K4me1 have the strongest association with splicing indicating they play a significant role in alternative splicing in brain reward tissue

Using Self-Based Methodologies to Unpack Mathematics Teacher Educators\u27 Work

Narrative inquiry, self-study, and autoethnography (i.e., self-based methodologies) are methodologies used by mathematics teacher educators (MTEs). These methodologies have opened up the field by unpacking and unearthing MTEs\u27 work communicating findings from their practices. Building from our previous working groups at PME-NA 2018-2020, we sustain a community where MTEs can feel supported in their study design, implementation, representation of findings, and publication using self-based methodologies. At PME-NA Philadelphia, we will continue our work at PME-NA Mexico on self-based methodologies to develop perspectives on philosophical underpinnings of self-based methodologies and addressing trustworthiness and authenticity in our reports

In vivo clonal expansion and phenotypes of hypocretin-specific CD4(+) T cells in narcolepsy patients and controls

Individuals with narcolepsy suffer from abnormal sleep patterns due to loss of neurons that uniquely supply hypocretin (HCRT). Previous studies found associations of narcolepsy with the human leukocyte antigen (HLA)-DQ6 allele and T-cell receptor alpha (TRA) J24 gene segment and also suggested that in vitro-stimulated T cells can target HCRT. Here, we present evidence of in vivo expansion of DQ6-HCRT tetramer(+)/TRAJ24(+)/CD4(+) T cells in DQ6(+) individuals with and without narcolepsy. We identify related TRAJ24(+) TCRalphabeta clonotypes encoded by identical alpha/beta gene regions from two patients and two controls. TRAJ24-G allele(+) clonotypes only expand in the two patients, whereas a TRAJ24-C allele(+) clonotype expands in a control. A representative tetramer(+)/G-allele(+) TCR shows signaling reactivity to the epitope HCRT87-97. Clonally expanded G-allele(+) T cells exhibit an unconventional effector phenotype. Our analysis of in vivo expansion of HCRT-reactive TRAJ24(+) cells opens an avenue for further investigation of the autoimmune contribution to narcolepsy development

First Foods Nutrition Curriculum for New Immigrant Families: A Pilot Study

Background: Immigrant families arrive in the US from a variety of nutritional landscapes and educational experiences. Early childhood is a key time to intervene to set children on a healthy path. Creating nutritional education programs tailored for immigrant families may improve nutrition and health outcomes. Objective: To evaluate the First Foods curriculum as a tool for knowledge and behavior change for new immigrant families of young children. Methods: Immigrant caregivers of children less than 2 years old were invited to attend First Foods, a 4-class series. Each series was offered in 1 of 5 different languages (Arabic, Dari, Somali, Burmese, and Nepali). Recruitment occurred through community organizations, primary care clinics and Women, Infants, and Children (WIC), and classes were held in King County, Washington. The curriculum was developed and taught by a registered pediatric dietitian with input from general pediatricians, all experienced in the care of immigrant families. Classes were interpreted in the relevant language and course materials were translated. The classes were based on 4 themes -- 1) Child Eating and Development, 2) Eating Together, 3) Food Safety, and 4) Health Living -- and incorporated positive parenting and child development. Attendees completed pre- and post-surveys in their respective languages or in English. Descriptive statistics, chi-squared analyses, t-tests, and a multi-level linear regression model were conducted in Stata v14.0. Results: Participants in the classes included 47 caregivers (91% mothers). Nearly one-third had previously lived in a refugee camp. They had lived in the US a mean 5.5 years (95% CI: 3.8-7.2 years), attended a mean 8.6 years of school (95% CI: 7.1-10.1 years), and had a mean of 2.8 children (95% CI: 2.3-3.3 children). Classes ranged in size from 5 to 14 caregivers. Caregivers reported an improved understanding of 2 out of 4 methods to decrease risk of dental caries (drinking tap water, p = \u3c0.001; going to the dentist, p=0.02). They reported a decreased use of food as a reward from the pre- to the post-survey (p=0.027). Additionally, the caregivers reported increased frequency of considering sugar content in family foods (p=0.033), and decreased frequency of purchasing food at a convenience store, after participating in the curriculum (p=0.001). Conversely, there were several domains where caregivers did not show a change in their response. Conclusion: First Foods, a community-tailored, early childhood feeding curriculum for immigrant parents of young children, improved knowledge and behavior among caregivers from a variety of immigrant communities in some domains. In the other domains, there may be opportunities to further optimize the educational messages and approach