Reframing “Failure” in Making: The Value of Play, Social Relationships, and Ownership

Building on grit and growth mindset literature, the “maker mindset” celebrates persistence through failure as key to inspiring creativity in making education. Yet, moving beyond examinations of individual persistence and assumptions that all people have the same wealth of resources to persevere, when is it worthwhile to work through challenging projects? What supports are necessary for youth to feel safe working through challenges in science, technology, engineering, math, and computing (STEM+C) activities? Using sociocultural theory as a lens, this ethnographic study analyzed observation field notes, videos, photos, student work, and interviews from an after-school making program for high school girls during the 2014-15 school year. Through a comparison of 2 groups—one that persisted through challenging moments and one that did not—this paper reveals the centrality of playfulness, teamwork, and ownership of projects in order to persist through challenges that arise in inquiry-based projects

Mutations in the Mitochondrial Methionyl-tRNA Synthetase Cause a Neurodegenerative Phenotype in Flies and a Recessive Ataxia (ARSAL) in Humans

The study of Drosophila neurodegenerative mutants combined with genetic and biochemical analyses lead to the identification of multiple complex mutations in 60 patients with a novel form of ataxia/leukoencephalopathy

Mechanisms and mechanics of cell competition in epithelia

When fast-growing cells are confronted with slow-growing cells in a mosaic tissue, the slow-growing cells are often progressively eliminated by apoptosis through a process known as cell competition. The underlying signalling pathways remain unknown, but recent findings have shown that cell crowding within an epithelium leads to the eviction of cells from the epithelial sheet. This suggests that mechanical forces could contribute to cell elimination during cell competition

Decline in subarachnoid haemorrhage volumes associated with the first wave of the COVID-19 pandemic

BACKGROUND: During the COVID-19 pandemic, decreased volumes of stroke admissions and mechanical thrombectomy were reported. The study\u27s objective was to examine whether subarachnoid haemorrhage (SAH) hospitalisations and ruptured aneurysm coiling interventions demonstrated similar declines. METHODS: We conducted a cross-sectional, retrospective, observational study across 6 continents, 37 countries and 140 comprehensive stroke centres. Patients with the diagnosis of SAH, aneurysmal SAH, ruptured aneurysm coiling interventions and COVID-19 were identified by prospective aneurysm databases or by International Classification of Diseases, 10th Revision, codes. The 3-month cumulative volume, monthly volumes for SAH hospitalisations and ruptured aneurysm coiling procedures were compared for the period before (1 year and immediately before) and during the pandemic, defined as 1 March-31 May 2020. The prior 1-year control period (1 March-31 May 2019) was obtained to account for seasonal variation. FINDINGS: There was a significant decline in SAH hospitalisations, with 2044 admissions in the 3 months immediately before and 1585 admissions during the pandemic, representing a relative decline of 22.5% (95% CI -24.3% to -20.7%, p\u3c0.0001). Embolisation of ruptured aneurysms declined with 1170-1035 procedures, respectively, representing an 11.5% (95%CI -13.5% to -9.8%, p=0.002) relative drop. Subgroup analysis was noted for aneurysmal SAH hospitalisation decline from 834 to 626 hospitalisations, a 24.9% relative decline (95% CI -28.0% to -22.1%, p\u3c0.0001). A relative increase in ruptured aneurysm coiling was noted in low coiling volume hospitals of 41.1% (95% CI 32.3% to 50.6%, p=0.008) despite a decrease in SAH admissions in this tertile. INTERPRETATION: There was a relative decrease in the volume of SAH hospitalisations, aneurysmal SAH hospitalisations and ruptured aneurysm embolisations during the COVID-19 pandemic. These findings in SAH are consistent with a decrease in other emergencies, such as stroke and myocardial infarction

Career guidance and the changing world of work: Contesting responsibilising notions of the future.

Career guidance is an educational activity which helps individuals to manage their participation in learning and work and plan for their futures. Unsurprisingly career guidance practitioners are interested in how the world of work is changing and concerned about threats of technological unemployment. This chapter argues that the career guidance field is strongly influenced by a “changing world of work” narrative which is drawn from a wide body of grey literature produced by think tanks, supra-national bodies and other policy influencers. This body of literature is political in nature and describes the future of work narrowly and within the frame of neoliberalism. The ‘changing world of work’ narrative is explored through a thematic analysis of grey literature and promotional materials for career guidance conferences. The chapter concludes by arguing that career guidance needs to adopt a more critical stance on the ‘changing world of work’ and to offer more emancipatory alternatives.N/

Learning from the Alternative Asian American Press: A Close Look at Asian Americans & Pacific Islanders in Education through Gidra

Through a careful analysis of the educational concerns and efforts described by Asian American and Pacific Islander (AAPI) activists in Gidra—the first radical Asian American newspaper described as “the journalistic arm of the [Asian American] Movement” (Wei, 1993, 103)—this article explores ways that current educators, public policy writers, and researchers can learn from the stories of the past to improve the state of K–12 education today. Drawing from five years of monthly Gidra publications, this article illustrates parallels between past and current issues in AAPI K–12 education while offering suggestions for action and change

Seeking Democracy in American Schools: Countering Epistemic Violence Through Revolutionary Critical Pedagogy

This chapter begins by describing how America\u27s ideal of democracy is impossible under today\u27s capitalist system that denies human beings access to true equality and freedom. The authors then explore how schools--organized according to the competition and self-centered individualism of capitalism--teach children to believe in a superficial form of multiculturalism through a process of epistemic violence that denies them an understanding of how knowledge is produced according to power relations. Finally, this chapter explains how revolutionary critical pedagogy can help counter such epistemic violence and shallow multiculturalism, and offers suggestions for what real teachers can do in their own schools today.https://digitalcommons.chapman.edu/education_books/1055/thumbnail.jp