Monastic Teaching and Metacognition

Each new student is thrust into the unknown of a different situation. Kelsey Gray... explores the best way to adapt to a rapidly changing environment

Virtual EQ – the talent differentiator in 2020?

In an increasingly competitive, globalised world, knowledge-intensive industries/ services are seen as engines for success. Key to this marketplace is a growing army of ‘talent’ i.e. skilled and dedicated knowledge workers. These knowledge workers engage in non-routine problem solving through combining convergent, divergent and creative thinking across organizational and company boundaries - a process often facilitated though the internet and social media, consequently forming networks of expertise. For knowledge workers, sharing their learning with others through communities of practice embedded in new information media becomes an important element of their personal identity and the creation of their individual brand or e-social reputation. Part of the new knowledge/skills needed for this process becomes not only emotional intelligence (being attuned to the emotional needs of others) but being able to do this within and through new media, thus the emergence of virtual emotional intelligence (EQ). Our views of current research found that HRD practitioners in 2020 might need to consider Virtual EQ as part of their talent portfolio. However it seems that new technology has created strategies for capturing and managing knowledge that are readily duplicated and that a talent differentiator in 2020 might simply be the ability and willingness to learn

Hygiene of Hand and Mind During the Pandemic

Making handwashing a meditative practice can help us focus on humanity’s interconnectedness with the environment

Quantitative Phenotyping of Brain Endothelial Cell-Cell Junctions for Physiological and Pathophysiological Applications

The integrity of endothelial cell-cell junctions is required for the maintenance of normal physiological processes. The expression of junctional proteins is particularly important in the endothelial cells of the blood-brain barrier (BBB), the cellular unit that protects the brain via regulated transport between the peripheral blood and the central nervous system. Dysfunction of the BBB is linked with decreased junctional protein localization and is implicated in several diseases including Alzheimer’s disease and multiple sclerosis. On the other hand, the tight junctions of the BBB impede the delivery of medications targeting the brain. Therefore, understanding the key players driving junction stability could hold significant promise for therapeutic discovery and drug delivery applications. Despite this, the mechanisms underlying junction disruption aren’t fully understood. While several studies have linked different junction protein patterns with altered barrier function, the quantification of this parameter remains limited due to the lack of efficient measurement techniques. Here, we aimed to investigate the influence of junction phenotype on brain endothelial barrier properties. To accomplish this, we developed the Junction Analyzer Program (JAnaP) to semi-automatically calculate edge-localization protein phenotypes. Application of the JAnaP to measure the junctional proteins VE-cadherin and ZO-1 in different physiological and pathophysiological conditions revealed that discontinuous junctions contribute more to barrier permeability compared to continuous, linear junctions. Continuous junctions were also increased in endothelial cells with decreased contractility, mediated biochemically or by lowered subendothelial matrix stiffness. Finally, breast cancer cell secreted factors increased immature adherens junctions, likely through VEGF signaling, but minimally affected tight junction presentation. Thus far, the development and application of the JAnaP has revealed insights into the effects of junction patterns on barrier function, the mechanobiology of endothelial cells, and the response of brain endothelial cells to biochemical cues involved in breast cancer metastasis. Understanding the conditions driving altered junction presentation, and the resultant effects on barrier integrity, could lead to the development of therapeutics capable of traversing the BBB for delivery to the brain or for diseases associated with BBB dysfunction. Future use of this program holds significant potential for physiological and pathophysiological study in various endothelial and epithelial cell systems

SMN - A chaperone for nuclear RNP social occasions?

Survival Motor Neuron (SMN) protein localizes to both the nucleus and the cytoplasm. Cytoplasmic SMN is diffusely localized in large oligomeric complexes with core member proteins, called Gemins. Biochemical and cell biological studies have demonstrated that the SMN complex is required for the cytoplasmic assembly and nuclear transport of Sm-class ribonucleoproteins (RNPs). Nuclear SMN accumulates with spliceosomal small nuclear (sn)RNPs in Cajal bodies, sub-domains involved in multiple facets of snRNP maturation. Thus, the SMN complex forms stable associations with both nuclear and cytoplasmic snRNPs, and plays a critical role in their biogenesis. In this review, we focus on potential functions of the nuclear SMN complex, with particular emphasis on its role within the Cajal body

Development of a \u3cem\u3eMen’s Health\u3c/em\u3e Course for First-Year Undergraduates Using Culturally Responsive Teaching Strategies

Purpose A novel first-year experience course was developed using culturally responsive teaching strategies at an undergraduate liberal arts college in the southeastern USA to promote health advocacy and to provide students with an overview of male health. The course focuses on the biological, sociocultural, economic and gender influences that shape men\u27s health beliefs and practices. It also emphasizes health disparities in the USA among Black/African American men compared to other racial groups and intervention strategies to improve health outcomes. Design/methodology/approach The lecture and laboratory components of the course were designed as a blended learning environment with a modified flipped class model. Culturally relevant strategies guided the course design with three focus domains: academic success, cultural competence and sociopolitical consciousness. A community engagement model and service-learning activities were also incorporated in the design. The authors used course grades to gauge learning and implemented a survey to assess students\u27 perception of the knowledge gained in three realms: men\u27s health, health sciences and physical sciences. Findings This report describes the course design, highlights the value of using culturally responsive teaching strategies and service-learning projects to encourage students\u27 active learning. Course activity examples are discussed with student responses. The authors found that students\u27 perception of their knowledge in men\u27s health, health sciences and physical sciences increased and the students performed well in the course. Originality/value This is one of few biology courses in the nation that intentionally focuses on the unique health challenges of Black men, while empowering college students to develop culturally competent strategies to improve their health outcomes. The findings suggest that the students learned the material and that their perceived knowledge on men\u27s health increased. The authors urge other academic institutions and healthcare providers to consider implementation of similar courses in an effort to enhance male health equity

Boundary Crossing by a Community of Practice: Tibetan Buddhist Monasteries Engage Science Education

As a globalized world struggles with division and disinformation, engaging across difference has emerged as a major challenge to communication and collaborative action needed to address growing global challenges. As such, the initiative by Tibetan Buddhist leaders to incorporate western science in curricula for monastic education may serve as an important case study that illuminates the conditions and processes at work in genuine cultural outreach and exchange. That project, spearheaded in the Emory-Tibet Science Initiative (ETSI), involves reaching out across two quite different communities of practice, Tibetan Buddhism and science, and the willingness and ability of individuals to cross the boundaries between them. In the study reported here, we apply existing understandings of communities of practice and of learning mechanisms that mediate boundary crossing to probe for presence of conditions and processes that promote effective outreach among Tibetan Buddhist monastic students. We deploy analysis of qualitative survey, interview, and self-report data from monastic students shortly after ETSI began (2009) and after science education had been rolled out in the monasteries (2019) to, first, identify initial cultural conditions related to outreach and engagement with science, and, second, probe for post-rollout presence of boundary crossing learning mechanisms among monastic students which facilitate communication from one community of practice to another. We found a range of robust initial cultural conditions (e.g., perceived overlap in subjects and methods of inquiry), along with strong presence of mechanisms that facilitate boundary crossing (e.g., reflection, transformation) and operate through time. We observed cascading effects of these conditions and mechanisms on student engagement with science. Furthermore, interactions of these conditions and mechanisms allow monastic students to engage with science on their own Buddhist terms and to regard learning science as potentially beneficial rather than threatening to their personal or collective Buddhist goals

Emory-Tibet Science Initiative: Changes in Monastic Science Learning Motivation and Engagement During a Six-Year Curriculum

Led by His Holiness the Dalai Lama, the initiative taken by the Tibetan Buddhist monastic community to connect with western science and scientists presents a unique opportunity to understand the motivations and engagement behaviors that contribute to monastic science learning. In this study, we draw on quantitative data from two distinct surveys that track motivations and engagement behaviors related to science education among monastic students. The first survey was administered at one monastic university in 2018, and the second follow-up survey was completed by students at two monastic universities in 2019. These surveys assessed the reception of science education related to motivations among monastics and their demonstration of engagement-with-science behaviors. We also tested for variation over time by surveying students in all years of the science curriculum. We identified that monastic students are motivated by their perception that studying science has an overall positive effect and benefits their Buddhist studies, rather than negatively affecting their personal or collective Buddhist goals. In accordance with this finding, monastics behave in ways that encourage fellow scholars to engage with science concepts. Survey responses were disaggregated by years of science study and indicated changes in motivation and engagement during the six-year science curriculum. These insights support the relevance of considering motivation and engagement in a novel educational setting and inform ongoing work to expand the inclusiveness of science education. Our findings provide direction for future avenues of enhancing exchange of knowledge and practice between Buddhism and science

Boundary Crossing by a Community of Practice: Tibetan Buddhist Monasteries Engage Science Education

As a globalized world struggles with division and disinformation, engaging across difference has emerged as a major challenge to communication and collaborative action needed to address growing global challenges. As such, the initiative by Tibetan Buddhist leaders to incorporate western science in curricula for monastic education may serve as an important case study that illuminates the conditions and processes at work in genuine cultural outreach and exchange. That project, spearheaded in the Emory-Tibet Science Initiative (ETSI), involves reaching out across two quite different communities of practice, Tibetan Buddhism and science, and the willingness and ability of individuals to cross the boundaries between them. In the study reported here, we apply existing understandings of communities of practice and of learning mechanisms that mediate boundary crossing to probe for presence of conditions and processes that promote effective outreach among Tibetan Buddhist monastic students. We deploy analysis of qualitative survey, interview, and self-report data from monastic students shortly after ETSI began (2009) and after science education had been rolled out in the monasteries (2019) to, first, identify initial cultural conditions related to outreach and engagement with science, and, second, probe for post-rollout presence of boundary crossing learning mechanisms among monastic students which facilitate communication from one community of practice to another. We found a range of robust initial cultural conditions (e.g., perceived overlap in subjects and methods of inquiry), along with strong presence of mechanisms that facilitate boundary crossing (e.g., reflection, transformation) and operate through time. We observed cascading effects of these conditions and mechanisms on student engagement with science. Furthermore, interactions of these conditions and mechanisms allow monastic students to engage with science on their own Buddhist terms and to regard learning science as potentially beneficial rather than threatening to their personal or collective Buddhist goals

Found in Translation: Collaborative Contemplations of Tibetan Buddhism and Western Science

Development of an inclusive scientific community necessitates doing more than simply bringing science to diverse groups of people. Ideally, the sciences evolve through incorporation of diverse backgrounds, experiences, and worldviews. Efforts to promote inclusion of historically underrepresented racial, ethnic, cultural, religious, gender, and socioeconomic groups among science scholars are currently underway. Examination of these efforts yields valuable lessons to inform next steps in engaging diverse audiences with science. The Emory-Tibet Science Initiative may serve as one example of such efforts. The Dalai Lama invited Emory University to develop and teach a curriculum in Western science to Tibetan Buddhist monks and nuns. As the science curriculum has been taught and refined over the past decade, monastic scholars increasingly have taken ownership of the material. As Western scientific ideas and practices take hold in this setting, the experiences of monks and nuns offer unique insights into the process of translation, modes of communication, and long-term impacts of integrating diverse systems of knowledge. Given that the dominant language of science is English, Tibetan interpreters have been essential throughout the implementation of this project. Through the process of translating scientific terms, interpreters have considered differences in how words categorize, and therefore how people conceptualize, the world. Through comprehensive, culturally-responsive communication, scientific language is used as a tool to build and strengthen connections between monastics and their local and global communities. The intertwining of these complementary systems of knowledge iteratively informs translation, modes of communication, and broader impacts in the community