Educators Must Be Advocates: Advocating for Muslim Students

As educators interested in supporting linguistically and culturally diverse learners, we have had to view our roles in different ways since the presidential campaign and the election of Trump. In this article, two teacher educators and two inservice ESL teachers in the U.S. reflect on our various experiences working with Muslim students and preparing teachers to support Muslim students in the current socio-political context. We discuss these experiences with the goal of suggesting some priorities in teacher education. Ultimately, to prepare teachers to be effective teachers for Muslim students requires them to go beyond being culturally responsive to becoming advocates and activists. This advocacy and activism necessitates a push against the cultural norms of Whiteness that dominate U.S. teacher education

Logistical Lessons Learned in Designing and Executing a Photo-Elicitation Study in the Veterans Health Administration

Participatory photography research methods have been used to successfully engage and collect in-depth information from individuals whose voices have been traditionally marginalized in clinical or research arenas. However, participatory photography methods can introduce unique challenges and considerations regarding study design, human subject protections, and other regulatory barriers, particularly with vulnerable patient populations and in highly regulated institutions. Practical guidance on navigating these complex, interrelated methodological, logistical, and ethical issues is limited. Using a case exemplar, we describe our experiences with the planning, refinement, and initiation of a research study that used photo-elicitation interviews to assess the healthcare experiences of homeless and marginally housed United States Veterans. We discuss practical issues and recommendations related to study design, logistical “pitfalls” during study execution, and ensuring human subjects protections in the context of a study with a highly vulnerable patient population taking place in a highly risk-averse research environment

Homeless and marginally housed Veteran perspectives on participating in a photo-elicitation research study

Photo-elicitation interviewing (PEI) seems a valuable tool for engaging marginalized populations in research despite documented challenges. Given limited data on acceptability of PEI among homeless and marginally housed Veterans, this evaluation aimed to characterize their research experience. Veterans took photographs about health, health behaviors, and health care which facilitated semi-structured interviews. Their research study experience was assessed via a modified Reactions to Research Participation Questionnaire-Revised (RRPQ-R), along with additional survey and open-ended questions. Of the 20 participants who consented and participated, 16 (80%) completed the exit surveys. Most participants (\u3e88%) indicated favorable experiences and limited drawbacks. Respondents disagreed that participation was difficult or overly time consuming. Many indicated intense or unexpected emotionality. Open-ended responses indicated appreciation of photography, interview experiences, and connection with study staff. Transportation was the most cited barrier. Overall, experiences were reportedly emotionally challenging, but positive. PEI appears to be acceptable to homeless and marginally housed Veterans for eliciting their perspectives

Giant Outer Transiting Exoplanet Mass (GOT 'EM) Survey. I. Confirmation of an Eccentric, Cool Jupiter With an Interior Earth-sized Planet Orbiting Kepler-1514*

Despite the severe bias of the transit method of exoplanet discovery toward short orbital periods, a modest sample of transiting exoplanets with orbital periods greater than 100 days is known. Long-term radial velocity (RV) surveys are pivotal to confirming these signals and generating a set of planetary masses and densities for planets receiving moderate to low irradiation from their host stars. Here, we conduct RV observations of Kepler-1514 from the Keck I telescope using the High Resolution Echelle Spectrometer. From these data, we measure the mass of the statistically validated giant ($1.108\pm0.023$ $R_{\rm J}$) exoplanet Kepler-1514 b with a 218 day orbital period as $5.28\pm0.22$ $M_{\rm J}$. The bulk density of this cool ($\sim$390 K) giant planet is $4.82^{+0.26}_{-0.25}$ g cm$^{-3}$, consistent with a core supported by electron degeneracy pressure. We also infer an orbital eccentricity of $0.401^{+0.013}_{-0.014}$ from the RV and transit observations, which is consistent with planet-planet scattering and disk cavity migration models. The Kepler-1514 system contains an Earth-size, Kepler Object of Interest on a 10.5 day orbit that we statistically validate against false positive scenarios, including those involving a neighboring star. The combination of the brightness ($V$=11.8) of the host star and the long period, low irradiation, and high density of Kepler-1514 b places this system among a rare group of known exoplanetary systems and one that is amenable to continued study.Comment: 18 pages, 9 figures, accepted for publication in the Astronomical Journa

Results from Ireland North and South’s 2022 report card on physical activity for children and adolescents

BackgroundThe Ireland North and South Report Card on Physical Activity (PA) for Children and Adolescents aims to monitor progress in PA participation across a range of internationally established indicators.MethodsData were collated for 11 indicators and graded following the harmonised Active Healthy Kids Global Alliance report card process. Six representative studies (sample size range n = 898 to n = 15,557) were primarily used in the grading, with many indicators supplemented with additional studies and reports. Data collected since the implementation of COVID-19 public health measures in March 2020 were excluded.ResultsGrades were awarded as follows: ‘Overall physical activity’, C-; ‘Organised Sport and Physical Activity’, C; ‘Active Play’, INC; ‘Sedentary Behaviours’, C-; ‘Physical Fitness’, INC; ‘Family and Peers’, D+; ‘School’, C-; ‘Physical Education’, D; ‘Community and Environment’, B+ and ‘Government’, B. Separate grades were awarded for disability as follows; ‘Overall physical activity’, F; ‘Organised Sport and Physical Activity’, D; ‘Sedentary Behaviours’, C-; ‘Family and Peers’, C; ‘School’, C- and ‘Government’, B. ‘Active Play’, ‘Physical Fitness’, ‘Physical Education’ and ‘Community and Environment’ were all graded INC for disability. Since the last report card in 2016, four grades remained the same, three increased (‘Overall physical activity’, ‘School’ and ‘Physical Education’) and two (‘Family and Peers,’ and ‘Government’) were awarded grades for the first time.ConclusionGrades specific to children and adolescents with disability were generally lower for each indicator. While small improvements have been shown across a few indicators, PA levels remain low across many indicators for children and adolescents