Middle School: Intergenerational Experiences Support Teaching and Learning

Community service learning closes the gap between youth and the elderly. Through community service learning, students not only study subjects like English, history, and science, but also gain perspective about the lives of our senior population. This arrangement allows students to dispel false assumptions as they learn about the lives of seniors, and, in the process, develop empathy. Using an intergenerational theme, teachers satisfy several educational objectives by offering activities that facilitate both cognitive and affective learning

On the Indivisibility of Rights: Truth Commissions, Reparations, and the Right to Development

Mhile academics debate the ranking of rights, information from the field demonstrates their indivisibility. This Article explores how truth commissions provide rich documentation of the interrelation between violations of Civil and Political Rights (CPR) and Economic, Social and Cultural Rights (ESCR), using Peru\u27s Truth and Reconciliation Commission (TRC) as an example. The TRC\u27s findings show how social and economic inequalities contributed to the eruption of political violence, which further exacerbated these conditions. This revelation challenged the TRC to develop a reparation plan that adequately responded to the needs of victim-survivors, while maintaining a causal link with damage caused by the conflict. Ultimately, the TRC focused narrowly on repairing damage caused by CPR violations. Yet now, almost four years later, the government confuses development with traditional reparation measures, generating criticism. The author proposes that Peru\u27s post-conflict recovery may need to accept the overlap between reparations and development to improve the well being of its intended beneficiaries

Transitional Justice in Times of Conflict: Colombia\u27s \u3cem\u3eLey de Justicia y Paz\u3c/em\u3e

The authors of this Article were committed to researching the impact of the paramilitary demobilization process on the ground -that is, conducting qualitative research that would allow us to test the validity of different debates with the goal of generating recommendations on how future conflict and post-conflict countries might benefit from the merging of DDR and transitional justice. In this text we draw upon the preliminary results of our research on the individual and collective demobilization programs. The first stage of the project included 112 in-depth interviews with demobilized combatants from the Fuerzas Armadas Revolucionarias de Colombia-Ej rcito del Pueblo (FARC-EP) (Revolutionary Armed Forces of Colombia-People\u27s Army), the Ejjrcito de Liberaci6n Nacional (ELN), and the Autodefensas Unidas de Colombia (AUC) (United Self-Defense Forces of Colombia)

Service-Learning as an Integrated Experience in K-5 Education: An Introduction to Resources and Information.

Some educators contend that students who engage in activities related to school subjects learn more efficiently and more effectively, and remember what they have learned much longer than students who do not. Service-Learning (S-L) can provide a central focus around which educational change can occur. Moreover, S-L enhances the ideas promoted by various circles of school reform. Theodore Sizer\u27s nine principles and David Berliner\u27s management of teaching are a few of the philosophies that provide the sound theoretic foundation for instituting S-L programs. Kate McPherson(1989) suggests S-L facilitates school reform while providing an expanded pedagogy to meet the learning styles and needs of all students, making learning relevant and exciting and necessitating critical thinking about what has been learned. Several examples of serving with meaning demonstrate the power of S-L as a classroom strategy. S-L becomes part of the educational process in elementary school programs when it is integrated into curriculum areas. This integration comes readily since S-L is often a natural extension of the content and skills already being developed in the classroom and does not distract but rather enhances existing curriculum

Transitional Justice in Times of Conflict: Colombia\u27s \u3cem\u3eLey de Justicia y Paz\u3c/em\u3e

The authors of this Article were committed to researching the impact of the paramilitary demobilization process on the ground -that is, conducting qualitative research that would allow us to test the validity of different debates with the goal of generating recommendations on how future conflict and post-conflict countries might benefit from the merging of DDR and transitional justice. In this text we draw upon the preliminary results of our research on the individual and collective demobilization programs. The first stage of the project included 112 in-depth interviews with demobilized combatants from the Fuerzas Armadas Revolucionarias de Colombia-Ej rcito del Pueblo (FARC-EP) (Revolutionary Armed Forces of Colombia-People\u27s Army), the Ejjrcito de Liberaci6n Nacional (ELN), and the Autodefensas Unidas de Colombia (AUC) (United Self-Defense Forces of Colombia)

Phosphorylation of eIF4GII and 4E-BP1 in response to nocodazole treatment: a reappraisal of translation initiation during mitosis

Translation mechanisms at different stages of the cell cycle have been studied for many years, resulting in the dogma that translation rates are slowed during mitosis, with cap-independent translation mechanisms favored to give expression of key regulatory proteins. However, such cell culture studies involve synchronization using harsh methods, which may in themselves stress cells and affect protein synthesis rates. One such commonly used chemical is the microtubule de-polymerization agent, nocodazole, which arrests cells in mitosis and has been used to demonstrate that translation rates are strongly reduced (down to 30% of that of asynchronous cells). Using synchronized HeLa cells released from a double thymidine block (G 1/S boundary) or the Cdk1 inhibitor, RO3306 (G 2/M boundary), we have systematically re-addressed this dogma. Using FACS analysis and pulse labeling of proteins with labeled methionine, we now show that translation rates do not slow as cells enter mitosis. This study is complemented by studies employing confocal microscopy, which show enrichment of translation initiation factors at the microtubule organizing centers, mitotic spindle, and midbody structure during the final steps of cytokinesis, suggesting that translation is maintained during mitosis. Furthermore, we show that inhibition of translation in response to extended times of exposure to nocodazole reflects increased eIF2α phosphorylation, disaggregation of polysomes, and hyperphosphorylation of selected initiation factors, including novel Cdk1-dependent N-terminal phosphorylation of eIF4GII. Our work suggests that effects on translation in nocodazole-arrested cells might be related to those of the treatment used to synchronize cells rather than cell cycle status