Empowering Young People through Conflict and Conciliation: Attending to the Political and Agonism in Democratic Education

Deliberative models of democratic education encourage the discussion of controversial issues in the classroom (e.g., Hess, 2009); however, they tend to curtail conflicts for the sake of consensus. Agonism, on the other hand, can help support the deliberative model by attending to antagonism in productive ways (Ruitenberg, 2009). In this paper, I present how agonistic deliberation (the infusion of agonism into deliberation) can work as an account of the political that may help empower young people. The paper presents two classic democratic classroom practices—structured academic controversy (SAC) and debate—together as examples of how agonistic deliberation can help students engage politically. This paper suggests that while deliberation can help students learn about political participation, agonistic deliberation (with its focus on conflict) has the potential to help students harness social frustrations into political action

Reinventing the High School Government Course: Rigor, Simulations, and Learning from Text

The high school government course is arguably the main site of formal civic education in the country today. This article presents the curriculum that resulted from a multiyear study aimed at improving the course. The pedagogic model, called Knowledge in Action, centers on a rigorous form of project-based learning where the projects are weeks-long simulations. The first section introduces the course and the study, the second describes the methodology and design principles, the third describes the political simulations that are the spine of the course, and the fourth examines implementation and design issues that emerged across the years. The latter are concerned with the centrality of simulations, the selection of core content and skills for deeper learning, and the ongoing struggle to help students learn from texts. Readers are invited to adopt or adapt any of the design elements to suit their needs

Blended Spaces: Reimagining Civic Education in a Digital Era

While traditional civic education in the United States is inextricably linked to notions of a public sphere, this paper argues that the digital era requires a reimagining of this premise. The opaque nature of digital spaces makes it difficult for young people to understand how large of an audience they are interacting with and to what extent a conversation that may feel private is rebounding across public contexts. In this conceptual paper, we (1) use semiotic squares to present publicly private and privately public as two ways to reinterpret traditional presumptions about the role of “the public” in civic education and (2) present the implications of these blended spaces for civic education and civic learning. The paper asks, what does it mean to prepare young people for interaction in the “public” sphere within our classrooms today? By drawing on a vignette of teacher practice, we articulate what civic education could be for students around the world in the 21st century

Maintaining Interest in Politics: ‘Engagement First’ in a U.S. High School Government Course

Purpose: Increasing students’ political interest has been a longstanding goal of civic education. One way to trigger students’ interests in political issues is by engaging them first in an attention grabbing activity (i.e., assigning them to roles). Because it is important to examine not only how roles may trigger political interest, but also students’ political interest afterwards, we asked: What happens to students’ interest in political issues after engagement first? Methodology: Drawing from Schwartz and Bransford’s (1998) ‘A Time for Telling’, we conducted a case study of three students, who experienced ‘engagement first’ activities in a class, and report on their interests about political issues in one particular activity. Findings: While role-play can help trigger students’ political interest. Our findings show that for students to maintain political interest, they need follow-up opportunities to engage in meaningful activities around politics. Research implications: Role assignment is a good way to trigger political interest, but productive disciplinary engagement can be coupled with engagement first to extent students’ political interest. Practical implications: Classroom activities that hope to support students’ political interest may need to include both ‘engagement first’ and further scaffolds for students to engage productively with politics

Risk Model Development and Validation for Prediction of Coronary Artery Aneurysms in Kawasaki Disease in a North American Population.

Background Accurate prediction of coronary artery aneurysms ( CAAs ) in patients with Kawasaki disease remains challenging in North American cohorts. We sought to develop and validate a risk model for CAA prediction. Methods and Results A binary outcome of CAA was defined as left anterior descending or right coronary artery Z score ≥2.5 at 2 to 8 weeks after fever onset in a development cohort (n=903) and a validation cohort (n=185) of patients with Kawasaki disease. Associations of baseline clinical, laboratory, and echocardiographic variables with later CAA were assessed in the development cohort using logistic regression. Discrimination (c statistic) and calibration (Hosmer-Lemeshow) of the final model were evaluated. A practical risk score assigning points to each variable in the final model was created based on model coefficients from the development cohort. Predictors of CAAs at 2 to 8 weeks were baseline Z score of left anterior descending or right coronary artery ≥2.0, age <6 months, Asian race, and C-reactive protein ≥13 mg/ dL (c=0.82 in the development cohort, c=0.93 in the validation cohort). The CAA risk score assigned 2 points for baseline Z score of left anterior descending or right coronary artery ≥2.0 and 1 point for each of the other variables, with creation of low- (0-1), moderate- (2), and high- (3-5) risk groups. The odds of CAA s were 16-fold greater in the high- versus the low-risk groups in the development cohort (odds ratio, 16.4; 95% CI , 9.71-27.7 [ P<0.001]), and >40-fold greater in the validation cohort (odds ratio, 44.0; 95% CI, 10.8-180 [ P<0.001]). Conclusions Our risk model for CAA in Kawasaki disease consisting of baseline demographic, laboratory, and echocardiographic variables had excellent predictive utility and should undergo prospective testing

The contribution of the European Society for Soil Conservation (ESSC) to scientific knowledge, education and sustainability

Soil is an integral component of the global environmental system which supports the quality and diversity of terrestrial life on Earth. Therefore, it is vital to consider the processes and impacts of soil degradation on society, especially on the provision of environmental goods and services, including food security and climate change mitigation and adaptation. Scientific societies devoted to soil science play significant roles in reducing soil degradation and promoting soil conservation by advancing scientific knowledge, education and environmental sustainability. The ESSC was founded on 4 November 1988, with the aims to: 1. Support research on soil degradation, soil protection and soil and water conservation. 2. Provide a network for the exchange of knowledge about soil degradation processes and soil conservation research and practises. 3. Produce publications on major issues relating to soil degradation and soil and water conservation. 4. Advise regulators and policy-makers on soil issues, especially soil degradation, protection and conservation. The societal challenges that can be addressed through better soil protection, advancing knowledge and scientific approaches to soil protection and sustainable management, mean the ESSC embraces the on-going development, application, review and constructive criticism of highly innovative scientific soil conservation methods. In this context, the ESSC analyses and publicizes the roles and functions of soil in natural and human-modified systems and the functional optimization of soils to ensure sustainable environmental protection. “The thin layer of soil that forms a patchy covering over the continents controls our own existence and that of every other animal of the land” (Rachel Carson (1962) in ‘Silent Spring’).European Society for Soil Conservatio

Smartphone motor testing to distinguish idiopathic REM sleep behavior disorder, controls, and PD

OBJECTIVE: We sought to identify motor features that would allow the delineation of individuals with sleep study-confirmed idiopathic REM sleep behavior disorder (iRBD) from controls and Parkinson disease (PD) using a customized smartphone application. METHODS: A total of 334 PD, 104 iRBD, and 84 control participants performed 7 tasks to evaluate voice, balance, gait, finger tapping, reaction time, rest tremor, and postural tremor. Smartphone recordings were collected both in clinic and at home under noncontrolled conditions over several days. All participants underwent detailed parallel in-clinic assessments. Using only the smartphone sensor recordings, we sought to (1) discriminate whether the participant had iRBD or PD and (2) identify which of the above 7 motor tasks were most salient in distinguishing groups. RESULTS: Statistically significant differences based on these 7 tasks were observed between the 3 groups. For the 3 pairwise discriminatory comparisons, (1) controls vs iRBD, (2) controls vs PD, and (3) iRBD vs PD, the mean sensitivity and specificity values ranged from 84.6% to 91.9%. Postural tremor, rest tremor, and voice were the most discriminatory tasks overall, whereas the reaction time was least discriminatory. CONCLUSIONS: Prodromal forms of PD include the sleep disorder iRBD, where subtle motor impairment can be detected using clinician-based rating scales (e.g., Unified Parkinson's Disease Rating Scale), which may lack the sensitivity to detect and track granular change. Consumer grade smartphones can be used to accurately separate not only iRBD from controls but also iRBD from PD participants, providing a growing consensus for the utility of digital biomarkers in early and prodromal PD

European Respiratory Society clinical practice guidelines for the diagnosis of asthma in children aged 5-16 years.

Diagnosing asthma in children represents an important clinical challenge. There is no single gold standard test to confirm the diagnosis. Consequently, both over-, and under-diagnosis of asthma are frequent in children.A Task Force (TF) supported by the European Respiratory Society has developed these evidence-based clinical practice guidelines for the diagnosis of asthma in children aged 5-16 years using nine PICO (Population, Intervention, Comparator and Outcome) questions. The TF conducted systematic literature searches for all PICO questions and screened the outputs from these, including relevant full text articles. All TF members approved the final decision for inclusion of research papers. The TF assessed the quality of the evidence using the GRADE (Grading of Recommendations, Assessment, Development and Evaluation) approach.The TF then developed a diagnostic algorithm based on the critical appraisal of the PICO questions, preferences expressed by lay members and test availability. Proposed cut-offs were determined based on the best available evidence. The TF formulated recommendations using the GRADE Evidence to Decision framework.Based on the critical appraisal of the evidence and the Evidence to Decision Framework the TF recommends spirometry, bronchodilator reversibility testing and FeNO as first line diagnostic tests in children under investigation for asthma. The TF recommends against diagnosing asthma in children based on clinical history alone or following a single abnormal objective test. Finally, this guideline also proposes a set of research priorities to improve asthma diagnosis in children in the future

Upregulation of CENP-H in tongue cancer correlates with poor prognosis and progression

<p>Abstract</p> <p>Background</p> <p>Centromere protein H (CENP-H) is one of the fundamental components of the human active kinetochore. Recently, CENP-H was identified to be associated with tumorigenesis. This study was aimed to investigate the clinicopathologic significance of CENP-H in tongue cancer.</p> <p>Methods</p> <p>RT-PCR, real time RT-PCR and Western blot were used to examine the expression of CENP-H in tongue cancer cell lines and biopsies. CENP-H protein level in paraffin-embedded tongue cancer tissues were tested by immunohistochemical staining and undergone statistical analysis. CENP-H-knockdown stable cell line was established by infecting cells with a retroviral vector pSuper-retro-CENP-H-siRNA. The biological function of CENP-H was tested by MTT assay, colony formation assay, and Bromodeoxyuridine (BrdU) incorporation assay.</p> <p>Results</p> <p>CENP-H expression was higher in tongue cancer cell lines and cancer tissues (T) than that in normal cell and adjacent noncancerous tongue tissues (N), respectively. It was overexpressed in 55.95% (94/168) of the paraffin-embedded tongue cancer tissues, and there was a strong correlation between CENP-H expression and clinical stage, as well as T classification. CENP-H can predict the prognosis of tongue cancer patients especially those in early stage. Depletion of CENP-H can inhibit the proliferation of tongue cancer cells (Tca8113) and downregulate the expression of Survivin.</p> <p>Conclusion</p> <p>These findings suggested that CENP-H involves in the development and progression of tongue cancer. CENP-H might be a valuable prognostic indicator for tongue cancer patients within early stage.</p