The southeast Michigan stewardship coalition: A deep design of eco-democratic reform that is situational, local, and in support of living systems

Education can have a tremendous impact on how we, as humans, understand and relate to each other and the larger environmental systems to which we belong. In efforts to address the role of education in alleviating and eliminating social suffering and environmental degradation in many of the worlds’ diverse communities, the purpose of this critical ethnographic case study is to qualitatively examine the design of an intermediary organization within the context of eco-democratic reform.The study involved observation, interviewing, and analysis that included personal narrative accounts from 12 key members in the organization and their thick descriptions of the design and function of the Southeast Michigan Stewardship Coalition (SEMIS). The study explores new territories for community-based collaborations and examines the complexity of such initiatives, while focusing on professional development and adult learning framed by an EcoJustice Education approach to place-based education. The study illustrates the identity of SEMIS as a learning organization with a strong commitment to designing and providing sustained professional development in the region. The deep design of SEMIS offers insight into the structure and the complexity of the networks of learning relationships in this intermediary organization. Major contributions from this case study include a) an organizational history of SEMIS; b) an articulation and analysis of the SEMIS sustained professional development; and c) a unique learning model for the development of an eco-ethical consciousness. The study presents the examination and analysis of a unique intermediary organization in the context of eco-democratic reform and illustrates both the design and the complex approach to the work in SEMIS

Teacher Education in a Dangerous Time: (Re)Imagining Education for Diversity, Democracy and Sustainability

This article amplifies the importance of social movements like Black Lives Matter and diverse critical educator responses to social suffering, COVID-19, and related critiques of current dominant assumptions of teacher education and Western schooling. The author offers an ecocritical conceptual framework to support education to recognize the importance of how teachers, and teacher educators, can take action as leaders (re)imagining education in support of valuing diversity, democracy, and sustainability. This article calls for an ecocritical pedagogical (re)imagining of how teacher education might be (re)constituted through local activist teaching in collaboration with social movements and in support of social justice and sustainability. Defining an ecocritical pedagogy in teacher education calls for a particular kind of critical teacher supportive of social justice and sustainability

11-3-20 – BustED Pencils – Reimagining EVERYTHING in education and hope for a “freedom from harm.” Guest: Maika Yeigh

On election day, November 3, 2020, Bryan Kelly interviews guests Maika Yeigh and Rick Sawyer, reimagining education and sharing their special issue of the Northwest Journal of Teacher Education, talking about the human element of new teaching models as a result of COVID-19. Explore the latest issue of NWJTE: Teacher Education for Social Justice During the COVID-19 Pandemic: Loss, Hope & New Directions Volume 15, Issue 2 (2020

Induction of immune memory following administration of a prophylactic quadrivalent human papillomavirus (HPV) types 6/11/16/18 L1 virus-like particle (VLP) vaccine

Background: The duration of protection afforded by vaccines represents a critical test of their utility as public health interventions. Some vaccines induce long-term immunity, while others require booster doses. Vaccines that induce long-term protection are usually characterized by the generation of immune memory. Recent trials of a quadrivalent (types 6, 11, 16, 18) human papillomavirus (HPV) vaccine have demonstrated high efficacy through 5 years of follow-up. We evaluated the extent to which the vaccine is able to generate HPV type-specific immune memory. Methods: A total of 552, 16-23-year-old women were enrolled in a double-blind, placebo-controlled study. At enrollment, subjects were randomized in a 1:1 ratio to receive three-dose regimens of quadrivalent HPV vaccine or placebo with 3 years' follow-up. A subset of 241 subjects (n = 114 in the quadrivalent HPV vaccine group and n = 127 in the placebo group) underwent 2 further years of follow-up. All extension subjects received quadrivalent HPV vaccine at month 60 to examine the extent of immune memory in response to the primary vaccination series

Quadrivalent vaccine against human papillomavirus to prevent high-grade cervical lesions

BACKGROUND: Human papillomavirus types 16 (HPV-16) and 18 (HPV-18) cause approximately 70% of cervical cancers worldwide. A phase 3 trial was conducted to evaluate a quadrivalent vaccine against HPV types 6, 11, 16, and 18 (HPV-6/11/16/18) for the prevention of high-grade cervical lesions associated with HPV-16 and HPV-18. METHODS: In this randomized, double-blind trial, we assigned 12,167 women between the ages of 15 and 26 years to receive three doses of either HPV-6/11/16/18 vaccine or placebo, administered at day 1, month 2, and month 6. The primary analysis was performed for a per-protocol susceptible population that included 5305 women in the vaccine group and 5260 in the placebo group who had no virologic evidence of infection with HPV-16 or HPV-18 through 1 month after the third dose (month 7). The primary composite end point was cervical intraepithelial neoplasia grade 2 or 3, adenocarcinoma in situ, or cervical cancer related to HPV-16 or HPV-18. RESULTS: Subjects were followed for an average of 3 years after receiving the first dose of vaccine or placebo. Vaccine efficacy for the prevention of the primary composite end point was 98% (95.89% confidence interval [CI], 86 to 100) in the per-protocol susceptible population and 44% (95% CI, 26 to 58) in an intention-to-treat population of all women who had undergone randomization (those with or without previous infection). The estimated vaccine efficacy against all high-grade cervical lesions, regardless of causal HPV type, in this intention-to-treat population was 17% (95% CI, 1 to 31). CONCLUSIONS: In young women who had not been previously infected with HPV-16 or HPV-18, those in the vaccine group had a significantly lower occurrence of high-grade cervical intraepithelial neoplasia related to HPV-16 or HPV-18 than did those in the placebo group