Identity-Making Through Cree Mathematizing

We describe mathematics classroom teaching practice in an urban Canadian prairie Cree-bilingual school using the term Cree mathematizing, which, to us, means (re)considering Euro-Western school mathematics from the perspectives of the Cree people engaging with the content. Cree mathematizing takes the form of classroom lessons in which mathematical terms are translated between English and Cree, shared through stories situated in time, place, and relationships, and contextualized by the experiences of the students and teachers. In terms of the narrative conception of identity-making, Cree mathematizing is a process of engaging in school mathematics that necessitates Cree educators and students to understand themselves as producing mathematics through their unique experiences and stories, making Cree mathematizing a partial representation of identity. We argue that Cree mathematizing is a subversive practice that challenges the ways Euro-Western school mathematics is taught as a culture-free, apolitical, and decontextualized endeavour that is devoid of human narratives of experience.    Keywords: Indigenous mathematics education, Indigenization, narrative inquiry, Aboriginal educationLe terme « mathématisation crie » est utilisé pour décrire les pratiques éducatives en classe de mathématiques d’une école bilingue crie située en région urbaine des Prairies canadiennes. Pour nous, cela signifie de (re)considérer les cours de mathématiques eurooccidentaux de la perspective des peuples cris qui s’impliquent dans leur contenu. Dans la classe, la « mathématisation crie » est enseignée sous forme de leçons dans lesquelles les termes mathématiques sont traduits de l’anglais au cri ; elles sont transmises par des histoires situées dans le temps et le lieu, caractérisées par des relations, et contextualisées par les expériences des étudiants et des enseignants. En ce qui concerne la conception narrative de l’identité personnelle, la « mathématisation crie » s’articule par un processus d’engagement dans les mathématiques qui demande des éducateurs et étudiants cris de se comprendre eux-mêmes en tant que producteurs de mathématiques influencés chacun par ses propres expériences et son histoire, faisant de celles-ci une représentation partielle de leur identité. Nous soutenons que la « mathématisation crie » est une pratique subversive remettant en question la manière euro-occidentale—sans référence culturelle, apolitique, décontextualisée et dépourvue de récits d’expériences humaines—d’enseigner les mathématiques.   Mots-clés : éducation autochtone en mathématiques, autochtonisation, recherche narrative,éducation des Autochtone

Les mathématiques à l’école et miyō-pimōhtēwin

We want mathematics to be a process of miyō-pimōhtēwin (walking in a good way). Using a narrative inquiry methodology, we share our experiences working alongside two Cree elementary school teachers and the students in their mathematics classroom. The teachers taught principles that balance kohtawān (our spiritual being) and make curriculum into a relational space. The principles invite school mathematics to be learned and taught in a way that foregrounds self-awareness, doing things properly, learning new ways, being thankful, being humble, leaving problems behind you, helping yourself and keeping trying. This paper also demonstrates a promising practice of Indigenization in the mathematics classroom by providing a contextual way in which Cree students and teachers engaged in school mathematics in relational ways.Nous voulons que les mathématiques soient un processus de miyō-pimōhtēwin (marcher dans la bonne direction). S’appuyant sur une méthodologie d’enquête narrative, nous partageons nos expériences de travail aux côtés de deux enseignants cris de l'école primaire et des élèves dans leur classe de mathématiques.. Les enseignants ont dispensé des principes qui équilibrent kohtawān (notre bien-être spirituel) et font du programme scolaire un espace relationnel. Ces principes invitent à apprendre et à enseigner les mathématiques scolaires d'une manière qui met l'accent sur la conscience de soi, le fait de faire les choses correctement, d'apprendre de nouvelles façons, d'être reconnaissant, d'être humble, de laisser les problèmes derrière soi, de s'aider soi-même et de continuer à essayer. Cet article démontre également une pratique prometteuse d'autochtonisation dans la classe de mathématiques en fournissant une manière contextuelle dans laquelle les élèves cris et les enseignants sont engagés dans les mathématiques scolaires de manières relationnelles

Places of Practice: Learning to Think Narratively

In the lived practices of narrative inquiry, we honour our relational ontological commitments and responsibilities as narrative inquirers. In this paper, we link these ontological commitments with our practice, which is often tension-filled because the knowledge landscape on which we live as researchers is shaped by paradigmatic rather than narrative knowledge. It is easy to get swept into thinking paradigmatically and to sustain ourselves as narrative inquirers amidst knowledge landscapes that cast narrative inquirers as not knowing when seen from within dominant plotlines. We see that not to fall into these dominant plotlines requires wakefulness to shaping places where we can practice thinking narratively

Ethical relationality, TribalCrit, and autobiographical narrative inquiry: Imagining coming alongside Indigenous children

Creating this chapter brought us together as a diverse group of scholars to think deeply about a process of reflection in teacher education that centers on ethical relationality. To show our coming alongside adult learners attentive to reflection that centers ethical relationality, we inquire into both the Assessment as Pimosayta courses that Murphy, Cardinal, and Huber teach and into Stavrou's experiences teaching and enacting assessment in his practice. The body of our chapter is structured by the five design elements foregrounded by Stavrou and Murphy's recent bringing of critical race theory and anti-racist education to narrative inquiry: beginning with experience; carrying theoretical frameworks into an inquiry; negotiating theoretical frameworks with participants; using narrative threads to show the complexity of experience; ending in experience. Centering ethical relationality as we come alongside pre- and in-service teachers as they imagine coming alongside Indigenous children, youth, families, and communities lifts the long-termness of our work, including that this long-termness entails interactions and responsibilities with other humans and more-than-human beings

Financing Direct Democracy: Revisiting the Research on Campaign Spending and Citizen Initiatives

The conventional view in the direct democracy literature is that spending against a measure is more effective than spending in favor of a measure, but the empirical results underlying this conclusion have been questioned by recent research. We argue that the conventional finding is driven by the endogenous nature of campaign spending: initiative proponents spend more when their ballot measure is likely to fail. We address this endogeneity by using an instrumental variables approach to analyze a comprehensive dataset of ballot propositions in California from 1976 to 2004. We find that both support and opposition spending on citizen initiatives have strong, statistically significant, and countervailing effects. We confirm this finding by looking at time series data from early polling on a subset of these measures. Both analyses show that spending in favor of citizen initiatives substantially increases their chances of passage, just as opposition spending decreases this likelihood

Re-interpreting conventional interval estimates taking into account bias and extra-variation

BACKGROUND: The study design with the smallest bias for causal inference is a perfect randomized clinical trial. Since this design is often not feasible in epidemiologic studies, an important challenge is to model bias properly and take random and systematic variation properly into account. A value for a target parameter might be said to be "incompatible" with the data (under the model used) if the parameter's confidence interval excludes it. However, this "incompatibility" may be due to bias and/or extra-variation. DISCUSSION: We propose the following way of re-interpreting conventional results. Given a specified focal value for a target parameter (typically the null value, but possibly a non-null value like that representing a twofold risk), the difference between the focal value and the nearest boundary of the confidence interval for the parameter is calculated. This represents the maximum correction of the interval boundary, for bias and extra-variation, that would still leave the focal value outside the interval, so that the focal value remained "incompatible" with the data. We describe a short example application concerning a meta analysis of air versus pure oxygen resuscitation treatment in newborn infants. Some general guidelines are provided for how to assess the probability that the appropriate correction for a particular study would be greater than this maximum (e.g. using knowledge of the general effects of bias and extra-variation from published bias-adjusted results). SUMMARY: Although this approach does not yet provide a method, because the latter probability can not be objectively assessed, this paper aims to stimulate the re-interpretation of conventional confidence intervals, and more and better studies of the effects of different biases

Diet-Induced Obesity Impairs Endothelium-Derived Hyperpolarization via Altered Potassium Channel Signaling Mechanisms

BACKGROUND: The vascular endothelium plays a critical role in the control of blood flow. Altered endothelium-mediated vasodilator and vasoconstrictor mechanisms underlie key aspects of cardiovascular disease, including those in obesity. Whilst the mechanism of nitric oxide (NO)-mediated vasodilation has been extensively studied in obesity, little is known about the impact of obesity on vasodilation to the endothelium-derived hyperpolarization (EDH) mechanism; which predominates in smaller resistance vessels and is characterized in this study. METHODOLOGY/PRINCIPAL FINDINGS: Membrane potential, vessel diameter and luminal pressure were recorded in 4(th) order mesenteric arteries with pressure-induced myogenic tone, in control and diet-induced obese rats. Obesity, reflecting that of human dietary etiology, was induced with a cafeteria-style diet (∼30 kJ, fat) over 16-20 weeks. Age and sexed matched controls received standard chow (∼12 kJ, fat). Channel protein distribution, expression and vessel morphology were determined using immunohistochemistry, Western blotting and ultrastructural techniques. In control and obese rat vessels, acetylcholine-mediated EDH was abolished by small and intermediate conductance calcium-activated potassium channel (SK(Ca)/IK(Ca)) inhibition; with such activity being impaired in obesity. SK(Ca)-IK(Ca) activation with cyclohexyl-[2-(3,5-dimethyl-pyrazol-1-yl)-6-methyl-pyrimidin-4-yl]-amine (CyPPA) and 1-ethyl-2-benzimidazolinone (1-EBIO), respectively, hyperpolarized and relaxed vessels from control and obese rats. IK(Ca)-mediated EDH contribution was increased in obesity, and associated with altered IK(Ca) distribution and elevated expression. In contrast, the SK(Ca)-dependent-EDH component was reduced in obesity. Inward-rectifying potassium channel (K(ir)) and Na(+)/K(+)-ATPase inhibition by barium/ouabain, respectively, attenuated and abolished EDH in arteries from control and obese rats, respectively; reflecting differential K(ir) expression and distribution. Although changes in medial properties occurred, obesity had no effect on myoendothelial gap junction density. CONCLUSION/SIGNIFICANCE: In obese rats, vasodilation to EDH is impaired due to changes in the underlying potassium channel signaling mechanisms. Whilst myoendothelial gap junction density is unchanged in arteries of obese compared to control, increased IK(Ca) and Na(+)/K(+)-ATPase, and decreased K(ir) underlie changes in the EDH mechanism

Changing climate both increases and decreases European river floods

Climate change has led to concerns about increasing river floods resulting from the greater water-holding capacity of a warmer atmosphere. These concerns are reinforced by evidence of increasing economic losses associated with flooding in many parts of the world, including Europe. Any changes in river floods would have lasting implications for the design of flood protection measures and flood risk zoning. However, existing studies have been unable to identify a consistent continental-scale climatic-change signal in flood discharge observations in Europe, because of the limited spatial coverage and number of hydrometric stations. Here we demonstrate clear regional patterns of both increases and decreases in observed river flood discharges in the past five decades in Europe, which are manifestations of a changing climate. Our results—arising from the most complete database of European flooding so far—suggest that: increasing autumn and winter rainfall has resulted in increasing floods in northwestern Europe; decreasing precipitation and increasing evaporation have led to decreasing floods in medium and large catchments in southern Europe; and decreasing snow cover and snowmelt, resulting from warmer temperatures, have led to decreasing floods in eastern Europe. Regional flood discharge trends in Europe range from an increase of about 11 per cent per decade to a decrease of 23 per cent. Notwithstanding the spatial and temporal heterogeneity of the observational record, the flood changes identified here are broadly consistent with climate model projections for the next century, suggesting that climate-driven changes are already happening and supporting calls for the consideration of climate change in flood risk management

An inherited duplication at the gene p21 protein-activated Kinase 7 (PAK7) is a risk factor for psychosis

FUNDING Funding for this study was provided by the Wellcome Trust Case Control Consortium 2 project (085475/B/08/Z and 085475/Z/08/Z), the Wellcome Trust (072894/Z/03/Z, 090532/Z/09/Z and 075491/Z/04/B), NIMH grants (MH 41953 and MH083094) and Science Foundation Ireland (08/IN.1/B1916). We acknowledge use of the Trinity Biobank sample from the Irish Blood Transfusion Service; the Trinity Centre for High Performance Computing; British 1958 Birth Cohort DNA collection funded by the Medical Research Council (G0000934) and the Wellcome Trust (068545/Z/02) and of the UK National Blood Service controls funded by the Wellcome Trust. Chris Spencer is supported by a Wellcome Trust Career Development Fellowship (097364/Z/11/Z). Funding to pay the Open Access publication charges for this article was provided by the Wellcome Trust. ACKNOWLEDGEMENTS The authors sincerely thank all patients who contributed to this study and all staff who facilitated their involvement. We thank W. Bodmer and B. Winney for use of the People of the British Isles DNA collection, which was funded by the Wellcome Trust. We thank Akira Sawa and Koko Ishzuki for advice on the PAK7–DISC1 interaction experiment and Jan Korbel for discussions on mechanism of structural variation.Peer reviewedPublisher PD