Human rights before and after Covid-19: Getting human rights education out of quarantine

This article explores the way in which the Covid-19 pandemic has worsened human rights conditions across the globe, particularly around the rise of authoritarianism, erosion of democracy, increase in hate crimes and racism, and deepening of economic inequality. We then advocate for the possibilities and significance of human rights education as a core component of every student’s learning experience and provide suggestions and specific resources for teaching human rights during and after the Covid-19 pandemic

Enhancing Intercultural Understanding for Pre-service Teachers Through Developing and Sustaining Education Abroad Experiences

This article discusses two education abroad programs that afford pre-service teachers with purposeful opportunities to enhance their intercultural competence through immersion in teaching internships in British schools. The programs, in London and Nottingham, provide pre-service teachers with direct experiences that engage them with diverse instructional perspectives and challenge their ideas underpinning U.S. norms for teaching and learning. The Nottingham program focuses on the discipline of history and about how the past is taught, while the London program has an urban education focus that serves participants across a variety of disciplines. Both programs are a 15 week semester abroad for teaching interns following their domestic student teaching semester. Focused on teacher leadership and intercultural learning, this value-added semester builds upon four prior semesters of school placements, requires a master-level research project, and directly engages interns in school-based activities. This paper highlights the two programs with specific attention paid to purposefully facilitating intercultural learning. Implications for both initiating and sustaining international experiences for pre-service teacher education are addressed.

Promoting Intercultural Competence in Professional Spaces: Education Abroad Experiences in England for Social Studies Pre-Service Teachers

This article presents a qualitative case study of U.S. social studies pre-service teachers (PSTs) interning in England. We explore how these experiences influence their teaching and their orientation towards culture and cultural difference, and how the structure of education abroad programs are designed to support growth in cultural competence and orientations towards teaching history. Participants are enrolled in a teacher education program that affords social studies PSTs an opportunity to study abroad in England post-student teaching. For this study the developmental model of intercultural sensitivity (DMIS) provided the conceptual frame to explore intercultural competence as it presents a continuum of ethnocentric to ethnorelative perspectives (Hammer & Bennett, 2003). Using this conceptual framework, data were collected from 32 social studies PSTs representing three annual cohorts who participated in the education abroad program from 2015-2017. Data from weekly student journals were captured and qualitatively analyzed. Participants wrote journal entries prior to departure, while abroad, and upon reentry to the United States in response to instructor generated prompts. Three broad themes emerged across the data: (1) living and interning in English society challenged facets of PSTs’ cultural identity and professional practices, (2) PSTs more critically examined their orientation towards social studies education as a discipline, and (3) PSTs expanded their awareness of broader educational issues and concerns. Implications offer insight to how education abroad programs impact pre-service social studies teachers’ pedagogical practices

A conceptual design study of the reusable reentry satellite

Experimentation leading to an understanding of life processes under reduced and extremely low gravitational forces will profoundly contribute to the success of future space missions involving humans. In addition to research on gravitational biology, research on the effects of cosmic radiation and the interruption and change of circadian rhythms on life systems is also of prime importance. Research in space, however, is currently viewed by biological scientists as an arena that is essential, yet largely inaccessible to them for their experimentation. To fulfill this need, a project and spacecraft system described as the Reusuable Reentry Satellite or Lifesat has been proposed by NASA

7-Chloro-4-[(E)-(3-chloro­benzyl­idene)hydrazinyl]-1λ4-quinolinium 3-chloro­benzoate

The title salt, C16H12Cl2N3 +·C7H4ClO2 −, features a non-planar cation, the dihedral angle between the quinolinium and benzene residues being 18.98 (10)°. The cation adopts an E conformation about the C—N bond, and the amine group is oriented towards the quinolinium residue. In the crystal, N—H⋯O hydrogen bonds link two cations with two anions, forming a 20-membered {⋯OCO⋯HNC3NH}2 synthon. The dimeric units are connected into a linear supra­molecular chain along [100] via π–π inter­actions [centroid–centroid distance = 3.5625 (13) Å]

7-Chloro-4-[(E)-2-(4-methoxy­benzyl­idene)hydrazin-1-yl]quinoline monohydrate

The organic mol­ecule in the title hydrate, C17H14ClN3O·H2O, has a small but significant twist from planarity, as seen in the dihedral angle of 12.10 (17)° between the quinoline and benzene rings. The conformation about the C=N bond is E. Chains along the b axis are formed in the crystal structure aided by water–quinoline O—H⋯N (× 2) and hydrazone–water N—H⋯O hydrogen bonds. Layers of these chains stack along the a axis via C—H⋯π and π–π inter­actions [ring centroid–ring centroid distance = 3.674 (2) Å]. C—H⋯O inter­actions are also present

3-[(E)-(7-Chloro-4-quinol­yl)hydrazono­meth­yl]benzonitrile monohydrate

The title monohydrate, C17H11ClN4·H2O, features an essentially planar organic mol­ecule, as seen in the dihedral angle of 2.42 (8)° formed between the quinoline and benzene planes. The conformation about the imine bond is E, and the N—H group is oriented towards the quinoline residue. The major feature of the crystal packing is the formation of supra­molecular chains along [100], whereby the water mol­ecule accepts one N—H⋯O hydrogen bond and makes two O—H⋯N hydrogen bonds. A C—H⋯O link is also present

Pan-active imidazolopiperazine antimalarials target the Plasmodium falciparum intracellular secretory pathway.

A promising new compound class for treating human malaria is the imidazolopiperazines (IZP) class. IZP compounds KAF156 (Ganaplacide) and GNF179 are effective against Plasmodium symptomatic asexual blood-stage infections, and are able to prevent transmission and block infection in animal models. But despite the identification of resistance mechanisms in P. falciparum, the mode of action of IZPs remains unknown. To investigate, we here combine in vitro evolution and genome analysis in Saccharomyces cerevisiae with molecular, metabolomic, and chemogenomic methods in P. falciparum. Our findings reveal that IZP-resistant S. cerevisiae clones carry mutations in genes involved in Endoplasmic Reticulum (ER)-based lipid homeostasis and autophagy. In Plasmodium, IZPs inhibit protein trafficking, block the establishment of new permeation pathways, and cause ER expansion. Our data highlight a mechanism for blocking parasite development that is distinct from those of standard compounds used to treat malaria, and demonstrate the potential of IZPs for studying ER-dependent protein processing