Culturally responsive classrooms through art integration

Integrating arts into teaching and learning can result in more engaging classrooms for students of all backgrounds. Addressing content through drawing, painting, music, drama, sculpture, and manipulatives results in motivating lessons that reach diverse learners by means of multiple pathways. Benefits of incorporating the arts include not only academic achievement (Ruppert, 2006; Rabkin & Redmond, 2006), but also increased cultural understandings, better self-esteem, and a healthier cultural identity (Purnell, et al., 2007; Graham, 2009). Sample lessons with detailed explanations from an elementary classroom are highlighted to demonstrate how forms of linguistic and nonlinguistic artistic expression benefit all children in their development

Improving sanitation in the Niger Delta

Little WASH progress has been made in the Niger Delta. Using the exploratory case study method, including quantitative and qualitative data collection, the authors examined current sanitation practices, efforts made to improve sanitation, the extent to which those efforts have succeeded and what else is needed to improve sanitation sustainably. The results show the immediate need for development of lowcost, durable, and appropriate sanitation technology options, as none currently exist that address consumer needs, high water table and rainfall, shortage of land, and access issues, followed by supply chain development. The only formal behaviour change framework tried in the region is CLTS with limited results, possibly due to the proximity to water. Other frameworks such as the RANAS model (with adaptations of the questionnaires), IBM-WASH and Nudge Theory should be tested. Other recommendations include improved government services, access to capacity building and education about technology options, and opportunities to encourage knowledge-into-practice

Skeletal myosin heavy chain function in cultured lung myofibroblasts

Myofibroblasts are unique contractile cells with both muscle and nonmuscle properties. Typically myofibroblasts are identified by the expression of α smooth muscle actin (ASMA); however some myofibroblasts also express sarcomeric proteins. In this study, we show that pulmonary myofibroblasts express three of the eight known sarcomeric myosin heavy chains (MyHCs) (IIa, IId, and embryonic) and that skeletal muscle myosin enzymatic activity is required for pulmonary myofibroblast contractility. Furthermore, inhibition of skeletal myosin activity and myofibroblast contraction results in a decrease in both ASMA and skeletal MyHC promoter activity and ASMA protein expression, suggesting a potential coupling of skeletal myosin activity and ASMA expression in myofibroblast differentiation. To understand the molecular mechanisms whereby skeletal muscle genes are regulated in myofibroblasts, we have found that members of the myogenic regulatory factor family of transcription factors and Ca2+-regulated pathways are involved in skeletal MyHC promoter activity. Interestingly, the regulation of skeletal myosin expression in myofibroblasts is distinct from that observed in muscle cells and suggests that cell context is important in its control

Promoting Transformative Learning: Extension Partnerships Focused on an Ethic of Caring

Extension is known for creating educational environments conducive to the transformative learning required for people to change their perspectives and make better decisions in their lives. However, creating such environments is not easy. The complex Extension context often produces barriers to including program components that support transformative learning. Extension partnerships with nonprofits, government units, and businesses can reduce these barriers and enhance the potential for transformative learning by fostering caring program environments. A partnership between Extension and United Way exemplifies one model for developing programs focused on creating caring educational environments that encourage and sustain transformative learning

Peer Exclusion in Preschool Children\u27s Play: Naturalistic Observations in a Playground Setting

To better understand peer exclusion in young children, 42 four- to six-year-olds were observed in an outdoor setting, and their verbalizations were recorded using wireless microphones. The frequency of peer exclusion and social aggression, the various techniques children used to exclude their peers (unmitigated, mitigated, ignoring, and planning exclusion) and the relation of gender and social status (acceptance, rejection, and dominance scores) to children\u27s use of exclusion were examined. Peer exclusion occurred frequently, whereas nonexclusionary forms of social aggression were rare. More dominant boys, less rejected boys, and more rejected girls excluded peers more frequently than did other children. Children who were more socially accepted tended to more frequently ignore their peers to exclude them. All girls and boys who were more socially accepted used higher rates of mitigated, subtle forms of exclusion. In addition, boys who were more dominant used higher rates of unmitigated, direct peer exclusion

Got Sulfate? Luring Axons This Way and That

Glycosaminoglycans are sulfated in complex and changing patterns that affect neural development. These sugars mediate interactions between macromolecules, and their biological contributions are of high interest. In this issue of Chemistry & Biology, Shipp and Hsieh-Wilson [1] describe microarrays to probe these complex modifications