Diferentes escuelas, diferentes prácticas: producción de inequidad educativa en escuelas urbanas

La desigualdad e inequidad educativas tiene múltiples dimensiones. La mayoría de los estudios las presentan asociadas con variables socioeconómicas y de nivel cultural, pero hay pocos estudios que indaguen como se generan al interior de las escuelas. Este trabajo presenta un estudio comparativo de las prácticas docentes en dos escuelas públicas urbanas situadas, una, en una comunidad de clase media y la otra en una comunidad de clase trabajadora. Los resultados muestran diferencias en las prácticas y recursos escolares que configuran experiencias escolares que generan desigualdad e inequidad y que tienen efectos transgeneracionales. Se concluye sobre la necesidad y la importancia de reconocer este fenómeno y se enfatiza que los maestros tienen el potencial para modificar sus prácticas docentes para que sean responsivas a las necesidades y recursos de los niños y la comunidad.ITESO, A.C

Can connecting and collaborating with industry professionals and community partners through a project-based initiative create a meaningful learning and leadership experience for college students?

The author served as facilitator of a group of graphic design college students at The University of Tennessee at Chattanooga (UTC). These students embarked on a collaborative, 24-hour+, work-around-the-clock, creative blitz and used design thinking to serve the needs of Dalewood Middle School in Chattanooga. Students collaborated with industry professionals and community members through CreateAthon onCampus at Chattanooga. Through the lens of this experiential, project-based initiative, this study explores the students’ learning and leadership experiences, created by the connection between education, industry, and community. The DATA-DATA action-research model guided this study and embraced the author’s experiences as practitioner-researcher. Students’ public blog posts and students’ public tweets were also be used throughout this study. Through reviewing the data the author discovered that the four themes of the Map 4 Awesomeness— Passion, Purpose, Promise, and Pursuit— are prevalent. UTC students naturally captured the four themes throughout their public blog posts and tweets. By reviewing the students’ public blog posts and public tweets, the author was better able to understand what aspects of the initiative resonated mostly clearly with students. The author also determined that CreateAthon onCampus at Chattanooga was a meaningful learning and leadership experience within the graphic design curriculum at The University of Tennessee at Chattanooga

Imaging Appearances of Spinal Cavernous Malformations

Cavernous malformations (CMs) of the spinal cord are rare in the general population but have a higher incidence in autosomal dominant CNS cavernous malformation populations. Acute hemorrhage, pediatric cases, and CMs in nerve roots can be confusing. The literature is inconsistent regarding genetic cases and MRI. We present the range of imaging findings and pitfalls, based on a large genetic population. EDUCATIONAL OBJECTIVES Learn the variety of appearances of spinal cord CMs. Understand the special challenges of diagnosing these, especially in the setting of acute hemorrhage. Learn optimal techniques for imaging spinal CMs. INTRODUCTION: WHAT ARE THEY? CNS cavernous malformations (CMs) are vascular malformations comprised of sinusoidal, endothelial-lined spaces without vascular wall elements or intervening parenchyma. (Fig. 1) They are well known in the brain, but they can also occur in the spinal cord and even nerve roots. Most CMs worldwide are sporadic, with about half of sporadic CMs in the brain associated with developmental venous anomalies, but about 20% of brain CMs are the result of autosomal dominant mutations in one of 3 genes (CCM1, CCM2, and CCM3). In familial CMs, large numbers, even hundreds, may occur in the brain. In contrast to AVMs, CMs are low flow lesions that have a tendency to repeated hemorrhage and can grow. Spinal cord CMs are seen much less commonly than brain CMs, and the MRI appearance may be much less familiar to radiologists. METHODS: We reviewed MRI findings from 32 patients with cavernous malformations of the spinal cord and present representative cases of the range of findings. Our institution serves an unusually large population with autosomal dominant CCM1 with the Common Hispanic Mutation. We present selected cases from this population

Teaching Online: Lessons Learned about Methodological Strategies in Postgraduate Studies

The objective of the present study was to analyze the methodological strategies used by postgraduate faculty from four international education faculties during the transition from faceto-face classes to virtual ones. Through the use of a mixed methodology, a questionnaire with Likert-type, multiple, alternative, and open-ended responses was designed. The results showed that during the transition from face-to-face to virtual classes, the most-utilized teaching activities were collaborative work, followed by lectures through videoconferences. Almost all the faculty modified their instruction methods, highlighting teaching activities, followed by evaluation activities. The study concludes by pointing out the lessons learned during the transition from face-to-face teaching to virtual teaching. We believe that universities must take advantage of the push towards virtual teaching made possible by the pandemic, to continue opting for the new technologies in Higher Education to face future emergency situations with resilience

Teaching Online: Lessons Learned About Methodological Strategies in Postgraduate Studies

The objective of the present study was to analyze the methodological strategies used by postgraduate faculty from four international education faculties during the transition from faceto- face classes to virtual ones. Through the use of a mixed methodology, a questionnaire with Likert-type, multiple, alternative, and open-ended responses was designed. The results showed that during the transition from face-to-face to virtual classes, the most-utilized teaching activities were collaborative work, followed by lectures through videoconferences. Almost all the faculty modified their instruction methods, highlighting teaching activities, followed by evaluation activities. The study concludes by pointing out the lessons learned during the transition from face-to-face teaching to virtual teaching. We believe that universities must take advantage of the push towards virtual teaching made possible by the pandemic, to continue opting for the new technologies in Higher Education to face future emergency situations with resilience

Association between positive urine cultures and necrotizing enterocolitis in a large cohort of hospitalized infants

We used a large research database to examine the association between urinary tract infections and necrotizing enterocolitis (NEC) in premature infants

Prosocial thinkers and the social transmission of justice

Feeling the sting of another’s injustice is a common human experience. We adopt a motivated information processing approach and explore how individual differences in social motives (e.g., high vs. low collectivism) and epistemic motives (e.g., high vs. low need for closure) drive individuals’ evaluative and behavioral reactions to the just and unjust treatment of others. In two studies, one in the laboratory (N = 78) and one in the field (N = 163), we find that the justice treatment of others has a more profound influence on the attitudes and behaviors of prosocial thinkers, people who are chronically higher (vs. lower) in collectivism and lower (vs. higher) in the need for closure. In all, our results suggest that chronically higher collectivism and a lower need for closure work in concert to make another’s justice relevant to personal judgment and behavior.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/138317/1/ejsp2256.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/138317/2/ejsp2256_am.pd