The Ingenuity of Everyday Practice: A Framework for Justice-Centered Identity Work in Engineering in the Middle Grades

Inequities in opportunities to learn and become in engineering, especially for minoritized youth, are enduring and systemic. How students experience engineering education, through curriculum, pedagogy, and teacher/student interactions, all shape opportunities for identity development. In this paper we draw upon cultural studies and critical ethnography to explore how and why students engage in engineering for sustainable communities and its relationship to their identity work. We ground our work in a justice-centered asset-based stance that centers how people’s lived lives and community wisdom yield powerful forms of cultural knowledge/practice relevant to learning and engaging in science, technology, engineering, and mathematics. We seek to accentuate students’ ingenuity to leverage their assets for social change making; that is, in transformative and future-oriented ways. We view youths’ everyday ingenuity as powerful assets for learning and participating in authentic engineering design for sustainable communities. Findings suggest that engineering for sustainable communities created opportunities for productive identity work because it created space for youth to authentically engage in engineering design in ways that allowed them to care about each other, their classroom and community, and to use both their everyday ingenuity and technical expertise to make a difference. We also suggest that students’ identity work took shape through the emergence of new local contentious practices of engineering for sustainable communities that both amplified youths’ ingenuity and challenged particular local, historical/sociocultural norms of engineering and schooling. These contentious local practices related to disrupting the authority to name what counts as engineering problems worth solving and disrupting narratives around what it means to persist through iterations in design. We suggest that an engineering for sustainable communities approach supports the production of local and productive contentious practice because it centers community co-ownership in the design, and supports students in leveraging their everyday ingenuity as critical knowhow in engineering design

Resident Perceptions of Medical Errors in the Emergency Department

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/73541/1/S1069-6563_03_00559-1.pd

Collaboratively engineering for justice in sixth grade STEM

In this article, it is argued that processes of co‐production can support teachers and students in organizing resources for justice through science learning. Drawing upon a critical justice conceptual framework, critical ethnographic data from one urban middle school classroom during a unit focused on engineering for sustainable communities were analyzed. Findings describe how processes of co‐production yielded new Discourse threads focused on sustainability, whose ideas matter, and empathy, which were embodied in students’ engineered artifacts and how students talked about using those artifacts. Such embodiment positioned students as rightfully present and powerful experts in science and engineering. We discuss how processes of co‐production supported justice by supporting new social relationships between the teacher and students that helped to make space for collective engagement of students’ political struggles against the oppressive practices of schooling as an integral part of science learning.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/169344/1/tea21691.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/169344/2/tea21691_am.pd

Lower academic performance among children with perinatal HIV exposure in Botswana

Abstract Introduction Studies have reported a higher risk of suboptimal neurodevelopment among children who are HIV‐exposed uninfected (HEU) compared to children HIV‐unexposed uninfected (HUU). Actual academic performance among school‐aged children by HIV exposure status has not been studied. Methods Academic performance in Mathematics, Science, English, Setswana and overall among children enrolled in the Botswana‐based FLOURISH study who were attending public primary school and ranging in age from 7.1 to 14.6 years were compared by HIV exposure status using a Cochran‐Mantel‐Haenszel test. Lower academic performance was defined as a grade of “C” or lower (≤60%). Unadjusted and adjusted logistic regression models were fit to assess for an association between HIV exposure and lower academic performance. Results Between April 2021 and December 2022, 398 children attending public primary school enrolled in the FLOURSH study, 307 (77%) were HEU. Median age was 9.4 years (IQR 8.9–10.2). Only 17.9% of children HEU were breastfeed versus 100% of children HUU. Among children HEU, 80.3% had foetal exposure to three‐drug antiretroviral treatment, 18.7% to zidovudine only and 1.0% had no antiretroviral exposure. Caregivers of children HEU were older compared to caregivers of children HUU (median 42 vs. 36 years) and more likely to have no or primary education only (15.0% vs. 1.1%). In unadjusted analyses, children HEU were more likely to have lower overall academic performance compared to their children HUU (odds ratio [OR]: 1.96 [95% confidence interval (CI): 1.16, 3.30]), and lower performance in Mathematics, Science and English. The association was attenuated after adjustment for maternal education, caregiver income, breastfeeding, low birth weight and child sex (aOR: 1.86 [95% CI: 0.78, 4.43]). Conclusions In this Botswana‐based cohort, primary school academic performance was lower among children HEU compared to children HUU. Biological and socio‐demographic factors, including child sex, appear to contribute to this difference. Further research is needed to identify modifiable contributors, develop screening tools to identify the risk of poor academic performance and design interventions to mitigate risk

Single-cell analyses identify circulating anti-tumor CD8 T cells and markers for their enrichment.

The ability to monitor anti-tumor CD8+ T cell responses in the blood has tremendous therapeutic potential. Here, we used paired single-cell RNA and TCR sequencing to detect and characterize "tumor-matching" (TM) CD8+ T cells in the blood of mice with MC38 tumors or melanoma patients using the TCR as a molecular barcode. TM cells showed increased activation compared with nonmatching T cells in blood and were less exhausted than matching cells in tumors. Importantly, PD-1, which has been used to identify putative circulating anti-tumor CD8+ T cells, showed poor sensitivity for identifying TM cells. By leveraging the transcriptome, we identified candidate cell surface markers for TM cells in mice and patients and validated NKG2D, CD39, and CX3CR1 in mice. These data show that the TCR can be used to identify tumor-relevant cells for characterization, reveal unique transcriptional properties of TM cells, and develop marker panels for tracking and analysis of these cells

Single-cell analyses identify circulating anti-tumor CD8 T cells and markers for their enrichment.

The ability to monitor anti-tumor CD8+ T cell responses in the blood has tremendous therapeutic potential. Here, we used paired single-cell RNA and TCR sequencing to detect and characterize "tumor-matching" (TM) CD8+ T cells in the blood of mice with MC38 tumors or melanoma patients using the TCR as a molecular barcode. TM cells showed increased activation compared with nonmatching T cells in blood and were less exhausted than matching cells in tumors. Importantly, PD-1, which has been used to identify putative circulating anti-tumor CD8+ T cells, showed poor sensitivity for identifying TM cells. By leveraging the transcriptome, we identified candidate cell surface markers for TM cells in mice and patients and validated NKG2D, CD39, and CX3CR1 in mice. These data show that the TCR can be used to identify tumor-relevant cells for characterization, reveal unique transcriptional properties of TM cells, and develop marker panels for tracking and analysis of these cells

Synthesis of 4-Substituted Chlorophthalazines, Dihydrobenzoazepinediones, 2-Pyrazolylbenzoic Acid, and 2-Pyrazolylbenzohydrazide via 3-Substituted 3-Hydroxyisoindolin-1-ones

Herein we describe a general three-step synthesis of 4-substituted chlorophthalazines in good overall yields. In the key step, <i>N</i>,<i>N</i>-dimethylaminophthalimide (<b>8a</b>) directs the selective monoaddition of alkyl, aryl, and heteroaryl organometallic reagents to afford 3-substituted 3-hydroxyisoindolinones <b>9b</b>, <b>9i</b>–<b>9am</b>. Many of these hydroxyisoindolinones are converted to chlorophthalazines <b>1b</b>–<b>1v</b> via reaction with hydrazine, followed by chlorination with POCl₃. We have also discovered two novel transformations of 3-vinyl- and 3-alkynyl-3-hydroxyisoindolinones. Addition of vinyl organometallic reagents to <i>N</i>,<i>N</i>-dimethylaminophthalimide (<b>8a</b>) provided dihydrobenzoazepinediones <b>15a</b>–<b>15c</b> via the proposed ring expansion of 3-vinyl-3-hydroxyisoindolinone intermediates. 3-Alkynyl-3-hydroxyisoindolinones react with hydrazine and substituted hydrazines to afford 2-pyrazolyl benzoic acids <b>16a</b>–<b>16d</b> and 2-pyrazolyl benzohydrazides <b>17a</b>–<b>17g</b> rather than the expected alkynyl phthalazinones

Synthesis of 4-Substituted Chlorophthalazines, Dihydrobenzoazepinediones, 2-Pyrazolylbenzoic Acid, and 2-Pyrazolylbenzohydrazide via 3-Substituted 3-Hydroxyisoindolin-1-ones

Herein we describe a general three-step synthesis of 4-substituted chlorophthalazines in good overall yields. In the key step, <i>N</i>,<i>N</i>-dimethylaminophthalimide (<b>8a</b>) directs the selective monoaddition of alkyl, aryl, and heteroaryl organometallic reagents to afford 3-substituted 3-hydroxyisoindolinones <b>9b</b>, <b>9i</b>–<b>9am</b>. Many of these hydroxyisoindolinones are converted to chlorophthalazines <b>1b</b>–<b>1v</b> via reaction with hydrazine, followed by chlorination with POCl₃. We have also discovered two novel transformations of 3-vinyl- and 3-alkynyl-3-hydroxyisoindolinones. Addition of vinyl organometallic reagents to <i>N</i>,<i>N</i>-dimethylaminophthalimide (<b>8a</b>) provided dihydrobenzoazepinediones <b>15a</b>–<b>15c</b> via the proposed ring expansion of 3-vinyl-3-hydroxyisoindolinone intermediates. 3-Alkynyl-3-hydroxyisoindolinones react with hydrazine and substituted hydrazines to afford 2-pyrazolyl benzoic acids <b>16a</b>–<b>16d</b> and 2-pyrazolyl benzohydrazides <b>17a</b>–<b>17g</b> rather than the expected alkynyl phthalazinones

Synthesis of 4-Substituted Chlorophthalazines, Dihydrobenzoazepinediones, 2-Pyrazolylbenzoic Acid, and 2-Pyrazolylbenzohydrazide via 3-Substituted 3-Hydroxyisoindolin-1-ones

Herein we describe a general three-step synthesis of 4-substituted chlorophthalazines in good overall yields. In the key step, <i>N</i>,<i>N</i>-dimethylaminophthalimide (<b>8a</b>) directs the selective monoaddition of alkyl, aryl, and heteroaryl organometallic reagents to afford 3-substituted 3-hydroxyisoindolinones <b>9b</b>, <b>9i</b>–<b>9am</b>. Many of these hydroxyisoindolinones are converted to chlorophthalazines <b>1b</b>–<b>1v</b> via reaction with hydrazine, followed by chlorination with POCl₃. We have also discovered two novel transformations of 3-vinyl- and 3-alkynyl-3-hydroxyisoindolinones. Addition of vinyl organometallic reagents to <i>N</i>,<i>N</i>-dimethylaminophthalimide (<b>8a</b>) provided dihydrobenzoazepinediones <b>15a</b>–<b>15c</b> via the proposed ring expansion of 3-vinyl-3-hydroxyisoindolinone intermediates. 3-Alkynyl-3-hydroxyisoindolinones react with hydrazine and substituted hydrazines to afford 2-pyrazolyl benzoic acids <b>16a</b>–<b>16d</b> and 2-pyrazolyl benzohydrazides <b>17a</b>–<b>17g</b> rather than the expected alkynyl phthalazinones

Synthesis of 4-Substituted Chlorophthalazines, Dihydrobenzoazepinediones, 2-Pyrazolylbenzoic Acid, and 2-Pyrazolylbenzohydrazide via 3-Substituted 3-Hydroxyisoindolin-1-ones

Herein we describe a general three-step synthesis of 4-substituted chlorophthalazines in good overall yields. In the key step, <i>N</i>,<i>N</i>-dimethylaminophthalimide (<b>8a</b>) directs the selective monoaddition of alkyl, aryl, and heteroaryl organometallic reagents to afford 3-substituted 3-hydroxyisoindolinones <b>9b</b>, <b>9i</b>–<b>9am</b>. Many of these hydroxyisoindolinones are converted to chlorophthalazines <b>1b</b>–<b>1v</b> via reaction with hydrazine, followed by chlorination with POCl₃. We have also discovered two novel transformations of 3-vinyl- and 3-alkynyl-3-hydroxyisoindolinones. Addition of vinyl organometallic reagents to <i>N</i>,<i>N</i>-dimethylaminophthalimide (<b>8a</b>) provided dihydrobenzoazepinediones <b>15a</b>–<b>15c</b> via the proposed ring expansion of 3-vinyl-3-hydroxyisoindolinone intermediates. 3-Alkynyl-3-hydroxyisoindolinones react with hydrazine and substituted hydrazines to afford 2-pyrazolyl benzoic acids <b>16a</b>–<b>16d</b> and 2-pyrazolyl benzohydrazides <b>17a</b>–<b>17g</b> rather than the expected alkynyl phthalazinones