A call for a Third Wave of Ethnic Studies Curriculum. A Book Review of \u3cem\u3eTransformative Ethnic Studies in Schools: Curriculum, Pedagogy, & Research\u3c/em\u3e

Transformative Ethnic Studies in Schools: Curriculum, Pedagogy, & Research calls on our faculty, educators, community members, students, activists, and allies to usher in the third wave of ethnic studies curriculum into compulsory school conversation. At the center of ethnic studies curriculum, according to the authors, is a push for the humanization of our most dehumanized students in our society. At a time when institutions are grappling with how to move forward in response to the multiple national pandemics, this text offers a practical, sustainable, and evidence-based research, why we need ethnic studies curriculum in every classroom, including STEM

Effects of typical and atypical antipsychotic drugs on gene expression profiles in the liver of schizophrenia subjects

<p>Abstract</p> <p>Background</p> <p>Although much progress has been made on antipsychotic drug development, precise mechanisms behind the action of typical and atypical antipsychotics are poorly understood.</p> <p>Methods</p> <p>We performed genome-wide expression profiling to study effects of typical antipsychotics and atypical antipsychotics in the postmortem liver of schizophrenia patients using microarrays (Affymetrix U133 plus2.0). We classified the subjects into typical antipsychotics (n = 24) or atypical antipsychotics (n = 26) based on their medication history, and compared gene expression profiles with unaffected controls (n = 34). We further analyzed individual antipsychotic effects on gene expression by sub-classifying the subjects into four major antipsychotic groups including haloperidol, phenothiazines, olanzapine and risperidone.</p> <p>Results</p> <p>Typical antipsychotics affected genes associated with nuclear protein, stress responses and phosphorylation, whereas atypical antipsychotics affected genes associated with golgi/endoplasmic reticulum and cytoplasm transport. Comparison between typical antipsychotics and atypical antipsychotics further identified genes associated with lipid metabolism and mitochondrial function. Analyses on individual antipsychotics revealed a set of genes (151 transcripts, FDR adjusted p < 0.05) that are differentially regulated by four antipsychotics, particularly by phenothiazines, in the liver of schizophrenia patients.</p> <p>Conclusion</p> <p>Typical antipsychotics and atypical antipsychotics affect different genes and biological function in the liver. Typical antipsychotic phenothiazines exert robust effects on gene expression in the liver that may lead to liver toxicity. The genes found in the current study may benefit antipsychotic drug development with better therapeutic and side effect profiles.</p

Doctor of Philosophy

dissertationThis dissertation is a theoretical explanation of how and why Brown male bodies have been the second-largest population of students to be adversely impacted by zero-tolerance school discipline policies in compulsory schooling. Though school discipline literature highlights the fact that LatinX men have been the second-largest group to be pushed out of schooling, there has been a significant gap explaining how and why this growing population is disproportionately punished. In order to make sense of this phenomena, I look to coloniality and racial capitalism as a lens of inquiry to understand how and why the pushout rate of LatinX men from compulsory schooling is neither accidental, reactional, nor bad policy, but rather a planned outcome in schooling as a result of how these bodies have been racialized as a racial "other." This racialization has shaped the type of schooling they are afforded-from tracking to segregation to curriculum-as a disposable, undesirable population in our political economy of the carceral state. Additionally, I take a social reproduction lens to explore at a macro-level how schools have criminalized LatinX men to justify their pushout rates and mass incarceration. In order to prove this theory, I examine the city of Sacramento-as the city gets more Brown, these youth have faced skyrocketing rates of incarceration, suspension, expulsion, and overall disinvestment in their education. Furthermore, in our current political climate of xenophobia, mob violence against LatinX communities, and mass incarceration, we see schools mirror these Zero-Tolerance trends nationwide. iv Though schools are sites of extreme forms of violence and criminalization, I see hope to disrupt this ongoing attack on LatinX men through tangible forms of intervention with various stakeholders