Using the EBAM Across Educational Contexts: Calibrating for Technical, Policy, Leadership Influences

This article reports on a rigorous approach developed for calibrating the Evidence-Based Adequacy Model to suit the Ontario K–12 public education context, and the actual calibrations made. The four-step calibration methodology draws from expert consultations and a review of the academic literature. Specific attention is given to the technical revisions and, importantly, the significant influence of policy(values) and leaders’ decision-making on the calibration process. It also presents emerging implications for leaders and researchers who are considering calibrating the EBAM for use in their educational context. Calibrating the instrument was a necessary step before use in a jurisdiction outside of the United States, where the model was developed, and our team has been the first to outline a methodology and bring Canadian evidence to the discussion

Education Research in the Canadian Context

This special issue of the International Journal of Education Policy & Leadership (IJEPL), Research in the Canadian Context, marks a significant milestone for the journal. Throughout our twelve-year history, we have sought to publish the best research in leadership, policy, and research use, allowing authors to decide the topics by dint of their research. While this model still serves as the foundation for IJEPL content, we decided to give researchers a chance to engage in deeper conversations by introducing special issues. In our first special issue, researchers discuss their work within the scope of education policy, leadership, and research use within the Canadian context. While many aspects of leadership, teaching, and learning can be seen as similar across contexts, there are also issues of particular concern within national, regional, provincial, or local spheres, particularly when looking at policy and system changes. The researchers featured in this issue provide an important look into education in Canada.PolicyIn the policy realm, Sue Winton and Lauren Jervis examine a 22-year campaign to change special education assessment policy in Ontario, examining how discourses dominant in the province enabled the government to leave the issue unresolved for decades. Issues of access and equity play out within a neoliberal context focused on individualism, meritocracy, and the reduced funding of public services. While Winton and Jervis highlight the tension between policy goals and ideological contexts, Jean-Vianney Auclair considers the place of policy dialogues within governmental frames, and the challenge of engaging in broadly applicable work within vertically structured governmental agencies. One often-touted way to move beyondResearch useWithin the scope of research use, Sarah L. Patten examines how socioeconomic status (SES) is defined and measured in Canada, the challenges in defining SES, and potential solutions specific to the Canadian context. In looking at knowledge mobilization, Joelle Rodway considers how formal coaches and informal social networks nserve to connect research, policy, and practice in Ontario’s Child and Youth Mental Health program.LeadershipTurning to leadership, contributing researchers explored the challenges involved in staff development, administrator preparation, and student outcomes. Keith Walker and Benjamin Kutsyuruba explore how educational administrators can support early career teachers to increase retention, and the somewhat haphazard policies and supports in place across Canada to bring administrators and new teachers together. Gregory Rodney MacKinnon, David Young, Sophie Paish, and Sue LeBel look at how one program in Nova Scotia conceptualizes professional growth, instructional leadership, and administrative effectiveness and the emerging needs of administrators to respond to issues of poverty, socioemotional health, and mental health, while also building community. This complex environment may mean expanding leadership preparation to include a broader consideration of well-being and community. Finally, Victoria Handford and Kenneth Leithwood look at the role school leaders play in improving student achievement in British Columbia, and the school district characteristics associated with improving student achievement.Taken together, the research in this special issue touches on many of the challenges in policy development, application, and leadership practice, and the myriad ways that research can be used to address these challenges. We hope you enjoy this first special issue of IJEPL

Local CD4 and CD8 T-Cell Reactivity to HSV-1 Antigens Documents Broad Viral Protein Expression and Immune Competence in Latently Infected Human Trigeminal Ganglia

Herpes simplex virus type 1 (HSV-1) infection results in lifelong chronic infection of trigeminal ganglion (TG) neurons, also referred to as neuronal HSV-1 latency, with periodic reactivation leading to recrudescent herpetic disease in some persons. HSV-1 proteins are expressed in a temporally coordinated fashion during lytic infection, but their expression pattern during latent infection is largely unknown. Selective retention of HSV-1 reactive T-cells in human TG suggests their role in controlling reactivation by recognizing locally expressed HSV-1 proteins. We characterized the HSV-1 proteins recognized by virus-specific CD4 and CD8 T-cells recovered from human HSV-1-infected TG. T-cell clusters, consisting of both CD4 and CD8 T-cells, surrounded neurons and expressed mRNAs and proteins consistent with in situ antigen recognition and antiviral function. HSV-1 proteome-wide scans revealed that intra-TG T-cell responses included both CD4 and CD8 T-cells directed to one to three HSV-1 proteins per person. HSV-1 protein ICP6 was targeted by CD8 T-cells in 4 of 8 HLA-discordant donors. In situ tetramer staining demonstrated HSV-1-specific CD8 T-cells juxtaposed to TG neurons. Intra-TG retention of virus-specific CD4 T-cells, validated to the HSV-1 peptide level, implies trafficking of viral proteins from neurons to HLA class II-expressing non-neuronal cells for antigen presentation. The diversity of viral proteins targeted by TG T-cells across all kinetic and functional classes of viral proteins suggests broad HSV-1 protein expression, and viral antigen processing and presentation, in latently infected human TG. Collectively, the human TG represents an immunocompetent environment for both CD4 and CD8 T-cell recognition of HSV-1 proteins expressed during latent infection. HSV-1 proteins recognized by TG-resident T-cells, particularly ICP6 and VP16, are potential HSV-1 vaccine candidates

Syrian Refugee Education in Lebanese Secondary Schooling: A Vertical Case Study

Syrian refugee education in Lebanon faces several challenges from limited school access, language barriers, and undefined policies, to uncertain future citizenship status of refugee students under the larger conditions of state ‘fragility.’ This study examines how Syrian refugee education is enacted in two Lebanese public secondary schools operating in relation to national and transnational policies and norms. The theoretical frame used has three inter-related components. The first addresses (post) development education and fragility. The second addresses globalization and the evolving role of the state dealing with Syrian refugee education. The third considers citizenship education and its relation to refugees as noncitizens. The methodology used is a single vertical case study informed by the analysis of literature and policy, and an inductive analysis of school participant interviews. The vertical case study allows for a more fulsome understanding of how Syrian refugee education is enacted by including a cross-level, multi-stakeholder analysis. The key findings show that state fragility was an overarching condition and concern in the challenge to school Syrian refugee students. Different positioned actors all emphasized Syrian refugees’ ‘right to education’, and improving upon their access to quality schooling; however, these actors’ priorities and concerns were different. The ministry official focused on contextualizing refugee education processes and challenges within intersections of transnational and state policies, while teachers and administrators’ were more focused on daily concerns of students’ participation and the curriculum. Finally, the students were more focused on how their current schooling might lead them to a better future. Keywords: refugee education, secondary education, fragile state, globalization, development education, citizenship education, vertical case study, policy, Lebano

Primary Hepatic Neuroendocrine Tumor: A Case Report and Literature Review

Primary hepatic neuroendocrine tumors (PHNETs) are extremely rare and account for about 0.3% of all neuroendocrine tumor cases. Resection is usually difficult because they are usually diagnosed in the late stages. We report the case of a patient diagnosed with PHNETs, initially classified as unresectable but then underwent a successful left hepatectomy. PHNETs are rare malignant tumors, and a high index of suspicion is warranted for the diagnosis after excluding the presence of a primary extrahepatic lesion. Radical hepatectomy can be curative when feasible along with a combination of multiple treatments that improve the prognosis

「避けられればそれにこしたことはない」インド系と黒人系の間の交婚について：ガイアナの事例を中心としたスケッチ

Primary simian varicella virus (SVV) infection in non-human primates causes varicella, after which the virus becomes latent in ganglionic neurons and reactivates to cause zoster. The host response in ganglia during establishment of latency is ill-defined. Ganglia from five African green monkeys (AGMs) obtained at 9, 13, and 20 days post-intratracheal SVV inoculation (dpi) were analyzed by ex vivo flow cytometry, immunohistochemistry, and in situ hybridization. Ganglia at 13 and 20 dpi exhibited mild inflammation. Immune infiltrates consisted mostly of CD8dim and CD8bright memory T cells, some of which expressed granzyme B, and fewer CD11c+ and CD68+ cells. Chemoattractant CXCL10 transcripts were expressed in neurons and infiltrating inflammatory cells but did not co-localize with SVV open reading frame 63 (ORF63) RNA expression. Satellite glial cells expressed increased levels of activation markers CD68 and MHC class II at 13 and 20 dpi compared to those at 9 dpi. Overall