To Be Tutored: Exploring How Female-Identifying Undergraduates Experience Tutoring

Tutoring, an academic support offered by colleges to their students, has been shown to increase academic grades (Allen & Chavkin, 2004; Fryer & Howard-Novack, 2020; Nelson-Royes, 2013), improve attitudes toward school (Arco-Tirado, 2020; Elbulok-Charcape et al., 2019; Nadia et al., 2023), and support retention (Primary Research Group, 2020). Some of these benefits can be traced to the individualized attention and flexibility that tutoring offers (Chin et al., 2011; Nadia et al., 2023). However, this research lacks detailed, qualitative data that focuses on how students experience tutoring. In addition to a lack of attention to lived experiences, in general, there is even less research that considers the impacts of gender on one’s tutoring experiences. Feminist phenomenology is a field of inquiry that centralizes gender because it is crucial to all of one’s experiences (Shabot & Landry, 2018). Using feminist phenomenology to explore the experiences of female-identifying support students in mid-Atlantic colleges and universities. The five participants engaged in interviews and journal entries. After conducting two rounds of coding, an initial deductive and subsequent inductive round, several themes were developed: there is a complex interplay of factors affecting feelings of safety among support students, environments that encourage use of supports destigmatize tutoring, collaboration produces positive learning outcomes, tutor as a knowledgeable resource, and limited integration of the body into learning. These themes highlight some of the areas that tutoring organizations can focus on to better the experience of their female-identifying students. Additionally, this area of inquiry opens the doors to more gender-focused research in supplemental education spaces

Tracing sources and fate of zinc in a mining-impacted river catchment: insights from flow measurements, synoptic sampling, and zinc isotopes

This paper reports on the comprehensive monitoring of the Rookhope Burn catchment in the Weardale valley, northern Pennines (Uk), which has been subject to lead, zinc, and fluorspar mining for over two centuries. Zinc is the major contaminant in surface waters, exceeding the Environmental Quality standard value for salmonid fish. synoptic flow monitoring and water sampling have been carried out, including both inflow and instream sampling points along the Rookhope Burn, with the purpose of tracing both point and diffuse sources of Zn throughout the catchment. The Zn load profile suggests an important role for Zn-rich groundwater contributions to the stream bed and has also established the existence of Zn sinks. Evidence from hyporheic zone sampling suggests Zn reaction or surface complexation with Mn oxide surfaces forming on stream bed sediments as a potential mechanism responsible for the observed metal attenuation. Current work is focused on testing the potential of Zn isotopes to fingerprint sources and pathways of Zn in the aquatic system. Preliminary results show significant variation in the stream water Zn isotopic signature from the headwaters to the base of the catchment

Expression of the CD6 T lymphocyte differentiation antigen in normal human brain

Antigens shared by the immune and central nervous systems (CNS) have been described repeatedly. The present study reports the expression of the CD6 lymphocyte differentiation antigen in normal human brain evidenced by immunohistochemistry and Northern blot analysis. A panel of various anti-CD6 monoclonal antibodies (mabs) tested on serial cryostat sections identified CD6-positive cells randomly scattered in parenchyma of all examined brain areas. Northern blot analysis with a highly sensitive cRNA probe revealed a 3.1 kb CD6-specific mRNA in various brain regions, especially in basalganglia and cortex cerebellum. Staining with mabs raised against different hematopoietic cell types, as well as hybridization with probes specific for the ß- and y-T cell receptor (TCR) chains support the notion that CD6 is expressed by original brain cells. The nature of the CD6-positive cell type and possible functions of shared antigens in immune and nervous systems are discusse

Unfolding projects: Afghan and Australian artist’s books collaborations

In August 2009 an email was circulated to a number of Australian women artists with an offer to participate in a project of dialogue with women in Afghanistan. The project grew as a response to the dire situation of many women in Afghanistan, particularly in relation to education; many women are illiterate because they were and often still are, forbidden, restricted, or discouraged from attending school. By April 2010, 53 artists’ books by 14 women artists from various parts of Australia were delivered to Afghanistan, thereby beginning a process of creative collaboration between women situated in different places, cultures, and languages, attempting a productive connection through image and text. Each artist had created a small series of concertinas of imagery consistent with her current studio practice, which were then delivered to Afghanistan and distributed amongst women participating in literacy education. The women were asked to relate to the images by writing their own words directly within. The general intent was for the concertinas to be sent back to Australia, then bound and exhibited to raise public awareness, and possibly sold to raise funds. The artistic intent, however, was not the fundraising aspect as much as to take part in a process of support and dialogue with women in Afghanistan. It was a manoeuvre that said \u27you are not alone\u27. The aim was to mobilise a conversation of sorts through the visuality and materiality of the artist’s book, despite the limitations of cultural, experiential, and physical distance. Just over six months from their delivery to Afghanistan, 36 of the 53 books returned to Australia, each marked with handwritten stories and poems in Dari and Pashto. This paper discusses the processes and considerations involved in the project, and the partnership formed with SAWA-Australia (Support Association for the Women of Afghanistan)

Teaching in groups in grade III.

Thesis (Ed.M.)--Boston University N.B.:Pages 28, 144 and 145 are missing from original thesis

No Two Courses Alike Yet All Basic Education. A plea for an open, nonhomogeneous and diverse basic education landscape modelled on basic education in practice at ISOP

In den letzten Jahren häuft sich das Angebot homogener Kurse für junge MigrantInnen, die in das hiesige Ausbildungssystem integriert werden sollen. Diese Kurse erinnern an Schule und haben – bis auf relevante Inhalte – wenig mit der klassischen, alltagsorientierten Basisbildung für Erwachsene in ihren vielfältigen Formen gemein. Die AutorInnen dieses Beitrages plädieren wider einem zu eng gesetzten Begriff von Basisbildung für Vielfalt in der Basisbildungslandschaft, für soziales Lernen, für offene Lernformate und inhomogene TeilnehmerInnengruppen. Hierfür legen sie die konkrete Basisbildungspraxis von ISOP – Innovative Sozialprojekte GmbH offen, einer Non-Profit Bildungsorganisation in der Steiermark, die auf 20 Jahre praktische Erfahrung zurückgreift. Wie sieht eine alltagsorientierte Basisbildungsarbeit mit und für eine inhomogene TeilnehmerInnengruppe aus? Welchen Herausforderungen stellen sich die TrainerInnen? Den Abschluss bilden mahnende Fragen: Wie lange wird es in Österreich noch Basisbildung mit freiem Zugang, unbestimmter Kursdauer, Alltagsverwertbarkeit, kleiner Gruppengröße, vielfältigen, inhomogenen Gruppen geben? Kann und will sich unsere Gesellschaft dieses Nischenangebot weiterhin leisten? (DIPF/Orig.)Recently there has been a boom in offerings of homogeneous courses for young migrants who should be integrated into the current educational system. These courses are reminiscent of school and – except for relevant content – have little in common with classic basic education for adults in it’s diverse forms that is oriented toward everyday life. Contrary to a too narrow concept of basic education, the authors of this article call for diversity in the basic education landscape, social learning, open forms of learning and nonhomogeneous groups of participants. They present the example of the specific practice of basic education at ISOP – Innovative Sozialprojekte GmbH, a non-profit educational organisation in Styria with 20 years of practical experience. What does basic education oriented toward everyday life with and for a nonhomogeneous group of participants look like? What challenges do the trainers face? The conclusion raises questions as a warning: How long will basic education with open access, indeterminate length of courses, applicability to everyday life, small groups, diverse, nonhomogeneous groups still be available in Austria? Can our society afford this niche offering and does it still want to? (DIPF/Orig.

Wharton’s jelly or bone marrow mesenchymal stromal cells improve cardiac function following myocardial infarction for more than 32 weeks in a rat model: a preliminary report

The therapeutic effect of mesenchymal stromal cells (MSCs) following myocardial infarction (MI) is small. This may be due to differences in cellular sources and donor age, route of administration, in vitro cellular manipulations and the short time course of follow up in many animal studies. Here, we compared MSCs from two different sources (adult bone marrow or Wharton’s jelly from umbilical cord) for their long-term therapeutic effect following MI in a rat model to evaluate the effect of donor age. MSCs (or control infusions) were given intravenously 24-48 hr after myocardial ischemia (MI) induced by coronary artery ligation. Cardiac function was assessed by ultrasound at time points starting from before MSC infusion through 68 weeks after MI. A significant improvement in ejection fraction was seen in animals that received MSCs in time points 25 to 31 wks after treatment (p <0.01). These results support previous work that show that MSCs can cause improvement in cardiac function and extend that work by showing that the beneficial effects are durable. To investigate MSCs’ cardiac differentiation potential, Wharton’s jelly MSCs were co-cultured with fetal or adult bone-derived marrow MSCs. When Wharton’s jelly MSCs were co-cultured with fetal MSCs, and not with adult MSCs, myotube structures were observed in two-three days and spontaneous contractions (beating) cells were observed in fiveseven days. The beating structures formed a functional syncytium indicated by coordinated contractions (beating) of independent nodes. Taken together, these results suggest that MSCs given 24-48 hr after MI have a significant and durable beneficial effect more than 25 weeks after MI and that MSC treatment can home to damaged tissue and improve heart function after intravenous infusion 24-48 hrs after MI, and that WJCs may be a useful source for off-the-shelf cellular therapy for MI

Autoantibodies in humans with cystic or alveolar echinococcosis

Sera from 16 echinococcosis patients were analyzed with respect to poiyclonal B cell activation and autoantibody formation. At least 8 of the sera were from patients who were never in tropical countries and therefore their cases were not complicated by other parasitic diseases. In comparison with a group of 52 healthy controls, these patients had significant levels of antibodies to DNP and haemocyanin, indicators of polyclonal B cell activation. There were also significant differences between control and patient groups with respect to antibodies to dsDNA, histones, actin, vimentin, and desmin. This is the first report of autoantibodies in echinococcosi

Volume 28, Number 1, March 2008 OLAC Newsletter

Digitized March 2008 issue of the OLAC Newsletter

Volume 27, Number 4, December 2007 OLAC Newsletter

Digitized December 2007 issue of the OLAC Newsletter