Book Review: Just Schools: Building Equitable Collaborations with Families and Communities

K–12 schools are facing a syndemic of critical junctures right now: On the one hand, school communities and families are still reeling from the effects of racial reckonings and the COVID-19 pandemic, while on the other hand, school leaders and decision-makers are grappling with how to effectively engage families and students amid demands and realizations for equity and justice. The book Just Schools: Building Equitable Collaborations with Families and Communities (2020) by Ann Ishimaru provides tools and pathways forward. Ishimaru first describes how our education systems have long been incubators of oppression and disengagement, steeped in colonizing methods and deficit views of “nondominant” families and traditions. Through narratives—grounded in her experiences and those of other families—she highlights examples of how schools and systems have narrowed or blocked opportunities for “equitable collaborations.” In response, Ishimaru offers frameworks grounded in critical race theory, decolonizing methods, cultural–historical activity theory, and cross-sector collaborations to foster more just and equitable partnerships between schools and families. To operationalize these frameworks and shape reader understanding, she then offers several case studies that exhibit participatory, co-designed spaces and processes that center the family and school community. Just Schools: Building Equitable Collaborations With Families and Communities is a critical read for educational leaders and school community stakeholders seeking to redesign school, family, and community partnerships; improve school governance structures and methods; and rewrite the dominant narrative of educational systems that often exclude parents and families via traditional methods of engagement

Reinventing Freire in the 21st century: : Citizenship education, student voice and school participatory budgeting

This year we remember three centennials that inspire many progressive educators around the world. First, 2021 marks the 100th anniversary of the creation of Summerhill, one of the first experiments (if not the first) on school democracy in the world. Second, this year we celebrate the 100th birthday of Edgar Morin, a French sociologist and philosopher who dedicated his life to the pursuit of social justice and made insightful contributions to the role of education to promote democracy, equality, social transformation, and sustainability (see, for instance, Morin 2002). Third, this year marks the 100th anniversary of the birth of Paulo Freire (1921-1997), one of the most influential educational thinkers of the second half of the 20th century. Given space constraints and the theme of this special issue of CICE, in this paper we will focus on the connections between some of Paulo Freire’s ideas (particularly those related to citizenship education and school democracy) and a process known as School Participatory Budgeting. “I don't want to be followed; I want to be reinvented”, Paulo Freire said on several occasions. It is in this spirit that we approach this paper. Inspired by Freire’s ideas, and especially by his practice as an educator in Brazil (both before his exile and after his return), in this paper we discuss the recent development and expansion of a process known as School Participatory Budgeting (School PB). This model emanates from Freire’s project of Escola Cidadã, which constitutes an interesting school- or district-wide experience from the global south that can be adapted to many contexts. Since its modest origins in Brazil, School PB has now been taken up in other cities and states across the US (e.g. Chicago, New York) and in many other countries across the globe, from Argentina and Mexico to Colombia, Spain, Russia, France, Italy, Zambia, South Korea, and Portugal. We argue that School PB aligns well with Freire’s ideas on dialogue, participation, collaboration, creativity, student agency, and change. In this paper we focus on the experience of School PB in Arizona, not only because it was in Arizona where the first School PB process in the U.S. was designed and implemented, but also because it has been a place for continuous experimentation and innovation

Latent stem and progenitor cells in the hippocampus are activated by neural excitation

The regulated production of neurons in the hippocampus throughout life underpins important brain functions such as learning and memory. Surprisingly, however, studies have so far failed to identify a resident hippocampal stem cell capable of providing the renewable source of these neurons. Here, we report that depolarizing levels of KCl produce a threefold increase in the number of neurospheres generated from the adult mouse hippocampus. Most interestingly, however, depolarizing levels of KCl led to the emergence of a small subpopulation of precursors (approximately eight per hippocampus) with the capacity to generate very large neurospheres (>250 µm in diameter). Many of these contained cells that displayed the cardinal properties of stem cells: multipotentiality and self-renewal. In contrast, the same conditions led to the opposite effect in the other main neurogenic region of the brain, the subventricular zone, in which neurosphere numbers decreased by ~40% in response to depolarizing levels of KCl. Most importantly, we also show that the latent hippocampal progenitor population can be activated in vivo in response to prolonged neural activity found in status epilepticus. This work provides the first direct evidence of a latent precursor and stem cell population in the adult hippocampus, which is able to be activated by neural activity. Because the latent population is also demonstrated to reside in the aged animal, defining the precise mechanisms that underlie its activation may provide a means to combat the cognitive deficits associated with a decline in neurogenesis

Dosimetric Comparison of Treatment Techniques: Brachytherapy, Intensity- Modulated Radiation Therapy, and Proton Beam in Partial Breast Irradiation

Purpose: To perform a dosimetric comparison of 3 accelerated partial breast irradiation techniques: catheter-based brachytherapy (BT), intensity-modulated radiation therapy (IMRT), and proton beam therapy (PBT). Patients and Methods: Twelve patients with left-sided breast cancer treated with SAVI (Strut-Adjusted Volume Implant) were selected in this study. The original BT plans were compared with optimum plans using IMRT and PBT for 34 Gy (RBE) with 1.1 RBE in 10 fractions using identical parameters for target and organs at risk. Results: Significant reduction in maximum dose to the ipsilateral breast was observed with PBT and IMRT (mean 108.58% [PBT] versus 107.78% [IMRT] versus 2194.43% [BT], P = .001 for both PBT and IMRT compared to BT). The mean dose to the heart was 0%, 1.38%, and 3.85%, for PBT, IMRT, and BT, respectively (P < .001 and P = .026). The chest wall mean dose was 10.07%, 14.65%, and 29.44% for PBT, IMRT, and BT, respectively (P = .001 and .013 compared to BT). The PBT was superior in reducing the mean ipsilateral lung dose (mean 0.04% versus 2.13% versus 5.4%, P = .025 and P < .001). There was no statistically significant difference in the maximum dose to the ipsilateral lung, chest wall, 3-mm skin rind or in the mean ipsilateral breast V50% among the 3 techniques (P = .168, .405, .067, and .780, respectively). PBT exhibited the greatest mean dose homogeneity index of 4.75 compared to 7.18 for IMRT (P = .001) and 195.82 for BT (P < .001). All techniques resulted in similar dose conformality (P = .143). Conclusion: This study confirms the dosimetric feasibility of PBT and IMRT to lower dose to organs at risk while still maintaining high target dose conformality. Though the results of this comparison are promising, continued clinical research is needed to better define the role of PBT and IMRT in the accelerated partial breast irradiation treatment of early-stage breast cancer

Autonomous Hybrid Ground/Aerial Mobility in Unknown Environments

Hybrid ground and aerial vehicles can possess distinct advantages over ground-only or flight-only designs in terms of energy savings and increased mobility. In this work we outline our unified framework for controls, planning, and autonomy of hybrid ground/air vehicles. Our contribution is three-fold: 1) We develop a control scheme for the control of passive two-wheeled hybrid ground/aerial vehicles. 2) We present a unified planner for both rolling and flying by leveraging differential flatness mappings. 3) We conduct experiments leveraging mapping and global planning for hybrid mobility in unknown environments, showing that hybrid mobility uses up to five times less energy than flying only

Immature doublecortin-positive hippocampal neurons are important for learning but not for remembering

It is now widely accepted that hippocampal neurogenesis underpins critical cognitive functions, such as learning and memory. To assess the behavioral importance of adult-born neurons, we developed a novel knock-in mouse model that allowed us to specifically and reversibly ablate hippocampal neurons at an immature stage. In these mice, the diphtheria toxin receptor (DTR) is expressed under control of the doublecortin (DCX) promoter, which allows for specific ablation of immature DCX-expressing neurons after administration of diphtheria toxin while leaving the neural precursor pool intact. Using a spatially challenging behavioral test (a modified version of the active place avoidance test), we present direct evidence that immature DCX-expressing neurons are required for successful acquisition of spatial learning, as well as reversal learning, but are not necessary for the retrieval of stored long-term memories. Importantly, the observed learning deficits were rescued as newly generated immature neurons repopulated the granule cell layer upon termination of the toxin treatment. Repeat (or cyclic) depletion of immature neurons reinstated behavioral deficits if the mice were challenged with a novel task. Together, these findings highlight the potential of stimulating neurogenesis as a means to enhance learning

Prolactin stimulates precursor cells in the adult mouse hippocampus

In the search for ways to combat degenerative neurological disorders, neurogenesis-stimulating factors are proving to be a promising area of research. In this study, we show that the hormonal factor prolactin (PRL) can activate a pool of latent precursor cells in the adult mouse hippocampus. Using an in vitro neurosphere assay, we found that the addition of exogenous PRL to primary adult hippocampal cells resulted in an approximate 50% increase in neurosphere number. In addition, direct infusion of PRL into the adult dentate gyrus also resulted in a significant increase in neurosphere number. Together these data indicate that exogenous PRL can increase hippocampal precursor numbers both in vitro and in vivo. Conversely, PRL null mice showed a significant reduction (approximately 80%) in the number of hippocampal-derived neurospheres. Interestingly, no deficit in precursor proliferation was observed in vivo, indicating that in this situation other niche factors can compensate for a loss in PRL. The PRL loss resulted in learning and memory deficits in the PRL null mice, as indicated by significant deficits in the standard behavioral tests requiring input from the hippocampus. This behavioral deficit was rescued by direct infusion of recombinant PRL into the hippocampus, indicating that a lack of PRL in the adult mouse hippocampus can be correlated with impaired learning and memory

Rethinking the Purposes and Processes for Designing Digital Portfolios

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88056/1/JAAL.50.6.3.pd

Do Women Enrolled in PMTCT Understand the Recommendations: A Case Study from Kilimanjaro.

INTRODUCTION: Prevention of mother-to-child transmission (PMTCT) remains a cornerstone of HIV prevention and control efforts. It is vital that the beneficiaries of PMTCT programs understand PMTCT recommendations, especially since their adherence to recommendations is key to successful PMTCT. There have been several major changes in PMTCT recommendations, and many women have encountered different recommendations. It is plausible that confusion has arisen as to what is currently recommended for successful PMTCT. This confusion can affect adherence to recommendations and hinder PMTCT efforts. However, little is known about how women enrolled in PMTCT understand the recommendations in the context of these frequent changes. AIM: In this paper, we present our findings regarding how HIV-positive women enrolled in PMTCT in Kilimanjaro understand PMTCT recommendations pertinent to them. METHODS: From August 2019 to April 2020, we surveyed 521 mothers enrolled in PMTCT in seven districts in the Kilimanjaro region, Northern Tanzania. A pretested questionnaire was administered to consenting mothers. The questionnaire collected information on mothers' demographic characteristics, previous encounters with PMTCT, and knowledge of various PMTCT program elements, including medication duration, breastfeeding recommendations and infant HIV testing schedule. A logistic regression model was used to determine factors associated with good PMTCT knowledge among mothers. RESULTS: A total of 521 women were enrolled, the median score for the 19 items used to assess knowledge was 57.9%, and 64.9% scored above the median. Counselling on ART (OR=2.17, 95% CI 1.08-4.36) and counselling on breastfeeding during the ANC visits (OR=2.38, 95% CI 1.38-4.11) were the only factors that we found to be significantly associated with higher odds of good knowledge of PMTCT. CONCLUSION: Even amongst mothers enrolled in PMTCT, poor understanding regarding key PMTCT recommendations prevails. There is a need to reassess the training modalities and look at ways to reinforce PMTCT messages to mothers