Tools for Insurgency: Popular Education and Transformative Urban Planning

Popular education tools can be utilized to address complex urban regulations and unequal power relationships within urban planning. Guided by Friedman’s argument that planning needs to have utopian thinking (2000), this research proposes what planning ought to be, rather than only focusing on what is. Using street vendor education as a catalyst for popular education models related to planning regulations, this thesis centers on the Vendor Power Guide in New York City as a main case study, and explores the components of the guide that made it such a successful tool for transforming community awareness around unfair vending regulations and supporting vendor interactions with law enforcement. Ultimately, this project identifies the ways in which urban planners should use popular education within their work to encourage citizen power and democracy

Indexing and Researching National Event Coverage in The Puget Sound Trail, 1963-1965

The Puget Sound Trail, the student-run newspaper at the University of Puget Sound, has been published under various names and formats since 1895 and is one of the best sources on the history and culture of the University over the years. Many issues of The Trail have fortunately mostly been digitized and are currently housed in Sound Ideas, a digital archive run by the University. While this digitization has made it much more accessible and easy to use, I noticed some major problems that still block full utilization of this great resource, including a lack of an index that would allow finding specific subjects and a confusing search function. To begin remedying these problems, I indexed each issue in the academic years 1963-1964 and 1964-1965 as an example of how the rest of The Trail database can be streamlined to allow for greater use. I also did a small amount of research on how national events were covered in the The Trail during those same years as an example of how the new index can be useful for anyone who might want to do research or even casual browsing. The implementation of this index will allow greater access to and awareness of the value of The Trail and the Archives & Special Collections of the University of Puget Sound

Guest Viewpoint: Literate communication, endangered species

I am becoming increasingly dedicated to the things I already know, and decreasingly interested in new things I should know

The Interplay Between Self-Regulated Professional Learning And Teachers’ Work-Practice

This paper explores the relationship between practice and learning in the workplace, by focusing on the case of teachers. It is widely acknowledged that (teacher’s) professional learning is heavily informed by practice, and that an individual’s capacity to self-regulate their learning can improve the quality of learning. However less is known about the precise interplay between practice and self-regulated-learning. This paper integrates existing literature in three areas: professional learning, self-regulated learning and teacher professional development, drawing on recent work describing learning behaviors in informal workplace settings and on Teacher Professional Development. The paper develops a hypothesis on how teachers’ work practice stimulates their learning processes and, at the same time, is informed by their capacity to self-regulate their learning

Test anxiety, working memory, and cognitive performance: Supportive effects of sequential demands

Substantial evidence suggests that test anxiety is associated with poor performance in complex tasks. Based on the differentiation of coordinative and sequential demands on working memory (Mayr & Kliegl, 1993), two studies examined the effects of sequential demands on the relationship between test anxiety and cognitive performance. Both studies found that high sequential demands had beneficial effects on the speed and accuracy of the performance of test-anxious participants. It is suggested that the more frequent memory updates associated with high sequential demands may represent external processing aids that compensate for the restricted memory capacity of individuals with high test anxiet

The development of pevonedistat in myelodysplastic syndrome (MDS) and acute myeloid leukemia (AML): hope or hype?

Myelodysplastic syndrome (MDS) is a clonal hematopoietic stem cell disorder clinically defined by cytopenias, bone marrow failure, and an increased risk of progressing to acute myeloid leukemia (AML). Traditionally, first-line treatment for patients with higher-risk MDS has been hypomethylating agents (HMAs). However, these agents have modest clinical activity as single agents. A one-size-fits-all treatment paradigm is insufficient for such a heterogeneous disease in the modern era of precision medicine. Several new agents have been developed for MDS with the hopes of improving clinical outcomes and survival. Pevonedistat is a first-in-class, novel inhibitor of neuronal precursor cell-expressed developmentally down-regulated protein-8 (NEDD8) activating enzyme (NAE) blocking the neddylation pathway leading to downstream effects on the ubiquitin?proteosome pathway. Pevonedistat ultimately leads to apoptosis and inhibition of the cell cycle in cancer cells. Studies have demonstrated the safety profile of pevonedistat, leading to the development of multiple trials investigating combination strategies with pevonedistat in MDS and AML. In this review, we summarize the preclinical and clinical rationale for pevonedistat in MDS and AML, review the clinical data of this agent alone and in combination with HMAs to date, and highlight potential future directions for this agent in myeloid malignancies

Self-oriented perfectionism and socially prescribed perfectionism: Differential relationships with intrinsic and extrinsic motivation and test anxiety

Previous studies suggest that self-oriented and socially prescribed perfectionism show differential relationships with intrinsic–extrinsic motivation and test anxiety, but the findings are ambiguous. Moreover, they ignored that test anxiety is multidimensional. Consequently, the present study re-investigated the relationships in 104 university students examining how the two forms of perfectionism are related to intrinsic–extrinsic motivation and multidimensional test anxiety (worry, emotionality, interference, lack of confidence, and total anxiety). Regarding motivation, self-oriented perfectionism showed positive correlations with intrinsic reasons for studying, and socially prescribed perfectionism positive correlations with extrinsic reasons. Regarding test anxiety, only socially prescribed perfectionism showed positive correlations with total anxiety. Moreover, socially prescribed perfectionism showed positive correlations with interference and lack of confidence, whereas self-oriented perfectionism showed positive correlations with worry, but negative correlations with interference and lack of confidence. The findings confirm that socially prescribed perfectionism is a maladaptive form of perfectionism associated with extrinsic motivation for studying and higher anxiety in exams. Self-oriented perfectionism, however, is an ambivalent form associated with intrinsic motivation for studying and with both higher and lower anxiety (higher worry, lower interference, lower lack of confidence) in exams

Borrelia lonestari DNA in adult Amblyomma americanum ticks, Alabama.

Polymerase chain reaction analysis of 204 Amblyomma americanum and 28 A. maculatum ticks collected in August 1999 near the homes of patients with southern tick-associated rash illness and in control areas in Choctaw County, Alabama, showed Borrelia lonestari flagellin gene sequence from two adult A. americanum. The presence of B. lonestari in A. americanum ticks from Alabama suggests that this suspected pathogen may be widespread in the southeastern United States

Dynamic testing and test anxiety amongst gifted and average-ability children

Background Dynamic testing has been proposed as a testing approach that is less disadvantageous for children who may be potentially subject to bias when undertaking conventional assessments. For example, those who encounter high levels of test anxiety, or who are unfamiliar with standardized test procedures, may fail to demonstrate their true potential or capabilities. While dynamic testing has proven particularly useful for special groups of children, it has rarely been used with gifted children. Aim We investigated whether it would be useful to conduct a dynamic test to measure the cognitive abilities of intellectually gifted children. We also investigated whether test anxiety scores would be related to a progression in the children's test scores after dynamic training. Sample Participants were 113 children aged between 7 and 8 years from several schools in the western part of the Netherlands. The children were categorized as either gifted or average-ability and split into an unguided practice or a dynamic testing condition. Methods The study employed a pre-test-training-post-test design. Using linear mixed modelling analysis with a multilevel approach, we inspected the growth trajectories of children in the various conditions and examined the impact of ability and test anxiety on progression and training benefits. Results and conclusions Dynamic testing proved to be successful in improving the scores of the children, although no differences in training benefits were found between gifted and average-ability children. Test anxiety was shown to influence the children's rate of change across all test sessions and their improvement in performance accuracy after dynamic training