Preparing Teachers for a Diverse Classroom

This project investigated the research question: How do changes in inter-cultural competency (ICC) compare among pre-service teachers at three data collection points? Intercultural competency was defined as “the capability to accurately understand and adapt behavior to cultural differences and commonalities” (Hammer & Bennett, 2010). The study was based on the Developmental Model of Intercultural Sensitivity (Bennett, 1986), which identified five orientations toward cultural differences: denial, polarization, minimization, acceptance, and adaptation. Data was collected from 48 undergraduate students who majored in elementary education. Investigators hypothesized that students would have a statistically significant change in their ICC from the beginning of their academic studies until just before student teaching. Subjects completed the Intercultural Develop-mental Inventory (IDI) (Hammer & Bennett, 2012), which calculates a score that reflects capacity for cross-cultural adaptation. The IDI is based on Bennett’s Developmental Model of Intercultural Sen-sitivity (1986). Results showed that (1) students who completed the one-semester course (Human Relations) improved their ICC by an average of 5.874 points and (2) students who completed the professional education program (three more semesters) improved their ICC by an average of 15.805 points. Most importantly, students improved their ICC by an average of 21.679 points from the beginning of their academic studies until the beginning of student teaching. The data analysis showed that students did have a statistically significant change in their ICC, and results suggested that the program’s content, pedagogy, and mentorship have a positive impact on pre-service teachers. Outcomes are being shared with MSU’s faculty to help determine the efficacy of teaching methods used by the instructors to develop cultural competency. Data and information will be reviewed with administrators for program planning, implementation, and assessment. See also: https://youtu.be/t1N_947yh2

Civility, Democracy, and National Politics

This essay considers questions about civility raised in the discourse responding to the January 2011 shootings in Tucson, Arizona. Focusing on two sites of discord—the debate in the media and President Obama’s address at the memorial service for the victims—our analysis identifıes two conceptions of civility and their corresponding assumptions about democracy and community, provides a critique of both conceptions, and offers a conceptual framework for rhetorical critics studying civility

How far will they go?: assessing the travel distance of current and former drug users to access harm reduction services

Background Prior research has explored spatial access to syringe exchange programs (SEPs) among people who inject drugs (PWID), but little is known about service utilization by former PWID who continue to access services (e.g., HIV screenings and referrals for social services) at harm reduction providers. The purpose of this research is to examine differences in access to SEPs between current and former PWID seeking services at a mobile SEP in Washington, DC. Findings A geometric point distance estimation technique was applied to data collected as part of a PWID population estimation study that took place in Washington, DC, in March and April 2014. We calculated the walking distance from the centroid point of home residence zip code to the mobile exchange site where PWID presented for services. An independent samples t-test was used to examine differences in walking distance measures between current and former PWID. Differences in mean walking distance were statistically significant with current and former PWID having mean walking distances of 2.75 and 1.80 miles, respectively. Conclusions The results of this study suggest that former PWID who are engaging with SEPs primarily for non-needle exchange services (e.g., medical or social services) may have decreased access to SEPs than their counterparts who are active injectors. This research provides support for expanding SEP operations such that both active and former PWID have increased access to harm reduction providers and associated health and social services. Increasing service accessibility may help resolve unmet needs among current and former PWID

Key to the Past: Community Perceptions of Yup’ik Youth Interaction with Culturally Relevant Education Inspired by the Nunalleq Archaeology Project

This study qualitatively describes a) the implementation of culturally relevant education (CRE) programs for Yup’ik youth in Quinhagak, Alaska that developed from the Nunalleq Project—a nearby archaeological excavation—and b) community members’ and program facilitators’ perceptions of associated youth social and psychological outcomes. Ten semi-structured interviews (seven community members, three program facilitators) were undertaken and analyzed using constant comparative analysis. Community members and program facilitators attributed numerous outcomes to the Nunalleq-related CRE, such as imparting practical skills (e.g., wilderness survival, artistic and technological skills), teaching young people to value their heritage (e.g., educating them about the struggles their ancestors overcame), and psychological outcomes (e.g., improving self-esteem). Interviewees also offered specific recommendations for planning future local CRE programs. These results provide guidance for local program planners and a framework for researchers to directly assess CRE outcomes in Quinhagak. This project is a step towards the development of a systematic approach to CRE outcome evaluation rooted in community members’ perspectives. Educators developing archaeology-inspired CRE programs in other Indigenous communities may also draw from this study’s results

Impact Evaluation of a Policy Intervention for HIV Prevention in Washington, DC

Syringe exchange programs (SEPs) lower HIV risk. From 1998 to 2007, Congress prohibited Washington, DC, from using municipal revenue for SEPs. We examined the impact of policy change on IDU-associated HIV cases. We used surveillance data for new IDU-associated HIV cases between September 1996 and December 2011 to build an ARIMA model and forecasted the expected number of IDU-associated cases in the 24 months following policy change. Interrupted time series analyses (ITSA) were used to assess epidemic impact of policy change. There were 176 IDU-associated HIV cases in the 2 years post-policy change; our model predicted 296 IDU-associated HIV cases had the policy remained in place, yielding a difference of 120 averted HIV cases. ITSA identified significant immediate (B = −6.0355, p = .0005) and slope changes (B = −.1241, p = .0427) attributed to policy change. Policy change is an effective structural intervention for HIV prevention when it facilitates the implementation of services needed by vulnerable populations

Using Capture-Recapture Methods to Estimate the Population of People Who Inject Drugs in Washington, DC

No current estimates exist for the size of the population of people who inject drugs (PWID) in the District of Columbia (DC). The WHO/UNAIDS Guidelines on Estimating the Size of Populations Most at Risk to HIV was used as the methodological framework to estimate the DC PWID population. The capture phase recruited harm reduction agency clients; the recapture phase recruited community-based PWID. The 951 participants were predominantly Black (83.9 %), male (69.8 %), and 40+ years of age (68.2 %). Approximately 50.3 % reported injecting drugs in the past 30 days. We estimate approximately 8829 (95 % CI 4899 and 12,759) PWID in DC. When adjusted for possible missed sub-populations of PWID, the estimate increases to 12,000; thus, the original estimate of approximately 9000 should be viewed in the context of the 95 % confidence interval. These evidence-based estimations should be used to determine program delivery needs and resource allocation for PWID in Washington, DC

Impact of Service Learning on the Inter-Cultural Competency of Pre-Service Teachers

The population of the U.S. is becoming increasingly diverse in language and culture. And, the population of students in elementary and secondary schools is becoming more diverse, as well. Therefore, it is critical that pre-service teachers (PSTs) experience and understand other cultures. Teachers will need to become more inter-culturally competent (ICC). According to Hammer & Bennett (2010), ICC is the capability to accurately understand and adapt behavior to cultural differences and commonality.” One way to do this is for PSTs to participate in Service Learning. According to the National Service-Learning Clearinghouse (NSLC), service learning is “a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities (NSLC, 2012). This study responded to the question: Do different types of Service Learning have different impacts on changes in inter-cultural competence of pre-service teachers? The data set included more than 800 students who took the general education course, Human Relations in a Multicultural Society. Students completed the Intercultural Development Inventory (IDI) at the beginning and at the conclusion of the semester (Hammer, Bennett, & Wiseman, 2003). This study analyzed several types of Service Learning that may have impacted the pretest and posttest results. Service Learning opportunities included 18 hours of volunteer work at organizations such as residences for disabled adults, English language tutoring of immigrants and refugees, home visits with children of new immigrants, and others. The university may use this information in considering the effectiveness of its cultural diversity goal: experience diversity with supervised reflection and recognize and respond to conditions of marginalized populations. University departments will use the information in planning, evaluating, and promoting opportunities in the community

Immune response to SARS-CoV-2 variants after immunization with different vaccines in Mexico

There is limited information on the antibody responses against severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) in subjects from developing countries with populations having a high incidence of co-morbidities. Here, we analysed the immunogenicity of homologous schemes using the ChAdOx1-S, Sputnik V, or BNT162b2 vaccines and the effect of a booster dose with ChAdOx1-S in middle-aged adults who were seropositive or seronegative to the SARS-CoV-2 spike protein before vaccination. The study was conducted post-vaccination with a follow-up of 4 months for antibody titre using enzyme-linked immunosorbent assay (ELISA) and pseudovirus (PV) neutralization assays (PNAs). All three vaccines elicited a superior IgG anti-receptor-binding domain (RBD) and neutralization response against the Alpha and Delta variants when administered to individuals with a previous infection by SARS-CoV-2. The booster dose spiked the neutralization activity among individuals with and without a prior SARS-CoV-2 infection. The ChAdOx1-S vaccine induced weaker antibody responses in infection-naive subjects. A follow-up of 4 months post-vaccination showed a drop in antibody titre, with about 20% of the infection-naive and 100% of SARS-CoV-2 pre-exposed participants with detectable neutralization capacity against Alpha pseudovirus (Alpha-PV) and Delta PV (Delta-PV). Our observations support the use of different vaccines in a country with high seroprevalence at the vaccination time

Comprehensive Evaluation of the 5XFAD Mouse Model for Preclinical Testing Applications: A MODEL-AD Study.

The ability to investigate therapeutic interventions in animal models of neurodegenerative diseases depends on extensive characterization of the model(s) being used. There are numerous models that have been generated to study Alzheimer\u27s disease (AD) and the underlying pathogenesis of the disease. While transgenic models have been instrumental in understanding AD mechanisms and risk factors, they are limited in the degree of characteristics displayed in comparison with AD in humans, and the full spectrum of AD effects has yet to be recapitulated in a single mouse model. The Model Organism Development and Evaluation for Late-Onset Alzheimer\u27s Disease (MODEL-AD) consortium was assembled by the National Institute on Aging (NIA) to develop more robust animal models of AD with increased relevance to human disease, standardize the characterization of AD mouse models, improve preclinical testing in animals, and establish clinically relevant AD biomarkers, among other aims toward enhancing the translational value of AD models in clinical drug design and treatment development. Here we have conducted a detailed characterization of the 5XFAD mouse, including transcriptomics, electroencephalogram

Comprehensive Evaluation of the 5XFAD Mouse Model for Preclinical Testing Applications: A MODEL-AD Study.

The ability to investigate therapeutic interventions in animal models of neurodegenerative diseases depends on extensive characterization of the model(s) being used. There are numerous models that have been generated to study Alzheimer\u27s disease (AD) and the underlying pathogenesis of the disease. While transgenic models have been instrumental in understanding AD mechanisms and risk factors, they are limited in the degree of characteristics displayed in comparison with AD in humans, and the full spectrum of AD effects has yet to be recapitulated in a single mouse model. The Model Organism Development and Evaluation for Late-Onset Alzheimer\u27s Disease (MODEL-AD) consortium was assembled by the National Institute on Aging (NIA) to develop more robust animal models of AD with increased relevance to human disease, standardize the characterization of AD mouse models, improve preclinical testing in animals, and establish clinically relevant AD biomarkers, among other aims toward enhancing the translational value of AD models in clinical drug design and treatment development. Here we have conducted a detailed characterization of the 5XFAD mouse, including transcriptomics, electroencephalogram