Transnational Identities in National Politics: The SPD and the German Peace Movements, 1921 - 1966

Transnational Identities in National Politics problematizes the relationship between the German Social Democratic Party (SPD) and pacifists on the non-Communist Left between 1921 and 1966. It breaks from traditional master narratives by using gender, transnational, and biographical analysis to reveal understudied continuities and shifting political spaces in German politics. Rose explores the foundations of “masculine” characterizations of party politics and tensions created by common perceptions that ethical pacifism was “feminine.” Additionally, her analysis reveals that although the SPD maintained its reputation as a “peace party,” SPD leaders‘ conception of peace changed over time. It was a winner of Binghamton University Distinguished Dissertation in Social Sciences.https://engagedscholarship.csuohio.edu/msl_ae_ebooks/1032/thumbnail.jp

Empowering Teachers through Design Thinking: Developing Learning Prototypes for Multilingual Students

This paper argues that developing teachers’ design literacy will enable them to better respond to the demands of their work in schools. Our approach involves partnering with teachers and other educators through professional development. They learn design thinking tools from us and apply them to a problem faced at their schools, while we research their progress solving the problem and putting design thinking tools into practice. We present a case of schools challenged by how to support students in the process of learning English. We ask, how might teachers learn and use design thinking to develop effective supports for their multilingual students? The research team used mixed methods to gather data. Overall, we noticed our teacher-partners shift from conceptualizing language learning as vocabulary and grammatical structures, to thinking holistically about the range of challenges multilingual students face in schools. We present two teacher cases that highlight how design thinking was used to cultivate design literacy and help their students develop academic and social language skills. Our research was with elementary and middle schools, but we believe that the principles outlined in our design thinking project could extend beyond grade level and content areas.This paper argues that developing teachers’ design literacy will enable them to better respond to the demands of their work in schools. Our approach involves partnering with teachers and other educators through professional development. They learn design thinking tools from us and apply them to a problem faced at their schools, while we research their progress solving the problem and putting design thinking tools into practice. We present a case of schools challenged by how to support students in the process of learning English. We ask, how might teachers learn and use design thinking to develop effective supports for their multilingual students? The research team used mixed methods to gather data. Overall, we noticed our teacher-partners shift from conceptualizing language learning as vocabulary and grammatical structures, to thinking holistically about the range of challenges multilingual students face in schools. We present two teacher cases that highlight how design thinking was used to cultivate design literacy and help their students develop academic and social language skills. Our research was with elementary and middle schools, but we believe that the principles outlined in our design thinking project could extend beyond grade level and content areas

What\u27s Next: Into a Third Decade of LatCrit Theory, Community, and Praxis

In this multi-vocal Afterword, we reflect-personally and collectively to help chart renewed agendas toward and through a third decade of LatCrit theory, community, and praxis. This personal collective exercise illustrates and reconsiders the functions, guideposts, values, and postulates for our shared programmatic work a framework for our daily work as individuals and teams through our portfolio of projects, which in turn emerged as a reflection and projection of LatCrit theory, community and praxis. These early anchors expressly encompassed (1) a call to recognize and accept the inevitable political nature of U.S. legal scholarship; (2) a concomitant call toward anti-subordination praxis to connect theory to action; (3) a commitment to build both intra-Latinx communities and inter-group coalitions; (4) a commitment to find commonalities while respecting difference; (5) a recognition of past critical outsider scholarship in new applications; (6) a commitment to ongoing self-critique, individually and collectively; and (7) a recognition of specificity and diversity in constructing LatCrit theory, praxis, and community. These early guiding commitments were rooted in substantive values, and accompanied by working postulates, that we likewise made explicit to help anchor our programmatic initiatives, and our mutual aspirations, over time and its exigencies

Afterword: What\u27s Next? Into a Third Decade of Latcrit Theory, Community, and Praxis

In this multi-vocal Afterword, we reflect-personally and collectively to help chart renewed agendas toward and through a third decade of LatCrit theory, community, and praxis. This personal collective exercise illustrates and reconsiders the functions, guideposts, values, and postulates for our shared programmatic work a framework for our daily work as individuals and teams through our portfolio of projects, which in turn emerged as a reflection and projection of LatCrit theory, community and praxis. These early anchors expressly encompassed (1) a call to recognize and accept the inevitable political nature of U.S. legal scholarship; (2) a concomitant call toward anti-subordination praxis to connect theory to action; (3) a commitment to build both intra-Latinx communities and inter-group coalitions; (4) a commitment to find commonalities while respecting difference; (5) a recognition of past critical outsider scholarship in new applications; (6) a commitment to ongoing self-critique, individually and collectively; and (7) a recognition of specificity and diversity in constructing LatCrit theory, praxis, and community. These early guiding commitments were rooted in substantive values, and accompanied by working postulates, that we likewise made explicit to help anchor our programmatic initiatives, and our mutual aspirations, over time and its exigencies

Afterword: What\u27s Next? Into a Third Decade of Latcrit Theory, Community, and Praxis

In this multi-vocal Afterword, we reflect-personally and collectively to help chart renewed agendas toward and through a third decade of LatCrit theory, community, and praxis. This personal collective exercise illustrates and reconsiders the functions, guideposts, values, and postulates for our shared programmatic work a framework for our daily work as individuals and teams through our portfolio of projects, which in turn emerged as a reflection and projection of LatCrit theory, community and praxis. These early anchors expressly encompassed (1) a call to recognize and accept the inevitable political nature of U.S. legal scholarship; (2) a concomitant call toward anti-subordination praxis to connect theory to action; (3) a commitment to build both intra-Latinx communities and inter-group coalitions; (4) a commitment to find commonalities while respecting difference; (5) a recognition of past critical outsider scholarship in new applications; (6) a commitment to ongoing self-critique, individually and collectively; and (7) a recognition of specificity and diversity in constructing LatCrit theory, praxis, and community. These early guiding commitments were rooted in substantive values, and accompanied by working postulates, that we likewise made explicit to help anchor our programmatic initiatives, and our mutual aspirations, over time and its exigencies

Physician decision making in selection of second-line treatments in immune thrombocytopenia in children.

Immune thrombocytopenia (ITP) is an acquired autoimmune bleeding disorder which presents with isolated thrombocytopenia and risk of hemorrhage. While most children with ITP promptly recover with or without drug therapy, ITP is persistent or chronic in others. When needed, how to select second-line therapies is not clear. ICON1, conducted within the Pediatric ITP Consortium of North America (ICON), is a prospective, observational, longitudinal cohort study of 120 children from 21 centers starting second-line treatments for ITP which examined treatment decisions. Treating physicians reported reasons for selecting therapies, ranking the top three. In a propensity weighted model, the most important factors were patient/parental preference (53%) and treatment-related factors: side effect profile (58%), long-term toxicity (54%), ease of administration (46%), possibility of remission (45%), and perceived efficacy (30%). Physician, health system, and clinical factors rarely influenced decision-making. Patient/parent preferences were selected as reasons more often in chronic ITP (85.7%) than in newly diagnosed (0%) or persistent ITP (14.3%, P = .003). Splenectomy and rituximab were chosen for the possibility of inducing long-term remission (P < .001). Oral agents, such as eltrombopag and immunosuppressants, were chosen for ease of administration and expected adherence (P < .001). Physicians chose rituximab in patients with lower expected adherence (P = .017). Treatment choice showed some physician and treatment center bias. This study illustrates the complexity and many factors involved in decision-making in selecting second-line ITP treatments, given the absence of comparative trials. It highlights shared decision-making and the need for well-conducted, comparative effectiveness studies to allow for informed discussion between patients and clinicians

Endogenous cholinergic inputs and local circuit mechanisms govern the phasic mesolimbic dopamine response to nicotine

Nicotine exerts its reinforcing action by stimulating nicotinic acetylcholine receptors (nAChRs) and boosting dopamine (DA) output from the ventral tegmental area (VTA). Recent data have led to a debate about the principal pathway of nicotine action: direct stimulation of the DAergic cells through nAChR activation, or disinhibition mediated through desensitization of nAChRs on GABAergic interneurons. We use a computational model of the VTA circuitry and nAChR function to shed light on this issue. Our model illustrates that the α4β2-containing nAChRs either on DA or GABA cells can mediate the acute effects of nicotine. We account for in vitro as well as in vivo data, and predict the conditions necessary for either direct stimulation or disinhibition to be at the origin of DA activity increases. We propose key experiments to disentangle the contribution of both mechanisms. We show that the rate of endogenous acetylcholine input crucially determines the evoked DA response for both mechanisms. Together our results delineate the mechanisms by which the VTA mediates the acute rewarding properties of nicotine and suggest an acetylcholine dependence hypothesis for nicotine reinforcement.Peer reviewe