bluuebunny/crossref_metadata_2025 huggingface dataset:
Saúde Institucional: proposta de atuação em instituições educacionais
Authors: Mohr Allan Martins , Niada Aurea Cristina Magalhães , Chiarello Carla De Oliveira Vaz , Albanese Luciana
Published: September 2021

Este artigo tem por objetivo relatar a atuação de uma equipe multiprofissional de promoção de saúde institucional em um curso de graduação do tipo bacharelado, especificamente um bacharelado “não-engenharia”, em uma Instituição Federal de Ensino Superior (IFES) no sul do Brasil. Almejando alcançar o objetivo proposto, é apresentado um recorte da prática de diagnóstico institucional realizada no primeiro semestre do ano de 2019 pela Comissão de Saúde Institucional da IFES em tela especificando as etapas de observação participante, entrevistas e elaboração da hipótese diagnóstica e proposta de intervenção. Nessa experiência, pudemos concluir que é possível a realização de um trabalho de saúde institucional pautada nos pressupostos da Psicologia Institucional a ser desenvolvido por uma equipe multiprofissional e construída com membros de uma mesma organização, porém com algumas ressalvas. Ressaltamos, entre elas, a importância do estudo teórico contínuo, reuniões permanentes da equipe executora e uma supervisão capacitada para que a equipe não se identifique com o sintoma a ser estudado, com o sofrimento, tampouco os fenômenos de grupo da instituição a ser diagnosticada.
O adoecimento psíquico na psicologia histórico-cultural: a patopsicologia
Authors: Silva Flávia Gonçalves da
Published: September 2021

Este artigo tem como objetivo apresentar como a psicologia histórico-cultural compreende o processo de adoecimento psíquico, por meio da patopsicologia. Como área da psicologia que surge na União das Repúblicas Socialistas Soviéticas na década de 1940, tendo como precursora Bluma Zeigarnik, a patopsicologia compreende que o adoecimento é um processo de desorganização e/ou desintegração do psiquismo. A patopsicologia vai investigar os processos que ocasionaram a desintegração do psiquismo que se manifesta fora da norma, a partir das leis que regem o desenvolvimento psicológico, a partir dos pressupostos da psicologia histórico-cultural. Por trás da desintegração, há alterações na formação da personalidade, surgimento de necessidades e motivos patológicos, alteração na hierarquia dos motivos, alteração nas formas de percepção, memorização e pensamento, inclusive na construção de significados. Nesse sentido, Zeigarnik entende que a função do psicólogo é, a partir dos dados descritivos da medicina (sintomatologia, tempo de manifestação, histórico), encontrar como a personalidade, os motivos e necessidades se modificaram, ou seja, as especificidades da desintegração em seus aspectos qualitativos. No Brasil, as poucas publicações sobre essa teoria evidenciam o precário conhecimento sobre ela.
Motivos para el consumo de tabaco y su relación con la respuesta afectiva y la autoeficacia en profesionales de la salud
Authors:   Psicóloga Ministerio de Salud Pública del Ecuador, Vaca Yépez Paola Alejandra , Enríquez Anaya Roberto Javier
Published: September 2021

El objetivo de esta investigación fue estimar la relación entre las variables motivos para el consumo de tabaco, respuesta afectiva y autoeficacia en los profesionales de la salud del Hospital Gíneco Obstétrico Isidro Ayora en el año 2020. Se realizó un estudio de tipo cuantitativo de corte transversal. Se aplicó la Escala de Motivos para Fumar (Russell), la Escala de Afecto Positivo y Negativo (Watson, Clark y Tellegen) y la Escala de Autoeficacia General (Baessler y Schwarzer), en una muestra de 78 fumadores. Los resultados obtenidos reflejaron que, si existe una relación estadística significativa entre los motivos para el consumo de tabaco y la respuesta afectiva, mientras que no se evidenció relación entre los motivos de consumo de tabaco con la autoeficacia. Se puede concluir que el afecto negativo es mayor en los fumadores por motivos psicológicos y la autoeficacia no parece influir en los motivos para el consumo de tabaco en la población de estudio. Palabras clave: tabaco, afectividad, autoeficacia, profesionales de la salud.
Management and Society
Authors: Roma Francisco , Morante Bernardo
Published: September 2021

Management existed as early as mankind. It has a biblical foundation and reference. It has been practiced for thousands of years and organized projects were directed by people responsible for planning, organizing, leading and controlling. Management theories and practices evolved in the past showing the evolving nature and character of management. Early management scholars and contributors recognized the existence of the three approaches of management which are classical approach, behavioural approach and integrative approach. This research article presents the evolving nature of management thoughts and practices from the early approaches of management to modern approaches to management. This in effect would give the much clearer understanding of hundreds of deﬁnition of management ranging from simple to complex. And that management is not only the process of getting things done effectively and efﬁciently, with and through people but it also has become a social institution. Hence, it cannot escape social issues.
Natural Allies or Natural Enemies? The Evolution of Participant Self-interest in Community-based Organizations
Authors: Evans Michael
Published: September 2021

Diverse families are increasingly turning to community-based organizations (CBOs) as a means to further support their children’s education.  In particular, CBOs appear to be effective at mobilizing families that diverge from the so-called norm in order to influence educational change.  Research indicates that these organizations can have a positive impact on student outcomes but as independent actors, their relationships with schools remain complicated since they operate outside of school and district control.  In order to better understand the dynamic relationships that emerge between educators and diverse families in CBOs, this paper uses an ethnographic case study approach to explore the initial motivations for participation of members in three different CBOs and the process that they use to determine their shared actions.  The findings revealed that while individuals’ initial involvement was primarily based on self-interests, strong network ties, and perceived organizational effectiveness; the strategies and initiatives that were eventually implemented were more broadly defined and addressed larger systematic issues.  In addition to offering diverse families an alternative means for engaging with schools, participants became committed to broader educational change making the potential for school and CBO partnerships more likely in the future.
Where Do We Go From Here in Family Engagement? Comments At the Late Turn of the 21st Century
Authors: Kroeger Janice
Published: September 2021

In this paper, I reflect upon several concerns related to parent engagement policies and laws affecting school-home relationships and end with describing the challenges of effective practices among teachers of diverse families mostly new immigrants and refugees, specifically those utilizing intercultural liaisons. In so doing, I briefly trace and problematize some of the history of policies and research in home-school-community partnership(s). I draw on strong examples from practice—both that from my own ethnographic research, insights from teaching about family engagement with pre-service and in-service teachers and then also from work I’ve seen taking place internationally and described by other practitioners in both the U.K. and in the U.S.
Re-examining Indigenous Conceptualizations of Family and Community Involvement
Authors: Garcia Jeremy
Published: September 2021

In this article, I highlight the importance of schools and educators serving Indigenous children and youth to draw upon the power of family and community engagement that is culturally defined and guided by Indigenous values and knowledge systems. In addressing these concepts, I draw upon my own personal narratives and current research with American Indian families in an urban setting. The expectation of this research was to develop an understanding of how parents respond to a process of constructing healthy and purposeful relations between the home and school for student success among American Indian families living in an urban setting. Throughout, I use the terms Native American, American Indian, and Indigenous peoples interchangeably. Native American and American Indian refers specifically to Indigenous peoples of the United States. When I use the term Indigenous peoples, it is intended to reflect people joining in the global effort to decolonize their worldviews and reposition our epistemology and ontology.
The Wingman Project: An Exploratory Study of School-Based Communication with Grandparents
Authors: Eliason Meghan Kathleen
Published: September 2021

In this paper, I explain the design and implementation of an e-newsletter created to engage grandparents with public schools.  A brief literature review, the process for creating the e-newsletter, and my data collection methods are explained.  The conclusions and implementations offered provided insight into how public schools can engage grandparents as important members of their school communities.
"My assumptions were wrong": Exploring teachers' constructions of self and biases towards diverse families
Authors: Smith Stephanie C. , Smith-Bonahue Tina M. , Soutullo Olivia R.
Published: September 2021

Family engagement in young children’s education is widely touted as valuable, but challenging, particularly for teachers in high need, highly diverse schools. Professional development efforts in this area often fall short, in part due to the difficulty inherent in changing teachers’ attitudes and beliefs. This study uses Kegan’s (1982) Constructive Developmental theory as a framework for understanding teachers’ belief changes as the result of course designed to improve family-school engagement.
Chinese Immigrant Families Living in the US Practice Parental Involvement Differently
Authors: Lin Shu-hui , Lash Martha Jane
Published: September 2021

A qualitative case study methodology was used to research and understand how five Chinese immigrant families support their children’s academic achievement through parental involvement at home and school. The study is derived from two research questions: (1) what are the parents’ educational beliefs in supporting their children’s school learning? and (2) what parental involvement steps do parents adopt to aid their children in achieving academic success? As the data indicated, these Chinese immigrant parents had high academic expectations for their children’s educational outcomes; they especially believe their children must master the English language (verbal and literacy) and have a sound mathematical knowledge base. Second, the study shows that these parents are highly engaged in home-based parent involvement (e.g., study areas, books and learning materials, teaching and assisting with math and language, especially, and all subject learning generally). It is also shows that these parents responded to “invitations” from the school for involvement. The findings of this study calls attention to the challenges and strategies of the Chinese immigrant families for school involvement and the need for a home‒school connection and parent‒teacher cooperation for the Chinese immigrant family
Diversity in Family
Authors: Hadwen Karen L
Published: September 2021

Diversity in Family Life by Elisabetta Ruspini discusses the changing form of families over the past few decades.  The book addresses gender roles, stereotypes and the concept of family, including couples that choose to be child free.
Including Community and Family in Indigenous Special Education: A Book Review of School –Parent Collaborations in Indigenous Communities: Providing Services for Children with Disabilities
Authors: Brooks Spirit Dine'tah
Published: September 2021

Globally, Indigenous communities face roadblocks that hinder their success in educational settings. These roadblocks include poverty, lack of social supports, limited access to education, and a high risk for health problems. Indigenous students with special needs face even greater challenges.  School –Parent Collaborations in Indigenous Communities: Providing Services for Children with Disabilities provides a comprehensive overview of the context of disability within indigenous experience. The study comprehensively examines the uniqueness of indigenous communities on a global scale, psychological models of reactions to disability, the benefit of multidisciplinary teams in working with schools and families, factors affecting collaboration between indigenous parents of children with disabilities and school professionals, and core values of indigenously attuned collaboration. Manor-Binyamini discusses her pilot study conducted among the Bedouins of Southern Israel to illustrate the ways that special education teachers and personnel engage Bedouin parents in interventions for their children. Rather than focusing solely on cultural sensitivity as a guiding force, the model Manor-Binyamini advocates, “Knowledge in Action” calls for special educators and professionals to be cultural mediators between family and schools. The model has the potential to impact the ways in which special educators work with indigenous communities globally and locally to improve the health and well-being of indigenous students with special needs.
Colour Me a New Curriculum-Making Story
Authors: Menon Jinny
Published: September 2021

There is not an abstract for this book review.
Curriculum-Making Magic: Playfully Composing Lives and Community
Authors: Saleh Muna
Published: September 2021

There is not an abstract for this book review.
Learning to Co-compose Curriculum with Youth
Authors: Murphy M. Shaun , Bengezen Viviane
Published: September 2021

In this paper we trace the experiences of a teacher, Viviane, as she learns to co-compose curriculum alongside a youth. The conceptualizations of personal practical knowledge, personal and professional knowledge landscapes, familial and school curriculum making, and stories to live by shape our narrative understanding of curriculum making as relational work attentive to the making of a life for a youth in school, and her teacher. Our paper also takes up a second phenomenon, which explores our coming to a conceptual understanding of curriculum making in practice as a narrative act for a teacher and a teacher educator.
Keeping Mama in Mind: Curriculum Making through Stories to Live by in the Book In Mrs. Tully’s Room: A Childcare Portrait by Vivian Paley
Authors: Filipek Jacqueline , Tine Janine
Published: September 2021

There is not an abstract for this book review.
Worlds of Curriculum Making: Familial Curriculum-Making Worlds and School Curriculum-Making Worlds
Authors: Lessard Sean
Published: September 2021

This paper explores familial and school curriculum-making worlds as conceptualized by Huber, Murphy, & Clandinin (2011).  Through inquiry into the experiences of Donovan, an aboriginal youth from an earlier narrative inquiry, this paper explores his multiple worlds of curriculum making that he composes alongside his family and community.  It is through inquiry into Donovan’s multiple worlds of curriculum making that his life-making experiences become more animate and visible, thereby creating possibilities to further understand curriculum-making worlds, both in and outside of school places.
An interesting time in my childhood: Thinking about storied experience to understand complexities of curriculum making and diversity
Authors: Chan Elaine
Published: September 2021

This paper highlights ways in which examining the storied experience of students may enhance our understanding of the complexities of curriculum making and diversity. Teachers, administrators, and other members of a diverse urban school implemented curriculum, practices, and policies that suggested a commitment to acknowledging the home cultures, languages, and religions that students brought to school. Examination of one Chinese student’s “stories of experience” (Connelly & Clandinin, 1990), however, revealed nuances and unexpected complexities of balancing integration into mainstream peer groups in school while growing up in an immigrant home. The nuances highlight ways in which schooling may contribute to shaping the ethnic identity of immigrant and minority students in ways that are much more complex than realized by teachers, administrators, and policy makers.
Book Review. Home is Where the School Is: The Logic of Homeschooling and the Emotional Labor of Mothering.
Authors: Sherfinski Melissa
Published: September 2021

This is a review of the book Home is Where the School Is: The Logic of Homeschooling and the Emotional Labor of Mothering, by Jennifer Lois.
“They Come from Chaos:” Considering the Power of Stories in Home-School Relationships
Authors: Whyte Kristin Lyn
Published: September 2021

Complex depictions of home-school relationships examine the often-present gap between teacher perceptions and the lived experiences of families.  One way to address this gap in understanding is by constructing narratives that detail the nuances of families’ involvement, countering potential misperceptions and narrow views.  In addition to using tools such as counter-narrative to speak-back to deficit-laden stories told about marginalized families, researchers must also attempt to deeply understand all stories in order to think through what teachers’ stories mean for how they understand their work.  Thus, this paper presents a case study of a Head Start prekindergarten teacher, showing how her stories about families are related to her identity as a Head Start teacher.  The stories show how power, stereotypes, and perceptions of families relate to her ideas about home-school relationships.  Further, her particular stories ask educators to consider who is responsible for creating chaotic images of families’ lives and what impact do stories characterized by chaos have when they are the ones told about families who live in poverty.
Centering Family Knowledge to Develop Children’s Empowered Mathematics Identities
Authors: Ishimaru Ann M. , Barajas-López Filiberto , Bang Megan
Published: September 2021

Researchers and educational leaders have long debated the appropriate roles and forms of family engagement in education. Although, in recent years, scholars have sought to understand how racially and linguistically diverse communities should participate in their children’s education, the field has struggled to recognize and engage families’ expertise and disrupt the dynamics of inequity that shape disengagement. In this article, we highlight recent understandings regarding the development of disciplinary identities and cultural practices in learning to offer new approaches to the field of family engagement for conceptualizing the untapped potential of nondominant family knowledge and cultural practices in learning settings. By highlighting examples from mathematics learning that center families as legitimate sources of knowledge, we suggest avenues for engaging diverse family leadership in co-designing equitable learning environments that foster students’ empowering disciplinary identities and learning.
Kev txhawb siab: Hmong parents’ educational encouragement of their undergraduate daughter/son
Authors: Her Pa , Gloria Alberta M
Published: September 2021

This study quantitatively examined 121 Hmong parents’ self-efficacy, expectations, and cultural values relative to their educational encouragement of their undergraduates. Differences of relationships between parents’ self-efficacy and encouragement were yielded for father-son and father-daughter pairings as well as mother-son and mother-daughter pairings, respectively. Parental self-efficacy emerged as a positive predictor of parental educational encouragement as well as mediated the relationship of expectations and encouragement. Limitations, future research, and implications are discussed.
Family Literacy Practices Surrounding Homework
Authors: Fox Kathy Renita
Published: September 2021

Examining authentic literacy practices regarding homework in three demographically different family groups was the focus of this study. Parents of school age children identified as living in subsidized housing, parents of school age children working in a university teacher education program and parents of school age children who spoke a language other than English, the language of their school instruction were interviewed for the study. Implications of the study encourage teachers to be conscious of the importance of homework as a tool for providing meaningful activity, communicating information to the home about the classroom curriculum and mainstream practices. Teachers are encouraged to see the bi-directional potential of homework as an opportunity for teachers to learn about family practices through the returned homework.
From Blame to Awareness: Expanding Teacher Candidates’ Understandings of Emergent Bilinguals’ Literacy and Language Capacities
Authors: Lazar Althier Margaret
Published: September 2021

Teacher candidates today are likely to blame students and their families in underserved communities for their inability to succeed in school rather than recognize the system of failure embedded in institutional practices that disfavors and disenfranchises minority groups (Castro 2010, p. 207). In particular, many tend to view students’ literacy and language abilities as delayed, often because they assume that students’ caregivers do not have the requisite skills, knowledge, time, or desire to provide their children with school-valued print and language experiences. These deficit orientations of students and families need to be replaced with more informed understandings about the socio-political factors that shape schooling and access to school-valued literacies and languages, and more critical awareness of the types of cultural wealth that exist in these communities (Yosso, 2005). Such inquiry is needed to help candidates to see students’ inherent assets and their own roles in addressing students’ literacy/language needs. This article examines one university’s efforts to complicate teacher candidates’ understandings of children and caregivers through a course called “Literacy, Language & Culture.” Data collected over a two-year period with 191 candidates shows that many teacher candidates can evolve to see children’s literacy and language capacities to varying degrees and their own responsibility in fortifying instruction for students and connecting with caregivers, but that more focused and coordinated work is required to make this a uniform goal across teacher preparation programs.
An Examination of Somali Parents’ Interaction with Public Schools: Complicating Family Diversity in Educational Contexts
Authors: Gichiru Wangari
Published: September 2021

In this article I examine the experiences of recently immigrated Somali refugee families in their interaction with U.S. urban public schools where their children attend school. The experience of Somali refugees in the U.S. complicates the notion of family diversity, which goes beyond race, ethnicity, class and gender to include differences in family structures and processes as well. With increasing diversity in public schools, there is a need for the teaching community to develop dispositions and understandings that are inclusive of various dimensions of family diversity. Immigrant experiences in the U.S. combined with the specific context of Somali refugee immigrants adds a nuanced dimension of diversity, especially in educational contexts where families must interact with schools on a regular basis.  This study suggests that teachers must acquire knowledge of diversity among families and their complex, often changing structures and processes so that they can better understand and attend to the needs of Somali students.
Grandparent Caregivers: Unsung Voices in Public Education
Authors: Carpenter Bradley W. , Young Erica , Carmichael-Murphy Marcia
Published: September 2021

Although there is a significant body of research evaluating the potential effectiveness of parent involvement programs, little research has studied effective methods to reach non-traditional caregivers, specifically grandparents. The purpose of this study is to examine how grandparent caregivers in a particular setting consider the barriers to, and facilitators of, meaningful engagement at the school level. As the first stage in an iterative participatory action research project, the research team conducted a series of interviews to facilitate the co-definition of grandparent engagement issues at a middle and high school. The results offer initial insights as to the importance of listening to grandparent caregivers when seeking to determine the facilitators of, and barriers to, school involvement. These results will be used to further engage the grandparent and school communities in the development of context-specific strategies intended to inspire the meaningful engagement of grandparent caregivers.
Narratives of Migrant Mothers: Exploitation, Transience, Education, and Resilience
Authors: Jeffers Lindsay J , Vocke Karen S.
Published: September 2021

This narrative study provides new understanding about migrant farm worker families in Michigan. Mothers, in particular, are central to the family structure, providing continuity and stability in the migratory process.  In 2016, we interviewed five migrant mothers working in Harbor County, Michigan.  The women shared their struggles along with their hopes for the future.  In this article, we focus our attention on the challenges faced by the women: family obligations, sexism, limited English proficiency, limited income, and work-related demands. In addition to their accounts of difficulties, the interviews also revealed the women’s great resilience and their belief in the power of education to change the future for their children.  To conclude, we discuss the ways in which our schools and communities can support migrant students and their families.
“Maybe You Have to be Friends to be Nakama”: School Friends and Cultural Logics in the United States and Japan
Authors: Damrow Amy
Published: September 2021

I examine the concept of school friends by drawing on the ideas and experiences of one Japanese boy as he lived and attended school in both the United States and Japan. This ethnographic case study facilitates a comparative analysis of peer relations in schools through centering an 11-year-old’s perspective as he participated in and navigated ecological systems in both countries. Data include formal interviews with the youth, his parents, and his teachers, observations in schools in the United States and Japan, eco-maps, community maps, and sociometric questioning over a fifteen-month period. The study identified the strategies used to navigate social spaces, the different logics of school friends in the sociocultural spaces examined, and the subtle ways that particular types of communities are built in classrooms. Implications for teachers, teacher educators, administrators and others interested in building social, linguistic, and cognitive skills and a healthy school climate are discussed.
Meeting, knowing, and affirming Spanish-speaking immigrant families through successful culturally responsive family engagement
Authors: Gabriel María L. , Roxas Kevin C. , Becker Kent
Published: September 2021

School districts and community agencies continue to support families with family involvement and engagement opportunities, but we question the methods utilized and the gap between the ideological beliefs utilized and the beliefs of the families being served. In this article, we analyze data from one strand of a year-long study to explain and demonstrate the successful use of culturally responsive pedagogy when applied to the development of school-family partnerships with families from immigrant backgrounds. Six Spanish-speaking parent participants in the study shared their perspectives through Photovoice, a collaborative research method. The families shared intimate descriptions of the strengths of their families, their expectations for their children in school, their own experiences with schools, and what they want educators to know about them and their families. Given the findings, we conclude the article by asserting that educational leaders must rethink traditional models, methods, and strategies of family engagement and seek to be more inclusive in engaging a broader section of families in their partnering efforts to meet, know, and affirm Spanish-speaking immigrant family members.
Parents’ Beliefs on Play in Preschool
Authors: Turk Kristina , Lash Martha
Published: September 2021

Parents’ beliefs and attitudes about early childhood play-based curriculum are influenced by personal history, socio-economic demographics, and culture. This qualitative study utilized narrative inquiry to delve into six parents’ beliefs on play in preschool. Their beliefs about their children’s participation in a play-based preschool and how their children’s various needs were met inform the family-school partnership. Methods included narrative inquiry, observation, and documentation review. Data sources were analyzed to ascertain commonalities, differences, and emerging themes in parents’ views of a play-based curriculum. Three overriding themes emerged: structure, socialization, and the reputation of their choice of Play Preschool (pseudonym). Additional analysis uncovered a deeper theme of readiness: preparation of their children for “real school,” for college, and for life. The final underlying theme to emerge was fear that the child would be unprepared for school and unable to live a good life, which caused and surrounded the readiness concern. Lastly, this study provided insights for family-school partnerships in which parents’ beliefs are valued.
Teachers’ Experiences with Spanish-Speaking, Bilingual Families in a Science Learning Context: Empowering Teachers through Home-School Partnerships
Authors: Kirmaci Mehtap , Allexsaht-Snider Martha , Buxton Cory A
Published: September 2021

Teacher-parent collaboration can play a critical role in promoting minoritized students’ post-secondary education attendance and academic success. Although teachers are tasked with initiating a trusting collaboration with parents, few research studies focus on teachers’ learning through working with diverse families. Informed by Nieto’s notion of highly qualified teachers, we offer insights into the lived experiences of secondary science teachers who engaged with Latino parents in their children’s science learning in the context of bilingual family science workshops. Analysis of in-depth interviews with four teachers and participant observation field notes from the workshops highlight the potential for designing new professional development opportunities to support secondary teachers in collaborating with parents from a wide range of cultural, ethnic, socioeconomic and linguistic backgrounds.
Inclusive Literacy Teaching: Differentiating Approaches to Multilingual Elementary Classrooms
Authors: Sun Zhuo
Published: September 2021

N/A
Community Design Circles: Co-designing Justice and Wellbeing in Family-Community-Research Partnerships
Authors: Ishimaru Ann M. , Rajendran Aditi , Nolan Charlene Montaño , Bang Megan
Published: September 2021

Researchers and practitioners of family engagement have long called for a move beyond conventional deficit-based family-school partnerships. In response, a burgeoning movement in the field has sought to identify and enact new forms of collaboration with nondominant families and communities, in terms of both change-making andthe process of research itself. In this article, we bridge the fields of family engagement and design-based research to conceptualize and illustrate a solidarity-driven process of partnership we undertook with families and communities of color, educators, and other researchers towards community-defined wellbeing and education justice. We offer community design circles as a methodological evolution aimed at reclaiming the central agentic role of families and communities of color in transforming educational research and practice. We illustrate three co-design dimensions with vignettes from a national-level participatory design research project called the Family Leadership Design Collaborative: 1) building from and with families’ and communities’ definitions of wellbeing and justice; 2) disrupting normative, asymmetrical dynamics; and 3) building capacity for social dreaming and changemaking.
Resisting Invisibility through Creative Expressions: Immigrant Students and Families’ Voices and Actions
Authors: Alvarez Gutiérrez Leticia , Quijada Cerecer Patricia D.
Published: September 2021

This study examines a grassroots effort to work collaboratively with a group of immigrant students, their families, and educators at an urban high school.  Using PAR as a methodological tool, we explore how a group of high school students along with their families resist racial stigmatization and marginalization.  These young people and families were part of a university intergenerational collective, Family School Partnership (FSP) that worked along-side  teachers in an urban high school located in Salt Lake City, Utah.  This article focuses on how PAR can be a pedagogical tool to support immigrant young people and their families as they resist oppressions in schools while offering teachers, pre-service teachers and graduate students unique preparation experiences for working with and learning from immigrant students.
Bridging the Gaps: Parental Involvement and Asian Non-native English Speakers’ Postsecondary Enrollment
Authors: Yeh Ellen , Wan Guofang
Published: September 2021

While the number of the Asian non-native English speakers (NNESs) is increasing, their postsecondary education (PSE) enrollment rate has remained low in comparison to enrollment rates of Asian native English speakers (NESs). The achievement gap in postsecondary enrollment between NNESs and NESs has widened, due not only to content areas such as reading and language arts that require higher English proficiency but also sociocultural factors, such as parental involvement. The current study aims to investigate the extent to which parental involvement factors predict the likelihood of Asian NNESs PSE enrollment after controlling for socioeconomic and linguistic factors. This study, being an expansion of previous work, which explored parental involvement and NNESs' PSE in the U.S., uses the national representative data from the Education Longitudinal Study dataset in 2002 (ELS: 2002) and a binary multilevel logistic regression model analysis. The results indicate that parental involvement is related to a greater likelihood of attending PSE institutions. Among the various forms of parental involvement, parent-student involvement and parent-school involvement have the greatest impact on Asian NNESs' PSE enrollment. The results also showed that Asian NNESs' enrollment is higher if their parents participate in school volunteer work. Limitations, future studies, and implications for educators, parents and school policy makers will also be discussed.
Preservice Teachers’ Memories of Home-School Connections and Their Link to Anticipated Practices
Authors: Miller Kyle Elizabeth
Published: September 2021

Connecting with families is now a key professional role for teachers and supports student success in the classroom. This article presents an examination of elementary education preservice teachers’ anticipated work with families and how their memories of school intersect with those visions.  A qualitative research design incorporated open-ended questionnaires and semi-structured interviews with twenty-five preservice teachers.  An inductive analysis using grounded theory techniques led to the identification of four main themes including: (1) “Involved” parents show up at school, (2) technology is a strategy to modernize work with families, (3) field-based experiences reinforce anticipated practices, and (4) institutionalized practices are the practices that count.  Each theme connected to participants’ memories of school and future visions reflected traditional one-way efforts embedded in their school histories.  Implications are discussed for teacher educators.
Current concepts in the treatment of midshaft clavicle fractures in adults
Authors: Song Hyun Seok , Kim Hyungsuk
Published: September 2021

Midshaft clavicle fractures are the most common fracture of the clavicle accounting for 80% of all clavicle fractures. Traditionally, midshaft clavicle fractures are treated with conservative treatment even when prominent displacement is observed; however, recent studies revealed that nonunion or malunion rate may be higher with conservative treatment. Moreover, recent studies have shown better functional results and patient satisfaction with surgical treatment. This review article provides a review of clavicle anatomy, describes the current clavicle fracture classification system, and outlines various treatment options including current surgical options for clavicle fracture in adults.
KEEFEKTIFAN PENGGUNAAN GOOGLE CLASS ROOM DAN ZOOM SELAMA PANDEMI COVID 19 PADA PEMBELAJARAN MATEMATIKA
Authors: BUDIARTI MARLINDA INDAH EKA , TITING TRI FEYBERIATIMALINI REBA , DHIPANUSA KUSUMA , SETIYONO MUJI , NALLE CARLES Y.A.
Published: September 2021

Penelitian ini bertujuan untuk mengetahui keefektifan penggunaan google class room dan zoom selama pandemi covid 19 pada pembelajaran matematika . Metode penelitian yang akan digunakan adalah kuantitatif dekskritif. Subjek penelitian diperoleh dari peserta didik di poltek pelayaran yang diberikan kuesioner yang berisi jenis pertanyaan tertutup, semi tertutup, dan terbuka yang dibagikan menggunakan google form. Target capaian penelitian ini melihat dan memberikan solusi dari hasil penelitian efektivitas penggunaan google class room dan zoom selama pandemi covid 19 pada pembelajaran matematika
ANALISIS SISTEM FIRE SAFETY ASSESMENT PADA KAPAL LATIH “KL FRANS KAISIEPO”
Authors: Iskandar Iskandar , Risianto Wisnu , Rahman Mohammad Arief , Sudarmin Sudarmin
Published: September 2021

Kebakaran merupakan salah satu kecelakaan yang banyak menimbulkan korban jiwa dan kerugian harta benda, terjadinya kebakaran pada umumnya di mulai dari ignition ataupun flash kemudian api membesar dan jika tidak terkendali dapat menimbulkan korban jiwa dan kerugian harta benda. Fire safety di atas kapal merupakan standar keselamatan untuk mendapatkan ijin berlayar, KL. Frans Kaisiepo adalah kapal latih yang juga menerapkan hal yang sama, untuk itu penelitian ini membuat rancangan assessment fire safety di KL. Frans Kaisiepo untuk menghasilkan standar fire safety assessment di atas KL. Frans Kaisiepo. Penelitian ini menggunakan metode cause and effect dengan diagram fishbone dan formal safety assessment dengan tujuan untuk mendapatkan standar safety fire assessment yang sesuai dengan formal safety assessment yang direkomedasikan oleh IMO.
NEURODEGENERATION PROCESSES GO FAR BEYOND NECROSIS AND APOPTOSIS!
Authors: De Freitas Lacerda Rogério , Gonçalves da Silva Abigail , Sena Romano Isabela Cristina
Published: September 2021

Neural plasticity is a consequence of a delicate balance between the processes of neurodegeneration and neurogenesis. When neurodegeneration overcomes neurogenesis, neurodegenerative diseases occur, which affect cognitive functions such as memory, language, and executive functions. Neurodegeneration, the process of neuronal cell death, presents several aspects that were categorized according to their macroscopic and/or morphological characteristics. The concept of apoptosis, autophagy, and necrosis is still widely used today. On the other hand, more in-depth forms emerge in the clinical and academia, describing the cascade of cell death events through biochemical approaches, and the essential (causal) and accessory (correlative) aspects of the cell death process. New concepts were introduced, addressed in the modules of signal translation involving issues such as the initiation, execution, and propagation of cell death, as well as the pathophysiological relevance of each of the main types. Currently, twelve types of cell death are already defined, not only apoptosis, necrosis, and autophagy. In this review, we will address the main mechanisms of cell death, with special emphasis on the participation of caspases and other proteins in these mechanisms. We will discuss some types of cell death such as extrinsic and intrinsic apoptosis, necrosis, necroptosis, and autophagy-dependent cell death. We hope to elucidate key points in molecular systems, including the receptors involved in cell death and their role in neurodegeneration, and showing that neurodegeneration has characteristics beyond morphological (apoptosis and necrosis).
EFEITOS DA SAZONALIDADE SOBRE A COMPOSIÇÃO E RIQUEZA DE LARVAS DE ODONATAS EM LAGOS URBANOS, RIO BRANCO (AC), BRASIL
Authors: Viana Melo Lima Diego , De Fátima Teixeira de Almeida Maria , Xavier Vicente Jeferson
Published: September 2021

Os odonatas são insetos com grande habilidade para voo durante a fase adulta, habitando locais com presença de água como lagos e rios ou mesmo pequenas poças d’água. Durante a fase larval, esses organismos habitam o ambiente aquático, compondo o importante grupo de insetos aquáticos. O conhecimento da composição e riqueza desses insetos é de fundamental importância para entendermos como eles se organizam em comunidade. O objetivo deste estudo foi analisar se a sazonalidade exerce influência sobre as assembleias de larvas de Odonata. O trabalho foi realizado nos lagos Piaba e Viveiro do Parque Zoobotânico da Universidade Federal do Acre. As amostras foram realizadas no inverno de 2015 e verão de 2016. As amostras biológicas foram identificadas até o nível de gênero. Neste estudo confirmamos a hipótese de influência da sazonalidade sobre a fauna de odonatas e a importância da vegetação ciliar para preservação de espécies aquáticas em áreas urbanas.
Saudi Special Educators’ Perceptions of Applied Behavior Analysis for Students with Autism
Authors: Almutlaq Hajar
Published: September 2021

Students with disabilities, especially those with Autism Spectrum Disorder, are more likely to display problem behaviors in the classroom for a variety of reasons. Applied Behavior Analysis is one of the most effective practices for managing such behaviors. This study aims to examine special education teachers’ perspectives of behavior management strategies such as those of ABA in Saudi Arabia. Five special education teachers teaching students with autism in Saudi Arabia were interviewed to ascertain their perspectives on behavior management strategies and Applied Behavior Analysis practices. This qualitative study investigated the challenges they faced coping with students with autism exhibiting problem behaviors and their understanding of the most common strategies used for behavior management. Finally, the study discusses the understanding of one of the most effective evidence-based practices—Applied Behavior Analysis—and the insight it provides into in-service teacher support programs from the teachers’ perspectives. Implications and directions for future research are provided as well.
Neurointervention in the Era of COVID-19: Korean Nationwide Survey, Literature Review, and Recommendations
Authors: Lee Woong Jae , Byun Jun Soo
Published: September 2021

The coronavirus disease 2019 (COVID-19) pandemic caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) has had a tremendous impact on healthcare systems worldwide. Although the most common presentation of COVID-19 is respiratory illness, neurologic manifestations are increasing and the pandemic may have consequential effects on urgent conditions such as acute ischemic stroke. In this document, we describe the current status of neurointervention in Korea affected by COVID-19 based on a nationwide survey and review relevant literature from other countries and professional societies.
Efficacy of an Integrated Training Device in Improving Muscle Strength, Balance, and Cognitive Ability in Older Adults
Authors: Roh Choong-Hee , Kim Da-Sol , Kim Gi-Wook , Won Yu-Hui , Park Sung-Hee , Seo Jeong-Hwan , Ko Myoung-Hwan
Published: September 2021

Objective To determine the effects of an integrated training device for strength and balance on extremity muscle strength, postural balance, and cognition in older adults using a combination with various rehabilitation training games, in which balance, strength, and cognitive training were configured in a single device.Methods This prospective study included 20 healthy participants aged 65–85 years. Participants trained for 30 minutes daily, 3 days weekly, for 6 weeks with an integrated training device for strength and balance (SBT-120; Man&Tel Inc., Gumi, Korea). Main outcomes were measured using the Korean Mini-Mental State Examination (K-MMSE), Korean version of the Montreal Cognitive Assessment (K-MoCA), Timed Up and Go Test (TUG), Functional Reach Test (FRT), Berg Balance Scale (BBS), and Manual Muscle Test. Measurements were taken at three time points: T0 (pretreatment), T1 (immediately after treatment), and T2 (4 weeks after treatment).Results All 20 patients completed the training, and TUG, FRT, and BBS scores significantly improved at T1 and T2 compared to T0. Mean TUG scores decreased by 0.99±2.00 at T1 and 1.05±1.55 at T2 compared to T0. Mean FRT scores increased by 6.13±4.26 at T1 and 6.75±4.79 at T2 compared to T0. BBS scores increased by 0.60±0.94 at T1 and 0.45±1.15 at T2 compared to T0. Moreover, muscle strength and cognition (K-MMSE and K-MoCA scores) increased after training.Conclusion Our findings suggest that an integrated training device for strength and balance can be a safe and useful tool for older adults.
Radiological Comparison of Meniscofemoral Ligaments in Patients with Intact and Ruptured Anterior Cruciate Ligament
Authors: Karahan Nazim , Oztermeli Ahmet , Duman Serda , Ozdemir Guzelali , Cılız Deniz Sonmez , Yasar Niyazi Erdem
Published: September 2021

Background: Evaluating concomitant injury in patients with anterior cruciate ligament (ACL) rupture is important for predicting long-term results. Meniscofemoral ligament (MFL) rupture has been observed in patients with anterior cruciate ligament rupture in arthroscopic evaluation for ruptured ACL. Objectives: The objective of this study was to investigate the concomitant meniscofemoral ligaments injury in patients with anterior cruciate ligament ruptures via magnetic resonance imaging (MRI). Methods: A total of 200 patients (with ruptured ACL, n = 100; with intact ACL, n = 100) were retrospectively evaluated via MRI. In the group with ruptured ACL; the patients who were diagnosed as having noncontact ACL injuries and had undergone primary ACL reconstructions were included. The control group included 100 patients with suspected ACL rupture (from a similar injury mechanism) and whose MRI revealed an intact ACL. In the group with ruptured ACL, the time from injury to MRI was evaluated. A comparison of the presence of anterior MFL (aMFL) and posterior MFL (pMFL) between the two groups was evaluated. Results: In the ACL ruptured group, a significantly lower presence of aMFL or pMFL was observed compared to the control group (P = 0.001). The time from injury to MRI was significantly higher in the patients with absent MFL defined in MRI relative to the other groups (P = 0.001). Conclusions: We observed absence of MFLs (aMFL and pMFL) in a significant majority of patients with ruptured ACLs. Furthermore, we found a significant relationship between the time from injury to MRI and absence of MFL in the ruptured ACL group.