bluuebunny/crossref_metadata_2025 huggingface dataset:
Beyond the School Walls: A Case Study of Principal Leadership for School-Community Collaboration
Authors: Sanders Mavis G. , Harvey Adia
Published: February 2022

This case study describes how one urban elementary school in a high-reform district and state has been able to develop strong connections with community businesses and organizations as part of its program of school, family, and community partnerships. The case study identifies four factors that allowed the school to build successful bridges to its community. These factors are (1) the school's commitment to learning; (2) the principal's support and vision for community involvement; (3) the school's receptivity and openness to community involvement; and (4) the school's willingness to engage in two-way communication with potential community partners about their level and kind of involvement. The concluding section of the paper discusses the implications of the study's findings for school, district, and state educational leaders.
Urban Education: Challenges in Educating Culturally Diverse Children
Authors: Zhou Min
Published: February 2022

This article provides an overview of America's urban population based on the 2000 Census and the implications of increasing cultural diversity for urban public schools. It addresses three basic questions:

1. What does America's population look like at the beginning of the 21st century?

2. What challenges do children and their families face in this time of rapid demographic change?

3. What role can communities play in helping culturally diverse children do well in school?

Current demographic trends indicate that ethnic minorities, especially immigrant groups, not only grow rapidly, but are also increasingly concentrated in urban areas, and that the level of residential segregation by race and class in 2000 remains as high as in 1990. Demographic shifts create new challenges for the education of racial minority and immigrant children. At issue is not whether children are able to advance beyond their parents’ status—many do so because their parents are insufficiently educated and are struggling at the society's bottom—but whether they can move up to and secure a position in the ranks of the American middle class. Research has shown that certain children living in the inner city are able to do well, despite adversarial conditions. A key difference is the availability and accessibility of community-based resources, such as after-school tutoring and other educationally oriented programs, that serve children.
Race, Gender, and the Early PTA: Civic Engagement and Public Education, 1897–1924
Authors: Woyshner Christine
Published: February 2022

This article examines the origins of the National Parent-Teacher Association and questions its current image as a white, middle-class women's association. Founded as the National Congress of Mothers in 1897, the association was wedded to late-nineteenth century maternalist ideology that held that all women were united across race, class, and religion in their particular obligation to ensure the proper rearing of all children. The author considers this maternalism and its role in the development of the organization. First, she argues that the emphasis on woman-as-mother allowed for the rapid expansion of a national organization, which by 1920 created considerable tension between women volunteers and male school administrators. By the 1920s, male administrators succeeded in containing the influence of the PTA by employing a rhetorical strategy that separated fundraising from volunteers’ educational work. Then, the author investigates the NCM's racially inclusive policy, a central component of maternalist thinking unique for this era, and argues that it posed the greatest challenge to the organization. This historical study raises questions about the role of civic voluntary associations in public education in a democracy.
Equity for Linguistically and Culturally Diverse Students in Science Education: A Research Agenda
Authors: Lee Okhee
Published: February 2022

As the student population in the nation's schools becomes more linguistically and culturally diverse, it is essential to establish a knowledge base that promotes academic achievement and equity for all students. Based on the conception of equity from a cultural anthropology or cross-cultural perspective, the article addresses issues of equity in science learning and teaching for students from diverse languages and cultures. It provides a synthesis of major issues and research findings for effective classroom practices in the multicultural science education literature. Recommendations are also offered for a research agenda that contributes to achieving the goal of science for all, including students from diverse languages and cultures.
A New Role in Facilitating School Reform: The Case of the Educational Technologist
Authors: Davidson Judith
Published: February 2022

School reform advocates have been frustrated over the slow pace of integrating proposed school improvements, hypothesizing that the resiliency of established roles contributes much to the conserving tendencies of educational institutions. In seeking to understand this issue, the school reform movement has paid close attention to established roles, such as teachers and principals, and the issues these individuals face as they seek to address change. They have paid relatively little attention, however, to the emergence of new roles. The educational technologist (ET) is a role that is growing rapidly within schools in conjunction with the widespread adoption of networked technology. Looking back over 6 years of research data from a qualitative research study of networked technology integration in one K-12 system, the author examines the emergence of the ET role from the classical sociological perspectives of social structure, space, and time and its relationship to the cluster of core positions. This study demonstrates the importance of role to school reform issues, indicating that it can be used as a critical lens for understanding the progress of reform and the nature of technology integration.
The Twisting Path of Concept Development in Learning to Teach
Authors: Smagorinsky Peter , Cook Leslie Susan , Johnson Tara Star
Published: February 2022

Teacher education is often viewed as too theoretical and not sufficiently concerned with the realities of classroom practice. From this perspective theory and practice are cast as distinct realms whose only connection comes when theory influences practice. We argue that the theory-practice dichotomy lacks the richness of Vygotsky's notion of concepts, in which abstract principles are interwoven with worldly experience. More specifically, Vygotsky distinguishes two types of concepts, spontaneous concepts and scientific concepts. Spontaneous concepts are learned through cultural practice and, because they are tied to learning in specific contexts, allow for limited generalization to new situations; scientific concepts are learned through formal instruction and, because they are grounded in general principles, can more readily be applied to new situations. Vygotsky argues that while spontaneous concepts may be developed without formal instruction, scientific concepts require interplay with spontaneous concepts; hence the problematic nature of the theory-practice dichotomy. He further identifies two types of generalization that approximate concepts yet do not achieve their theoretical unity: complexes, in which some members of the set may be unified with others but all are not unified according to the same principle; and pseudoconcepts, in which members of the set appear unified but include internal inconsistencies. We argue that teacher educators should strive to teach concepts, though the overall structure of teacher education programs makes it more likely that their students will learn complexes or pseudoconcepts. We illustrate these problems with examples from case studies of teachers making the transition from their teacher education programs to their first jobs.
How Teachers Establish Psychological Environments during the First Days of School: Associations with Avoidance in Mathematics
Authors: Patrick Helen , Turner Julianne C. , Meyer Debra K. , Midgley Carol
Published: February 2022

Observations of the first days of school in eight sixth-grade classrooms identified three different classroom environments. In supportive environments teachers expressed enthusiasm for learning, were respectful, used humor, and voiced expectations that all students would learn. In ambiguous environments teachers were inconsistent in their support and focus on learning and exercised contradictory forms of management. In nonsupportive environments teachers emphasized extrinsic reasons for learning, forewarned that learning would be difficult and that students might cheat or misbehave, and exercised authoritarian control. Teachers’ patterns of motivational and organizational discourse during math classes near the end of the year were consistent with the messages they expressed at the beginning of the year. When student reports of avoidance behaviors in math from fall and spring were compared with the qualitative analyses of these environments, students in supportive classrooms reported engaging in significantly less avoidance behavior than students in ambiguous or nonsupportive environments.
Telling Tales over Time: Constructing and Deconstructing the School Calendar
Authors: Weiss Joel , Brown Robert S.
Published: February 2022

The September-to-june school calendar has been a fixture of North America for almost a century. Its origins have usually been told as an unexamined tale attributed to features of nineteenth century rural society. We challenge this interpretation by suggesting that multiple pressures arising from increasing urbanization influenced its roots. We present information on the importance of the summer holiday in the development of compulsory schooling in several North American jurisdictions, with the main evidence from Ontario, the most populous province in Canada. We suggest, along with Gold (2002), that this development had wider applicability in several Northeastern and Midwestern American states. Beyond the issue of having an accurate story line, we examine why there has been such resistance in recent times to changing the school year. The school calendar may be another example of an enduring institutional form referred to by Tyack and Tobin as a “grammar of schooling” that resisted fundamental change in the twentieth century. Viewing the school calendar's ties with changes over time in the construction of other clocks of society may enable us to rethink the format of the contemporary school calendar. Finally, we consider the school calendar as part of a larger, ongoing discussion of what constitutes effectiveness of schools.
Examining Gender as a Foundation within Foundational Studies
Authors: Leck Glorianne M.
Published: February 2022

Leck asserts that gender relations, particularly the relations of domination and subjugation characteristic of patriarchy, condition our ways of knowing, of teaching, of learning, and even of understanding gender itself. She argues that traditional ways of teaching, learning, and structuring knowledge are inadequate to the task of understanding and challenging oppressive patriarchal relations, and that social foundations instruction should be approached as an opportunity for a “community of learners” to examine relations between society, education, and the formation of selves.
Motivation: What Teachers Need to Know
Authors: Ames Carole A.
Published: February 2022

Motivation, one of the foremost problems in education, is often inadequately addressed in typical foundational (educational psychology) courses. In this article, Ames clarifies the complex construct of motivation as it relates to learning and offers a revamped curriculum that applies motivation theory and research to practice. She recommends instruction in how motivation constructs relate to each other, to developmental changes, to individual and culturally related differences, and to the classroom context.
Nation as Context: Comparing Child Care Systems across Nations
Authors: Lubeck Sally
Published: February 2022

This article provides an overview of recent trends in female employment and preschool provision in the United States and the European Union. It then explores some of the ways in which governments have responded to issues regarding women's work and child rearing. One type of cross-national research—“nation as context”—is then developed by comparing and contrasting the child care and early education systems of three nations: the former German Democratic Republic, France, and the United States. A model is presented for comparing these systems along two dimensions, one marking the degree of administrative and fiscal centralization, the other the degree of uniformity.
Public Opinion and School Desegregation
Authors: Orfield Gary
Published: February 2022

Media reports and social commentators often assume that whites, African Americans, and Latinos are now uniformly disenchanted with racial integration. Mean -while, recent Supreme Court rulings that allow for the termination of school desegregation plans may lead communities to consider entering a court battle to end such plans. It is therefore increasingly important that community leaders have the facts about what the public and parents and students affected by desegregation actually believe. Public opinion surveys reveal a reality of public opinion on desegregation far more nuanced and complicated and far more positive than media reports and common assumptions would have us believe.
Reflections on the Promise of Brown and Multicultural Education
Authors: Grant Carl A.
Published: February 2022

This article examines the dual meaning of “promise”—hope and vow—in relation to Brown I and II. It then proceeds to discuss how these two conceptions of promise are carried out in a desegregated junior high school. The article concludes with a discussion of how multicultural education can help meet the dual expectations of Brown as promise/vow and promise/hope

Desegregation is not and was never expected to be an easy task. Racial attitudes ingrained in our Nation's childhood and adolescence are not quickly thrown aside…. But just as the inconvenience of some cannot be allowed to stand in way of the rights of others, so public opposition, no matter how strident, cannot be permitted to divert this Court from enforcement of … constitutional principles.

–Thurgood Marshall
Culture and the Sciences of Pedagogy
Authors: Gordon Edmund W.
Published: February 2022

Three points are made with regard to culture and the sciences of pedagogy. The first has to do with the changing knowledge base for pedagogy, which is likened to where medical education was about a century ago. The second point has to do with the domain of the pedagogical sciences, which should be the knowledge base for education. The third discusses the intersection between these pedagogical sciences and culture. I draw heavily on current interests in a sub-discipline some are calling cultural psychology. Basically it has to do with how the cultural contexts in which knowledge exists, and from which it is produced and interpreted, shape the knowledge itself, and its application.
Toward a Critical Race Theory of Education
Authors: Ladson-Billings Gloria , Tate William F.
Published: February 2022

This article asserts that despite the salience of race in U.S. society, as a topic of scholarly inquiry, it remains untheorized. The article argues for a critical race theoretical perspective in education analogous to that of critical race theory in legal scholarship by developing three propositions: (1) race continues to be significant in the United States; (2) U.S. society is based on property rights rather than human rights; and (3) the intersection of race and property creates an analytical tool for understanding inequity. The article concludes with a look at the limitations of the current multicultural paradigm.
Teaching, Learning, and Reflective Acting: A Dewey Experiment in Chinese Teacher Education
Authors: Su Zhixin
Published: February 2022

This article illustrates how Tao Xingzhi, a former student of John Dewey at Columbia University and a most prominent figure in the modern Chinese history of education, boldly experimented with Dewey's philosophy in Chinese teacher education. Turning a “half somersault” of Dewey's theories to conform to the social and educational conditions in China in the 1920s, Tao transformed Dewey's “school as society” into his “society as school,” Dewey's “education as life” into his “life as education,” and Dewey's “learning by doing” into his principle of the “unity of teaching, learning, and reflective acting.” On the basis of these principles, Tao established the famous Morning Village Normal School in a small rural area in Nanjing, China. The Normal School served as both a base for preparing rural teachers and a center for village renewal: The students learned to run village schools by running village schools and the whole village became a learning community. Although Tao's experiment in the Morning Village lasted only for three years due to political pressures and military intervention, his efforts represented the most thorough and creative implementation of the Dewey philosophy in Chinese teacher education. Widely recognized as a viable solution to problems in Chinese teacher education and rural education and an avenue for national development and reconstruction, the Normal School was reestablished in 1949 and has continued to serve as a national experimental site for teacher education reform in China.
Socialization without Voice: An Ideology of Hope for At-risk Students
Authors: Hamovitch Bram A.
Published: February 2022

Through ethnographic methods, this article investigates the informal curriculum of a state-funded after-school program for adolescents who are at risk of dropping out of school. The program's goal is to resocialize its students so that they integrate more fully within their middle and high schools and achieve academic success. I theorize that the program fails to achieve its main purpose because of its central ethos, an “ideology of hope.” This ideology impacts staff perceptions and their interpretation of their roles. The staff blame the young people and their parents for their problems, ignore institutional imperfections and barriers, and silence “negative” student voice. I suggest that alternative perspectives must be considered to promote the interests of these young people.
Reflections on Teaching: Learning to Teach and Teaching to Learn
Authors: Perrone Vito
Published: February 2022

This article is essentially an autobiographical reflection on forty years of teaching. It makes use of various accounts of schooling and teacher education practice, placing against them some of my experience and questions. Among the areas explored are the following: the continuities of teaching across the various levels, progressive teaching practice, matters of race in schools and in society, teaching for understanding, teacher education, knowing the students, learning communities, teaching as a moral and intellectual formulation, and constructive pedagogy.
Ethical Issues in Teacher Research
Authors: Hammack Floyd M.
Published: February 2022

This article identifies and examines the ethical issues surrounding teacher research, especially when the participants of the research are the teachers' own students. I first explore the movement to increase the relevance and applicability of research on and for teachers, and then address ethical issues in teaching and in research, especially as they stem from federal regulation requiring the protection of human subjects. The article then turns to the specific issues that arise in teacher research. Dual-role conflicts are described, as are the difficulties of assuring unfettered informed consent. The article relates these problems to the difficulties of deciding what is research and what is normal educational practice in the classroom setting, especially when qualitative research methodologies are used. Suggestions as to how the potential conflicts and ethical problems can be addressed are provided, but teacher researchers are cautioned that work with their own students raises particularly thorny issues.
A Feminist Looks at Education: The Educational Philosophy of Charlotte Perkins Gilman
Authors: Maloney Karen E.
Published: February 2022

Charlotte Perkins Gilman is best known today as the author of “The Yellow Wallpaper.” It is not generally known that she also developed a systematic and powerful philosophy of education. In this article I present and analyze her educational theory using three conceptions of education that are found throughout her theoretical writings and her Utopian novel Herland: education as social nourishment, education as social parentage, and education as social motherhood. I analyze the strengths and limitations of these three conceptions as metaphorical statements about education. I also discuss the incisive feminist insights that Gilman's theory contains, and the radical ramifications it has for the role of women in society and the nature of education as a social organization and function. I conclude by discussing what her theory has to offer educators today.
Neve Shalom/Wahat Al-Salam: A Jewish-Arab School for Peace
Authors: Feuerverger Grace
Published: February 2022

All students in Israel confronte with cultural difference and intergroup conflict and violence owing to the ongoing struggle between Jews and Arabs in Israel, and in the Middle East more generally. This inquiry provides an overview of the lived experiences of a number of students and facilitators who have been involved in a peace-education program sponsored by a school in a small village in Israel. Through the sharing of pedagogical experiences, as well as personal and professional stories, a new paradigm for peacemaking is created. This study is an exploration, by means of these peace-workshop encounters, into the desolate psychological landscape that Jews and Arabs must navigate, and into their emotional journey towards breaking down the barriers of fear, hate, and mistrust that have saturated their daily existence. The main goal of this study was to collect and examine data from the participants in this conflict-resolution educational endeavor through in-depth interviewing and participant observation in order to highlight the multiplicity of tensions, failed hopes, dreams, and traumas that are pivotal within the configuration of their personal and professional lives. The author explores the social and psychological complexities inherent in this educational odyssey towards peaceful coexistence, and discusses the sites of struggle and negotiation in the “border dialogues” that the students and facilitators gradually created for themselves in their search to give equal expression to their national identities. She examines the epistemologically complex implications of understanding conflict resolution as a dialogical relation, the purpose of which is to create a geography of inclusion within the context of an Israeli educational setting.
Progressive Education and Feminist Pedagogies: Issues in Gender, Power, and Authority
Authors: Maher Frances A.
Published: February 2022

This essay explores the relationship between feminist pedagogical theory and the student-centered legacy of progressive education around the specific issues of classroom gender relations and the construction of the female teacher's authority. Are feminist pedagogies basically just “good teaching”? And if so, why is a specifically feminist pedagogy necessary? The essay is in four parts. It first discusses contemporary applications of progressive educational theory to issues of gender, as well as to other forms of inequality. Then, beginning with a discussion of the legacy of Dewey himself in relation to his writings on women, it focuses on an issue that holds specific problems for women teachers, namely that of the teacher's authority in the classroom. Finally, through a few classroom examples, it suggests how thinking about gender and other aspects of difference as forms of unequal power relations can help reframe the grounds for the teacher's authority, giving her (or him) grounds for active intervention in the power dynamics of the classroom in the name of a reformulation of democratic teaching.
Assessment Policy and Political Spectacle1
Authors: Smith Mary Lee , Heinecke Walter , Noble Audrey J.
Published: February 2022

This paper relates the history of assessment policy in Arizona using an extensive base of interview, observation, and archival data. In less than a decade, two radical shifts took place: from basic skills and standardized testing to progressive reform by performance testing to high-stakes standardized testing based on state standards. We argue that the shape of assessment policy and policy change had more to do with political spectacle and the struggle for power, position, resources, and the control over public schools than with empirical or rational analysis, moral imperative, or democratic debate.
Office Insertion of Tympanostomy Tubes and the Role of Automated Insertion Devices
Authors: Rosenfeld Richard M. , Tunkel David E. , Schwartz Seth R.
Published: February 2022

Objective

Insertion of tubes in an office setting and automated tube insertion devices were identified as high‐priority quality improvement opportunities during the update process for the 2013 clinical practice guideline on tympanostomy tubes from the American Academy of Otolaryngology–Head and Neck Surgery. The guideline update group, however, decided to avoid any recommendations on these topics, based on limited research evidence, and instead selected a subset of group members to author this state of the art review, with the goal of facilitating informed decisions in clinical practice.

Data Sources

PubMed through September 2021, Google search of device manufacturer websites, and SmartTots research website for articles on anesthesia neurotoxicity.

Review Methods

A state of the art review format emphasizing evidence from the past 5 years, with manual cross‐checks of reference lists of identified articles for additional relevant studies.

Conclusions

The existing literature is too sparse to make recommendations about procedure setting and optimal technique or assess long‐term outcomes. The role of automated devices is uncertain, given the increased equipment cost and limited information on characteristics of the proprietary preloaded tubes, including intubation duration and rates of otorrhea, obstruction, medialization, granulation tissue, and persistent perforation.

Implications for Practice

Whether to undertake in‐office tube insertion in awake children should be based on clinician experience, clinician ability to interact with and reassure caregivers, shared decisions with caregivers, and judgment regarding the level of cooperation (or lack thereof) to be expected from a given child. Clinicians should remain alert to new research and expect increasing queries from patients and families.
Shaping Children’s Knowledge and Response to Bushfire Through Use of an Immersive Virtual Learning Environment
Authors: Molan Safa , Weber Delene , Kor Matin
Published: February 2022

A problem-based immersive virtual environment (IVE) about bushfire safety was developed as a learning tool for children aged 10–12. Its effectiveness was assessed in relation to children’s ability to determine how to be safer in a bushfire incident. A series of experiential activities were developed in the IVE with digital storytelling and two-stage embedded assessments providing children with an opportunity to engage with tasks and solve problems while receiving feedback on their performance. Changes from pre- to postsurvey results showed positive learning outcomes as evidenced by significant improvements in children’s knowledge of bushfire safety and confidence in their ability to contribute to decisions during a bushfire incident. The significant change in children’s knowledge as well as their performance at two-stage embedded assessments was independent of their gender, background knowledge and perceived ability in responding to bushfire hazards. This suggests that when appropriately designed and implemented within educational settings, immersive virtual learning tools can effectively engage children and enhance learning outcomes associated with bushfire safety. The paper also argues that such immersive problem-based learning can improve self-efficacy amongst children in relation to coping with a bushfire situation. Implications of the findings are also discussed.
Intersectional Disruptor: A Special Educator of Color Living and Teaching in the Intersections
Authors: Siuty Molly Baustien , Atwood Alexis
Published: February 2022

Scholars argue that teaching for disability and racial justice in education must be intersectional to jointly disrupt the marginalizing processes that occur at the nexus of ableism and racism. It has been suggested that special educators of color can play a key role in addressing inequity and disproportionality in special education. Yet, special educators of color are perpetually underrepresented in the workforce. At the same time, special education research remains overwhelmingly silent on the unique experiences and contributions of educators of color, particularly Black women. This qualitative case study employs DisCrit Classroom Ecology and Positioning Theory as a conceptual framework to explore how Sarah, a Black special educator, drew on her life histories to enact transformative teacher resistance. Implications will be offered for how special education teacher preparation programs can center the crucial role of Black educators in special education.
Use of Apixaban in Atrial Fibrillation With Ritonavir-Boosted Antiretroviral Therapy: A Case Report
Authors: Lomakina Veronica , Sozio Stephen J. , Tekle Jowana
Published: February 2022

Purpose: Direct oral anticoagulants (DOACs) pose a challenge when given with potent CYP3A4 and P-gp inhibitors, such as the commonly prescribed pharmacokinetic booster ritonavir. As per the manufacturer, apixaban offers a dose reduction when administered concurrently with ritonavir; thus, we explore the clinical indication and safety of apixaban when given with ritonavir-boosted highly active antiretroviral therapy (HAART) in an HIV patient. Summary: We describe a 73-year-old male with extensive cardiac history, including a past medical history of resolved left ventricular thrombus, newly diagnosed non-valvular atrial fibrillation treated with warfarin, and HIV infection treated with ritonavir-boosted HAART. The patient presented to the emergency department with bleeding from multiple sites, necessitating the use of vitamin K. Consequently, his hospital course was complicated by episodes of minor bleeding and labile INR. Due to the complicated nature of his condition and the potential for drug-drug interactions (DDIs), he was transitioned from warfarin to apixaban. Since there is little readily available data to support the use of rivaroxaban and dabigatran with ritonavir, our patient was safely started on dose-reduced apixaban for stroke prophylaxis in atrial fibrillation due to the predictable nature of apixaban pharmacokinetics and proven superiority regarding adverse effects, as compared to other DOACs. Conclusion: Dose-reduced apixaban is a safe and viable choice in patients with atrial fibrillation warranting stroke prophylaxis while concurrently receiving ritonavir-boosted HAART.
Protective effects of necrostatin-1 on doxorubicin-induced cardiotoxicity in rat heart
Authors: Erdogmus Ozgen Zeynep , Erdinc Meral , Kelle İlker , Erdinc Levent , Nergiz Yusuf
Published: February 2022

Background: Doxorubicin (Dox) is one of the most effective antineoplastic drugs which has severe cardiotoxic effects, limiting its clinical usage. Though the exact mechanism of doxorubicin-induced cardiotoxicity is yet to be elucidated, it is shown that production of reactive oxygen species (ROS) increases oxidative stress and leads to cardiomyocyte apoptosis and necroptosis which is also defined as a programmed cell death.

Purpose: In the present study, we investigate the effects of necrostatin-1 (Nec-1)—an inhibitor of receptor interaction proteins 1 (RIP1) and necroptosis—on doxorubicin-induced cardiotoxicity in rats.

Research Design: Hearts were isolated and perfused by the Langendorff system in all four groups. Perfusion pressure (PP), left ventricular developed pressure (LVDP) and heart rate per minute (HR), LV (dP/dt) max, and LV (dP/dt) min which shows cardiac contractility and relaxation were recorded.

Results: Results showed that PP significantly increased with Dox treatment and significantly decreased with Nec-1 treatment, while HR, LVDP, LV (dP/dt) max, and LV (dP/dt) min values significantly decreased with the Dox-treated group and significantly increased with Nec-1 treatment. Also with Nec-1 treatment, gene expression levels of anti-apoptotic Bcl-2 significantly increased and pro-apoptotic protein Bax, apoptotic marker caspase-3, and Nox-2 significantly decreased compared to the Dox-treated group. In heart tissues, MDA levels were significantly increased with Dox and decreased with Nec-1 treatment. These results were supported by the histological analysis indicated that Nec-1 reduced doxorubicin-induced cellular injury.

Conclusions: In conclusion, our data indicate that Nec-1 ameliorates doxorubicin-induced cardiotoxicity by reducing oxidative stress injury and attenuating apoptosis and necroptosis.
Psychological underpinnings of pandemic denial - patterns of disagreement with scientific experts in the German public during the COVID-19 pandemic
Authors: Rothmund Tobias , Farkhari Fahima , Ziemer Carolin-Theresa , Azevedo Flávio
Published: February 2022

We investigated pandemic denial in the general public in Germany after the first wave of COVID-19 in May 2020. Using latent class analysis, we compared patterns of disagreement with claims about (a) the origin, spread, or infectiousness of the SARS-CoV-2 virus and (b) the personal risk from COVID-19 between scientific laypersons ( N = 1,575) and scientific experts ( N = 128). Two groups in the general public differed distinctively from expert evaluations. The Dismissive (8%) are characterized by low-risk assessment, low compliance with containment measures, and mistrust in politicians. The Doubtful (19%) are characterized by low cognitive reflection, high uncertainty in the distinction between true and false claims, and high social media intake. Our research indicates that pandemic denial cannot be linked to a single and distinct pattern of psychological dispositions but involves different subgroups within the general population that share high COVID-19 conspiracy beliefs and low beliefs in epistemic complexity.
Effects of stratification and charge cooling on combustion in a gasoline direct-injection compression ignition (GDCI) engine
Authors: Ge Haiwen , Zhao Peng
Published: February 2022

With the development of low temperature engine combustion strategies, performance of gasoline-type fuels under compression ignition conditions has attracted extensive research interest. Meanwhile, for the sake of co-optimization of engines and fuels for future ground transportation, identification and evaluation of general fuel properties should be a core research priority instead of endless testing of specific fuels. In this study, the roles of fuel octane sensitivity in characterizing the ignition performance of gasoline surrogates have been systematically investigated under typical gasoline direct ignition compression ignition (GDCI) engine conditions using 3D combustion CFD simulation, especially considering the subsequent in-cylinder charge stratification and charge cooling. Two different operating conditions, high boost pressure low boost temperature (beyond-RON) case and low boost pressure high boost temperature (beyond-MON) case, were considered. By comparing with our previous zero-dimensional chemical kinetic study of gasoline surrogates in advanced compression ignition (ACI) engines, the effects of stratification and charge cooling on the combustion processes are investigated. It is found that different fuel octane sensitivities lead to slight difference in equivalence ratio stratification and charge cooling due to differences in volatility. However, fuel reactivity is still the more dominant factor than the stratification and charge cooling effects in determining combustion phasing. The present results help to justify the P-T domain framework for engine autoignition analysis of overlapping pressure-temperature trajectory with ignition delay iso-contour. The results also provide useful guidance to the understanding of GCI combustion process, and to the evaluation of controlling fuel properties and the selection of alternative fuels in GCI engines
These streets were ours: remapping Dylan Thomas’s Swansea
Authors: Whittaker Geraint Rhys
Published: February 2022

Audio archives are a unique tool that have helped geographers further their spatial analyses of the world. Through listening to voices from the past, the historical geographies of places are revealed and can, then, be used to better understand the numerous narratives that shape a location. But what happens if we take these recordings and reinterpret them, using an artistic lens? Can we create fresh and alternative ways of displaying and doing cultural geography? In this short essay, I demonstrate how I used selected audio archives which discussed the formative years of the life of Welsh poet, Dylan Thomas, to create a video map which combines past and present representations of the city of Swansea, Wales, to reimagine the archives for a 21st-century audience. By doing so, I reflect on how when combined with artistic methods, audio archives can be a vital tool for mapping new and innovative understandings of place.
Making Connections in Challenging Times - The Transformative Potential of Poetry for Critical Global Education
Authors: Dillon Eilish
Published: February 2022

The transformative role of global education (GE) has come to the fore in recent years in the face of increasingly complex and challenging global development realities. At the heart of this is a call for learning which enables people to make connections beyond simplifications but which address divisions and inequalities. Despite the rhetoric, GE is not always as critical or transformative as it aspires to be. Here, I focus on how poetry can support educators to make connections with complexity, diversity and alternatives that, I argue, are needed to address contemporary global challenges. Inspired, in part, by the proliferation of interest in poetry since the COVID-19 pandemic, I draw on research conducted with global education facilitators in Ireland in 2016. Through the discussion of a few examples, I invite educators to reflect on how they might engage with poetry to enhance the transformative potential of GE in their own contexts.
A Japanese Box Lunch Bento Comprising Functional Foods Reduce Oxidative Stress in Men: A Pilot Study
Authors: Ide Hisamitsu , Tsukada Shuhei , Asakura Hitomi , Hattori Ayaka , Sakamaki Kentaro , Lu Yan , Okada Hiroshi , Maeda-Yamamoto Mari , Horie Shigeo
Published: February 2022

The elder population has increased, introducing the profound medical and social challenge of maintaining health in aging seniors and the need for a medical approach to sustaining physical and mental health. The relationship between diseases and lifestyle-related factors such as diet and exercise are important. A health-conscious lifestyle improves one’s health condition from a medical perspective, as indicated by new wellness monitoring using health devices and recent research into the efficacy of functional lunches incorporating utilitarian agricultural, forestry, and fishery products and foods. For a period of 3 months, and solely at lunchtime, 21 participants consumed the contents of a bento (Japanese box lunch), which incorporated functional (healthy) foods. A variety of factors were analyzed, including: weight, weight fluctuation rate, abdominal girth, triglycerides, total cholesterol value, and 8-OHdG (8-hydroxy-2’-deoxyguanosine). The bento comprising functional foods resulted in a reduction in both weight and abdominal girth without calorie restrictions. A reduction over time was observed in 8-OHdG, an oxidative stress marker, as compared to values prior to initiation of the study. Usage of a health device, exercise/dietary advice from a physician and nutritionist, and the availability of meals incorporating functional agricultural products might help prevent lifestyle disease and lead to improved health management.
Antifascist memory revisited: Hungarian historical exhibitions in Oświęcim and Paris, 1965
Authors: Kékesi Zoltán , Zombory Máté
Published: February 2022

The article challenges the widely shared thesis in memory studies that the antifascist memory of the Second World War suppressed the Holocaust. Instead of exploring exceptions to this rule by looking for single cases of antifascist memory that represent some aspects of the Holocaust, we argue that antifascist memory presented a distinct cultural regime for remembering the past. Our claim is that antifascist memory, understood as a particular historical phenomenon on a transnational scale, opened up specific ways to commemorate the Jewish genocide. Our article relies on two pillars: first, on recent memory studies scholarship that challenged “the myth of silence” in relation to the postwar decades; second, on recent studies revisiting antifascism itself, demonstrating its transnational and ideologically diverse nature. We argue that a contested but at least until the 1970s still commonly held pan-European antifascist legacy fostered not only intra-Eastern bloc but also cross–Cold War mnemonic cooperation. We present an empirical comparative study that discusses the 1965 Hungarian exhibition at the State Museum Auschwitz-Birkenau and the Hungarian section at the permanent exhibition at the Museum of the Memorial of the Unknown Jewish Martyr in Paris that opened in the same year. Based on archival documents in Budapest, Auschwitz-Birkenau, and Paris, we prove that both exhibitions displayed a coherent, historically accurate, and comprehensive account of the genocide that articulated unambiguously the Jewish identity of those perished and persecuted. At the same time, they both operated under discursive conditions informed by antifascist legacies in Poland, Hungary, and France.
A case series of severe symptomatic peripartum hyponatraemia
Authors: Carlson-Hedges Louise , Pillai Arani
Published: February 2022

This single centre case series describes the presentation and management of six cases of peripartum hyponatraemia in women who were otherwise deemed low-risk at delivery. It highlights presenting symptoms such as fatigue, confusion and seizures as well as the effects on the neonate. It also focuses on areas of interest such as fluid intake, hormonal effects of ADH and oxytocin and the association with birthing pools for future research.
A broad look into the future of rheumatoid arthritis
Authors: Mucke Johanna , Krusche Martin , Burmester Gerd R.
Published: February 2022

Despite all improvements in rheumatoid arthritis, we are still not able to prevent or cure the disease. Diagnostic delays due to lack of access to a specialist and costly therapies are still a major obstacle for many patients. Even in first-world countries, the treat-to-target principle and the goal of disease remission are often missed. Thus, rheumatoid arthritis (RA) is still the reason for disability and reduced quality of life for many patients. So, is it time to move the goalpost even further? Where are we heading next? And will we finally be able to cure the disease? These questions are addressed in our review article.
Body Composition Prediction—BOMP: A New Tool for Assessing Fat and Lean Body Mass
Authors: Cichosz Simon Lebech , Vestergaard Peter , Hejlesen Ole
Published: February 2022

Background:

Pragmatic and easy-to-use alternatives to estimating body composition, such as lean body mass and fat mass, could be valuable tools for assessing the risk of diabetes or other metabolic diseases. Previous work has shown how demographic and anthropometric data could be used in a neural network to estimate body composition with high precision. However, there is still a need for a publicly available and user-friendly format before these results can have clinical impact.

Methods:

We used data from 18 430 NHANES participants and stepwise linear regression with inclusion of linear, interactions, and quadratic terms to model lean body and fat mass. HTML and Javascript was used to develop a webapp as a frontend of the model.

Results:

The models had a correlation cofficent R = 0.99-0.98 (P < .001) withstandard error of estimate [SEE] = 2.07-2.05.

Conclusions:

The results indicate that it is possible to develop a “white-box” model with high precision. The proof of concept webapp is available as open source under the MIT license.
Public views of the smart city: Towards the construction of a social problem
Authors: Rijshouwer Emiel A. , Leclercq Els M. , van Zoonen Liesbet
Published: February 2022

Digitization and datafication of public space have a significant impact on how cities are developed, governed, perceived and used. As technological developments are based upon political decisions, which impact people’s everyday lives, and from which not everyone benefits or suffers equally, we argue that ‘the smart city’ should be part of continuous public debate; that it should be considered and treated as a social problem. Through nine focus groups, we invited respondents to explore and discuss instances and dilemmas of the smart city. We investigated which interpretative repertoires they used to frame the smart city as a social and actionable problem. Following Blumer's and Gamson's theories on the social construction of problems and on collective action frames, we assessed respondents’ discursive interpretations and their subjective construction of their senses of injustice, agency and identity regarding this subject. We find that – in the context of the city of Rotterdam in The Netherlands – citizens do not experience and consider the smart city as a social and actionable problem. Although they do associate the technological development of smart cities with potential threats, this does not change or constrain their sense of ‘actionability’, nor their behaviour, as they consider themselves to be powerless individuals regarding what, in their eyes, is a complex, elusive and inevitable situation they are confronted with. Strikingly, rather than specifically and contextually reflecting on smart city issues, respondents tended to express their concerns in the more general context of digital and data technologies invading everyday life.