bluuebunny/crossref_metadata_2025 huggingface dataset:
Literacy Strategies that Promote Democratic Skills, Attitudes, and Behaviors in the Social Studies Classroom
Authors: Jacobowitz Tina , Sudol Katherine A.
Published: February 2022

We contend that a major purpose of education is to prepare students to be active and critical partici-pants in our democracy. To facilitate this goal, students should acquire a repertoire of literacy skills that enable them to think critically about text and make judgments about what they read, skills that are transferable to their roles as citizens in a democracy. This topic is particularly relevant to social studies educators because they expect students to learn a great deal of content through reading. In this article, we present our view of the essential elements of democracy, along with a list of criteria and questions closely related to these elements. The list provides a framework for teachers to use in analyzing and modifying content area literacy strategies. The article also illustrates the democratic and theoretical underpinnings of several literacy strategies that can be used in the social studies classroom.
Notable Trade Book Lesson Plan What a Family! Written by Rachel Isadora
Authors: Kelley Lynn Allyson , Moriarty Adele F.
Published: February 2022

What a Family!

Every family has its own structure and unique characteristics. The family in this book has diversity and many of the nontraditional family groupings prevalent in society today. Created for kindergartners, this lesson celebrates individual likenesses and differences of families and students. It encourages both student and parent participation.
Notable Trade Book Lesson Plan One World, One Day Written by Barbara Kerley
Authors: Sunal Cynthia Szymanski , Sunal Dennis W.
Published: February 2022

This extensive lesson involves grades pre-K-3 students in exploring the similarities in the experiences in a single day that children have across the world. Students use discussion, comparing and contrasting, drawings, and digital photos to capture their own and others’ daily experiences in and out of school. They use One World, One Day as a resource and springboard for the development and testing of the generalization, “a typical day in the life of a child is very much the same around the world.” The book includes photos of children from many nations. Students locate the nation in which the photo was taken and consider similarities found in photos with events in a typical day in their lives. The lesson originates in social studies but incorporates interdisciplinary elements.
Using Technology to Prepare Critically Thinking Global Citizens
Authors: Wilson Elizabeth , Besnoy Kevin
Published: February 2022

Social studies teachers possess a daunting task in a 21st century environment of economic-mindedness and technological infatuation. In a setting of individualism and instant gratification, enabling a future citizenry to realize the patterns of economic disparity and to accept their responsibilities towards other less fortunate citizens provides a formidable challenge. The authors interpret understandings of citizenship as being closely related to conceptualizations of economics and view methods by which classrooms employ instructional technology as paramount to exploring these associations. This paper conveys how technology represents an instructional resource that may foster exploration and examination of these relationships and describes a student-centered cooperative instructional model for its classroom implementation.
Turkish Pre-Service Teachers’ Beliefs about the Nature of Social Studies
Authors: Açıkalın Mehmet
Published: February 2022

The purpose of this study was to investigate Turkish pre-service teachers’ beliefs about social studies in order to expand upon a debate that has been ongoing for the last few decades. While there always have been various definition since the inception of the field, to date, no single, official definition has been agreed upon among social studies educators. The study indicated that there are a wide variety of beliefs regarding social studies exist among Turkish pre-service teachers. The vast majority of the participants characterized social studies is an integrated field of study, although what they included as tenets of this field varied widely. The majority of the participants cited either “preparing informed citizens” or “improving communication skills” as the sole purpose of social studies.
RESPECTing Culture with All Learners
Authors: Bowles Freddie A. , Gallavan Nancy P.
Published: February 2022

The goal for social studies teachers is to offer an array of knowledge, skills, and dispositions that fulfill the ten National Council for the Social Studies standards. Powerful learning should be facilitated as specific social studies lessons, integrated across the curriculum, demonstrated throughout social interactions, and should reflect proficiencies as critical thinkers, decision makers, and problem solvers. Engaging in learning experiences within a multitude of contexts increases learners’ abilities to understand and accept themselves, one another, and society as they develop cultural competence. To advance teachers’ and young learners’ comprehension of these expectations, we share a four-part learning experience grounded on the word RESPECT, which serves as the acronym for navigating cultural competence, self-efficacy, and moral development in the classroom. Using the story, “The Sneetches” by Dr. Seuss, participants are guided through a series of hands-on experiences illustrative of social studies that is honest, natural, authentic, and holistic.
What Does Peace Mean? Kindergarteners Share Ideas
Authors: Sunal Cynthia Szymanski , Kelley Lynn A. , Sunal Dennis W.
Published: February 2022

Kindergarteners’ (n=41) concept of peace, a foundational social studies concept, was investigated via pre- and post-assessments that first, asked them to physically demonstrate how they looked or felt when they were at peace, second, asked them to draw a scene showing peace, and third, to caption the drawing. In pre-assessments all but three children demonstrated aggression and drew aggressive stances accompanied by captions indicating aggression. After opportunities to read about, discuss, and explore the concept of peace over five weeks, post-assessment occurred. In the post-assessments none of the data indicated aggression. Categories coded showed peace described as enjoyable activities, pro-social behaviors, and quietness/calmness/privacy. The study suggests hypotheses for further research investigating the concept of peace among very young children and possible factors influencing their concept and implications for social studies curriculum.
Higher Order Thinking in Social Studies: An Analysis of Primary Source Document Use
Authors: Patterson Nancy C. , Lucas Ashley G. , Kithinji Michael
Published: February 2022

There is a tacit understanding among social studies teachers and educators that incorporating primary source documents in planning and teaching is desirable for many reasons, most prominent among them the ways in which it challenges students to think at higher levels. This study is a descriptive study of public school teachers’ uses of primary source documents in social studies planning, in which we review lesson activities of various grade level teachers to evaluate their use of primary documents for higher order cognitive purposes. Given the salient theme of critical thinking in the literature, we established a baseline continuum of uses that served as our framework for evaluating these activities. We asked the following questions: When history teachers incorporate the use of primary source documents in their planning, to what degree do they promote development of higher level critical thinking? What might a planned activity look like when they do? We found that the majority of the activities examined here employ primary source documents for lower order purposes but held the promise of easy transition to higher order uses.
Digital Discovery: A Model for Integrating Digital Interactives During Social Studies Lessons
Authors: DeSantis Joshua D.
Published: February 2022

The Internet offers a wide array of resources for social studies teachers. Digital interactives, in particular, offer promise. They combine images, sounds, videos, and animation and are organized around specific themes or historical subjects. Verizon’s Thinkfinity and the Public Broadcasting Service’s Learning Media websites are two leading collections of this style of resource. With an efficient search and thoughtful planning, teachers can use digital interactives to create more engaging and exciting learning experiences for their students. This article proposes a four-step model that can be used to assist teachers in finding these resources and integrating them into social studies lessons. The model invites teachers to determine curricular needs, search the digital landscape, establish entry points, then build the digital interactive-enhanced lesson.
Enhancing Student Learning and Engagement Using Student Response Systems
Authors: Kaiser Catherine M. , Wisniewski Mary Ann
Published: February 2022

Many students live in a constantly changing, fast-paced, technological world that includes instant access to music, videos, images, information, and friends. The hours they spend in school, however, most often do not reflect a similar environment. Rather, they are often subjected to obsolete curriculum content, outdated textbooks and equipment, and antiquated teaching methods. Can the appropriate integration of technology, specifically, Student Response Systems (SRS), in the classroom positively affect learning and engagement? The purpose of this article is two-fold: to describe an action research study designed to assess the impact of the use of SRS upon middle-school students' learning and engagement; and secondly, to suggest that teachers might further enhance student learning and engagement by utilizing classroom technologies such as SRS as a replacement for the paper-pencil pedagogies of the 20th century.
‘It Doesn’t Say’: Exploring Students’ Understandings of Asyndetic Constructions in History Textbooks
Authors: Fitzgerald Jason C.
Published: February 2022

Despite the benefits of historical thinking pedagogy, many teachers continue to require students to read textbooks. Contained within textbook narratives are particular types of implied causation, asyndetic constructions, which may limit students’ abilities to fully comprehend certain textbook passages. This study examines how asyndetic constructions influence students’ comprehension of causal events. Twelve middle school readers were asked to read a US History textbook passage and answer questions related to the asyndetic construction. They also were asked to reason about their answers. Findings suggest that good middle school readers do not identify asyndetic constructions as problematic to their comprehension even though they often incorrectly answer questions related to these constructions. Findings also indicate that, when middle school readers recognize the asyndetic sentences as causally related, they often disregard and/or overlook the mental processes in the text that provide clues for explaining that relationship. Based on these findings, teachers need to recognize the complexity of textbook language and structure when assigning such readings, taking special care with poor readers who have fewer linguistic resources for making meaning of asyndetic constructions than good readers.
Moon Over Manifest Written by Clare Vanderpool
Authors: Lucas Ashley G. , Hagan Heather
Published: February 2022

Moon Over Manifest is a Newbery Award winning novel that focuses on the adventures of Abilene Tucker in Manifest, Kansas in 1936. The book travels back and forth between 1918-1919 and 1936. The book is part detective story and part coming of age. It is rich in social studies themes. Among its themes are WWI, prohibition, the Great Depression, segregation, the influenza epidemic, immigration, and the working conditions in coalmines. This lesson plan provides examples of activities for students to learn about the historical themes in the book and to conduct an oral history project.
Initiating Historical Thinking in Elementary Schools
Authors: Bickford III John H.
Published: February 2022

With an ever-expanding focus on reading and mathematics, many elementary schools have chosen to reduce time previously reserved for social studies. Elementary teachers who understand both the relevance of social studies content and the effectiveness of interdisciplinary teaching regularly incorporate applicable history-based children’s tradebooks in their curricula. Locating developmentally appropriate books is simple. Teaching history using children’s literature can be effective. It can be counterproductive, however, if the selected book is replete with historical misrepresentations. Teaching historical thinking in elementary school is problematic no matter what the teaching tool, and there are few methodological roadmaps for elementary teachers. Here, I first suggest ways for teachers to nurture elementary students’ historical thinking using anecdotes from everyday activities and literature with themes germane to history and multiculturalism. Then, I suggest ways for elementary educators to locate and develop engaging, age-appropriate, and historically accurate curricular supplements. Using literature on Christopher Columbus as a reference point to facilitate young students’ historical thinking, I propose an interdisciplinary approach, discipline-specific historical literacy strategies, and history-themed authentic assessments.
Challenging Constitutional Rights
Authors: Hilburn Jeremy , Miller Katie
Published: February 2022

We present an instructional strategy called Challenging Constitutional Rights, in which high school civics students critically interacted with, and interpreted, constitutional rights. As an alternative assessment project, students used technologies to make visual and oral presentations on the relationship between a current event and a right detailed in an amendment to the U.S. constitution. In this article, we describe the process of the project, detail the strengths of the project organized around the National Council for the Social Studies (NCSS) Vision of powerful teaching and learning, and conclude with reflections from the teacher who designed and implemented this project. Exemplars of student work are included.
Rhizomic Thinking: Towards a New Consideration of Social Studies Practice
Authors: Parsons Jim , Clarke Bryan
Published: February 2022

Social studies teachers engage a vast subject area within which they can enlist a wide scope of possible curriculum and pedagogy choices. Despite the opportunity to engage students with an abundance of potentially fruitful themes, topics, and ideas, social studies teaching can be captured by the need to cover specific content in particular ways. Philosophers Gilles Deleuze and Felix Guattari (1983), in Anti-Oedipus: Capitalism and Schizophrenia, would connect such an agenda to the capitalistic machine that shrinks potential sources into what Foucault (1980) sees as tendencies to seek control rather than the openness of becoming. We contend that Deleuze and Guattari’s concept of the rhizome opens new lines of flight in social studies curricula and works to revolutionize social studies as a subject area that often has been over-standardized and taught as one-size-fits-all. We also contend that rhizomic thinking can renew how students see the world and transform how they interpret events, epochs, eras, and cultures by drawing from rhizomic research’s bamboo-like qualities.
“People with Real Experiences:” Using Mobile Devices in High School Social Studies
Authors: Friedman Adam M. , Garcia Emily R.
Published: February 2022

Mobile devices are increasingly prevalent and may have large ramifications for social studies education, but there has been limited research as to their effectiveness. This study utilized an Apple iPad to explore how a specific application (Explore 9/11) impacted secondary student interactions with primary source narratives and their influence on historical empathy during a War on Terrorism unit in a United States history course. Three sections utilized the iPad, while two used resources found on the iPad, but not the iPad itself. The study found that students using mobile devices had positive experiences in interacting with primary source documents. Students, further, were able to develop a sense of historical empathy as they came across the firsthand accounts of seven individuals’ experiences on September 11, 2001 regardless of whether or not they used the iPads. These findings, as well as their implications for social studies education are discussed.
Interdisciplinary Study of the Local Power Plant: Cultivating Ecological Citizens
Authors: Kissling Mark T. , Barton Angela Calabrese
Published: February 2022

People rely on power plants to generate the electricity needed to run much of their lives. Power plants, though, are typically not the domain of the average citizen. Even if they stand near homes, schools, and other important places, the operations inside, not to mention the many social and environmental impacts outside, largely lack the scrutiny of most citizens. Is this a problem, especially when some governmental oversight already regulates the plants’ operations? The National Council for the Social Studies (NCSS) defines the main purpose of social studies education as creating effective citizens. This article describes an interdisciplinary unit of study by middle-grades youth about a proposed power plant in their city of Lansing, Michigan. It shows students scrutinizing the complex power plant issue through a variety of experiences and from different angles. While supporting NCSS’ stance on the teaching of citizenship, we call for a conception of citizenship extending beyond human communities and structures to the community of the earth and all living beings. We also encourage social studies teachers to take up the work of teaching for ecological citizenship.
Climbing Lincoln’s Steps - The African American Journey Written by Suzanne Slade and Illustrated by Colin Bootman
Authors: Robinson Mellanie
Published: February 2022

Using Climbing Lincoln’s Steps- The African American Journey by Suzanne Slade and illustrated by Colin Bootman gives teachers the opportunity to implement a research based lesson plan that integrates reading and the arts into Social Studies. Elementary students are exposed to the accomplishments of Abraham Lincoln and African American men and women from the past and present. Student knowledge is enhanced through the implementation of an author introduction, individual research, and the observation of historical videos and use of a website about Civil Rights icons. Students are assessed on their knowledge of a chosen historical figure by participating in a museum theatrical presentation. A comprehension quiz on the Slade text serves as a formal assessment for this lesson. The collaboration of students, teachers, and parents makes this lesson a rewarding learning experience.
History Through a Child’s Eye: Pre-service Teachers Making Sense of Children’s Understandings
Authors: Bolick Cheryl Mason , Torrez Cheryl , Manfra Meghan McGlinn
Published: February 2022

A team of five researchers set out to document pre-service teachers’ experiences interviewing elementary-aged children about social studies topics. Nearly 200 pre-service teachers across three universities participated in this longitudinal study. Collected data include: course readings, syllabi, and pre-service teachers’ History Through a Child’s Eye essays. Themes from the data include: pre-service teachers’ understanding of multiple perspectives, integration of digital primary sources, and development of historical evidences based upon evidences.
Needing TPACK without Knowing It: Integrating Educational Technology in Social Studies
Authors: Byker Erik Jon
Published: February 2022

Preparing future elementary teachers to connect social studies content and skills with technology necessitates the integration of technology into teacher preparation methods courses. Such integration hinges on the identification of pre-service teachers’ level of Technological, Pedagogical, and Content Knowledge (TPACK). These three knowledge areas help shape smart uses for educational technology beyond entertainment that utilize technology in educationally profitable ways. The TPACK model is useful for identifying the knowledge required by pre-service teachers for the purpose of wedding instructional technology to social studies content and instruction. The purpose of this mixed-methods study was to describe and to analyze the integration of an instructional technology lesson in an elementary social studies methods course in a large Midwestern university. The study, specifically, describes and reports on 25 pre-service teachers’ perceptions of the utilization of a social studies software technology called Timeliner. The study reports on the level of TPACK awareness of the study’s pre-service teachers and offers implications related to instructional technology integration in elementary social studies methods courses.
NCSS Notable Trade Book Lesson Plan Henry’s Freedom Box: A True Story from the Underground Railroad Written by Ellen Levine
Authors: Groce Eric , Frye Elizabeth M. , Groce Robin , Bellows Elizabeth
Published: February 2022

Henry’s Freedom Box: A True Story from the Underground Railroad recounts the remarkable story of a Richmond slave who shipped himself in a wooden crate to Philadelphia to escape slavery in the south. After participating in a pre-reading activity designed to enhance critical thinking skills, students will read not only the notable trade book, but also other versions of Henry’s narrative. Students will use and will evaluate alternative sources. Students also will analyze illustrations, comparing and contrasting the interpretation of this historical event. A data retrieval chart and culminating discussion will allow students to detect source variation, to evaluate how critical the differences are between sources, and to determine which sources are credible.
NCSS Notable Trade Book Lesson Plan Irena Sendler and the Children of the Warsaw Ghetto Written by Susan Goldman Rubin
Authors: Morowski Deborah , McCormick Theresa
Published: February 2022

This lesson uses Irena Sendler and the Children of the Warsaw Ghetto to introduce students to a true story of a Catholic, Polish social worker who saved the lives of thousands of Jewish children during World War II by relocating them. Students are asked to consider Irena’s actions and her motives. Students then are introduced to the Kindertransport, a series of rescue missions of Jewish children from Nazi Germany, by reading the stories of children who were involved in the event. To help students understand the relocation of children during World War II was not an isolated incident in history, students examine the Pedro Pan Airlift of 1959-1960 in order to compare and contrast the event to the Kindertransport of World War II.
Encouraging Awareness of Environment through Art and Print
Authors: Meier Lori T. , Hong Huili , Robinson Millie , Dwyer Edward J.
Published: February 2022

The era of high stakes testing often puts pressure on teachers and administrators to deemphasize creative activities, especially those involving the social studies, art, and music. Teaching strategies not perceived as directly related to improving test scores are often marginalized. Environmental text is essential for encouraging overall learning competencies in general and social studies in particular. Using environmental text such as real estate booklets can be helpful in generating learning activities in the social studies. Real estate booklets are colorful, rich in content, and readily available at no expense. Methods for integrating music and art strategies are presented also.
Grappling with Death and Loss through Children’s Literature in the Social Studies
Authors: Maguth Brad M. , Boit Rachel , Muenz Lisa , Smith Faith R.
Published: February 2022

All too often tragedy and disaster strike the world around us, and when they do, people often are left speechless and powerless. In schools, there is no subject as uniquely situated to helping children develop an understanding of social events as the social studies; as history is filled with instances of loss, tragedy, and death (i.e. war, conflict, natural disasters, etc.). During these difficult times, teachers often encounter important questions from inquisitive children on these challenging topics. This manuscript discusses how an elementary social studies teacher leveraged the assets of children’s literature to assist her students in learning to grapple with the death of their beloved classroom pet. Parents and educators are provided literary resources and strategies to assist students in grappling with the concepts of loss or death.
Notable Trade Book Lesson F is for Friendship: A Quilt Alphabet Written by Helen L. Wilbur
Authors: Vaughan Melina , Howard Esther
Published: February 2022

This lesson plan allows one’s class to develop an appreciation for history through an examination of the symbolic art of quilting. The story F is for Friendship: A Quilt Alphabet by Helen L. Wilbur is utilized to create a classroom environment filled with appreciation for one another. Students are taken on a journey of quilts through the alphabet in this book. With the creation of a classroom quilt, students embrace diversity and appreciate historical contributions.
Trade Books’ Historical Representation of Eleanor Roosevelt, First Lady of the World
Authors: Bickford III John H. , Badal Taylor A.
Published: February 2022

Contemporary education initiatives require English language arts educators spend half their time on non-fiction and history and social studies teachers to include diverse sources. Beginning in the early grades within the aforementioned curricula, students are to scrutinize multiple texts of the same historical event, era, or figure. Whereas trade books are a logical curricular resource for English language arts and history and social studies curricula, the education mandates do not provide suggestions. Research indicates trade books are rife with historical misrepresentations, yet few empirical studies have been completed so more research is needed. Our research examined the historical representation of Eleanor Roosevelt within trade books for early and middle-grades students. Identified historical misrepresentations included minimized or omitted accounts of the societal contexts and social relationships that shaped Mrs. Roosevelt’s social conscience and civic involvement. Effective content spiraling, in which complexity and nuance increase with grade level, between early and middle-grades trade books did not appear. Pedagogical suggestions included ways to position students to identify the varying degrees of historical representation within different trade books and integrate supplementary primary sources to balance the historical gaps.
Valuing Critical Inquiry Skills in Museum Literacy
Authors: Gilbert Lisa
Published: February 2022

As content acquisition is often conceived of as the primary goal of a museum visit, advice for social studies teachers on making the most of field trips primarily focuses on ways to increase the information absorbed by students. Yet, research in museum studies provides ample evidence for questioning this underlying assumption. This article presents a former museum professional’s view on the educational potential of museum spaces, suggesting critical inquiry is a key skill of museum literacy. First, a historical view of museums shows how society has inscribed the institutions and their content with unwarranted authority. Secondly, an insider’s view of the exhibit creation process raises questions about the nature of the content we are often eager for students to consume. Third, an overview of research in museum studies offers an alternative understanding of the nature of learning in museum spaces. Finally, practical suggestions are given for valuing critical inquiry as part of museum literacy. For social studies educators interested in empowering their students to become reflective citizens, a key component of museum literacy will be critical engagement with not only the narratives on display, but also the institutions that house them.
Women on America’s Historical Landscape: Teaching with Monuments and Memorials
Authors: Kenna Joshua L. , Waters Stewart
Published: February 2022

We expand on the use of monuments and memorials in the social studies classroom, while further promoting a more inclusive curriculum that better represents women in the social studies. The way and frequency in which history textbooks and social studies classrooms represent women has improved over the decades; though, it still needs refining. The imbalance goes beyond the social studies classroom and includes the very resources we are advocating social studies teachers use, the United States’ historical monuments and memorials. We, therefore, offer social studies teachers a rationale, resources, and suggested activities for incorporating monuments and memorials commemorating the role of females in U.S. history. Considering less than eight percent of the United States’ cataloged, public outdoor statues honoring individuals are of women.
My Country ‘Tis of Thee: How One Song Reveals the History of Civil Rights
Authors: Hubbard Janie , Caldwell Adam , Moses Paige , Reed Ben , Watts Kristen , Wood Brooklyn
Published: February 2022

My Country ‘Tis of Thee: How One Song Reveals the History of Civil Rights offers insights into the historic significance of the song’s familiar melody as an instrument for change Protesting for freedom is universal, and songs have long provided a sense of solidarity and a means to communicate messages for protesters with strong beliefs about various causes. By hearing an instrumental recording, students first engage in an activity to identify the song, which, since 1831, has been known as “America” to many in the USA. Students become familiar with concepts and historic people named throughout the book by manipulating and sorting concept cards. Using historic events depicted in the book, students create timelines using a technological timeline tool. Then, after listening to a read-aloud of the book, they use clues to match different sets of lyrics with corresponding historical events. Civil rights history is revealed through different lyrics of this song.
NCSS Notable Trade Book Lesson Plan Thailand: Enchantment of the World Written by Mel Friedman
Authors: Sunal Cynthia Szymanski , Sukka Kobkul , Eyre Georgianna , Sunal Dennis W.
Published: February 2022

Thailand: Enchantment of the World describes the southeast Asian nation of Thailand with recent photographs, maps, and figures accompanying the text. Graphic and text elements together build a description of Thailand today. History and geography are discussed as is the natural environment and a changing economy. Characteristics important to the establishment of the nation as a 21st century leader in its region are discussed. Students will enjoy a wide and deep range of photographs of Thai peoples, culture, and landforms from early in the 19th century through recent years. This book facilitates students’ development of an understanding of the influences contributing to similarities and differences among Thailand and other nations.
CO2‐stimulation of savanna tree seedling growth depends on interactions with local drivers
Authors: Raubenheimer Sarah L. , Ripley Brad S.
Published: February 2022

Woody encroachment in southern African savanna has been partly attributed to rising atmospheric [CO2] fertilising the growth of C3 trees but less so that of competing C4 grasses. However, growth conditions (resource availability, competition, rooting space and herbivory) must be suitable for the effects of elevated CO2 (eCO2) to be realised.

This research investigated the interactions between the positive effect of eCO2 on tree seedling growth and limitations imposed by drought, herbivory and competition with C4 grasses. Seedlings of the prolific encroaching C3 tree Vachellia karroo were grown at ambient (400 ppm) or eCO2 (800 ppm) in Open‐Top Chambers and exposed to a variety of stresses typical of savanna systems. Photosynthetic, growth and allocation responses to eCO2 and other treatments were determined.

Unsurprisingly, we show strong growth and water‐saving responses of V. karroo seedlings to eCO2 when in the absence of competition and herbivory. However, the addition of either grass competition or simulated herbivory in the first season of growth significantly moderated this stimulation, while neither drought nor shading diminished the eCO2 effect relative to similarly treated plants grown at ambient [CO2].

Synthesis. We demonstrate that eCO2‐induced C3 stimulation in encroaching savanna species such as V. karroo will be inconsistent across time and space. This research does not detract from the suggestion that increasing atmospheric CO2 is implicated in woody encroachment, but rather that eCO2 benefits to C3 tree seedlings are only realised when growth conditions are suitable. Inconsistencies in eCO2 response will translate into spatial and temporal variation in seedling responses to eCO2 and CO2‐driven woody encroachment, explaining some of the variability observed in woody encroachment across geographical regions and resource and herbivore gradients.
Probing antimicrobial resistance and sanitizer tolerance themes and their implications for the food industry through the Listeria monocytogenes lens
Authors: Bland Rebecca , Brown Stephanie R. B. , Waite‐Cusic Joy , Kovacevic Jovana
Published: February 2022

The development of antibiotic resistance is a serious public health crisis, reducing our ability to effectively combat infectious bacterial diseases. The parallel study of reduced susceptibility to sanitizers is growing, particularly for environmental foodborne pathogens, such as Listeria monocytogenes. As regulations demand a seek‐and‐destroy approach for L. monocytogenes, understanding sanitizer efficacy and its uses are critical for the food industry. Studies have reported the ability of L. monocytogenes to survive in sanitizer concentrations 10–1000 times lower than the manufacturer‐recommended concentration (MRC). Notably, data show that at MRC and when applied according to the label instructions, sanitizers remain largely effective. Studies also report that variables such as the presence of organic material, application time/temperature, and bacterial attachment to surfaces can impact sanitizer effectiveness. Due to the lack of standardization in the methodology and definitions of sanitizer resistance, tolerance, and susceptibility, different messages are conveyed in different studies. In this review, we examine the diversity of definitions, terminology, and methodologies used in studies examining L. monocytogenes resistance and susceptibility to antimicrobials. Research available to date fails to demonstrate “resistance” of L. monocytogenes to recommended sanitizer treatments as prescribed by the label. As such, sanitizer tolerance would be a more accurate description of L. monocytogenes response to low sanitizer concentrations (i.e., sub‐MRC). Conservative use of word “resistance” will reduce confusion and allow for concise messaging as sanitizer research findings are communicated to industry and regulators.
Financial Reporting Quality and Auditor Dismissal Decisions at Companies with Common Directors and Auditors*
Authors: Fan Yangyang , Gunn Joshua L. , Li Chan , Shao Jun
Published: February 2022

We examine the effects of corporate networks involving common directors and auditors (i.e., connections creating single or double ties between companies) on two important monitoring roles: financial reporting quality and auditor dismissal decisions. We also investigate how shocks to the networks, in the form of the audit failing to detect misstatements, affect these networks' structure. The investigations are important because these networks can have significant effects on firm governance and may have different effects when they overlap. We have three primary findings about double‐tie networks: (i) there is no evidence that they improve overall financial reporting quality beyond the effect of single‐tie networks; (ii) they lower directors' willingness to dismiss the auditor, even when there is a signal of an audit failure within the network; and (iii) they allow audit‐quality problems to spread between companies. Our results demonstrate the importance of investigating multiple types of networks and how shocks travel through them. Our findings also lend credence to concerns that “cozy” relationships between directors and auditors diminish the link between poor audit quality and market‐imposed reputation penalties—specifically, auditor dismissals.
Water sharing is a distressing form of reciprocity: Shame, upset, anger, and conflict over water in twenty cross‐cultural sites
Authors: Wutich Amber , Rosinger Asher , Brewis Alexandra , Beresford Melissa , Young Sera ,   Household Water Insecurity Experiences Research Coordination Network
Published: February 2022

Anthropological theories of reciprocity suggest it enhances prestige, social solidarity, and material security. Yet, some ethnographic cases suggest that water sharing—a form of reciprocity newly gaining scholarly attention—might work in the opposite way, increasing conflict and emotional distress. Using cross‐cultural survey data from twenty global sites (n = 4,267), we test how household water reciprocity (giving and receiving) is associated with negative emotional and social outcomes. Participation in water sharing as both givers and receivers is consistently associated with greater odds of reporting shame, upset, and conflict over water. Water sharing experiences in a large, diverse sample confirm a lack of alignment with predictions of classic reciprocity theories. Recent ethnographic research on reciprocity in contexts of deepening contemporary poverty will allow development of ethnographically informed theories to better explain negative experiences tied to water reciprocity.
Should we pay research participants? Feminist political economy for ethical practices in precarious times
Authors: Warnock Rosalie , Taylor Faith MacNeil , Horton Amy
Published: February 2022

Questions of paying research participants have taken on a new urgency as contemporary geographies of precarity, inequality and austerity affect both potential participants and, to varying extents, early‐career researchers, while universities place greater emphasis on public engagement and research impact. Here, we offer reflections and recommendations that come from our experiences as PhD students in London, as precarious researchers researching precarious lives. We make a case for paying participants based on ethics of care and readings of precarity informed by feminist political economy. We discuss how and how much to pay. We recommend changes to institutional norms that have treated payments with suspicion, to research design and funding, and to ethical approval procedures and publishing practices.
Prognostic impact of genetic alterations and methylation classes in meningioma
Authors: Berghoff Anna S. , Hielscher Thomas , Ricken Gerda , Furtner Julia , Schrimpf Daniel , Widhalm Georg , Rajky Ursula , Marosi Christine , Hainfellner Johannes A. , von Deimling Andreas , Sahm Felix , Preusser Matthias
Published: February 2022

Meningiomas are classified based on histological features, but genetic and epigenetic features are emerging as relevant biomarkers for outcome prediction and may supplement histomorphological evaluation. We investigated meningioma‐relevant mutations and their correlation with DNA methylation clusters and patient survival times. Formalin‐fixed and paraffin‐embedded samples of 126 meningioma patients (WHO grade I 52/126; 41.3%; WHO grade II: 48/126; 38.1%; WHO grade III: 26/126; 20.6%) were investigated. We analyzed NF2, TRAF7, KLF4, ARID, SMO, AKT, TERT promotor, PIK3CA, and SUFU mutations using panel sequencing and correlated them to DNA methylation classes (MC) determined using 850k EPIC arrays. The TRAKL mutation genotype was characterized by the presence of any of the following mutations: TRAF7, AKT1, and KLF4. Survival data including progression‐free survival (PFS) and overall survival (OS) was retrieved from chart review. Mutations were evident in 90/126 (71.4%) specimens with mutations in NF2 (39/126; 31.0%), TRAF7 (39/126; 31.0%) and KLF4 (25/126; 19.8%) being the most frequent ones. Two or more mutations were observed in 35/126 (27.8%) specimens. While TRAKL was predominantly found in benign MC, NF2 was associated with malign MC (p < 0.05). TRAF7, KLF4, and TRAKL mutation genotype were associated with improved PFS and OS (p < 0.05). TERT promotor methylation, intermediate, and malign MC were associated with impaired PFS and OS (p < 0.05). Methylation cluster showed better prognostic discrimination for PFS and OS (c‐index 0.77/0.75) than each of the individual mutations (c‐index 0.63/0.68). In multivariate analysis correcting for age, gender, MC, and WHO grade, none of the individual mutations except TERT remained an independent significant prognostic factor for PFS. Molecular profiling including mutational analysis and DNA methylation classification may facilitate more precise prognostic assessment and identification of potential targets for personalized therapy in meningioma patients.
Anti‐racism activism among Black adolescents and emerging adults: Understanding the roles of racism and anticipatory racism‐related stress
Authors: Hope Elan C. , Volpe Vanessa V. , Briggs Alexis S. , Benson G. Perusi
Published: February 2022

This study examines associations between individual racism, anticipatory racism‐related stress, and anti‐racism activism among Black adolescents (n = 443;Mage = 15.6; 57.4% female) and emerging adults (n = 447;Mage = 23.8; 77.6% female). The authors tested competing hypotheses about associations between individual racism and anti‐racism activism on anticipatory racism‐related stress. Findings indicated anticipatory racism‐related stress may be both a catalyst and consequence of engagement in anti‐racism activism for Black adolescents and emerging adults. Results for each age group varied by type of stress (physiological; psychological) and activism (low‐risk; high‐risk). Supporting youth engagement in anti‐racism activism without increasing anticipatory racism‐related stress is a key priority for meaningfully advancing scholarship on the development of anti‐racism and pursuit of racial justice.
The inability of Turkey and Istanbul in institutionalisation of children's participation in urban planning: A policy analysis study
Authors: Ataol Özlemnur , Krishnamurthy Sukanya , Druta Oana , van Wesemael Pieter
Published: February 2022

Children's participation in the decision‐making and design of urban public spaces is crucial for achieving inclusive cities. International covenants have recognized the importance of participation as a right. Having adhered to these agreements, Turkey is obliged to enable children's participation in all public matters that concern them, including shaping urban spaces. This paper analyses national and local legislation in Turkey and Istanbul to distil how children's right to participate is legislated and institutionalised. It shows that lack of integrated child‐responsive legislation, accounting for children's individuality, and lack of collaboration between national and local governments are the root of the problem.
Contrasting two methods, attitudinal and monetary, to assess support changes toward wildlife species by urban dwellers
Authors: Espinosa‐Molina Martín , Beckmann Volker
Published: February 2022

Monitoring the general public's support toward wildlife species is a strategy to identify whether a specific human–wildlife conflict (HWC) is escalating or de‐escalating over time. The support can change due to multiple factors, such as mass media news of HWC or providing information about ecological traits of a species. Methods such as the rating scale (RS) and the allocation of a fixed amount of money (money allocation [MA]) have been used in the human–wildlife dimension as a proxy to measure support toward wildlife species. We compared these two methods' capacity to assess the general public's support changes toward wildlife species in an experimental design setting. Face‐to‐face interviews were applied among urban dwellers (n: 359) in Valdivia, Chile. In each interview, the support toward 12 wildlife species was elicited using an RS and MA methods, on two occasions, before and after disclosing ecological traits of the species. The results indicate that the MA grouped the wildlife species based on shared ecological traits, information disclosed to the participants, while the RS did not obtain the same results. Specifically, the MA identified an increase and decrease of support toward the wildlife species, and the RS only an increment of support. These results could be partly explained due to the conceptual foundation of each method. The MA was designed to elicit preferences in a constrained choice, while the RS measures attitudes. As a constrained choice, the MA does allow maximum support to be given to one species only if all other species are left unsupported, while in the RS, it is possible to provide maximum support for all species. The mentioned characteristics of the MA make it more suitable than the RS when the objective is to identify support changes.
Application of the International System for Reporting Serous Fluid Cytopathology (TIS): A retrospective institutional study
Authors: Straccia Patrizia , Chiappetta Marco , Magnini Daniele , Cancellieri Alessandra
Published: February 2022

Background

Cytology of serous effusions is an important diagnostic tool for the diagnosis of cancer, staging, and prognosis of the patient. Herein, we retrospectively applied the International System for Reporting Serous Fluid Cytopathology (TIS) and provided the corresponding risks of malignancy (ROMs).

Methods

Pleural, pericardial, and peritoneal effusion samples were retrieved from the archives of our department and reclassified according to the TIS. The ROM for each category was calculated based on available surgical follow‐up.

Results

A total of 3790 effusions were studied. Pleural samples (1292) were reclassified as follows: 27 (2.1%) as non‐diagnostic (ND), 1014 (78.5%) as negative for malignancy (NFM), 86 (6.6%) as atypia of undetermined significance (AUS), 29 (2.3%) as suspicious of malignancy (SFM), and 136 (10.5%) as malignant (M). Pericardial samples (241) were reclassified as follows: 4 (1.6%) as ND, 173 (71.8%) as NFM, 10 (4.1%) as AUS, 7 (3%) as SFM, and 47 (19.5%), as M. Peritoneal cases (2257) were re‐categorised as follows: 31 (1.4%) as ND, 1897 (84%) as NFM, 39 (1.7%) as AUS, 53 (2.4%) as SFM, and 237 (10.5%) as M. The respective ROM values for each category were 18.5%, 15%, 45.3%, 93%, and 100% in pleural effusions; 25%, 13.2%, 35%, 100%, and 100% in pericardial effusions; and 19.3%, 10.4%, 43.5%, 100%, and 100% in peritoneal effusions.

Conclusions

Pleural, pericardial, and peritoneal cytology show high specificity and moderate sensitivity in the evaluation of serous effusions. The ROMs reported in our study were mostly concordant with those published according to the TIS.
A case of angiosarcoma metastasis to pleural effusion
Authors: Wang Rui , Du Yun
Published: February 2022

This article describes the cytological morphology of angiosarcoma in a pleural effusion with immunocytochemistry applied to smears to help in the diagnosis of the case.