Longstanding inequities in science education across the lines of race and class remain the most intractable problem in the field. Justice‐centered science pedagogy is introduced as a theoretical ...framework built on the traditions of critical pedagogy and culturally relevant pedagogy to address these inequities as components of larger oppressive systems. This study examines how a justice‐centered advanced chemistry class in an urban neighborhood high school supported students to succeed academically while taking up urgent issues of social and environmental justice identified by their communities. The findings include evidence that curriculum organized around an issue of environmental racism supported academic achievement that exceeded the expectations of a typical high school chemistry course. The findings also document how the curriculum provided opportunities for students to move beyond academic achievement to position themselves as transformative intellectuals. As transformative intellectuals, students demonstrated complex thinking about science and social justice issues, cultivated their commitment to their communities and cultures of origin, and developed credibility as local youth knowledgeable in science. These findings have implications for teachers, teacher educators, and educational researchers who wish to engage with science education as a catalyst for social transformation.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK
This article presents the findings of an ethnographic interview study that examined the ways students experienced a justice‐centered AP chemistry course at an urban neighborhood high school. ...Justice‐centered science pedagogy is an approach to teaching science that treats inequity in science education as one component of larger systems of oppression. The analysis of interview transcripts, which included pattern matching and coding, revealed variation in the ways students' viewed the relevance of the curriculum, the goals of science education, and science itself. These results underscore the importance of researchers and teachers taking seriously students' ideas about the means and ends of their own science education. Three standpoints with respect to science curriculum are proposed to explain the variations in students' perspectives and suggest implications for science educators. These standpoints trouble recent research that examines motivation in high school science classes and add nuance to research that investigates relationships between science learning and social agency by reframing these problems in terms of curriculum and issues of oppression.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK
This paper's focus is on the “middle” of partnerships for equity in science education. Middle is used in a temporal sense, meaning the time after the general purposes and terms of working together ...have been set and before outcomes have been achieved. The middle of the partnership also represents people interacting, bounded around the edges, by their institutional roles, norms, resources, and priorities. As co‐authors who had not previously collaborated (or even met in person), we approached the construction of this manuscript as a dialogue where we learn by sharing narrations of experiences and values and principles. We were inspired by the conversational book between Horton and Freire (1990) and specifically their discussion of “Is it possible to just teach biology?” (p. 102). In our conversation, we illustrate the ways in which partnerships may make justice‐oriented science education possible. Our focus is on complementary and contradictory knowledges, and ways of knowing, institutional resources and constraints, and strategies for making transformative change. We explore the middle of partnerships as a series of opportunities for learning and growing, caring for one another, and building solidarity spaces together.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK
This article examines the tensions that arose as teachers, scientists, youth, and community organizers worked to develop a curriculum that was responsive to community concerns and the Next Generation ...Science Standards (NGSS). Within the context of urban heavy metal contamination and building on previous critiques of the standards, we identified how the ideological commitments of the NGSS hinder their applicability to community issues. We examine latent ideological commitments in the performance expectations (PEs) and disciplinary core ideas as they relate to historical and present causes and consequences of urban heavy metal contamination. Whereas the scientific enterprise and chemical industry produce harms and benefits, the NGSS focus on benefits and ignore that both harms and benefits of science are unevenly distributed. Given the pressure on teachers to implement the NGSS, this paper presents examples from collaborative curriculum development efforts that meet PEs while pushing students to ask critical questions and engage with their communities to challenge the standards’ alignment with the chemical industry. Ultimately, we argue that the NGSS position teachers as promoters of the status quo of the scientific enterprise and we document possibilities for the role of science teachers in US schools that are more transformative.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK
Histone variants, which can be expressed outside of S-phase and deposited DNA synthesis-independently, provide long-term histone replacement in postmitotic cells, including neurons. Beyond ...replenishment, histone variants also play active roles in gene regulation by modulating chromatin states or enabling nucleosome turnover. Here, we uncover crucial roles for the histone H3 variant H3.3 in neuronal development. We find that newborn cortical excitatory neurons, which have only just completed replication-coupled deposition of canonical H3.1 and H3.2, substantially accumulate H3.3 immediately postmitosis. Codeletion of H3.3-encoding genes
and
from newly postmitotic neurons abrogates H3.3 accumulation, markedly alters the histone posttranslational modification landscape, and causes widespread disruptions to the establishment of the neuronal transcriptome. These changes coincide with developmental phenotypes in neuronal identities and axon projections. Thus, preexisting, replication-dependent histones are insufficient for establishing neuronal chromatin and transcriptome; de novo H3.3 is required. Stage-dependent deletion of
and
from 1) cycling neural progenitor cells, 2) neurons immediately postmitosis, or 3) several days later, reveals the first postmitotic days to be a critical window for de novo H3.3. After H3.3 accumulation within this developmental window, codeletion of
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does not lead to immediate H3.3 loss, but causes progressive H3.3 depletion over several months without widespread transcriptional disruptions or cellular phenotypes. Our study thus uncovers key developmental roles for de novo H3.3 in establishing neuronal chromatin, transcriptome, identity, and connectivity immediately postmitosis that are distinct from its role in maintaining total histone H3 levels over the neuronal lifespan.
Objectives This study sought to evaluate the incidence, predictive factors, and prognostic value of new-onset atrial fibrillation (NOAF) following transcatheter aortic valve implantation (TAVI). ...Background Very few data exist on the occurrence of NOAF following TAVI. Methods A total of 138 consecutive patients with no prior history of atrial fibrillation (AF) underwent TAVI with a balloon-expandable valve. Patients were on continuous electrocardiogram monitoring until hospital discharge, and NOAF was defined as any episode of AF lasting >30 s. All clinical, echocardiographic, procedural, and follow-up data were prospectively collected. Results NOAF occurred in 44 patients (31.9%) at a median time of 48 h (interquartile range: 0 to 72 h) following TAVI. The predictive factors of NOAF were left atrial (LA) size (odds ratio OR: 1.21 for each increase in 1 mm/m2 , 95% confidence interval CI: 1.09 to 1.34, p < 0.0001) and transapical approach (OR: 4.08, 95% CI: 1.35 to 12.31, p = 0.019). At 30-day follow-up, NOAF was associated with a higher rate of stroke/systemic embolism (13.6% vs. 3.2%, p = 0.021, p = 0.047 after adjustment for baseline differences between groups), with no differences in mortality rate between groups (NOAF: 9.1%, no-NOAF: 6.4%, p = 0.57). At a median follow-up of 12 months (interquartile range: 5 to 20 months), a total of 27 patients (19.6%) had died, with no differences between the NOAF (15.9%) and no-NOAF (21.3%) groups, p = 0.58. The cumulative rate of stroke and stroke/systemic embolism at follow-up were 13.6% and 15.9%, respectively, in the NOAF group versus 3.2% in the no-NOAF group (p = 0.039, adjusted p = 0.037 for stroke; p = 0.020, adjusted p = 0.023 for stroke/systemic embolism). Conclusions NOAF occurred in about one-third of the patients with no prior history of AF undergoing TAVI and its incidence was increased in patients with larger LA size and those undergoing transapical TAVI. NOAF was associated with a higher rate of stroke/systemic embolism, but not a higher mortality, at 30 days and at 1-year follow-up.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Objectives This study sought to assess the impact of baseline left ventricular (LV) outflow, LV ejection fraction (LVEF), and transvalvular gradient on outcomes following transcatheter aortic valve ...replacement (TAVR) in patients with severe aortic stenosis (AS). Background Low flow (i.e., reduced stroke volume index SVi) can occur with both reduced and preserved LVEF. Low flow is often associated with low gradient despite severe stenosis and with worse outcomes following surgical aortic valve replacement. However, there are few data about the impact of low flow on outcomes following TAVR. Methods We retrospectively analyzed the clinical, Doppler-echocardiographic, and outcome data prospectively collected in 639 patients who underwent TAVR for symptomatic severe AS in 2 Canadian centers. Results In this cohort, 334 (52.3%) patients had a low flow (SVi <35 ml/m2 ) and these patients had increased 30-day mortality (11.4 vs. 5.9%, p = 0.01), 2-year all-cause mortality (35.3 vs. 30.9%, p = 0.005), and 2-year cardiovascular mortality (25.7 vs. 16.8%, p = 0.01) compared with patients with normal flow. Reduced flow was an independent predictor of 30-day mortality (odds ratio: 1.94, p = 0.026), cumulative all-cause mortality (hazard ratio: 1.27 per 10 ml/m² SVi decrease, p = 0.016), and cumulative cardiovascular mortality (hazard ratio: 1.29 per 10 ml/m² decrease, p = 0.04). Despite significant association in univariable analyses, low LVEF and low mean gradient were not found to be independent predictors of outcomes in multivariable analyses. Conclusions Low flow but not low LVEF or low gradient is an independent predictor of early and late mortality following TAVR in high-risk patients with severe AS. SVi should be integrated in the risk stratification process of these patients.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Progressive familial cholestasis type 2 is caused by a genetically determined absence or reduction in the activity of the bile salt export pump (BSEP). Reduction or absence of BSEP activity causes a ...failure of bile salt excretion, leading to accumulation of bile salts in hepatocytes and subsequent hepatic damage. Clinically, patients are jaundiced, suffer from severe intractable pruritus, and evidence progressive liver dysfunction. A low level of serum γ-glutamyl transpeptidase, when associated with the described signs and symptoms, is often an early identifier of this condition. Treatment options to date include liver transplantation and the use of biliary diversion. We report a multidrug regimen of 4-phenylbutyrate, oxcarbazepine, and maralixibat (an experimental drug owned by Shire Pharmaceuticals, Dublin, Republic of Ireland) that completely controlled symptoms in 2 siblings with partial loss of BSEP activity.
Objectives The objective of this study was to compare the incidence of cerebral embolism (CE) as evaluated by diffusion-weighted magnetic resonance imaging (DW-MRI) following transapical (TA) ...transcatheter aortic valve implantation (TAVI) versus transfemoral (TF) TAVI. Background The TA-TAVI approach avoids both the manipulation of large catheters in the aortic arch/ascending aorta and the retrograde crossing of the aortic valve, and this avoidance might lead to a lower rate of CE. Methods This was a prospective multicenter study including 60 patients who underwent cerebral DW-MRI the day before and within the 6 days following TAVI (TF approach: 29 patients; TA approach: 31 patients). Neurologic and cognitive function assessments were performed at DW-MRI time points. Results The TAVI procedure was performed with the Edwards valve and was successful in all cases but one (98%). A total of 41 patients (68%) had 251 new cerebral ischemic lesions at the DW-MRI performed 4 ± 1 days after the procedure, 19 patients in the TF group (66%) and 22 patients in the TA group (71%; p = 0.78). Most patients (76%) with new ischemic lesions had multiple lesions (median number of lesions per patient: 3, range 1 to 31). There were no differences in lesion number and size between the TF and TA groups. No baseline or procedural factors were found to be predictors of new ischemic lesions. The occurrence of CE was not associated with a measurable impairment in cognitive function, but 2 patients (3.3%) had a clinically apparent stroke within the 24 h following the procedure (1 patient in each group). Conclusions TAVI is associated with a high rate of silent cerebral ischemic lesions as evaluated by DW-MRI, with no differences between the TF and TA approaches. These results provide important novel insight into the mechanisms of CE associated with TAVI and support the need for further research to both reduce the incidence of CE during these procedures and better determine their clinical relevance.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
In this study, we explored how science teacher candidates construct ideas about science teaching and learning in the context of partnerships with urban community‐based organizations. We used a case ...study design focusing on a group of 10 preservice teachers’ participation in educational programming that focused on environmental racism and connected science to larger social issues in an economically dispossessed Mexican community in Chicago. Using theoretical lenses of humanistic science education, justice‐centered science pedagogy, and structure–agency dialectic, we studied how preservice high school science teachers made sense of equity and social justice issues facing marginalized communities and how they thought about the goals and nature of science education, along with their role as science teachers, as they participated in a Toxic Tour provided by the Little Village Environmental Justice Organization. By emphasizing both environmental challenges and the community assets in Little Village, the Toxic Tour provided an opportunity for science teacher candidates to develop a complex understanding of this particular community and critically reflect on their own communities. The teacher candidates identified both structures that are enabling or disabling for community members and people's individual and collective agency acting upon these structures. They also recognized communities as places of authentic science learning.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK
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