This book argues that two principal factors are inhibiting Native students from transitioning from school to college and from succeeding in their post-secondary studies. It presents models and ...examples of pathways to success that align with Native American students' aspirations and cultural values. Many attend schools that are poorly resourced where they are often discouraged from aspiring to college. Many are alienated from the educational system by a lack of culturally appropriate and meaningful environment or support systems that reflect Indigenous values of community, sharing, honoring extended family, giving-back to one's community, and respect for creation. The contributors to this book highlight Indigenized college access programs--meaning programs developed by, not just for--the Indigenous community, and are adapted, or developed, for the unique Indigenous populations they serve. Individual chapters cover a K-12 program to develop a Native college-going culture through community engagement; a "crash course" offered by a higher education institution to compensate for the lack of college counseling and academic advising at students' schools; the role of tribal colleges and universities; the recruitment and retention of Native American students in STEM and nursing programs; financial aid; educational leadership programs to prepare Native principals, superintendents, and other school leaders; and, finally, data regarding Native American college students with disabilities. The chapters are interspersed with narratives from current Indigenous graduate students. This is an invaluable resource for student affairs practitioners and higher education administrators wanting to understand and serve their Indigenous students.
This article demonstrates how the Haudenosaunee concept of goodness is central to the foundational ontology of five Haudenosaunee higher education personnel who were identified by former students as ...instrumental to their postsecondary student success. Findings regarding participants' roles in student support and incorporation of Indigenous knowledge systems are based on qualitative data. Themes from the participant interviews were the varied pathways to the profession, importance of motivation and encouragement, contributing more than the job description, and incorporation of traditional value systems. Goodness based on the "Good Mind" stood out as fundamental to this process.
Physical activity is an integral part of healthy aging; yet, most adults aged ≥65 years are not sufficiently active. Preliminary evidence suggests that web-based interventions with computer-tailored ...advice and Fitbit activity trackers may be well suited for older adults.
The aim of this study was to examine the effectiveness of Active for Life, a 12-week web-based physical activity intervention with 6 web-based modules of computer-tailored advice to increase physical activity in older Australians.
Participants were recruited both through the web and offline and were randomly assigned to 1 of 3 trial arms: tailoring+Fitbit, tailoring only, or a wait-list control. The computer-tailored advice was based on either participants' Fitbit data (tailoring+Fitbit participants) or self-reported physical activity (tailoring-only participants). The main outcome was change in wrist-worn accelerometer (ActiGraph GT9X)-measured moderate to vigorous physical activity (MVPA) from baseline to after the intervention (week 12). The secondary outcomes were change in self-reported physical activity measured by means of the Active Australia Survey at the midintervention point (6 weeks), after the intervention (week 12), and at follow-up (week 24). Participants had a face-to-face meeting at baseline for a demonstration of the intervention and at baseline and week 12 to return the accelerometers. Generalized linear mixed model analyses were conducted with a γ distribution and log link to compare MVPA and self-reported physical activity changes over time within each trial arm and between each of the trial arms.
A total of 243 participants were randomly assigned to tailoring+Fitbit (n=78, 32.1%), tailoring only (n=96, 39.5%), and wait-list control (n=69, 28.4%). Attrition was 28.8% (70/243) at 6 weeks, 31.7% (77/243) at 12 weeks, and 35.4% (86/243) at 24 weeks. No significant overall time by group interaction was observed for MVPA (P=.05). There were no significant within-group changes for MVPA over time in the tailoring+Fitbit group (+3%, 95% CI -24% to 40%) or the tailoring-only group (-4%, 95% CI -24% to 30%); however, a significant decline was seen in the control group (-35%, 95% CI -52% to -11%). The tailoring+Fitbit group participants increased their MVPA 59% (95% CI 6%-138%) more than those in the control group. A significant time by group interaction was observed for self-reported physical activity (P=.02). All groups increased their self-reported physical activity from baseline to week 6, week 12, and week 24, and this increase was greater in the tailoring+Fitbit group than in the control group at 6 weeks (+61%, 95% CI 11%-133%).
A computer-tailored physical activity intervention with Fitbit integration resulted in improved MVPA outcomes in comparison with a control group in older adults.
Australian New Zealand Clinical Trials Registry ACTRN12618000646246; https://anzctr.org.au/Trial/Registration/TrialReview.aspx?ACTRN=12618000646246.
Around 95% of anti-cancer drugs that show promise during preclinical study fail to gain FDA-approval for clinical use. This failure of the preclinical pipeline highlights the need for improved, ...physiologically-relevant in vitro models that can better serve as reliable drug-screening and disease modeling tools. The vascularized micro-tumor (VMT) is a novel three-dimensional model system (tumor-on-a-chip) that recapitulates the complex human tumor microenvironment, including perfused vasculature, within a transparent microfluidic device, allowing real-time study of drug responses and tumor-stromal interactions. Here we have validated this microphysiological system (MPS) platform for the study of colorectal cancer (CRC), the second leading cause of cancer-related deaths, by showing that gene expression, tumor heterogeneity, and treatment responses in the VMT more closely model CRC tumor clinicopathology than current standard drug screening modalities, including 2-dimensional monolayer culture and 3-dimensional spheroids.
Health professions education (HPE) is built on a structural foundation of modernity based on Eurocentric epistemologies. This foundation privileges certain forms of evidence and ways of knowing and ...is implicated in how dominant models of HPE curricula and healthcare practice position concepts of knowledge, equity, and social justice. This invited perspectives paper frames this contemporary HPE as the “Master’s House”, utilizing a term referenced from the writings of Audre Lorde. It examines the theoretical underpinnings of the “Master’s House” through the frame of Quijano’s concept of the Colonial Matrix of Power (employing examples of coloniality, race, and sex/gender). It concludes by exploring possibilities for how these Eurocentric structures may be dismantled, with reflection and discussion on the implications and opportunities of this work in praxis.
Accurately modeling tumor biology and testing novel therapies on patient-derived cells is critically important to developing therapeutic regimens personalized to a patient's specific disease. The ...vascularized microtumor (VMT), or "tumor-on-a-chip," is a physiologic preclinical cancer model that incorporates key features of the native human tumor microenvironment within a transparent microfluidic platform, allowing rapid drug screening in vitro. Herein we optimize methods for generating patient-derived VMT (pVMT) using fresh colorectal cancer (CRC) biopsies and surgical resections to test drug sensitivities at the individual patient level. In response to standard chemotherapy and TGF-βR1 inhibition, we observe heterogeneous responses between pVMT derived from 6 patient biopsies, with the pVMT recapitulating tumor growth, histological features, metabolic heterogeneity, and drug responses of actual CRC tumors. Our results suggest that a translational infrastructure providing rapid information from patient-derived tumor cells in the pVMT, as established in this study, will support efforts to improve patient outcomes.
This chapter begins with a brief history of higher education’s role in assimilation, oppression, and removal of Indigenous people. A short literature review outlines the progression of higher ...education literature from deficit focused ideologies to current research that decolonizes and centers of Indigenous Knowledge Systems. “Sharing circles” as an Indigenous methodology is described. Centering Indigenous experiences in higher education and Indigenous knowledge systems focus on ways that Western forms of education can be used as tools to strengthen Native nations.
Are leaders born to lead, or are they made? Klifto, Christopher S.; Cheung, Emilie V.; Holcomb, Jason O. ...
Journal of shoulder and elbow surgery,
03/2024, Letnik:
33, Številka:
3
Journal Article
In this article, we explore the concept of Indigenous scholar sisterhood practices and its powerful role in affirming Indigenous women to survive and thrive in the act of research and the larger ...academic landscape. We address how we, as Indigenous women scholars, extend beyond transactional validity practices in qualitative research and engage in a collective form of validity that is holistic and grounded in Indigenous ways of knowing. We explore what it means to live our research and reclaim academic spaces among a collective sisterhood, as we grapple with questions of what valid and rigorous research looks like from an Indigenous perspective. Recognizing that attempts to decolonize methodological spaces can be complex and tempered with struggles, we provide personal accounts of Indigenous scholar sisterhood practices of love, prayer, vulnerability, and resistance and protection used to maneuver through this space together. As Indigenous women scholars, we conclude by reimagining the value of collective work as a means to not only survive academia but lift up our communities.
In this article a graduate level diversity course, “Diversity & Equity in Higher Education” that is based on Johnson’s (
2005
)
Privilege, Power, and Difference
, and Critical Race Theory (CRT) (Tate ...in Rev Res Educ 22:195–247,
1997
) is described. Johnson’s concepts, such as paths of least resistance, are explained, as well as CRT, and forms of multiculturalism. The course format, the instructor’s philosophy toward this course, and course assignments are shared. Using the CRT analysis tool developed by former students of this course, an example from a student’s paper is provided as an example of how to use the tool, and how theory is used to help students “see” injustice and oppression. Challenges, such as tackling a complex topic in one semester, are discussed and recommendations are made, such extending the course for two semesters.
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