Drawing from Critical Latinx Indigeneities, this study explored how Kichwa Saraguro families are (re)creating their Indigeneity and reclaiming their Kichwa language in rural areas of Wisconsin. Using ...a subset of data gathered through ethnographic work, we report on interviews with 10 members of the Saraguro community as they described the practices they enact to teach and learn what it means to be Saraguro. Our findings revealed that in response to experiences marked by ethnoracial minoritization, Saraguro youth and families have developed home- and community-based pedagogies to continue reclaiming their Kichwa language, culture, and epistemology. These practices included the intergenerational communal teaching of Saraguro culture, Kichwa language-learning initiatives, and Saraguro-led events designed to educate broader communities. Saraguro parents and teenage children pointed to the myriad of practical and emotional benefits they received from local and transnational Saraguro networks. Recommendations for critical educational research on transnational Indigenous Latine/x communities are discussed here.
Purpose
To evaluate the impact of the addition of quantitative apparent diffusion coefficient (ADC) data into the diagnostic performance of the Prostate Imaging Reporting and Data System version 2 ...(PI-RADSv2) scoring system to predict clinically significant prostate cancer (CSPCa).
Methods
We retrospectively included 91 consecutive patients who underwent prostate multiparametric magnetic resonance imaging (mp-MRI) and histopathological evaluation. Mp-MRI images were reported by the PI-RADSv2 scoring system and patients were divided into groups considering the likelihood of CSPCa. ADC value and ratio were obtained. Findings were correlated with histopathological data.
Results
CSPCa was found in 41.8% of cases (
n
= 38). PI-RADSv2 score 3–5 yielded a sensitivity of 97.4% (95% confidence intervals 86.5–99.5), a specificity of 50.9% (37.9–63.9), and AUC of 0.74 (0.67–0.81) to predict CSPCa. ADC value < 750 µm
2
/s and an ADC ratio < 0.62 were the most accurate thresholds for differentiation of CSPCa, with AUC of 0.81 and 0.76, respectively. Combined PI-RADSv2 score 3–5 and ADC value < 750 µm
2
/s yielded a specificity of 84.9 (72.9–92.2), sensitivity of 70.3 (54.2–82.5), and AUC of 0.77 (0.68–0.86). Combined PI-RADSv2 score 3–5 and ADC ratio < 0.62 yielded a specificity of 86.5 (74.7–93.3), sensitivity of was 64.9 (48.8–78.2), and AUC of 0.75 (0.66–0.84).
Conclusion
Quantitative ADC data might not be beneficial to be used routinely in mp-MR imaging as criteria to detect clinically significant lesions due to the reduced sensitivity. Instead, when prostate lesions present a PI-RADSv2 score ≥ 3, additional quantitative ADC criteria can be helpful to increase the PI-RADS score specificity.
This qualitative study highlights the nuances behind apparent internal linguistic discrimination by Latinx bilingual teachers toward their Latinx students' Spanish. Using a teacher solidarity lens ...and building on prior work in language ideologies and minoritized bilingual teacher identities, we conducted semi-structured interviews with 15 U.S. and non-U.S. born bilingual Latinx teachers. Specifically, we asked teachers to react to sentences containing features characteristic of U.S. Spanish varieties and their opinions of their students' Spanish. Although teachers' responses reflected hegemonic and monoglossic language ideologies, their answers did not suggest that teachers merely followed the bilingual program guidelines or had passively internalized these ideologies. Instead, teachers rationalized their decisions according to their (1) desire to protect their students from the linguistic discrimination they suffered themselves; (2) intent for Latinx students to maintain their Spanish language in the English-dominant U.S. social and educational system; and (3) belief that the ability to use 'standard' Spanish will result in students' academic and professional success. In other words, teachers' deep caring for their bilingual Latinx students and embodied knowledge of Latinx experiences influenced their pedagogical decisions regarding teaching of and in Spanish. Implications for the preparation of bilingual Latinx teachers are discussed here.
This article focuses on translanguaging, which has been posited as a language practice, pedagogical tool, and lens that values individuals' linguistic resources and deems them valuable. Scholars have ...postulated that translanguaging is rooted in social justice, as it aims to address social inequities among emergent bilinguals. Yet, do educators address social justice objectives when using translanguaging strategies, or do they merely conceptualize translanguaging as a pedagogical tool in teaching and learning as a means to assimilate and help students succeed within an unjust system rather than changing the system? Using a historical review of the literature and data gathered through an online survey, this study sought to examine: what understanding do educators hold about the connection between translanguaging and social justice? And in what ways, if any, do these understandings align with their teaching practices? The findings from our study show that only a few educators proposed a connection between translanguaging and social justice. Moreover, even those educators who suggested a connection between the two shared little evidence of the enactment of this relationship in their practice. This article discusses these observations in the context of the education of emergent bilingual students and the development of critical awareness among their educators.
Environmental education seeks to foster meaningful connections to local and global environments through creative nature experiences. Responding to critiques of historical inequities, practitioners ...are prioritizing equitable access for historically marginalized youth, particularly from Black, Indigenous, and Latinx communities; this identity-centered prioritization, while essential, generates questions of normativity, diversity, relevance, and engagement within identity groups. Drawing on creativity as meaningful person-world encounters characterized by pluriperspective, future-oriented, nonlinear, and open-ended qualities, this chapter uses culturally sustaining pedagogy to explore how environmental education studies (a) operationalize Latinidad and associated constructs, (b) enact creative experiences in environmental education, and (c) qualify the roles of Latinx communities in shaping these creative experiences. We review studies of environmental education with Latinx youth in the United States that explicitly employ culturally sustaining approaches to engage these communities. We bring together these frameworks as a strategy to move beyond discrete notions of Latinidad in environmental education and toward nuanced conceptions of what it means to acknowledge and cultivate environmental literacies in these diverse comunidades.
This study examined the presence of internal linguistic discrimination -i.e., the negative reaction of Spanish speakers towards the varieties of Spanish spoken by heritage speakers- among bilingual ...teachers in a school district in Texas. To this end, we conducted a study that analyzed the responses of 84 bilingual teachers to audio utterances reflecting specific linguistic features of Spanish varieties of the United States. Results showed that most of the bilingual teachers who participated in this study expressed negative reactions towards utterances that contained linguistic features (i.e., code-switching, overt pronouns) that characterize U.S. varieties of Spanish. Implications for the preparation of bilingual teachers are discussed here.
Latin American countries have experienced demographic and linguistic changes since Educación Intercultural Bilingüe (EIB) was first developed. Yet, ministries of education continue to impose generic ...models that do not reflect the realities of migrant Indigenous groups, who experience linguistic and ethnic minoritisation processes. Based on our ongoing work with a migrant Salasaka Indigenous community from the Ecuadorian Andes living in Galapagos, a region in which the majority of the population does not identify as Indigenous nor speak Kichwa, we propose Contextualización Transformativa de Educación Intercultural Bilingüe (CTEIB). CTEIB 1) considers processes of enacting Indigeneity in migratory contexts; 2) reflects the dialogic influence of place on migrant Indigenous communities' languages, traditional ecological knowledge, and culture; and 3) acknowledges the agency and creativity of Indigenous groups as transformative agents in maintaining their languages and Indigeneity outside their ancestral lands. This paper describes the theoretical underpinnings of CTEIB by building on the work of the Salasaka community in contextualising and adapting the Ecuadorian EIB programme to Galapagos. Beyond the importance of this work for migrant Indigenous communities, this work advocates for EIB programmes to address Indigenous migration in their design and implementation with implications for educational researchers, policy makers, and educators.
Middle school students are learning about climate change in large part through textbooks used in their classes. Therefore, it is crucial to understand how the language employed in these materials ...frames this topic. To this end, we used systemic functional analysis to study the language of the chapters related to climate change in four sixth grade science textbooks adopted in the state of California. The linguistic variables investigated were: types of nominal groups; processes; circumstances; and the modality system. Our findings showed that these textbooks framed climate change as uncertain in the scientific community - both about whether it is occurring as well as about its human-causation. The implications for science education are discussed in relation to how the current political and public discourses of climate change, rather than the scientific discourse, is influencing how textbooks discuss this topic.
Prostate cancer (PC) is the second most commonly diagnosed cancer in males. 68Ga-PSMA PET/CT, a non-invasive diagnostic tool to evaluate PC with prostate-specific membrane antigen (PSMA) expression, ...has emerged as a more accurate alternative to assess disease staging. We aimed to identify predictors of positive 68Ga-PSMA PET and the accuracy of this technique.
Diagnostic accuracy cross-sectional study with prospective and retrospective approaches. We performed a comprehensive literature search on PubMed, Cochrane Library, and Embase database in search of studies including PC patients submitted to radical prostatectomy or radiotherapy with curative intent and presented biochemical recurrence following ASTRO 1996 criteria. A total of 35 studies involving 3910 patients submitted to 68-Ga-PSMA PET were included and independently assessed by two authors: 8 studies on diagnosis, four on staging, and 23 studies on restaging purposes. The significance level was α=0.05.
pooled sensitivity and specificity were 0.90 (0.86-0.93) and 0.90 (0.82-0.96), respectively, for diagnostic purposes; as for staging, pooled sensitivity and specificity were 0.93 (0.86-0.98) and 0.96 (0.92-0.99), respectively. In the restaging scenario, pooled sensitivity and specificity were 0.76 (0.74-0.78) and 0.45 (0.27-0.58), respectively, considering the identification of prostate cancer in each described situation. We also obtained specificity and sensitivity results for PSA subdivisions.
68Ga-PSMA PET provides higher sensitivity and specificity than traditional imaging for prostate cancer.
Online courses, particularly in the massive open online course (MOOC) format, have been lauded for their potential to democratize access to educational opportunities but criticized for their markedly ...low completion rates. Yet educators continue to enroll in online courses, including MOOCs, in high numbers. For teachers at under-resourced schools, free online courses may be the only professional development option. It thus remains important to understand whether online courses, in their various formats, can serve as vehicles to support teacher learning and whether this can happen on a large-scale. Extending prior research that explores the relationship between contextual factors, engagement, and learning in online settings, this mixed-method study examines outcomes in a MOOC designed for teachers of English learners (ELs). In particular, the study identifies and examines structural and social supports that were available to some course participants (release time, stipends, participating with colleagues, and having a facilitator who convened face-to-face meetings) and investigates whether these local conditions were significantly related to completion and learning. Findings indicate that participants who received more supports were significantly more likely to complete the course. While participants, on average, showed evidence of learning, participants receiving supports did not show evidence of learning more than other participants. This is potentially due to omitted variable bias because participants who completed the course without supports may differ from participants who completed the course with supports in important, unaccounted for ways. This study extends prior research about how learning environments impact online learning experiences and suggests that structural and social supports may be useful in facilitating MOOC completion.
PDF