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Item 3: Activity 2: Vistas Públicas as a Mechanism of Civic Engagemen
No full textIn Puerto Rico, vistas públicas, or public hearings, are important spaces of dialogue and discussion between civil society and government representatives. The events are open to the public. They represent an opportunity to directly submit different perspectives before official decisions are made on important topics. Participating in vistas públicas is a fundamental part of asserting a democracy. Governmental organisms with vistas públicas include the Senate, House of Representatives, and various departments. The Financial Oversight and Management Board of Puerto Rico, created under the PROMESA Act in 2016, also holds public hearings. The Board consists of seven members appointed by the president of the United States and one ex officio member designated by the governor of Puerto Rico. It is tasked with working with the people and Government of Puerto Rico to create the necessary foundation for economic growth in Puerto Rico. The Board holds several public hearings per year. In this activity, students observe a public hearing in class and complete a reflection exercise about the process and value of public hearings as a tool for civic engagement. In this assignment students practice active listening, critical thinking, and writing skills
Item 6: Assignment 3: Improving Knowledge of Puerto Rico Through Wikipedia
No full textThe purpose of this project is for students to improve the content, scope, and quality of information about Puerto Rico in Wikipedia, the world’s largest encyclopedia. The project is conducted in collaboration with Wiki Education, which provides students with additional media and digital literacy skills and training. Students work on the project throughout the entire term
Item 2: Activity 1: Cultural Mapping Workshop: Jambi Districts
No full textAs an introductory activity for this education abroad course on global citizenship, students will work in small groups of 3 or 4 with local partners (Jambi students and faculty) to explore the relationship between cultural places and the environment of Jambi by creating cultural maps of the districts of Jambi. This classroom activity aims to prepare students for their community service and site visits in Jambi. They will learn about the local geography, acquire knowledge of the diverse cultural environment, and gain an understanding about specific sites of environmental concern in this mid-size city in central Sumatra. The activity will help to develop student to practice research skills, express their creativity, and foster collaboration. It will also provide an opportunity for discussing global citizenship, community values, and local engagement. For guidance, refer to the resources on the Research Workshop Cultural Mapping page listed under sources
Item 5: Fannie Lou Hamer’s America
No full textThis discussion activity introduces students to the voting and civil rights leader, Fannie Lou Hamer. They will read three texts that describe her life, locate her as a meaningful contributor to what we know as the Civil Rights Movement, and engage with her 1964 Democratic National Convention testimony. These texts inform students’ subsequent listening to Hamer’s testimony and watching of the full film, Fannie Lou Hamer’s America—both of which facilitate an in-class discussion
Item 6: #SayHerName, Citizenship, and Misogynoir
No full textThis discussion activity introduces students to the #SayHerName movement and the concept of misogynoir. Specifically, students will engage with three readings that detail stories of police and state violence against African American and Black women, discuss the anti-Black racist sexism that Black women experience, and highlight the digital resistance that Black girls, women, gender nonconforming, and trans folk employ. These texts inform their subsequent engagement with the documentary, Say Her Name: The Life and Death of Sandra Bland
Item 2: Activity 1: Identity Maps
No full textStudents will create their first draft of an identity map that explores the questions: Where do I live? Who are my communities? Where do I work, travel, shop, study, eat, exercise, commute? What is most important to me? What do I value in my everyday life? This activity functions as a way to brainstorm thoughts organically without worrying about order and structure. This is a place to visually structure ideas and is the first step in creating strong, personal, advocacy statements
Item 5: Assignment 2: The Environment: Active Listening and Learning
No full textIn a scaffolded series of steps including interviews with advocates from local environmental organizations and individual and group reflection, students will ultimately circle back to the advocacy statements beginning with I believe, I think, and I feel
Assignment 2: Looking at the New York State Constitution (or your state constitution)
No full textThis is an activity, one that I have piloted with my most recent cohort of secondary social studies methods MAT students, in which the students—alone, in small groups, and with the whole class—explore the New York State Constitution. This can rather readily be adapted for other states as well. In our experience, it proved very illuminating in that many of the things that make our state unique are enumerated in the state constitution
Assignment 4: Childhood Methods for Social Studies and Civic Engagement
No full textThis course provides the methodology and content necessary to teach elementary school social studies. Emphasis is on the integration of elementary school social studies and fine arts in an interdisciplinary teaching context. Students are expected to refresh their content knowledge so that they are prepared to teach social studies to children in grades K-6
Single nuclei transcriptomics reveals cellular diversity in TSC subependymal giant cell astrocytomas
Full text linkTuberous sclerosis complex (TSC) is a genetic disorder characterized by benign growths called hamartomas that are a significant cause of morbidity and mortality. Hamartomas are found along the neurocutaneous axis including along the brain’s ventricles near the boundaries of the striatum. They can be categorized by size and include small subependymal nodules (SENs) or larger subependymal giant cell astrocytomas (SEGAs). Here, we describe a quantitative analysis of SEGA cell identities based on single nuclei RNA sequencing. SEGAs contain several cell types. In contrast to unaffected samples, SEGAs have pronounced vasculature, more endothelial cells, increased perivascular macrophages, less myelination, and altered immature oligodendrocyte progenitor cells. Furthermore, at least 40% of SEGA cells are related to GABAergic neurons. We identified cell-type-specific changes in gene expression patterns and a subset of transcripts that indicate altered neuronal excitation. These results reveal the complex cellular niche of SEGAs and opportunities and challenges for advancing treatments