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Mapping Internationalization of Curriculum onto School Psychology and Related Fields: A Systematic Review of Literature
No full textCurrent Insights on Using Social Robots to Support Second Language (L2) International Students in Higher Education
No full textPower Paradigm Unleashed: The (Re)Configuration of International Higher Education Arising from the Russia-Ukraine Conflict and What it Means for Higher Education
No full textSpecial Issu
16(5) Special Issue 2024
No full textThe JCIHE 16(5) 2024 Special Issue Conceptualizing Micro-Level Narratives in Thematic Constructs of Internationalization with Special Guest editors: Fakunle Omolabake & Fiona Hunter. The articles in this issue examine the micro-level dimension in the internationalization of higher education (IHE), that is situated at the individual level. While of importance, the micro level of IHE has been under-studied
Visions of Our Future: A Manifesto for Environmentalist Cinema in the Climate Era
No full textEnvironmentalism has strengthened as a discipline during the climate era, a period defined by the ongoing effects of climate change, and it is time for a fully environmental activist cinema to emerge. This type of filmmaking must be committed to generating images of our future along a utopian or apocalyptic continuum. This approach allows filmmakers to maintain the gravity of the climate crisis while generating inspiring, alternative futures that are not tied to the current global culture of capitalist exploitation of natural resources and marginalized peoples. Environmentalist filmmakers must then articulate climate change as a cultural issue—one that is produced by a certain outlook held by the Global North that justifies their twin domination of peoples and landscapes. By examining an existing subset of films across a variety of film genres that handle environmental themes, I analyze how a politically activist rhetoric can emerge in each of these genres and contribute itself toward an overall picture of environmentalism’s representation in narrative filmmaking. While environmentalist filmmakers have largely been relegated to the real, it is my assertion that we need fiction films that can speak to their audience’s imaginations in ever new, ever more powerful ways. Films are a medium that is uniquely capable of directly presenting images to the eye and mind of their audience; it is time they brought images forward that compelled environmental activism toward a tangible, new future in their audiences
Identification of Inflammatory Factors Contributing to Foaming in Atherosclerosis
No full textAccording to the National Institute of Health (NIH), atherosclerosis is attributed to the majority of cardiovascular disease (CVD) cases and is the leading cause of mortality in the US and worldwide. Despite significant medical advancements, the risk of cardiovascular events remains, warranting further mechanistic and pathogenic investigation. Advances in high-resolution omics profiling and the development of novel data-analytic bioinformatic tools previously enabled the novel discovery of two distinct programs in foaming, the central process in atherogenesis. The programs are pathogenic and homeostatic foaming, with the pathogenic foaming program being positively associated with disease. Using single-cell RNA sequencing (scRNA-seq) data from mouse aorta, transcription factors IRF7, ELL2, ARID3A, and MGA were identified as drivers of pathogenic foaming in atherosclerosis. Causal network analysis further revealed eight upstream regulators of these drivers. Expression analysis in symptomatic and asymptomatic sequencing data from independent human and mouse datasets confirmed the significance of these 12 genes/complexes/channels/receptors. The results of this study provide specific causal regulators for the pathogenesis of atherosclerosis and potentially offer new targetable molecules and their downstream network for novel therapeutic designs that direct treatments toward targeting inflammation
The Right to Inequality: Conservative Politics and Precedent Collide
No full textThe “end of affirmative action” is the beginning of this story. In Students for Fair Admissions v. Harvard (SFFA), the Supreme Court struck a near fatal blow to race-consciousness. Many institutions have since pivoted to “race neutral alternatives.” This is a natural turn. But one that faces immediate headwinds.
The same entities that demanded Harvard pursue racial diversity through colorblind means have sued public high schools for doing just that. These litigants assert a “right to inequality”—a theory that would pit the Equal Protection Clause against equality itself. Even if normatively jarring, a right to inequality might seem a natural extension of SFFA and decades of conservative caselaw hostile to remedial reform.
That sentiment is understandable. But it misreads the caselaw and overlooks a striking irony. The Supreme Court’s fifty-year war on affirmative action culminated in SFFA. But the same caselaw that precipitated affirmative action’s demise fortifies the constitutional case for colorblind remedies—the precise conduct a right to inequality would preclude. To enshrine such a right, sitting conservative Justices would have to abandon their own principles and precedent. This includes longstanding disregard for theories of equality that center groups and outcomes— both of which animate the right to inequality lawsuits. This means that conservative litigants, should they prevail, would benefit from concerns long associated with progressive causes. One corresponding question is whether a right to inequality— because it attends to group-based impacts—could re-empower racial justice advocates to challenge colorblind policies that conservative Justices have long shielded from legal scrutiny
Assessing Quality of Professional Learning Communities for the Enactment of Culturally-Responsive Computer Science Curriculum
No full textCSforALL is an NSF-sponsored Research-Practice-Partnership (RPP) between the University of Massachusetts and the Springfield Public School District (SPS). CSforALL aims to disseminate a culturally-responsive Computer Science (CS) curriculum throughout SPS elementary grades. We examined the quality and effects of teacher Professional Learning Communities (PLCs) aimed at improving the implementation of culturally-responsive CS pedagogy