563 research outputs found
First person - Sonal
No full textFirst Person is a series of interviews with the first authors of a selection of papers published in Journal of Cell Science, helping early-career researchers promote themselves alongside their papers. Sonal is the first author on ‘Myosin-II activity generates a dynamic steady state with continuous actin turnover in a minimal actin cortex’, published in Journal of Cell Science. Sonal conducted the research in this article while a PhD student in the lab of Petra Schwille at the Max Planck Institute of Biochemistry, Martinsried, Germany, studying biological pattern formation using a bottom-up reconstitution approach
Status reports to the recycled paper and surface and colloid science project advisory committees, March 27, 1997
No full text"March 27, 1997."Flotation deinking fluid mechanics: project F00903 / Ted Heindel ; Fiber carry over reduction in flotation deinking: project E00104/F00904 / Yuling Deng ; Utilization of recycled fibers-stickies: project F00902 / Sujit Banerjee, Sonal Patel, Thomas Merchant -- Slide Material
Extensions of ourselves: toward liberatory practices with digital technologies in literacy classrooms
No full textSecondary English Language Arts teachers face classrooms with increasing linguistic and cultural diversity, yet privilege an approach to literacy associated with monolingual forms of English. Adherence to this ideological approach to teaching English reinforces conditions of White Supremacy. Simultaneously, the increasing presence of digital technologies has changed our communication from print-only to communication through and across multiple modes. However, educational technology (EdTech) products teachers are required to use to teach the Common Core reinforce the same monolingual, print-based approach that has been traditionally used in teaching. Culturally and linguistically diverse students whose communicative repertoires include use of multimodal practices could be served through the use of digital tools that have the potential to serve as a conduit for those practices; however, ELA teachers' pedagogy leaves no space for these practices to bloom. Examined through a conceptual framework that positions critical digital literacies (Ávila Pandya, 2013) as a form of culturally sustaining pedagogies (Paris Alim, 2017), this study aims to investigate how secondary ELA teachers can honor the communicative repertoires of culturally and linguistically diverse students through the use of digital, multimodal compositions. For this study, I used PAR methodology to partner with an eighth grade English Language Arts teacher to develop and implement a 4-week unit of instruction. Data includes transcripts of Zoom-recorded planning and debrief meetings, class sessions, three semi-structured interviews with teacher and 3 focal students, and focal student work from the unit. The major findings are that use of a critical, culturally sustaining approach to digital multimodal compositions 1) required crafting a pedagogy that involved translating research-based concepts, negotiating meaning, weaving curricular components, and using digital platforms grafted to the conceptual work of the curriculum 2) enabled students to agentically represent their lives and provided opportunities for empowerment 3) allowed us as teachers to address traditional English Language Arts skills while providing an opportunity to engage in transformative learning experiences using digital tools 4) unearthed and reinforced the complexity and dynamism of language, culture and identity. This study illustrates the importance of collaborative, dialogic professional learning spaces for teachers to rehearse culturally sustaining and digital pedagogies. Additionally, the study illustrates how use of digital multimodal compositions offer opportunities for teachers to center communicative expression, move within and beyond traditional focal areas in ELA classes, and open up communicative pathways for students
Ovary in Inguinal Hernia
No full textABSTRACT
Inguinal hernia is a very common condition. Ovary in inguinal hernia is a common condition for a pediatrician as the pain symptoms will necessitate an early visit to health facility in young childhood. Ovarian and fallopian tube inguinal hernias are commonly associated with defects in genital tract development.
How to cite this article
Kotdawala S, Patel U, Tanna B, Kotdawala P. Ovary in Inguinal Hernia. Int J Gynecol Endsc 2017;1(1):53-55.
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Resilient Youth Transforming Educational Systems: Black Queens Rising Through RYTES of Passage
No full textIt is not uncommon for Blackgirls to face and navigate social-political power dynamics related to their race and gender, also known as intersectionality. Intersectionality is an analytic frame used to critically examine intersecting power relations across race, class, gender, sexuality, nationality, ability, ethnicity, and age, which reinforce each other to produce new categories of suffering (Crenshaw, 1989; Hill Collins & Bilge, 2020; Taylor, 2017). For Blackgirls, race and gender are not mutually exclusive identities, but rather compound and influence all aspects of their lived experiences (Hill Collins & Bilge, 2020), including education. Until recently, the torment of Blackgirls within the education-industrial complex has been largely ignored, thus invisibilizing the specific needs of Blackgirls and omitting them from anti-racist efforts and protection. Most of the research examining anti-blackness and its impact on Blackgirls in school focus primarily on disproportionate discipline rates and the school-to-prison pipeline. The findings from these studies have shed some light on the oppressive experiences of Blackgirls. However, there is a growing need to understand the other ways the effects of anti-blackness manifest in Blackgirls who seem okay but are actually suffering in silence. The purpose of this qualitative study was to examine how anti-black policies, practices, and beliefs within the education-industrial complex impact the Being, Belonging, and Becoming of Blackgirls. The findings in this study indicate that the Being of Blackgirls is neither represented nor affirmed within the education-industrial complex, which leads to a decreased sense of Belonging. My findings also depict the racialized trauma and oppression Blackgirls are forced to navigate within an education-industrial complex that falls short of providing them the educational experience they both want and need to support their Becoming
Fixing the Boyhood Breach: Facilitating Engagement and Belonging Through Critical Discussions on Masculinity
No full textMany teenage boys struggle with their own masculine identities, specifically as it relates to how they are "supposed" to express and perform masculinity in an environment like a school. They are often influenced by culture and peer pressure to think of and perform masculinity in ways that can be restricting. This restriction can lead to feelings of alienation, impact their sense of belonging, and promote disengagement. One way to re-engage boys is to provide a space on campus wherein they can have open, honest discussions with one another. Having such discussions could prepare them to look at masculinity with a critical lens, promote a sense of belongingness, and encourage them to arrive at some deeper truths about the complexity of masculinity and their own unique identities. When boys are given the opportunity to have critical discussions about masculinity, they can become active and willing participants in the inquiry and critical thinking processes. Furthermore, such open discussions can help them to build and establish bonds that encourage engagement and depths of understanding of both the self and their "masculine selves" (Givens et al., 2016). This qualitative study was designed as an examination of what happens when young males describe their experiences, emotions, and evolving understandings of masculinity through their participation in a weekly group discussion. Intergroup dialogues across socio-cultural groups can be fruitful in tackling difficult subjects like race relations and gender relations, this study was designed to examine whether or not an all-male discussion group can foster a deeper understanding of masculinity and themselves and promote a sense of belonging. The structure of a discussion group has many aspects of the education process built into it: critical thinking, articulation of a claim, backing the claim with evidence, actively listening, and sharing thoughts and feelings on a topic, to name a few. Yet, boys may not think of group participation in this way. Boys tend to bifurcate their school identities from their actual identities. Thus, the onus is on the school, through making thoughtful curricular, pedagogical, or even programmatic choices, to meet the boys where they are at in order to encourage engagement and a sense of belonging through critical conversations
South Asian immigrant students facing academic challenges and social difficulties in the United States
No full textThe aim of this qualitative study was to scrutinize and explore the social challenges faced by newly arrived South Asian immigrants in their early transitioning period in the United States. This research study examined the factors that impede or facilitate the social process of newly arrived South Asian immigrant students in schools. Additionally, this research study also examined the academic difficulties of newly arrived South Asian immigrant students as they adjust in the English-speaking environment in schools in the United States. In their early period of transitioning to the United States, South Asian newly arrived immigrant students often face daunting challenges in schools. This research study has revealed that even in this modern era, the ages-long systemic racism and stereotypical viewpoints about South Asian immigrants still exist in U.S. society and schools. This existing racism leads to academic challenges and marginalization in the form of inadequate learning support for South Asian newly arrived immigrant students in the English-only classrooms. To address this overlooked phenomenon, this study used the interview and journal methods to investigate the lived experiences of newly arrived South Asian immigrants and students in particular in the United States. To investigate this phenomenon, under the umbrella of social justice, this research study further used the lenses of social capital and culturally relevant pedagogy to unpack the social process of South Asian immigrants' adjustment on U.S. soil. In search of this overlooked phenomenon, the findings revealed that newly arrived South Asian immigrants bring social and cultural capitals in the form of religion and caste and the desire to uphold their religious and cultural practices without melting into the White American mainstream culture. The study determined that as a result of this need to hold on to their culture and language, they faced harassment, discrimination, and bullying in schools and American society
Real-time co-management of electricity and groundwater: an assessment of Gujarat’s pioneering Jyotirgram Scheme
No full textTube well irrigationWellsPumpsElectrificationFarmers attitudesShare croppingPovertyUser chargesRural economy
Sustaining the social justice struggle for school leaders
No full textOngoing worldwide crises have imposed profound challenges on school leaders. Principals face increasing pressure to understand and address the multifaceted needs of their communities. However, traditional paradigms often isolate principals by emphasizing individualism, patriarchy, and management, thus maintaining separation between school leaders and the communities they serve. The principalship also contends with historical ties to colonial aspirations that sought to eradicate indigenous knowledge while seeking to assimilate and marginalize the fictive "other." Recent studies indicate school leaders seek guidance, including how their professional learning can be reimagined to challenge inequity in their schools substantively. Scholars propose theoretical frameworks to counter systemic educational barriers through "social justice leadership." Yet this term's parameters are the subject of ongoing academic discussions, with a lack of clarity in conceptualization and practical implementation. However, an emerging consensus emphasizes connections within critical school communities historically excluded in decision-making. This qualitative case study investigated principals' leadership practices used to connect their communities in shared leadership spaces to gather momentum toward needed change. It also explored principals' perspectives regarding their journey in developing collaborative leadership skills, including insights into their professional learning. Using a conceptual framework combining social justice leadership and critical adult learning theories, the study explored how collaborative practices emerge and develop in collective contexts through the leadership of veteran social justice principals who live in the communities they serve. Data collection involved principal interviews and meeting observations. Portraiture methodology captured nuanced leadership practices within these complex, underresearched settings. Major findings demonstrated that school leaders can enhance the participation of underrepresented families in school leadership, facilitate democratic processes for collective action, and foreground social justice issues using community-generated data to lead their schools authentically toward social justice through specific leadership actions. These findings emphasize the necessity for community-responsive leaders to adopt intentional strategies of solidarity, grounded in creative collaboration and mutual care, to nurture cultures of belonging for families not traditionally embraced by schools
Behavioral and physiological assessment of an animal model of post-traumatic stress disorder
No full textPost-traumatic stress disorder (PTSD) is an anxiety disorder triggered by exposure to a traumatic event. Despite recent progress, the causes and pathophysiology of PTSD remain poorly understood, partly because of ethical limitations inherent to human studies. One approach to circumvent this obstacle is to study PTSD in a valid animal model of the human syndrome. In one such model, extreme and long-lasting behavioral manifestations of anxiety develop in a subset of Lewis rats after exposure to an intense predator threat (PT) that mimics the type of life-or-death situation known to precipitate PTSD in humans. Thus, the first half of this thesis tested whether the Lewis rat model reproduces salient features of human PTSD. The results of these studies established the model’s face validity. The second half of this thesis used this model to identify alterations in the physiological properties of amygdala neurons that underlie the expression of PTSD. These studies revealed that PTSD is associated with differences in the synaptic responsiveness of central amygdala (CeA) neurons. Overall, these results suggest that the Lewis rat model of PTSD can be used to gain mechanistic insights in the pathophysiology of PTSD.Ph.D.Includes bibliographical referencesIncludes vitaby Sonal Goswam
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