Arts integration in rural Minnesota: A collaborative arts integration framework

In this article, we demonstrate that arts integration holds unique promise and benefits for helping rural teachers to provide more equitable arts opportunities for their students. These benefits include: professional network development in the service of both curricular development for arts integration and connecting teachers who often work in isolation; additional funding to allow for collaborative planning; and introduction to arts experiences and cultural resources for use in arts-integrated unit planning and implementation. We describe the Perpich Arts Integration Project—an innovative, state-funded program centered on a Collaborative Arts Integration Framework in three rural regions of Minnesota. Then, through data collected via a three-year longitudinal program documentation and evaluation, we describe several themes that we have identified about the implementation of arts integration in rural schools. Finally, we will describe a series of considerations and implications for rural schools seeking to implement such a program in the future.     

Diving into the Rio Grande Valley: Meaningful experiences in arts educator preparation

As the Texas Education Agency implements new standards for arts teachers and U.S. arts education policy stakeholders articulate a need for culturally competent educators, teacher preparation programs must respond and consider methods to prepare developing teachers to meet such standards. Preservice arts educators need exposure to a variety of art forms and opportunities to practice teaching in diverse settings in order to explore and exercise culturally responsive arts education. This research project examines the impact of a university program that places preservice teachers in the Rio Grande Valley near the Mexico/U.S. border in South Texas. The group surveyed includes 10 student teachers, two thirds of the total program participants. The research specifically examines the value of the experience for student teachers through surveys and follow-up interviews. The study concludes that student teaching in the Rio Grande Valley helps prepare participants to teach across identity markers and offers them important experience that helps prepare them to meet these new standards set by state policy makers. The article recommends offering more support and reflexive opportunities for these student teachers.     

Language policy,language ideology,and visual art education for emergent bilingual students

ABSTRACT

In 1968 the Bilingual Education Act marked the first comprehensive federal intervention in the schooling of language minoritized students by creating financial incentives for bilingual education in an effort to address social and educational inequities created by poverty and linguistic isolation in schools. Since that time federal education policies related to language instruction for emergent bilingual students have undergone a number of shifts that reflect changing ideological perspectives on language and citizenship. These shifts, in turn, frame seemingly neutral educational requirements for preservice and practicing art educators related to language and visual art instruction, implicating art educators in ideological stances toward students and families who primarily speak languages other than English. This article reviews the Elementary and Secondary Education Act in its most recent reauthorization as the Every Student Succeeds Act, and offers insight into ideological implications of standards and assessments that impact art educator preparation and art teaching practices with regard to language in the art classroom, including the National Core Arts Standards and the Education Teacher Performance Assessment. Implications regarding ways art education, framed by ideological policies, might support or undermine social and educational inequities educational policies are intended to address are discussed.     

Teaching the arts as a second language: A school-wide policy approach to arts integration

The arts can be used to teach, not just as activities that enhance learning, but also as the primary medium through which students process, acquire, and represent knowledge. This means the arts can function as a language. If we accept this metaphor, and we truly want students to be fluent in the artistic languages, then the arts can be taught in the same constructive, sequential way language is taught, where the rules of the system are explicitly learned and fluency is acquired through regular application within a meaningful context. This article provides a framework for the implementation of effective arts integration in line with second language learning: Arts as a Second Language. In doing so, it addresses two common problems in arts education: when arts integration is disconnected from artistic development, and when discipline-based arts education is disconnected from other learning. Nine principles for teaching with an Arts as a Second Language policy are proposed. Ultimately, it is a call for pedagogical reform that enables equitable access for all students to learn in, about, and through the arts with school-wide policy that scaffolds artistic learning across the grades, embedded in meaningful contexts.     

The 2008 National Assessment of Educational Progress (NAEP): A visual arts replication study

The 2008 National Assessment of Educational Progress (NAEP) Arts Assessment was administered to selected 8th grade students throughout the nation, and in 2009 the results from that administration were publicly reported. In the spring of 2010, building on the format and structure of the 2008 national assessment, the researcher administered a self-portrait test locally to 166 students across three regions in a small southeastern state. In replicating the content and process as closely as possible given the publicly available resources, the purpose of this study was to compare the reported 2008 NAEP self-portrait scores with the results of the 2010 replication study self-portrait scores. Specifically, given that all schools in this small state are required to have dedicated art teachers for K–8 schools, a requirement not typical in all states, the researcher sought to understand the degree to which the local performance mirrored the national scores. After confirming that this study met the requirements to be considered a replication study, the researcher determined that based on comparative results from the 2008 NEAP test and 2010 replication assessment, there was evidence that supported having a stand-alone art teacher in K–8 schools. In fact, the researcher affirmed that early and consistent exposure to art and art making is consistent with a student's positive performance on NAEP Arts Assessments.     

Community arts: (Re)contextualizing the narrative of teaching and learning

ABSTRACT

Education in the United States is often characterized by testing and standardized outcomes, and bears little relevance to the culture and the community that surrounds both students and teachers. Conversely, community arts connect the philosophies of art and education to the larger spheres of culture and community. The community thus becomes an educational space in which both the teachers and students are motivated to learn from each other through a reciprocal relationship that changes the dynamic of both teaching and learning. Consequently, the (re)contextualization of art and education within culture and community has distinct policy implications regarding both what we teach and the way we teach it. There is an opportunity to increase the significance of art education in a democratic society if we embrace practices that empower preservice teachers to analyze how artmaking practices shape their own sensibilities and those of the communities in which they live. This article suggests a field experience model for informing cross-cultural understandings of community-based pedagogy, participation, and collaboration that challenges existing educational policy while informing the values and beliefs of the preservice teacher. It presents the opportunity to develop socially relevant programs for use in the teaching of art that include community, social justice, democracy, collective responsibility, activism, and equity—among others—that confront established perceptions of both art and education.     

Powerful allies: Arts educators and early childhood educators joining forces on behalf of young children

ABSTRACT

Arts educators and early childhood educators espouse similar philosophies and purposes surrounding young children's educational lives, yet continue to function in largely separate worlds. This article calls for the creation of intentional alliances between the two disciplines, by first recognizing and embracing these alignments. In addition, this article provides recommendations for arts educators and early childhood educators to consider as they join forces to ensure that all young children have access to high-quality arts-based education.     

Early childhood arts education in the United States: A special issue of Arts Education Policy Review

ABSTRACT

In this introduction to Early Childhood Arts Education in the United States, a special issue of Arts Education Policy Review, the editors provide a platform for stakeholders' increased awareness and understandings of the need to ensure children's rights to arts education. They summarize the five articles comprising this issue, and invite stakeholders to consider example action steps to apply content from this Issue to arts interactions with young children.     

Dancing to the top: How collective action revitalized arts education in Boston

In 2009, a group of local foundations, the school district, arts organizations, and the Mayor's Office launched the Boston Public Schools Arts Education Initiative (BPS-AE)—a multiyear, citywide, public–private initiative aimed at increasing BPS students' access to in-school arts education. Managed by a strong local intermediary with deep experience in education, this initiative used several complementary, overlaid strategies: direct service, system building, and community engagement—all of which were supported by a philanthropic collaborative of local and national funders. Today, 17,000 more BPS students receive arts education; nearly 130 additional full-time certified arts teachers have been hired; and district spending on arts has risen to $26 million annually, compared to $15 million in 2009. There is also growing demand from the larger community for more and better arts education. In 2015, BPS-AE produced a case study that provides a more detailed explication of the multitiered strategy it used to achieve these results. The study offers recommendations as to how other cities can involve diverse key constituencies to advance this kind of initiative, create leadership structures that support effective citywide collaboration, engage community stakeholders in participatory planning processes, leverage private philanthropy to boost public funding, and develop a centralized support system for school principals and arts teachers.     

Arts Education Partnerships: Informing Policy through the Development of Culture and Creativity within a Collaborative Project Approach

Arts education partnerships have become an important means for developing and sustaining school arts programs that engage students, teachers, and communities. Tapping into additional perspectives, resources, and support from arts agencies and postsecondary institutions, arts education partnerships strengthen arts education infrastructure within schools and develop a web of sustainable relationships whereby stakeholders mutually benefit. This article provides a snapshot of an arts education partnership in action that develops creative and cultural competencies in middle school students through a theme-based collaborative project approach. This article informs policy by recommending support for arts education partnerships that develop social and creative capital among schools and postsecondary institutions and within the communities surrounding these institutions.     

Carbonyl groups: Bridging the gap between sleep disordered breathing and coronary artery disease

Abstract

Sleep disordered breathing (SDB) is related to coronary artery disease (CAD), but the mechanisms are uncertain. SDB is characterized by periods of intermittent hypoxia and free radical formation. This study tested the hypothesis that carbonylation can be the link between SDB and CAD. It included 14 cases with CAD and 33 controls with <50% coronary narrowing. CAD cases have higher erythrocyte carbonyl levels than controls (p = 0.012). Positive correlation was observed between apnea-hypopnea index (AHI) and erythrocyte carbonyl concentration (ρ = 0.310; p = 0.027). To predict CAD, including as regressors: AHI, erythrocyte carbonyl, gender, age and body mass index, the significant variables in the Poisson multiple regression model were AHI and erythrocytes carbonyl. An increase of 1 pmol/gHb in erythrocyte carbonyl levels increases by 1.8% the risk of CAD and one unit of AHI increases by 3.8% the risk of CAD. The present findings represent the first evidence in humans that SDB may cause CAD through protein carbonylation.     

Conservation Genetic Resources for Effective Species Survival (ConGRESS): Bridging the divide between conservation research and practice

Policy makers and managers are increasingly called upon to assess the state of biodiversity, and make decisions regarding potential interventions. Genetic tools are well-recognised in the research community as a powerful approach to evaluate species and population status, reveal ecological and demographic processes, and inform nature conservation decisions. The wealth of genetic data and power of genetic methods are rapidly growing, but the consideration of genetic information and concerns in policy and management is limited by the currently low capacity of decision-makers to access and apply genetic resources. Here we describe a freely available, user-friendly online resource for decision-makers at local and national levels (http://congressgenetics.eu), which increases access to current knowledge, facilitates implementation of studies and interpretation of available data, and fosters collaboration between researchers and practitioners. This resource was created in partnership with conservation practitioners across the European Union, and includes a spectrum of taxa, ecosystems and conservation issues. Our goals here are to (1) introduce the rationale and context, (2) describe the specific tools (knowledge summaries, publications database, decision making tool, project planning tool, forum, community directory), and the challenges they help solve, and (3) summarise lessons learned. This article provides an outlook and model for similar efforts to build policy and management capacity.     

Bridging the gap between microclimate and microrefugia: A bottom-up approach reveals strong climatic and biological offsets

In the context of global warming, a clear understanding of microrefugia—microsites enabling the survival of species populations outside their main range limits—is crucial. Several studies have identified forcing factors that are thought to favor the existence of microrefugia. However, there is a lack of evidence to conclude whether, and to what extent, the climate encountered within existing microrefugia differs from the surrounding climate. To investigate this, we adopt a “bottom-up” approach, linking marginal disconnected populations to microclimate. We used the southernmost disconnected and abyssal populations of the circumboreal herbaceous plant Oxalis acetosella in Southern France to study whether populations in sites matching the definition of “microrefugia” occur in particularly favorable climatic conditions compared to neighboring control plots located at distances of between 50 to 100 m. Temperatures were recorded in putative microrefugia and in neighboring plots for approximately 2 years to quantify their thermal offsets. Vascular plant inventories were carried out to test whether plant communities also reflect microclimatic offsets. We found that current microclimatic dynamics are genuinely at stake in microrefugia. Microrefugia climates are systematically colder compared to those found in neighboring control plots. This pattern was more noticeable during the summer months. Abyssal populations showed stronger offsets compared to neighboring plots than the putative microrefugia occurring at higher altitudes. Plant communities demonstrate this strong spatial climatic variability, even at such a microscale approach, as species compositions systematically differed between the two plots, with species more adapted to colder and moister conditions in microrefugia compared to the surrounding area.     

Bridging the gap between temporomandibular disorders,static balance impairment and cervicogenic dizziness: Posturographic and clinical outcomes

Several studies have investigated the possible influence of temporomandibular disorders (TMD) on body posture and whether cervical spine disorders, such as cervicogenic dizziness (CGD) could play an additional role in affecting static balance. The purpose of this study was to analyze static postural behavior by means of static posturography, in patients affected by either TMD or CGD alone or by both conditions, and to compare findings with a group of healthy subjects. Significant changes in posturographic parameters were found among the three groups of patients and when compared with controls. When the three study groups were compared to each other, subjects affected by a combination of TMD and CGD showed worse postural performances with respect to subjects affected by CGD or TMD alone. Correlations with self-perceived dizziness, anxiety, depression and jaw functionality, investigated by means of validated questionnaires, were found among all patient groups. These results provide new evidences for the presence of static balance alterations in patients suffering from TMD with and without associated cervical spine impairment, by using a reliable diagnostic technique. Further studies are needed in order to identify any causal relation between these two disorders.     

Bridging the gap between community ecology and historical biogeography: niche conservatism and community structure in emydid turtles

Historical (phylogenetic) biogeography and community ecology were once integrated as part of the broader study of organismal diversity, but in recent decades have become largely separate disciplines. This is unfortunate because many patterns studied by community ecologists may originate through processes studied by historical biogeographers and vice versa. In this study, we explore the causes of a geographic pattern of community structure (habitat use) in the emydid turtle assemblages of eastern North America, with more semi-terrestrial species of the subfamily Emydinae in the north and more aquatic species of Deirochelyinae in the south. Specifically, we address the factors that prevent northern emydines from invading southern communities. We test for competitive exclusion by examining patterns of range overlap, and test for the role of niche conservatism using analyses of climatic and physiological data based on a multilocus molecular phylogeny. We find no support for competitive exclusion, whereas several lines of evidence support the idea that niche conservatism has prevented northern emydines from dispersing into southern communities. Our results show how understanding the causes of patterns of historical biogeography may help explain patterns of community structure.     

Bridging the gap between chemistry, physiology, and evolution: quantifying the functionality of sperm whale myoglobin mutants

This work merges a large set of previously reported thermochemical data for myoglobin (Mb) mutants with a physiological model of O₂-transport and -storage. The model allows a quantification of the functional proficiency of myoglobin (Mb) mutants under various physiological conditions, i.e. O₂-consumption rate resembling workload, O₂ partial pressure resembling hypoxic stress, muscle cell size, and Mb concentration, resembling different organism-specific and compensatory variables. We find that O₂-storage and -transport are distinct functions that rank mutants and wild type differently depending on O₂ partial pressure. Specifically, the wild type is near-optimal for storage at all conditions, but for transport only at severely hypoxic conditions. At normoxic conditions, low-affinity mutants are in fact better O₂-transporters because they still have empty sites for O₂, giving rise to a larger [MbO₂] gradient (more varying saturation curve). The distributions of functionality reveal that many mutants are near-neutral with respect to function, whereas only a few are strongly affected, and the variation in functionality increases dramatically at lower O₂ pressure. These results together show that conserved residues in wild type (WT) Mb were fixated under a selection pressure of low P_O2.     

Summary of the National Institute of Standards and Technology and US Food And Drug Administration cell counting workshop: Sharing practices in cell counting measurements

The emergence of cell-based therapeutics has increased the need for high-quality, robust and validated measurements for cell characterization. Cell count, being one of the most fundamental measures for cell-based therapeutics, now requires increased levels of measurement confidence. The National Institute of Standards and Technology (NIST) and the US Food and Drug Administration (FDA) jointly hosted a workshop focused on cell counting in April 2017 entitled “NIST-FDA Cell Counting Workshop: Sharing Practices in Cell Counting Measurements.” The focus of the workshop was on approaches for selecting, designing and validating cell counting methods and overcoming gaps in obtaining sufficient measurement assurance for cell counting. Key workshop discussion points, representing approximately 50 subject matter experts from industry, academia and government agencies, are summarized here. A key conclusion is the need to design the most appropriate cell counting method, including control/measurement assurance strategies, for a specific counting purposes. There remains a need for documentary standards for streamlining the process to develop, qualify and validate cell counting measurements as well as community-driven efforts to develop new or improved biological and non-biological reference materials.     

Intersections between music education and music therapy: Education reform,arts education,exceptionality, and policy at the local level

In this article, a music teacher educator and a music therapy clinician and educator discuss special education policy and arts instruction at the district level. To illustrate the gulf between federal and local policies with regard to exceptional learners and arts instruction, we examine the intersections of music therapy and music education with regard to self-contained classes of students with moderate to severe disabilities. Our discussion focuses on provision of services and opportunity to learn, and results in specific policy suggestions, including: (a) increasing administrators' understanding of music therapy, adaptive music education, and music education, so that decisions regarding arts instruction can be better-informed and more child-centered, (b) treating music therapists as allied health professionals who do not need to be certified teachers to practice in schools, and (c) improving initial music teacher preparation and providing opportunities for professional development to increase awareness of necessary information and effective strategies to improve music teaching and learning for students with special needs.     

Bridging the gap between traditional cell cultures and bioreactors applied in regenerative medicine: practical experiences with the MINUSHEET perfusion culture system

To meet specific requirements of developing tissues urgently needed in tissue engineering, biomaterial research and drug toxicity testing, a versatile perfusion culture system was developed. First an individual biomaterial is selected and then mounted in a MINUSHEET^® tissue carrier. After sterilization the assembly is transferred by fine forceps to a 24 well culture plate for seeding cells or mounting tissue on it. To support spatial (3D) development a carrier can be placed in various types of perfusion culture containers. In the basic version a constant flow of culture medium provides contained tissue with always fresh nutrition and respiratory gas. For example, epithelia can be transferred to a gradient container, where they are exposed to different fluids at the luminal and basal side. To observe development of tissue under the microscope, in a different type of container a transparent lid and base are integrated. Finally, stem/progenitor cells are incubated in a container filled by an artificial interstitium to support spatial development. In the past years the described system was applied in numerous own and external investigations. To present an actual overview of resulting experimental data, the present paper was written.     

自然保护地自然教育资源分类与评价——以神农架国家公园为例

自然教育是生态文明建设的有力抓手及重要内容。自然保护地具有良好的自然资源禀赋,为自然教育实践提供活动场地及教育资源基础。在界定分析自然教育相关概念及内涵基础上,提出自然保护地自然教育资源分类方案,包括自然事物、场地设施、自然文化3项主类,9个亚类、48种基本类型;综合运用层次分析法和德尔菲法构建包括教育价值、资源质量、开发条件3层要素、10项指标的自然教育资源评价体系;以神农架国家公园为例进行自然教育资源分类及评价的实证分析。结果表明,构建的自然教育资源分类方案及评价体系具有科学性、普适性与可操作性,可在自然保护地自然教育资源的调查、分类与评价中推广,为自然保护地的自然教育开发利用提供科学参考。