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Continuously secreted by all cell types, extracellular vesicles (EVs) are small membrane‐bound structures which shuttle bioactive cargo between cells across their external environment. Their central role as natural molecular messengers and ability to cross biological barriers has garnered significant attention in the use of EVs as therapeutic delivery vehicles. Still, harnessing the potential of EVs is faced with many obstacles. A cell line engineering approach can be used to exploit EVs to encapsulate a bespoke cargo of interest. However, full details regarding native EV‐loading mechanisms remain under debate, making this a challenge. While Chinese hamster ovary (CHO) cells are well known to be the preferred host for recombinant therapeutic protein production, their application as an EV producer cell host has been largely overlooked. In this study, we engineered CHO DG44 cells to produce custom EVs with bespoke cargo. To this end, genetic constructs employing split green fluorescent protein technology were designed for tagging both CD81 and protein cargoes to enable EV loading via self‐assembling activity. To demonstrate this, NanoLuc and mCherry were used as model reporter cargoes to validate engineered loading into EVs. Experimental findings indicated that our custom EV approach produced vesicles with up to 15‐fold greater cargo compared with commonly used passive loading strategies. When applied to recipient cells, we observed a dose‐dependent increase in cargo activity, suggesting successful delivery of engineered cargo via our custom CHO EVs. [ABSTRACT FROM AUTHOR]

The measurement of deprivation for small areas in the UK has provided the basis for the development of policies and targeting of resources aimed at reducing spatial inequalities. Most measures summarise the aggregate level of deprivation across all people in a given area, and no account is taken of differences between people with differing characteristics, such as age, sex or ethnic group. In recognition of the marked inequalities between ethnic groups in the UK, and the distinctive geographies of these inequalities, this paper presents a new ethnic group‐specific neighbourhood deprivation measure—the Ethnic Group Deprivation Index (EGDI). This index, using a custom cross‐tabulated 2021 Census dataset on employment, housing tenure, education and health by ethnic group, reveals the small area geographies of ethnic inequalities that have to date received scant attention, and yet have profound impacts on life chances and well‐being. Drawing on the methodological framework of the widely used English Index of Multiple Deprivation (IMD) and for the same geographies (Lower Layer Super Output Areas), the EGDI measures deprivation for each ethnic group using data from the 2021 Census of England and Wales. The EGDI reveals the complex geographies of ethnic inequality and demonstrates that while one ethnic group in a neighbourhood may have high relative levels of deprivation, another ethnic group in that same neighbourhood may experience very low relative levels. The EGDI explores ethnic inequalities within and between neighbourhoods, complementing and augmenting existing measures by offering an important means of better understanding ethnic inequalities. The EGDI can be used to help shape locally and culturally sensitive policy development and resource allocation. [ABSTRACT FROM AUTHOR]

Robert Burns Eleazer (1877-1973), a liberal white Methodist from Tennessee, served as the education director and director of publicity of the Atlanta-based Commission on Interracial Cooperation (CIC) from 1922 to 1942. As education director, he developed a strategy for improving race relations which entailed offering prizes to young people in the southern states for essays on racial minorities in American life and culture. Eleazer's role as the CIC's director of publicity meant constant communication with regional and national journals about lynching and its prevention, poverty, migration, policing, and justice in the courts. He also attempted to radically alter the social studies and civics curriculum in southern education. This article attempts to shed light on the CIC's education work and Eleazer's role and motives in devising and distributing his programs. It also shows how a regional effort to alter the outlook of a new generation concerning respect and human equality predated the intercultural education movement's attempts to do this on a larger scale after 1940 (Halvorsen and Mirel 2013). As such, it offers insights into a possible legacy of the interracial cooperation movement that followed World War I, to the civil rights movement that followed World War II.

In this study, we present quantitative findings on the effects of English-Spanish dual language immersion on student achievement in science and mathematics in grades 3, 4, and 5. The research aims to present empirical evidence documenting the impact of dual language immersion, reveal analytical techniques utilizing nonparametric measure of similar and comparative analysis, and discuss the benefits and common misconceptions associated with dual language immersion as well as implications for serving disadvantaged students and their success in STEM education.

Streptococcus pneumoniae (pneumococcus) causes a spectrum of disease ranging from mild respiratory infections to severe disease, including meningitis, sepsis, and pneumonia (1). Invasive pneumococcal disease (IPD) occurs when pneumococcus invades [...]

This study offers insights from an initial pilot of a co-teaching model for mathematics teacher preparation developed both to support experienced teachers in shifting their practice toward the vision set forth by NCTM and the Common Core State Standards for Mathematics (National Governors Association, 2010; NCTM, 2000, 2009) and to provide opportunities for preservice teachers of mathematics to gain experience with teaching practices better aligned with the new standards. Co-teaching is emerging as an alternative to the traditional student teaching experience, in which teacher candidates gradually assume full responsibility for instruction, assessment, and management in their field placement settings, a model that has not changed significantly in more than 50 years (Bullough et al., 2003). Based on effective practices in special education (Cook & Friend, 1995), co-teaching involves two teachers sharing the planning, teaching, and assessment of groups of students in the same physical space. In the context of special education, the two teachers are a general educator and special educator. Much has been written about these co-teaching partnerships and the benefits for students with special needs who are served in general education classrooms, and it is not uncommon to see a special educator working alongside a general educator in elementary and secondary classrooms, including mathematics classrooms. In the context of teacher preparation, the co-teachers are a teacher candidate and the cooperating teacher. In this model, the teacher candidate is involved in teaching from the first day in the classroom, and the cooperating teacher maintains a high level of involvement throughout the experience. In this article, the authors report on the use of a co-teaching model developed and implemented specifically in foundational level mathematics courses in high-need schools.

Conventional explanations of neighbourhood ethnic transitions consider what drives differential growth in ethnic group populations without regard to household composition. We enrich these nonhousehold approaches by using consistent Census data on neighbourhoods and households for England and Wales for 2001, 2011 and 2021 to analyse connections between mixed‐ethnicity households and neighbourhood ethnic diversity. We employ a neighbourhood typology of ethnic diversity that identifies neighbourhoods as either low‐ or moderate‐diversity, or high‐diversity, where no single ethnic group is in the majority. We focus particularly on White‐majority and highly diverse neighbourhoods given the dominance of the former in residential spaces in England and Wales, and because they are the principal source of transitions to highly diverse neighbourhoods. Mixed‐ethnicity households have become an increasingly important feature of the ethnic diversification of England and Wales; by 2021, almost 15% of multiperson households were mixed, a growth from 12% in 2011 and 9% in 2001. We find that higher levels of neighbourhood ethnic diversity are associated with higher shares of mixed‐ethnicity households. In high‐diversity neighbourhoods, for example, around 30% of multiperson households (nearly a quarter of a million households) were ethnically mixed in 2021. Levels of household mixing in moderate‐diversity White neighbourhoods were considerably higher than in low‐diversity White neighbourhoods. The same is found for diversifying neighbourhoods. Neighbourhoods that become more ethnically diverse were typically home to higher rates of mixed‐ethnicity households. Stably moderately diverse White neighbourhoods also had a higher proportion of mixed households. Studies of neighbourhood transition that focus on individuals in neighbourhoods may be missing important processes operating in the intimate spaces of the home. Including this intermediate scale of analysis adds to our understanding of neighbourhood ethnic mixing and processes of integration. [ABSTRACT FROM AUTHOR]

Problem solving tasks offer valuable opportunities to strengthen prospective elementary teachers' knowledge of and disposition toward mathematics, providing them with new experiences doing mathematics. Mathematics educators can influence future instruction by modeling effective pedagogical strategies that engage students in making sense of processes of mathematical reasoning. What follows is a description of a well-designed task and the role played by one mathematics educator in engaging prospective teachers in processes of mathematical reasoning. It is hoped that this description can shed light on some general ideas about the design and implementation of problem solving tasks in courses for future elementary teachers. (Contains 2 figures.)

In this article, we argue that the debates about mathematics education that have arisen in the United States over the past decade are the result of a major shift in how we conceptualize mathematical knowledge and mathematics learning. First, we examine past efforts to change mathematics education and argue they are grounded in a common traditional paradigm. Next, we describe the emergence of a new paradigm that has grown out of a coalescence of theories from cognitive psychology, an awareness of the importance of culture to learning, and the belief that all students can and should learn meaningful mathematics. Reforms grounded in the new paradigm have the potential to dramatically alter the way in which students--as well as which students--experience success in school mathematics. We discuss some implications of these reforms related to how mathematics educators might work with teachers of mathematics.

There is a long history indicating that during times of reform, the interests and needs of Black children are in many ways dismissed. This history culminated in 1990's to what is described today as the "Math Wars." The underlying narrative focuses on America's national security, technological interests, social efficiency, and the perpetuation of White privilege. There are intense debates focusing on curriculum, teaching, learning, and assessment but little debates on understanding the realities of children's lives. Through a hybrid historical-critical race theory (CRT) lens informed largely by the work of Derrick Bell, this article makes the case that Black children have not benefited from reform agendas in mathematics which are often situated in the larger political and social space. Moreover, the CRT analysis coupled with the historical critical methods of this article attempt to unveil the underpinning of the "mathematics for all" message, often touted in policy documents, as having done little to understand that influence of mathematics teaching and learning for Black children. The article also draws from Bell's work to offer counter-narratives through examples of the brilliance of the Black children who are thriving with mathematics, even within a context that tends to ignore them. The article concludes with implications for considering and addressing what we name the "opportunity to learn mathematics gap."

Multidimensional mathematics teaching, as discussed in this article encourages the use of context in mathematics teaching and learning to help teachers better recognize and build upon the cultural and social resources students bring to the classroom. Such efforts can impact students' performance and can help students make sense of decisions about their choice of problem-solving procedures. Multidimensional teaching also represents a way to address equity concerns in school mathematics by supporting: (1) an understanding of the cultural and social resources that students bring to the mathematics classroom; (2) the development of knowledge within those cultural frameworks; and (3) an understanding of mathematics within varying cultural frameworks. This article specifically focuses on how one seventh-grade teacher engages students by melding the National Council of Teachers of Mathematics Process Standards, the Common Core State Standards for Mathematics' Standards for Mathematical Practice, and varied contexts. A bibliography is provided.

During the early 1920s, the question of who should control the schooling of African American children caused controversy in several Southern states, including Georgia. White educationists and bureaucrats were divided into two groups: the conservatives who called for educational needs to be determined and funded locally, and a growing reformist group, which stressed the urgency of renewing black school buildings and equipment and were content to rely on outside money to make up any immediate shortfall in state funding. Curriculum issues also divided black people broadly into supporters of the late Booker T. Washington and those who agreed with W. E. B. Du Bois's critique of the Hampton-Tuskegee model of industrial education. In 1924, the career of the Georgia state supervisor of Negro schools, Walter B. Hill, became entangled in this clash of educational and racial visions. His case merits close examination for what it revealed about new possibilities in the interactions between education, race, philanthropy, white liberalism, and black ambition during the 1920s.

The absolute value learning objective in high school mathematics requires students to solve far more complex absolute value equations and inequalities. When absolute value problems become more complex, students often do not have sufficient conceptual understanding to make any sense of what is happening mathematically. The authors suggest that the absolute value concept can be more powerfully leveraged by teaching students to use a transformational approach to make sense of the meaning of the solution set. This method has been used with middle school and high school students with remarkable success. When students understand the meaning of absolute value and can transform an equation or inequality so that the coefficient of the variable is 1, they are able to find the solution set easily by: (1) determining the location of the critical points that are equidistant from the "anchor point" (which represents an offset from zero); and (2) identifying whether the solutions fall on, between, or beyond these points. In this article, the authors present a primer for using this approach. (Contains 5 figures.)

The semester of fall 2004 presented a challenge to the History Department of the University of Nebraska at Kearney (UNK). A Nebraska state senator contacted the department and inquired about the authors' willingness to become involved in the congressional Veterans History Project. The usual call went out to the department and they considered a response. The authors were only vaguely aware of the project. A quick web update provided details, but also clearly spelled out the conundrum of committing to a project that demanded generous work from them without indications of the specific outcomes that might make the investment of time and effort worthwhile. While understanding the value of civic engagement and service to the community, the authors' concerns centered around two pedagogical questions: How exactly could they integrate the project into their courses, and would their students find the project to be of value or an intrusion into an already challenging workload? In this article, the authors present an overview of the Veterans History Project and how it came to be activated on their campus in central Nebraska, an analysis of the dynamics of creating a working institutional and pedagogical model, and an assessment of the outcomes of the project to date. (Contains 2 notes.)

East Tennessee State University has a diverse student population of approximately 12,500 students. Recent statistics have indicated that the student body is bypassing the physical library building, including reference services, and connecting to online sources from off campus. With only six public service librarians whose duties include interlibrary loan, instruction, and other key library functions, librarians are limited in their ability to provide outreach to those students who might never enter the library. In this article, the authors describe the decision process in developing outreach librarian positions for the graduate programs librarian and the undergraduate student services librarian and discuss the specific services that these librarians provide to students. (Contains 1 figure and 4 tables.)

Background/Context: For the past century, mathematics education in the United States has been effective at producing outcomes mirroring society's historical inequities. The enactment of the No Child Left Behind Act in 2001 was intended to address these differential educational outcomes. Given the scope of this legislation's impact on the way in which states, districts, and schools evaluate mathematics learning and conceptualize reforms in the teaching of mathematics, it is critical to examine the possible effects this may have on how mathematical proficiency is determined and distributed. Purpose/Objective/Research Question/Focus of Study: This inquiry raises questions about the manner in which the No Child Left Behind Act aims to improve mathematics education through an increased reliance on "objective" science. Specifically, the argument put forth here is that the policies of the No Child Left Behind Act leverage and intensify the "dividing practices" instituted in the early 20th century as a means of justifying the differential stratification of students in schools, thereby making equitable educational outcomes less likely than not. The questions guiding this inquiry are: How did these dividing practices first develop? What are the taken-for-granted assumptions under which they operate? How might technologies related to these practices, given renewed status due to the requirements of the NCLB Act, impact mathematics education? Research Design: This inquiry takes the format of an analytic essay, drawing on both a historical perspective of efforts to improve education in the United States through a reliance on scientific methods, and an examination of recent evidence as to how the No Child Left Behind legislation's policies are bring implemented in relation to the assessment and teaching of mathematics. Conclusions/Recommendations: Although the intent of the No Child Left Behind legislation is to identify schools in which students are not being educated well and to compel improvement, its approach to doing so is built on a model from which long-standing disparities were constructed in the first place. The use of high-stakes standardized testing and direct instruction (DI) methods of teaching--both likely effects of the policies of the NCLB Act--reify the idea that mathematics is something to be put into students' heads, apart from their lived experiences and daily lives. This approach to mathematics education provides a rationale for students' (continued) stratification within an "objective" system of standardized testing and instruction. When considering reforms that aim to reduce inequities in educational outcomes, particularly in mathematics, forms of assessment and instruction must be developed and promoted that get away from the divisiveness of the traditional truth games and move toward a focus on students making sense of mathematics in ways that are meaningful, flexible, and connected to their sense of self.