Search

A positron emission tomography (PET)-magnetic resonance imaging (MRI) hybrid system has been developed to improve the accuracy of molecular imaging with structural imaging. However, the mismatch in spatial resolution between the two systems hinders the use of the hybrid system. As the magnetic field of the MRI increased up to 7.0 tesla in the commercial system, the performance of the MRI system largely improved. Several technical attempts in terms of the detector and the software used with the PET were made to improve the performance. As a result, the high resolution of the PET-MRI fusion system enables quantitation of metabolism and molecular information in the small substructures of the brainstem, hippocampus, and thalamus. Many studies on psychiatric disorders, which are difficult to diagnose with medical imaging, have been accomplished using various radioligands, but only a few studies have been conducted using the PET-MRI fusion system. To increase the clinical usefulness of medical imaging in psychiatric disorders, a high-resolution PET-MRI fusion system can play a key role by providing important information on both molecular and structural aspects in the fine structures of the brain. The development of high-resolution PET-MR systems and their potential roles in clinical studies of psychiatric disorders were reviewed as prospective views in future diagnostics.

Physical activity is essential for children's current and future health, but most do not get their recommended daily 60 minutes of moderate to vigorous physical activity. Schools are an ideal environment for physical activity since students spend most of their waking hours at school. In this paper, we inquire into a sedentary school environment and its collateral impact on student learning in light of the school experience of Hannah. Grounded in Merleau-Ponty's theory of body and embodiment and Dewey's theory of experience in education, the purpose of this narrative inquiry is to challenge an increasingly sedentary environment that undermines the role of body, hence providing a mis-educative experience. In so doing, we intend to raise awareness of the collateral impact of sedentary education on students and rethink the aims of education for the 21st century to foster the child as a whole embodied being. We suggest three aims of education: first, health as the foundation to develop the whole child; second, adding the fifth R, "Rhythm," to Doll's four R's of richness, recursion, relation, and rigor; and finally, understanding what it means to be physically literate.

While learning a broad sense of compassion (feeling/being kind), students are seldom given a sustained opportunity to learn why they feel angry at the suffering of the other and what to do with that anger. Prosocial anger that adheres to compassion is not deemed as official affective knowledge in schools. While defining compassion as a virtue, this paper conceptualizes compassionate anger as a mobilizer for social justice. Becoming empathetic towards the suffering of the other is, and should be, one of the core educational goals in the era of a pandemic and the Black Lives Matter movement. To this end, by examining the interaction between compassion as an ontological virtue and anger as an emotion, which is a somewhat paradoxical relationship, this paper theoretically juxtaposes compassion with four prosocial angers (impersonal, defensive, Aristotelean, and political) to construct four curriculum approaches to social justice (conservative, experiential, rational, and emancipatory).

In this paper, we interrogate the current state of multiculturalism and multicultural education in South Korea and offer a possible theoretical framework that is lacking in the field of multicultural education. We provide three principles of multicultural understanding grounded in Gadamer's philosophical hermeneutics to inform multiculturalism in South Korea and beyond. Based on these principles, we propose that multiculturalism be understood and educated as a way of being, that is, as an ontological multiculturalism, which contributes to a deeper understanding of what it means to be multicultural citizens in the global age.

This article reports results of a research study at a National Science Foundation Research Experience for Undergraduates (REU) site focused on psychological research with clear applications to the real world. Two cohorts of undergraduates engaged in rigorous research projects with implications for real-world problems such as driving, homeland security, relationships, human-computer interaction, language comprehension and production, discrimination, and health psychology. To determine the effectiveness of the program, students completed the Kardash Ratings of Interns' Research Skills as well as the Undergraduate Research Questionnaire, kept journals, and completed exit interviews. Results indicated that students and mentors perceived an improvement in the students' research skills. Students conveyed positive experiences and identified strengths and weaknesses of the program that can be used to improve future REUs.

Teachers in many countries live the language of standards although it is confined to uniformity and standardization. In the United States, for example, teachers teach to what is now called the Common Core State Standards that focus on students' college and career readiness while falling short of developing good judgment and wisdom. In this article, drawing upon Nussbaum's notion of narrative imagination, we address the following research question: How do we foster narrative imagination in elementary students in the midst of the external demands to meet standards? This research is conducted as "grounded practice" between a teacher educator and an elementary art teacher, who collaboratively created an integrated art curriculum unit, called Storytelling/Mural Painting Project, involving 68 fifth grade students, three storytellers from the local community, and three classroom teachers. Based on our findings, we suggest a model for rethinking education in the age of standards.

The development of self is an important part of formal education, and related to the notion of self is the development of "Bildung," or cultivation of the self. "Bildung" has been an integral part of curriculum theory in the United States. However, despite many theoretical debates on "Bildung" in the literature, there seems to be a lack of the pragmatic use of "Bildung" at the classroom level. Hence, the purpose of this article is to explore how classroom teachers or teacher educators can foster and nourish their students' "Bildung" at the classroom level. This study examines the "Bildung" processes of two doctoral students based on their autobiographical essays to show their effort of developing themselves. Foucault's notion of askesis has been used as a theoretical framework, which is a philosophical exercise that includes three forms of reflexivity: Memory, Meditation and Method. Based on the findings, we make the following implications for curriculum studies and teacher education: 1) "Bildung" needs to be guided, nourished, and fostered through formal education by teachers in the classroom, which then becomes a "habitat," an environment in which both teachers and students dwell as "Bildung"-centered teachers and students, 2) "Bildung" needs to be practiced as askesis by students and teachers as an act of care through classroom activities, 3) "Bildung"-centered teachers do have autonomy, agency, and independence to create such activities for their students, in which the process of "Bildung" can be carried out.

This article is a study of conflicting voices inside an alternative high school in Arizona. Voices of alternative schools are, quite often, not included in the discourse of curriculum reform even though the number of alternative schools is growing every year. Bakhtinian novelness of polyphony, chronotope, and carnival are incorporated into an arts-based, storied form of representation to provoke empathic understanding among readers. Multiple voices (polyphony) of the school are juxtaposed within a certain time and space (chronotope) while all the different voices are valued equally (carnival) to represent conflicting views on public alternative school experiences. The purpose of the article is to provide readers with vicarious access to tensions that exist in an alternative school, so that they may engage in questioning the nature and purpose of these spaces. In so doing, the study aims to promote dialogic conversations about "best practice" for disenfranchised students who are subject to experiencing educational inequalities in the current era of accountability and standardization.

Narrative inquiry has been a popular methodology in different disciplines for the last few decades. Using stories, narrative inquiry illuminates lived experience, serving as a valuable complement to research methodologies that are rooted in positivist epistemologies. In this article, we present a brief introduction to narrative inquiry including narrative data collection, analysis and interpretation. Situating narrative inquiry under the umbrella of post-qualitative research, we argue that, because of its ability to communicate evocative stories and to inspire empathy, narrative inquiry is an indispensable methodology in the study of human being and becoming, making this methodology an important contribution to the field of adult vocational education and technology.

The cultivation of teacher dispositions is an important topic within contemporary discourses of teacher development. The construct of dispositions, however, is still in need of conceptual refinement. In this article, we use the philosophical theory of "Bildung" (the educating and forming of the self) to explore how the cultivation of dispositions and the manifestation of dispositions in one's teaching practice are functions of both professional and personal transformation. In particular, employing the methodological tool of narrative inquiry, we present a teacher who, while working on her master's degree, authored her own "Bildungsroman" (story of personal growth). Her narrative, we argue, powerfully illustrates how teachers are, in part, autonomous authors of their own growth. We conclude by arguing that narrative, hermeneutical, and post-qualitative methods of reflection present unique possibilities for the project of cultivating teacher dispositions in teacher education.