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Drawing on notions of transnationalism and transnational funds of knowledge and using a narrative inquiry, this study investigates the experiences of a Korean migrant social studies teacher named Ms. Choi who works with newly arrived students in New York City while maintaining close ties to her home country. I explore how she makes sense of and negotiates her position as an Asian migrant teacher and how her own sense making of herself influences her teaching practices, which draw on her students' transnational funds of knowledge through the use of a variety of engaging multimodal and multilingual repertoires. Bringing attention to Ms. Choi's personal, migratory, and teaching life and experiences, this study contributed to scholarly challenges of racialized ideas of assimilation for Asian migrant communities and prompts more alternative and complex understandings of Asian migrant teachers' lives and pedagogies that cross multiple borders.

Preparing students to live in an interconnected world is of central importance in 21st century education. Neoliberal educational contexts, however, thwart efforts to implement more humanistic and critical versions of global education (GE). This comparative case study examines how teachers and administrators enact GE at two schools--one public, the other private--in the New York City metropolitan area. Findings demonstrate the constraints and possibilities of engaging GE in neoliberal educational contexts. Implications for GE scholars and practitioners include the study of how wider contextual factors shape GE's enactment in a neoliberal era.

In this age of migration and transnationalism, it is imperative to take account of migratory experiences and lives of transmigrant teachers, who exhibit multiple ways of belonging and knowing. Informed by the theoretical framework of transnationalism and flexible citizenship, this study investigates two Asian transmigrant teachers who work in urban bilingual schools in the U.S. and examines how and why they are involved in their particular transnational mobility, professional choices, and educational activities. The findings show that transmigrant teachers' border crossings were motivated by economic as well as personal and educational necessities. After relocation to the U.S., they adopted specific residential and professional strategies to create transnational and multilingual networks with their homelands. They also demonstrated flexible attitudes towards citizenship, aspiring to continue their mobile lives. This study makes a contribution to the growing literature on contemporary migrants by shedding light on transmigrant teachers' personal, professional, and teaching lives, which are marked by spatial fluidity and ongoing transnational practices.

This study explored the positionalities of migrant social studies teachers in New York City and how those positionalities inform their perceptions and pedagogical practices of citizenship education. The findings demonstrated that migrant teachers' minoritized racial, cultural, linguistic, and religious backgrounds, together with their lack of citizenship status in the United States, created and accentuated various forms of exclusion, as well as a sense of their own vulnerability in the current racist, U.S.-centric, and anti-immigration climate. Nevertheless, these teachers have crafted a range of tactics to navigate the uncertainties they face and their sense of non-belonging, performing transnational activities with those in their home countries and forging alliances with their students in their local school communities. Through their complex and unique positionalities, these migrant teachers have shaped their understanding and practices of citizenship which decenter the increasing focus on the nation-state and Whiteness. Their life trajectories as migrants of color further served as valuable assets in their teaching citizenship education. This study provides implications for social studies educators, citizenship scholarship, and teacher education research.

The increasing water temperature due to climate change has led to more frequent algae blooms and deteriorating water quality in coastal areas and rivers worldwide. To address this, we developed a deep learning-based model for identifying floating algae blooms using PlanetScope optical images and the Shifted Windows (Swin) Transformer architecture. We created 1,998 datasets from 105 scenes of PlanetScope imagery collected between 2018 and 2023, covering 14 water bodies known for frequent algae blooms. The methodology included data pre-processing, dataset generation, deep learning modeling, and inference result generation. The input images contained six bands, including vegetation indices such as the Normalized Difference Vegetation Index (NDVI) and Enhanced Vegetation Index (EVI), enhancing the model's responsiveness to algae blooms. Evaluations were conducted using both single-period and multi-period datasets. The single-period model achieved a mean Intersection over Union (mIoU) between 72.18% and 76.47%, while the multi-period model significantly improved performance, with an mIoU of 91.72%. This demonstrates the potential of our model and highlights the importance of change detection in multi-temporal images for algae bloom monitoring. Additionally, the padding technique proposed in this study resolved the border issue that arises when mosaicking inference results from individual patches, providing a seamless view of the satellite scene. [ABSTRACT FROM AUTHOR]

Purpose: To evaluate the bilateral involvement of age-related macular degeneration (AMD) in South Koreans. Methods: This was a cross-sectional study of the Korean National Health and Nutrition Examination Survey (2017–2020). This study included 13,737 participants aged 40 years or older. Participants were evaluated to determine the prevalence of bilateral early and late AMD. In cases in which exudative AMD or geographic atrophy (GA) was diagnosed in a single eye, the fellow eye was evaluated to determine the presence and type of late AMD. Results: The overall prevalence of bilateral AMD was 6.12% (95% confidence interval [CI], 5.63–6.61). The prevalence of bilateral early AMD was 5.71% (95% CI, 5.24–6.18), while that of late AMD was 0.14% (95% CI, 0.08–0.20). The prevalence of the bilateral involvement of late AMD increased with age. A 0.02% prevalence (95% CI, 0.00–0.06) of late AMD was observed in participants aged 50–59. The prevalence increased to 0.08% (95% CI, 0.00–0.18) in participants aged 60–69, while the prevalence in participants aged 70–79 and over 80 was 0.45% (95% CI, 0.12–0.78) and 1.97% (95% CI, 0.75–3.19), respectively. The prevalence of early AMD in one eye and late AMD in the fellow eye was 0.26% (95% CI, 0.16–0.36). Conclusions: An assessment of the incidence of AMD revealed that a significant number of persons had bilateral involvement. The treatment burden may significantly increase for participants with bilateral late AMD compared to those with unilateral involvement. Therefore, the study may be helpful with the establishment of private and national insurance policies. [ABSTRACT FROM AUTHOR]

This qualitative case study focuses on two Asian transmigrant siblings who are teachers that lived in seven different countries and grew up navigating a multitude of geographic and cultural borders. Informed by the concept of transnational funds of knowledge, we examine the knowledge and lived experiences they built through the Asian diaspora and how they mobilize and leverage such resources to teach in K-12 and HL schools. Findings highlight the unique transnational funds of knowledge they carved out through mobility and uprootedness, the ways heritage language learning helped them to navigate racial discrimination and affirm their identity, and the commitment as well as the challenges they encountered in leveraging lived experience in their teaching. The study contributes to advancing dialogs around the Asian diaspora and mobility, and it suggests the importance of recognizing transmigrant teachers' transnational funds of knowledge and their potential to transform today's racist and assimilationist educational landscape. [ABSTRACT FROM AUTHOR]

PurposeMethodsResultsConclusionsTo investigate the association between the retinal vascular occlusion and vaccination against severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2).This nationwide population-based cohort study included 2,742,065 individuals aged ≥ 20 years who were vaccinated against SARS-CoV-2 from March 1, 2021, to December 31, 2021, and unvaccinated individuals matched at a ratio of approximately 1:10 by gender and age, all without a history of retinal vascular occlusion. The occurrence of retinal vascular occlusion was observed up to 60 days after the 1st vaccination date in the vaccination group, while 60 days from January 1, 2021, in the non-vaccination group. The risk of developing retinal vascular occlusion was compared between vaccinated and unvaccinated subjects. Risks were also compared among the different types of vaccines.Vaccination lowered the risk of retinal vascular occlusion, with an odds ratio (OR) of 0.80 (95% confidence interval (CI), 0.64–0.99; p = 0.039). For individuals aged < 40 years, the vaccination lowered the risk of retinal vascular occlusion occurrence significantly compared with those over the age of 40 (OR, 0.35 for age 20–39, 0.83 for age 40–64, 0.81 for age ≥ 65; P for interaction = 0.028). There was a significant difference in the ORs for retinal vascular occlusion among the four vaccine types (p < 0.001).SARS-CoV-2 vaccination did not increase the risk of retinal vascular occlusion. However, the risk levels differed depending on the type of vaccine used. Considering the ongoing evolution of SARS-CoV-2 vaccines, it is imperative to conduct additional assessments of the recently introduced vaccines [ABSTRACT FROM AUTHOR]

Situated in AsianCrit, which emphasizes centrality of racism among Asians in education as well as youth activism scholarship that denotes the engagement of youth in informal, communal, and everyday political spheres, the current qualitative study aims to center and uplift the voices of Korean American and migrant students who were enthusiastically involved in a Korean Student Organization (pseudonym) since the COVID-19 pandemic. More specifically, this study explores Korean American and migrant students' motivations, perspectives, and aspirations to participate in the organization at a predominantly white university in the Midwest since the onset of the COVID-19 pandemic. By highlighting how Korean American and migrant students foregrounded their experiences of racism and marginalization at a predominately white university during the COVID-19 pandemic by creating a variety of collective activities, events, and opportunities within and across the campus to survive, resist, and flourish amidst of heightened racist climates, this study will provide several implications for AsianCrit and youth activism scholarship. Together, the goal of this study is to bring attention to everyday youth activism and agency among Asian and Asian American students regarding racial justice and complicate and challenge the hegemonic representations of Asian and Asian Americans as model minorities, forever foreigners, or victims of anti-Asian hate crimes in contemporary U.S. society. [ABSTRACT FROM AUTHOR]

This study explored ways in which official social studies textbooks in South Korea promote global citizenship given the dominant neoliberal ideology in the field of education. Employing soft versus critical global citizenship education (GCE) and critical discourse analysis, this study analyzed 12 middle-school (seventh to ninth grades) social studies textbooks that are mandatory in Korean public schools. The findings of this study demonstrate the prevalence of a neoliberal agenda and nationalist rhetoric in the global citizenship discourses in the textbooks. We discussed the extent to which themes for GCE including globalization, cultural diversity, peace, sustainability, and associated skills and dispositions were instrumental in perpetuating neoliberal economic values and nationalism while marginalizing social justice and multiculturalism in official textbooks.

Despite the increasing literature on textbook analysis in post-conflict societies, few studies have investigated textbooks in conflict-ridden areas where wars and armed conflicts are still ongoing. This study examines representations of North Korea and unification in South Korean middle school social studies textbooks. South Korea is an interesting case to study, as it is the site of both an intractable conflict and emerging multicultural state. The findings of the study demonstrate that textbooks failed to provide any complex international perspectives of unification; described deficit-only views of North Korea, along with a sense of economic, cultural and political superiority of South Korea; took a lopsided view of the South-North relationship; and offered a nationalistic and ethnocentric approach to legitimising unification. This paper provides recommendations for future research that will resonate with scholars and policymakers in different conflict situations, contributing to diverse understandings of the contextualised nature of textbooks in divided societies.