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New York City's 1911 Triangle Shirtwaist Factory fire memorial march and 2001's spontaneously erected post-9/11 city-shrine occurred during vastly different eras of Western mourning theory and practice, yet were mourned with markedly simihr emotional outpourings of disbelief', grief, and outrage. The Triangle factory memorial march epitomizes collective mourning richly invested in Victorian mourning traditions, reflecting how mourners of this era were willing to feel grief, remain tied to the lives of those grieved, and be reminded of the physicality of loss. Beginning in 1913, Freud's work reinvents the theory and practice of bss and mourning, medicalizing and pathobgizing Victorian mourning rituals, branding them uncivilized and taboo. Soon thereafter post-Freudian notions of bss and mourning take firm root, stand strong today, and moreover gain strength as new mourning-based pathobgies are added to the American Psychiatric Association s diagnostic manual. A direct contrast, I argue post-9/11 Manhattan city-shrine mourning practices evidence a crack in Freudian theory's armor albwing for the resurgence of pre-Freudian, Victorian mourning rituah. As a result, nearly a century after the Triangle fire memorial march, the post-9/11 city-shrine reflects not the post-Freudian, sanitized, modem-day notion of mourning one might expect, but hearkens backward in time to the pre-Freudian mourning practices of Victorians. I reveal, document, and analyze modern-day mourners' calling-intoquestion of Freudian mourning theory, arguing this questionings significance in the present historical moment, examining the post-9/11 city-shrine's marked simihrities to Victorian-era mourning practices, and offering, I argue, a distinct sign of an unsentimental cultural re-humanizing of loss.

Reform efforts like the urban, arts-based initiative Project ARTS are designed to provide intentional, equitable methods of improving students’ learning, yet few urban educators have been sufficiently trained to recognize differences in habitus between themselves and their students. For equitable reform to occur teachers must understand their own habitus and the habitus-forming experiences of their students. In this paper, we analyze qualitative project data using Bourdieu’s theoretical concepts of cultural capital, field, habitus , symbolic violence and misrecognition to explore teachers’ and students’ experiences in order to determine the extent to which power and privilege begin to be challenged within participating schools. We explore the ways in which teacher habitus has shifted to recognize, include or become empathetic to student habitus as a result of Project ARTS curricula, co-teaching and professional development while also considering the possibility the program produces unintended consequences at odds with the project’s mission: reproducing the status quo by advancing the cultural capital of teachers rather than that of students. Finding markedly fewer teacher narratives confirming the social reproduction of inequitable power relationships than when the project began, we conclude by discussing the transformation of teacher habitus, student outcomes, and school climate after 5 years of Project ARTS participation, proposing implications for urban teachers and leaders, their communities, and policymakers intent upon implementing equitable educational reform and the social transformation reform intends.

In this article, by arguing what Social Foundations of Education (SFE) stands for as opposed to what it stands against, the researchers intend persuasively to present non-SFE teacher educators with formerly unknown or unclear knowledge of the SFE discipline and its intended outcomes with the goal they may become comfortable with their courses' content and knowledgeable on its purposes, rather than viewing SFE teacher educators and their courses as unnecessary, radical, and burdensome to PK-12 teacher preparation curricula. They first must express thanks and admiration to the group of SFE scholars who recently collaborated to produce a special issue of Critical Questions in Education guest edited by Benjamin Baez and Deron Boyles, whose work mounts an inspired defense of the Social Foundations of Education. They begin by stating what they understand SFE to stand for as a discipline and why they know it to be a critical component of teacher preparation, contrasting that with what those outside of SFE assume it to stand against.

This dissertation explores the example offered by Willa Cather, in her ‘autobiographical’ novel The Song of the Lark, in tandem with the theory of psychoanalyst D. W. Winnicott as it links the importance of solitude with the creative individual's quietly monumental decision to decide to try—to begin to pursue, in a full way, a creative life—and the implications for pedagogical theory and practice. The Song of the Lark recounts the magical unveiling of one girl's creative self through a lifetime of re-emerging links to her childhood. The psychoanalytic theory of Winnicott provides the frame for this close reading of Cather's text. Winnicott's notion of living creatively is bound to a person's childhood by the way in which the human child discovers and learns to survive her world, and plays a pivotal role in the child's successful entry into a creative life. A life lived creatively is a healthy, ordinary life—one lived extraordinarily—and is not dependent upon the adoption of a vocation deemed ‘creative.’ Mark Freeman goes on to suggest that coincidence often benefits the life lived creatively, and Lather's story adopts this view as a principal theme. Cather's novel is an example that provides evidence of the components of experience that the creative self comes to rely upon, and the insight she allows into her own decision to try marks an important point of re-entry into theoretical implications in the education of artists. Otto concludes that the education of the creative self occurs outside the walls of educational institutions, left in large part to coincidence. Schools can encourage the development of the creative lives of their students, but only by making paradigmatic shifts in pedagogical theory and practice. Emphasis will have to shift away from learning alone and toward thinking. If children are not taught to value idle thought, the place of play and creativity, then a creative life will forever elude them. Finally, a conscious space must be made within schools for solitude and play, taking care to differentiate between the positive characteristics of solitude and the negative nature of isolation.

The dry season is a major challenge for Plasmodium falciparum parasites in many malaria endemic regions, where water availability limits mosquito vectors to only part of the year. How P. falciparum bridges two transmission seasons months apart, without being cleared by the human host or compromising host survival, is poorly understood. Here we show that low levels of P. falciparum parasites persist in the blood of asymptomatic Malian individuals during the 5- to 6-month dry season, rarely causing symptoms and minimally affecting the host immune response. Parasites isolated during the dry season are transcriptionally distinct from those of individuals with febrile malaria in the transmission season, coinciding with longer circulation within each replicative cycle of parasitized erythrocytes without adhering to the vascular endothelium. Low parasite levels during the dry season are not due to impaired replication but rather to increased splenic clearance of longer-circulating infected erythrocytes, which likely maintain parasitemias below clinical and immunological radar. We propose that P. falciparum virulence in areas of seasonal malaria transmission is regulated so that the parasite decreases its endothelial binding capacity, allowing increased splenic clearance and enabling several months of subclinical parasite persistence. Malaria cases are predominant during the rainy seasons in many endemic regions owing to the life cycle of the mosquito vector. How Plasmodium falciparum adapts in humans during the intervening dry season, without causing malaria symptoms or killing the host, offers new insights into its persistence in humans.

The virulence of many bacterial pathogens, including the important human pathogen Staphylococcus aureus , depends on the secretion of frequently large amounts of toxins. Toxin production involves the need for the bacteria to make physiological adjustments for energy conservation. While toxins are primarily targets of gene regulation, such changes may be accomplished by regulatory functions of the toxins themselves. However, mechanisms by which toxins regulate gene expression have remained poorly understood. We show here that the staphylococcal phenol-soluble modulin (PSM) toxins have gene regulatory functions that, in particular, include inducing expression of their own transport system by direct interference with a GntR-type repressor protein. This capacity was most pronounced in PSMs with low cytolytic capacity, demonstrating functional specification among closely related members of that toxin family during evolution. Our study presents a molecular mechanism of gene regulation by a bacterial toxin that adapts bacterial physiology to enhanced toxin production. IMPORTANCE Toxins play a major role in many bacterial diseases. When toxins are produced during infection, the bacteria need to balance this energy-consuming task with other physiological processes. However, it has remained poorly understood how toxins can impact gene expression to trigger such adaptations. We found that specific members of a toxin family in the major human pathogen Staphylococcus aureus have evolved for gene regulatory purposes. These specific toxins interact with a DNA-binding regulator protein to enable production of the toxin export machinery and ascertain that the machinery is not expressed when toxins are not made and it is not needed. Our study gives mechanistic insight into how toxins may directly adjust bacterial physiology to times of toxin production during infection. Toxins play a major role in many bacterial diseases. When toxins are produced during infection, the bacteria need to balance this energy-consuming task with other physiological processes. However, it has remained poorly understood how toxins can impact gene expression to trigger such adaptations. We found that specific members of a toxin family in the major human pathogen Staphylococcus aureus have evolved for gene regulatory purposes. These specific toxins interact with a DNA-binding regulator protein to enable production of the toxin export machinery and ascertain that the machinery is not expressed when toxins are not made and it is not needed. Our study gives mechanistic insight into how toxins may directly adjust bacterial physiology to times of toxin production during infection.

Examines portrayals of mental illness, violence and women, minorities, Sept. 11, 2001 terrorist attacks, suicide, and other issues, by US television and print news media; 8 articles. Contents: News media portrayal of mental illness: implications for public policy, by Otto F. Wahl; News portrayal of violence and women: implications for public policy, by Elizabeth K. Carll; Broadcast news portrayal of minorities: accuracy in reporting, by Roger D. Klein and Stacy Naccarato; Media violence in the news: American Psychological Association public policy initiatives, by Jeff J. McIntyre; Media exposure to September 11: elementary school students' experiences and posttraumatic symptoms, by Conway F. Saylor, Brian L. Cowart, Julie A. Lipovsky, Crystal Jackson, and A.J. Finch, Jr.; The responsible reporting of suicide in print journalism, by Patrick Jamieson, Kathleen Hall Jamieson, and Daniel Romer; Audience reactions to local TV news, by Roger D. Klein; The role of fear in agenda setting by television news, by Jason R. Young.