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This qualitative case study examined five preservice social studies teachers (PSSTs) working in an urban teacher preparation program as they learned methods of critical historical inquiry (CHI). Moving from a critical multicultural citizenship education frame, CHI supports analysis of multiple perspectives and sources to construct equitable, justice-oriented understanding of the past on its own terms. Study results detail participant conceptual (mis)understandings with CHI, difficult histories, and historical perspective recognition limited their production of social studies curriculum aligned with critical multicultural citizenship education. Findings highlight the significance of preservice teacher epistemic cognition when learning CHI while also underscoring the importance of addressing preservice teacher historical positionality and political clarity when teaching CHI. In the absence of deeper conceptual understandings of CHI and a concomitant epistemic stance, PSSTs are unlikely to overcome institutional and political barriers or strategically navigate curricular constraints which increasingly block critical multicultural education in social studies classrooms.

This study contributes to existing literature on critical historical inquiry used in the social studies field. Furthering the research, this qualitative study examines the emotional navigation of five preservice teachers in a graduate-level methods course of a collegiate, urban-focused, teacher preparation program as they traverse learning about and the development of critical historical inquiry projects over the length of a semester. Paying particular attention to the incorporation of counter narratives into critical historical inquiry, the findings suggest that public or intrinsic discussions regarding emotion do play a role in preservice teachers' decisions to accept and then infuse such narratives into these inquiries. We assert that creating opportunities for preservice teachers to reflect and examine their emotional positions while engaging in new pedagogical practices like critical historical inquiry will lead to more integration of counternarratives, thus enhancing transformative and social justice-oriented teaching.

This qualitative case-study looks at how one preservice teacher uses multimodal counter-storytelling to push back on dominant historical narratives in social studies teaching. It examines how the teacher conceptualizes the use of critical arts and humanities as pedagogical tools to represent historically marginalized voices and disrupt dominant narratives (counter-storytell) in social studies education, and secondly, how they engage with these critical multimodalities in order to counter-storytell in their social studies student teaching. Findings show that preservice teachers can deftly and richly use multimodalities as access for counter-storytelling towards transformative social justice teaching with their students, but that a lack of curricular support and the necessity of content knowledge create challenges which demand greater assistance for educators in this pedagogical journey.

This paper describes a piece of classroom-centred research we did into the extensive reading practices of adult basic literacy learners. The research reported here was part of a larger research project into the 'communicational' teaching of English for beginning learners inspired by the work of Prabhu (1987). Using comics supplied by The Storyteller Group, we experimented with the Prabhu/Krashen 'acquisition' approach and extended the pedagogy through trial and error, documenting the whole process with the help of video recordings and our own notes. We present four stages in this 'reading for pleasure' course with descriptions of the pedagogy and excerpts of classroom interaction. Important outcomes of this research are the creative use of language promoted by story re-telling and the desire for ownership of books by learners once they experience ownership of the story through task-based activities on the comics.

Background Injury and illness surveillance helps establish the infrastructure to provide adequate medical support at regattas and is the foundation for developing prevention strategies.Objective(s) To assess the prevalence and characteristics of injuries in the 4 weeks before the start of the 2022 World Rowing Beach Sprints Finals (WRBSF) (the ‘Prevalence Survey’) and describe the incidence and nature of new-onset injuries and illnesses incurred during the WRBSF (the ‘Incidence Survey’).Methods Athletes completed: (1) a prevalence survey recording injuries the 4 weeks before the WRBSF and (2) a recording of injuries and illnesses that occurred during the 3-day regatta.Results Fifty-nine of 152 eligible WRBSF athletes completed the prevalence injury survey. Twenty-three (38.9%) reported experiencing at least one injury within the 4 weeks before the WRBSF. The most prevalent anatomical injury sites were the forearm (11.86%), lumbar spine (10.17%), knee (8.47%), ankle (6.78%) and hand/fingers (6.78%). During the competition, only two illness occurrences were reported; both were respiratory infections. Two athletes reported injuries: a hamstring strain and a concussion.Conclusion Rowers presenting to the WRBSF described injuries leading up to the event that were similar to those common in classic rowing. Rowers at the event suffered injuries of the lower limb that were different from classic rowing and may be related to the addition of running to this event. An event concussion should be considered as a more likely injury in this type of rowing and future events should be prepared to manage such an injury.

Summary: Chronic viral hepatitis is a significant public health concern in the Western Pacific, including in Vietnam and the Philippines. To accelerate progress toward meeting the 2030 elimination goals, the World Health Organization (WHO) encourages countries to adopt an integrated, people-centered health sector response to hepatitis, grounded in Primary Health Care (PHC). A review of the academic and grey literature, along with policy documents, was conducted to describe the national health system and PHC response to hepatitis B and C in Vietnam and the Philippines. Information was analyzed against the four strategic levers of the WHO Operational Framework for PHC to identify challenges and opportunities. The findings suggest that both countries have relatively robust policy frameworks, with some room for improvement. Vietnam may have stronger political commitment and funding than the Philippines, while the Philippines appears to be stronger in community engagement. Both countries share challenges and opportunities for learning to actualize viral hepatitis elimination utilizing a PHC approach.

This essay explores new avenues towards challenging inequity in these dark times. In these dark times, neoliberalism has coopted discourses that once challenged inequality and systems of power. Social justice, diversity, and identity politics--once powerful discourses that challenged inequality--have now been adopted by those in power to sustain neoliberalism and systemic inequalities. Using the concept of "re-sistence" rather than "resistance," I argue for new forms of resistance. Rather than standing firm, relying upon common areas of focus, including identity politics, music educations interested in social justice might look for new forms of resistance, adapting to the changing terrain of neoliberalism and its cooption of previously subversive discourses. Using the work of musicologist Jacques Atalli's description of noise, I explore how this has sonic aspects, and how music educators might address these issues through curriculum and music making.

This paper highlights the use of Swedish crime fiction in the classroom to teach politics, especially issues related to immigration and the role of being "foreign". Furthermore, the paper explores how Swedish crime fiction can be incorporated into a study abroad course, examining one such study abroad--known as W'International--on our campus. I argue that Swedish crime fiction novels make for a perfect venue to explore an array of political problems and challenges, and a palatable way for students unfamiliar with Sweden or crime fiction to relate to real world issues.

Abstract We propose a mesoscopic Brownian magneto heat pump made of a single charged Brownian particle that is steered by an external magnetic field. The particle is subjected to two thermal noises from two different heat sources. When confined, the particle performs gyrating motion around a potential energy minimum. We show that such a magneto-gyrator can be operated as both a heat engine and a refrigerator. The maximum power delivered by the engine and the performance of the refrigerator, namely the rate of heat transferred per unit external work, can be tuned and optimised by the applied magnetic field. Further tunability of the key properties of the engine, such as the direction of gyration and the torque exerted by the engine on the confining potential, is obtained by varying the strength and direction of the applied magnetic field. In principle, our predictions can be tested by experiments with colloidal particles and complex plasmas.

In this essay, I explore the recent cultural and epistemological turns in sociological music education research. Changes in the economy--and most specifically in the modes of production aided by changes in technology--provide a frame for understanding the cultural and epistemological turns within music education research in sociology. The economy has gone through a process of "dematerialization," privileging non-material aspects--like mental conceptions of the world, symbols, culture, and social processes--over material considerations. Similarly, sociological research in music education, in its epistemological and cultural turns, has gone through a process of dematerialization where symbols, culture, and mental conceptions have become the frames and emphases within music education. This is influenced by "the postmodern condition" where ideas and "culture" have become seats of power. After a brief introduction, I review dialectics, moving to the subcategory dialectical materialism which has come to signify Marx's contribution to dialectics. Next, I apply dialectical materialism to the cultural and epistemological turns in sociological music education research, tracing changes in the economy and their influence over emphases in sociological research in music education. Finally, I pose some questions that may inform future philosophical and sociological research and practice in music education.

We have written this article as performative co-autoethnography in which we focus on a crisis of communication we experienced as deaf/nondeaf collaborators. We bring together Deleuze's concept of 'becoming-other' with Guattari's concept of 'a-signifying semiotics' to demonstrate how a focus on the affective dynamics of a-signification allows us to attend to the immanent nature of deaf/nondeaf communication. Situating the highlighted crisis within the larger context of Joseph Valente's work as the only deaf professor within a larger, audist university culture, we work to performatively demonstrate the rich necessity of keeping the dynamic, unknowable, intense, frightening, and exciting nature of negotiating communicative differences at the forefront of our research and our day-to-day collaboration.

Objective: Quad bikes are a leading cause of death and incident-related injury on farms, yet little is understood about rules used by farmers to ensure their safe operation. This study explored rules about quad bikes set by those who live or work on farms. Through the case of quad bikes, this study sought to understand how rules are determined and implemented at the farm level. Setting: A mix of farm types and locations in rural Australia including Queensland, South Australia, and New South Wales. Participants: Eight farmers were interviewed and recruited from information sheets at farmers' markets, through a local health organisation, and a media release. Design: Thematic analysis was used to transform data from eight semi-structured interviews with farmers in rural Australia. Results: Data were distilled into two themes – "Rule content" described the explicit rules farmers had set on their properties, while the theme "Underlying rule principles" explored the values and norms which underpinned the creation and implementation of these rules. Conclusions: Through the case of quad bike rules, this study illustrated how rules are determined and implemented at the farm level. Perceptions of risk were tied to farmers being experts in their own environment and therefore able to mitigate risk. In contrast to injury data, reckless use of quad bikes was perceived to cause incidents, and this was the basis of rules for adults and children. [ABSTRACT FROM AUTHOR]

This research explores the effect of Green Human Resource Management (GHRM) practices on employee green behavior (EGB). A conceptual model involving two double-moderations is developed and tested with the data collected from 397 respondents from various industries in India. Hayes's PROCESS macros were used in testing the hypotheses. Consistent with the Ability-Motivation-Opportunity (AMO) and Social Identity Theory (SIT), the green recruitment strategies (GRS) and green institutional initiatives (GII) positively predict EGB. The results indicate that the significant three-way interaction between GRS, employee green training and development (E-GTD), and employee green participation and involvement (E-GPI) influenced EGB. The findings also suggest that the three-way interaction between GII, employee green performance management, appraisal (E-GPMA), employee green compensation, and rewards (E-GCR) influencing the EGB was significant. The implications for green human resource management (G-HRM) and sustainability are discussed. [ABSTRACT FROM AUTHOR]

This study evaluated the refinement of sorghum, corn, and cowpea grains using the processing steps and equipment originally designed for wheat milling that consists of a conventional gradual reduction system. The need to mill these grains resulted from a desire to produce alternative ingredients for developing new fortified blended extruded foods used for food aid programming. Milling of white sorghum grain resulted in a crude protein content of 7.4% (wb) for both whole and coarse-milled flour. The crude protein content in whole fine-milled sorghum was 6.8% (wb), which was significantly lower than that of whole coarse flour at 9.3% (wb). A decrease in the ash content of sorghum flour correlates with the decortication process. However, degermed corn, fine and coarse, had significantly different crude protein content of 6.0 ± 0.2% (wb) and 7.7 ± 0.06% (wb), respectively. Degerming of corn improved the quality of corn flour (fine and coarse) by reducing the crude fat content from 3.3 ± 0.18% (wb) to 1.2 ± 0.02% (wb) and 0.6 ± 0.13% (wb), respectively. This helped increase the starch content from 60.1 ± 0.28% (wb) in raw corn to 74.7 ± 0.93% (wb) and 71.8 ± 0.00% (wb) in degermed fine and coarse corn flour, respectively. Cowpea milling did not produce differences in the milling stream outputs when the crude fat and crude protein were compared. Whole flour from the grains had higher milling yields than decorticated flour. This study demonstrated that a mill dedicated to wheat size reduction can be adapted to refine other grains to high quality. [ABSTRACT FROM AUTHOR]

This article examines the concept of gifted and talented and its implications for music education. The authors explore what it means for students to be labeled "gifted and talented" both generally and in music. Next, we look at some of the strengths of gifted and talented education as well as some negative consequences and common criticisms. We end with specific strategies music educators can use to identify, support, and educate gifted students even when their schools do not have gifted and talented programs. These strategies include identifying students' strengths, communicating with other adults to find out the unique needs of students, differentiating instruction, and seeking out enrichment opportunities. These strategies might also help music teachers tailor instruction for all students, regardless of label.