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Through a (re)mapping and spatial modeling of a city’s past, exploratory web applications can be built to examine urban histories and dynamically engage scholars and the public. Working on Emory University’s OpenWorld Atlanta project (OWA), researchers used geospatial technologies and methods to extract data from archives and other sources to build historical data models, geodatabases, and geocoders that enabled the development of web-based dynamic map interfaces. With a focus on the early stages of urban development of the city of Atlanta in the southeastern United States, this platform provides exploratory visualizations of city history along with a wealth of detail for specific time periods, specifically circa 1878 and 1928, given the opportunity provides by key map publications of the city. These dynamically enabled historical maps were then connected to digital images, geospatial vector data, descriptive text, and labels and then structured in a content management system.While this project began as a digitization project centered on two atlases in the Rose Library collection at Emory University, it has grown to include contributors from several partner institutions. Therefore, this paper outlines the OWA project within a larger consortium of institutions and researchers focusing on production methods, platform development, interface design, and evaluation using open-data and open-source methods and software in cities' historical mapping and modeling. Drawing upon historical maps, city directories, archival collections, newspapers, and census data, projects like OWA allow researchers to analyze spatially grounded questions. In addition, they may serve the public as a valuable informational resource to learn about their neighborhood’s past and even contribute materials from family archives or stories.

The reconstruction of two-dimensional (2D) slices to three-dimensional (3D) digital anatomical models requires technical skills and software that are becoming increasingly important to the modern anatomist, but these skills are rarely taught in undergraduate science classrooms. Furthermore, learning opportunities that allow students to simultaneously explore anatomy in both 2D and 3D space are increasingly valuable. This report describes a novel learning activity that trains students to digitally trace a serially imaged neuron from a confocal stack and to model that neuron in 3D space for 3D printing. By engaging students in the production of a 3D digital model, this learning activity is designed to provide students a novel way to enhance their understanding of the content, including didactic knowledge of neuron morphology, technical research skills in image analysis, and career exploration of neuroanatomy research. Moreover, students engage with microanatomy in a way that starts in 2D but results in a 3D object they can see, touch, and keep. This discursive article presents the learning activity, including videos, instructional guides, and learning objectives designed to engage students on all six levels of Bloom's Taxonomy. Furthermore, this work is a proof of principle modeling workflow that is approachable, inexpensive, achievable, and adaptable to cell types in other organ systems. This work is designed to motivate the expansion of 3D printing technology into microanatomy and neuroanatomy education.

Many concepts in astrophysics research can be difficult for a lay individual to understand or to comprehend their importance. One such example concept is the IceCube Neutrino Observatory, which detects high-energy neutrinos at the South Pole in Antarctica. The observatory uses information from detected neutrinos originating deep in outer space to better understand astrophysical phenomena like black holes or exploding stars. Unfortunately, it is often difficult for the public to understand how these pieces fit together towards creating a more complete understanding of our universe. To promote public understanding of IceCube, an interactive exhibit was created which used large multi-touch screen and Virtual Reality (VR) equipment. The exhibit, placed in a public environment, was evaluated both formally and informally around its effectiveness of providing STEM learning opportunities. The results show that the system not only provided an effective means of conveying content, but also provided a means of sparking the curiosity of users to learn more about the presented subject matter. Further results show that outcomes demonstrated significant differences between subject responses depending upon which of the two deployed devices they used. Findings also provide evidence that retrospective survey designs have the same rigor in data collection as traditional pre-and posttest designs when investigating exhibits. Based on these findings, guidelines are offered for others who aim to deploy similar systems in publicly accessible spaces.

Two of the current United Nations Sustainable Development Goals (SDGs) aim for quality education and gender equality, which are inextricably linked. Education efforts in low- and middle-income countries (LMICs) have rarely addressed issues of gender equality as children start school, except to expand access for girls. The authors explore how gender equality can be addressed within schools and communities in LMICs at the start of primary school. The authors offer promising strategies to make early grade education efforts more gender transformative and thus more effective.

As a social movement, dual language challenges and co-exists alongside traditional English-only classrooms in the US. Using Manuel Pastor's social movements framework, we demonstrate how dual language provides teaching methods and languages of instruction that allow varying student populations to excel in learning the official curriculum. In this way, dual language addresses inequities in access to education and quality of instruction as addressed in the Civil Rights Movement in the U.S. and international agreements about the rights of children to learn in a language they understand. The U.S. dual language movement seeks to level the playing field for students and is sought by a range of schools, school systems, and states to meet the needs of increasingly diverse learners from a range of language and socioeconomic groups. In this paper, we address the quest of school leaders and parents to achieve successful academic results for Latino students through dual language programs. Drawing from a qualitative study of seven dual language programs in schools in two school districts, this article aims to explain how educators adapt dual language models to the needs of their changing communities. The schools' leadership led a process of academic innovations as they reshaped and improved the design of programs to serve their students. All the schools confirmed that they encountered difficulty in maintaining a 50-50 dual language model, but they also reported having to engage in continuous renewal and improvement in order to serve the needs of their communities. The article highlights the crucial role of the community in support of dual language learning and describes the empowerment networks of community actors that take part in education decision-making--which include parents, community education councils, and the schools' leadership. Through this research, we find Dual language programs, when combined with the rest of the schools' programs or when implemented across the school, to be one of the most innovative and effective forms of education programming.

Copyright of [i2]: Research & Innovation in Architecture / Investigación e Innovación en Arquitectura y Territorio is the property of Universitat D'Alacant and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The reconstruction of two‐dimensional (2D) slices to three‐dimensional (3D) digital anatomical models requires technical skills and software that are becoming increasingly important to the modern anatomist, but these skills are rarely taught in undergraduate science classrooms. Furthermore, learning opportunities that allow students to simultaneously explore anatomy in both 2D and 3D space are increasingly valuable. This report describes a novel learning activity that trains students to digitally trace a serially imaged neuron from a confocal stack and to model that neuron in 3D space for 3D printing. By engaging students in the production of a 3D digital model, this learning activity is designed to provide students a novel way to enhance their understanding of the content, including didactic knowledge of neuron morphology, technical research skills in image analysis, and career exploration of neuroanatomy research. Moreover, students engage with microanatomy in a way that starts in 2D but results in a 3D object they can see, touch, and keep. This discursive article presents the learning activity, including videos, instructional guides, and learning objectives designed to engage students on all six levels of Bloom's Taxonomy. Furthermore, this work is a proof of principle modeling workflow that is approachable, inexpensive, achievable, and adaptable to cell types in other organ systems. This work is designed to motivate the expansion of 3D printing technology into microanatomy and neuroanatomy education. [ABSTRACT FROM AUTHOR]

Faced with the current challenges of the climate emergency and global change, the revaluation of local products, their knowledge, consumption, and distribution is emerging as one of the strategic actions aimed at reducing the carbon footprint. Agritourism, as an activity that values everything that is related to the agricultural heritage and that enables direct contact between visitor and farmer, contributes to positioning and strengthening the local agrifood product in tourist destination areas and becomes another link in the production chains, promoting direct sales and the short distribution circuit of the products. This research aims to measure the presence of the local agrifood product in the context of agritourism developed in the Western Catalan Pyrenees (Spain). To do this, it analyses the presence of the local product and the ways used to incorporate it into the travel experience. It explores (through interviews) the opinions of the owners of agritourism farms/businesses in relation to the repercussions of the producer–consumer connection through food. To reach this goal, secondary sources are reviewed—bibliographical, statistics, and web pages—and a total of 26 interviews are carried out. In terms of the results, we highlight that in the Western Catalan Pyrenees, about 70% of agritourism accommodations include local products in their offer. Additionally, the professional project is strengthened by including the agrifood product in the offer's structure through catering and/or direct sale, generating positive dynamics among the rest of the producers in the area. However, only a small percentage of agritourism accommodations fully diversify their project with the production, consumption, and distribution of their own and local food. A total of four different profiles of agritourism are identified regarding agrifood products. [ABSTRACT FROM AUTHOR]

Focusing on graduate student education and professional development in the humanities, we examine how crises of the last few years – COVID-19, precarious employment and racial reckoning, among others – exposed iniquities in digital humanities (DH) and pedagogical training. This article explores how Emory Center for Digital Scholarship's (ECDS) outreach initiatives operated through and responded to recent years' crises post-2020. ECDS is committed to creating equitable opportunities for DH and pedagogical training for graduate students through long-term training, six-week intensives and an evolving open educational repository. The Digital Scholarship Training Program (DSTP) is a paid training programme for graduate students to learn digital skills through project-based learning. For students who cannot commit to a long-term practicum, ECDS offers two six-week intensives to provide equal opportunities for pedagogical training with emphasis on digital methods and tools. Currently, ECDS is building a repository hosted on WordPress to provide more flexible graduate training opportunities. By attuning ECDS offerings to varying levels of time and access, this suite of options aims to create equitable opportunities for graduate professional development that could serve as examples for other institutions. We conclude that DH methods and modalities can be deployed effectively to help address gaps in graduate student training. [ABSTRACT FROM AUTHOR]

We study the dynamics of an infinitesimal mass under the gravitational attraction of N - 1 primaries arranged in a planar ring configuration plus the influence of the central mass with a Manev potential (-1/r +e/r²), e ≠ 0, where e is a parameter related to the oblaticity or radiation source (according to the sign of the parameter e). Specifically, we investigate the relative equilibria of the infinitesimal mass and their linear stability as functions of the parameter e and the mass parameter \beta, the ratio of mass of the central body to the mass of one of the N - 1 remaining bodies. We also prove the nonexistence of binary collisions between the central body and the infinitesimal mass. [ABSTRACT FROM AUTHOR]

ABSTRACT: At the onset of lactation in dairy cows, inflammation and oxidative stress may occur and result in a risk of pathologies and lower milk yield. To propose an innovative management strategy for cows during this period, it is essential to better understand these physiological variations. Our objective was to evaluate the metabolic, redox, and immune status of 7 primiparous and 8 multiparous Holstein cows during late gestation and the first months of lactation. Blood samples were collected between 3 wk before calving until 12 wk postpartum. Milk samples were also collected, but only at the time points after calving. The metabolic (nonesterified fatty acids [NEFA], BHB, glucose, urea, calcium) and redox (reactive oxygen metabolites [ROM], oxidative stress index [OSI], glutathione peroxidase activity, vitamin E) statuses were analyzed in plasma or erythrocytes. The expression of genes related to antioxidant functions was determined in leukocytes collected from milk. For immune status, plasma cytokine levels and the production of reactive oxygen species (ROS) in classical and regulatory neutrophils were measured in 2 whole blood ex vivo challenges. The data were analyzed using a mixed model that included the fixed effects of parity and week and their interaction. Milk yield, plasma NEFA, and BHB in wk 2 and 4 after calving were higher in multiparous cows than in primiparous cows, whereas glucose and calcium tended to be lower. Plasma ROM and OSI levels in wk 8 were higher in multiparous than in primiparous cows. Multiparous cows also displayed higher glutathione peroxidase activity in erythrocytes, and antioxidant transcription factor and superoxide dismutase-1 expression levels in milk leukocytes. Moreover, multiparous cows had higher plasma concentrations of vitamin E but lower plasma levels of cytokines CXCL10, CCL2, IL1Rα, and IFNγ. Following ex vivo whole blood stimulation with Escherichia coli, lower IL1α and TNFα levels were measured in multiparous than in primiparous cows. Intracellular ROS production by neutrophils was lower in multiparous than in primiparous cows. These results thus indicated marked physiological changes in wk 8 compared with wk 2 and 4 of lactation. These differences in the physiological status of primiparous and multiparous cows offer interesting perspectives for potential dietary strategies to prevent pathologies which take account of parity and week relative to calving.

Through a (re)mapping and spatial modeling of a city's past, exploratory web applications can be built to examine urban histories and dynamically engage scholars and the public. Working on Emory University's OpenWorld Atlanta project (OWA), researchers used geospatial technologies and methods to extract data from archives and other sources to build historical data models, geodatabases, and geocoders that enabled the development of web-based dynamic map interfaces. With a focus on the early stages of urban development of the city of Atlanta in the southeastern United States, this platform provides exploratory visualizations of city history along with a wealth of detail for specific time periods, specifically circa 1878 and 1928, given the opportunity provides by key map publications of the city. These dynamically enabled historical maps were then connected to digital images, geospatial vector data, descriptive text, and labels and then structured in a content management system.While this project began as a digitization project centered on two atlases in the Rose Library collection at Emory University, it has grown to include contributors from several partner institutions. Therefore, this paper outlines the OWA project within a larger consortium of institutions and researchers focusing on production methods, platform development, interface design, and evaluation using open-data and open-source methods and software in cities' historical mapping and modeling. Drawing upon historical maps, city directories, archival collections, newspapers, and census data, projects like OWA allow researchers to analyze spatially grounded questions. In addition, they may serve the public as a valuable informational resource to learn about their neighborhood's past and even contribute materials from family archives or stories. [ABSTRACT FROM AUTHOR]