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After the 2018 Ebola outbreak in Equateur Province, Democratic Republic of the Congo, we conducted behavioral interviews and collected samples from bushmeat vendors and primates in Mbandaka to test for evidence of Ebola virus exposure. Although participants indicated being aware of Ebola, they did not consider themselves at occupational risk for infection. We found antibodies against Zaire ebolavirus in one participant despite no reported history of disease or contact with infected individuals. Our data underline concerns of possible subclinical or undiagnosed Ebola virus infections and the importance and challenges of risk communication to populations who are occupationally exposed to bushmeat. Following the 2018 Ebola outbreak in Equateur Province, Democratic Republic of the Congo, bushmeat vendors interviewed in Mbandaka indicated being aware of Ebola, but did not consider themselves at occupational risk. Antibodies against Zaire ebolavirus were detected in one participant.

Seasonal rhythms in physiology and behavior are widespread across diverse taxonomic groups and may be mediated by seasonal changes in neurogenesis, including cell proliferation, migration, and differentiation. We examined if cell proliferation in the brain is associated with the seasonal life-history transition from spring breeding to migration and summer foraging in a free-ranging population of red-sided garter snakes (Thamnophis sirtalis) in Manitoba, Canada. We used the thymidine analog 5-bromo-2-deoxyuridine (BrdU) to label newly proliferated cells within the brain of adult snakes collected from the den during the mating season or from a road located along their migratory route. To assess rates of cell migration, we further categorized BrdU-labeled cells according to their location within the ventricular zone or parenchymal region of the nucleus sphericus (homolog of the amygdala), preoptic area/hypothalamus, septal nucleus, and cortex (homolog of the hippocampus). We found that cell proliferation and cell migration varied significantly with sex, the migratory status of snakes, and reproductive behavior in males. In most regions of interest, patterns of cell proliferation were sexually dimorphic, with males having significantly more BrdU-labeled cells than females prior to migration. However, during the initial stages of migration, females exhibited a significant increase in cell proliferation within the nucleus sphericus, hypothalamus, and septal nucleus, but not in any subregion of the cortex. In contrast, migrating males exhibited a significant increase in cell proliferation within the medial cortex but no other brain region. Because it is unlikely that the medial cortex plays a sexually dimorphic role in spatial memory during spring migration, we speculate that cell proliferation within the male medial cortex is associated with regulation of the hypothalamus-pituitary-adrenal axis. Finally, the only brain region where cell migration into the parenchymal region varied significantly with sex or migratory status was the hypothalamus. These results suggest that the migration of newly proliferated cells and/or the continued division of undifferentiated cells are activated earlier or to a greater extent in the hypothalamus. Our data suggest that sexually dimorphic changes in cell proliferation and cell migration in the adult brain may mediate sex differences in the timing of seasonal life-history transitions.

In light of societal pluralism, diverse visions exist for social justice. In this sense, uncertainty is a marker of social justice education and research. This article shares insights into how we came to ask a question about teaching for social justice through cross-cultural collaborative self-study. Eight New Zealand pre-service teachers participated in semi-structured interviews in which they reflected on their six-week social studies methods course. Drawing on pedagogical moments that the pre-service teachers saw as being significant, this article explores the generative and ambiguous ways in which the course 'muddied the waters' of their unfolding conceptions and practices of social justice education. The article describes how coming to know 'teaching for social justice' through the eyes of these pre-service teachers provided a reflexive surface for our self-study and has shaped its trajectory. In contrast to our initial desire for greater certainty, placing the uncertainties of social justice at the forefront of our practice has become central to our inquiry.

This article examines the democratic hopes for the community of philosophical inquiry (CPI), a mode of deliberative discussion, when social justice is both the topic and the goal of discussion. It shares insights from a CPI that was used as an intersubjective research method (Golding, 2015) to enable the authors to interrogate their assumptions about "teaching for social justice." The "bake sale" was a recurrent metaphor employed by the group to reject thin conceptions and pedagogical practices of social justice. However, the inquiry became blocked at a level of externalized analysis and arguably perpetuated injustice. This article uses the productive force of the authors' failures to consider the methodological and facilitative conditions that could have promoted a deeper interrogation of teaching for social justice. In affirming calls for greater attention to the dynamics of race, positionality, and power in CPI (e.g., Burgh & Yorshanky, 2011; Chetty, 2017, 2018; Chetty & Suissa, 2017; Reed-Sandoval & Sykes, 2017; Vansieleghem & Kennedy, 2011), we argue that facilitators seeing themselves and the CPI as "being in question" (Biesta, 2017) is central to the viability of the CPI to pursue social justice aims. [ABSTRACT FROM AUTHOR]

"Charm City: Down to 'The Wire?'" is the title of an elective class developed by Sarah Taylor, a teacher at a private school in Baltimore. In the class, students explore their city and social justice issues from a framework that correlates to Westheimer and Kahne's (2004) concept of justice-oriented citizenship. Not only do students analyze problems depicted so vividly in the television series "The Wire," they investigate and problem-solve to create possible solutions for enduring problems that afflict their city. This study considers the connection of class activities to justice-oriented citizenship and how the course can be replicated in other communities.