Education

Cerebral malaria (CM) is a severe complication of and a leading cause of death due to Plasmodium falciparum infection. CM is likely the result of interrelated events, including mechanical obstruction due to parasite sequestration in the microvasculature, and upregulation of Th1 immune responses. In parallel, blood-brain-barrier (BBB) breakdown and damage or death of microglia, astrocytes, and neurons occurs. We found that a novel formulation of a liposome-encapsulated glucocorticosteroid, β-methasone hemisuccinate (nSSL-BMS), prevents experimental cerebral malaria (ECM) in a murine model and creates a survival time-window, enabling administration of an antiplasmodial drug before severe anemia develops. nSSL-BMS treatment leads to lower levels of cerebral inflammation, expressed by altered levels of corresponding cytokines and chemokines. The results indicate the role of integrated immune responses in ECM induction and show that the new steroidal nanodrug nSSL-BMS reverses the balanc...

In modern American high schools, technology has changed the way we view education and the teaching of literature. In this thesis, I do not seek to argue completely in support or against technology in education. Rather, I wish to explore the consequences of a technologically rich classroom on the teaching of literature. New media such as Facebook, YouTube, and other social and creative outlets are explored and analyzed for effects on the teaching of literature, specifically in high school education. Also, I explore the shifting idea of the Digital Divide in the modern classroom and investigate the new and developing causes of this separation between man and machine. In today's classrooms, teachers must work in a state of constant change and adjustment when it comes to technology. However, in the face of all of this change, has the teaching of literature shifted for good or for ill?

"The Norman Conquest was a time of turbulent upheaval of political power in English history.  Not only was did the ruling family change, but the culture that was brought with them changed the culture of England forever.  Some of the most significant and telling pieces of history left to the modern day are manuscripts.  Through these, there is evidence of a society of change, where social ideas and theology, among many other things, are morphing.  It is, therefore, imperative that scholars not waste these resources when trying to fit history into a cultural context.  As Olson states in Fair and Varied Forms, “Interpreting historical texts in terms of their larger cultural context is both necessary and problematic.”  With this in mind, I endeavor to discover and discuss major differences found in the Harley and Eadwine Psalters in relation to their parent-document, the Utrecht Psalter, in order to find evidence by which scholars may examine the cultural climate in which each manuscript was created.  Differences in these specific manuscripts may then lead to speculation about the choices made by the creators and inform scholars of the contemporary culture of Canterbury, and more widely England, in the turbulent time of the Norman Conquest..."

"The pain and suffering that humans are sometimes subject to is often too much to bear alone.  In order to survive, there must be a helping hand to hold onto when the time comes.  A substitution is sometimes required to make it through the suffering.  However, only a sacrifice made out of the love one has for another can be considered a pure sacrifice.  Both C. S. Lewis and Charles Williams understand this sacrificial love and portray scenes of great intensity in their novels Till We Have Faces and All Hallows' Eve, respectively.  Characters such as Orual, Psyche, and the Fox from Lewis's novel sacrifice themselves for others out of a familial type of love for one another.  The sacrifices made by the characters from Williams's novel, Lester and Betty, also suffer for one other, but these substitutions are fueled by a type of friendship that is only possible through full understanding of each individual.  Both of these novels convey a true understanding of sacrificial love.  The meaning and very essence of sacrificial love is the same in both Lewis's and Williams's writings..."

"The Vikings were a feared race of invaders in the time of the Anglo-Saxons.  Pillaging, theft, and deceit were only a few of the wicked capabilities of the Danish, sea-going people.  Throughout the ages, Vikings performed many acts that earned them the animosity they received.  However, did these sea-travelers always deserve the title of ‘villian’ in every situation in which they were found?  In The Battle of Maldon, at least, perhaps they did not.  The Battle of Maldon is an Old English heroic poem that tells the story of an Anglo-Saxon defeat at the hands of the Vikings.  The poem may at first seem to target the Vikings as the main villain of the story, but upon further reflection, this is simply not true.  Although the Vikings are instigators of the battle at Maldon, my goal in this essay is to prove that the Vikings are not the major cause of the Anglo-Saxon defeat at Maldon..."

... Furthermore, Kappa Delta Pi had scheduled John Dewey to deliver his invited lecture that same evening, March 1, at Atlantic City's Hotel Chelsea. Bagley, having already read Dewey's Experience and Education, wished to speak before Dewey took the stage that same evening ...

Is there a future for teacher ed curriculum? I want to emphasize the curriculum piece of this question, primarily because I think curriculum is at the heart of the challenges that face educational historians and teacher educators today. I am not sure that there is a future for teacher ed curriculum, but if such a future is to exist, the answer will come only from history and moral philosophy, or that at least is part of what I will argue in this paper.

This article draws upon the history of teacher education to provide an introduction to 4 competing pedagogical philosophies. These 4 philosophies battled for control over curriculum for teachers during the period from 1890 to 1930. I begin by defining curriculum for teachers to include the liberal, the professional, and the experiential dimensions. Then, I identify 4 interest groups that sought to gain power over curriculum for teachers. I categorize these interest groups as the traditionalists, the integrationists, the technicians, and the romantics. Then, I explain how leading individuals from each interest group answered questions regarding human nature, the purpose of schooling, and curriculum for teachers. Finally, I argue that education schools should revitalize the integrationist tradition within pedagogical philosophy. This view has been forgotten for nearly 50 years, and the profession of teaching has suffered because of it.

... In a 1997 position statement, “Fostering Civic Virtue: Character Education in the Social Studies,” the National Council for the Social Studies emphasized the need for social studies teachers to foster civic virtue in their classrooms and schools (Haynes et al. 1997). ...

Few professors of education in the 21st century know the name Isaac Leon Kandel. A Kappa Delta Pi Laureate and author of more than 20 books, Kandel may be known to scholars who specialize in comparative education or educational history; however, Kandel is known to very few beyond these two fields. This article is a testament to Kandel, his contributions to the field of education, and the significance of his educational philosophy.