Colorado Department of Education

El Museo Nacional de Antropología (MNA) sigue siendo un símbolo del nacionalismo. La construcción narrativa de comunidad imaginada que ha promovido el MNA hasta nuestros días, a través de su arquitectura y museografía, deja fuera, por un lado, las prácticas del coleccionismo de viajeros, arqueólogos e intelectuales que a través de la historia acumularon el material cultural que ahora pertenece a ese museo, y por el otro, la respuesta de las comunidades locales ante ese coleccionismo. Entender el coleccionismo tradicional de los museos sería un primer paso para explorar si es posible un discurso identitario museológico sin prácticas coleccionistas predadoras.

The joy of teaching lies not only in helping students surpass their own expectations but in the collaborative process that makes learning a shared journey. In my approach, fostering a love for science and learning happens through meaningful collaboration-with students, colleagues, and the broader academic community. I believe that when we embrace collaboration, we empower students to actively engage with material, rediscover their scientific curiosity, and take ownership of their learning. By creating discussion-based classrooms and utilizing evidence-based pedagogies, I work alongside students to foster inquiry and critical thinking, helping them develop the skills to ask insightful questions and seek meaningful answers.

It is well recognized and codified into law that families are an important part of early childhood evaluations; how families are included in evaluations in practice is less clear. To learn about family involvement, a nationally distributed survey focused on early childhood professionals’ (n = 1,118) use of family-centered practices before, during, and after the initial evaluation for early intervention (EI) and preschool special education. A mixed methods design was utilized to explore how professionals reported to involve families before, during, and after initial evaluations. Results varied for professionals involved in initial evaluations for EI versus preschool special education. Qualitative analyses revealed the challenges professionals identified when attempting to engage families in the initial evaluation process. Implications of the study findings are discussed for policy, practice, and research related to family involvement in the initial evaluation process.

The 2 nd line systemic therapy followed by high-dose therapy and stem cell transplant (HDT/SCT) is the standard of care treatment for pediatric patients with relapsed classic Hodgkin lymphoma (prHL). We investigated a reduced intensity 2 nd line treatment with chemotherapy and involved field radiotherapy (IFRT) for patients with low-risk prHL on AHOD 0431. AHOD 0431 was a prospective clinical study of pediatric patients with Stage IA/IIA, non-bulky classic Hodgkin lymphoma that investigated AVPC (doxorubicin, vincristine, prednisone, cyclophosphamide) x 3 cycles. Patients with a complete response (CR) following AVPC did not receive IFRT, while those with a partial response by CT or PET received 21 Gy IFRT. Embedded in the study was reduced-intensity 2 nd line treatment for patients with a low-risk relapse, defined as patients who achieved a CR following AVPCx3, did not receive IFRT, and had stage IA or IIA disease relapse. These patients received IV/DECAx2 (vinorelbine, ifosfamide, dexamethasone, etoposide, cisplatin, cytarabine) followed by 21 Gy IFRT. 2 nd event-free survival (EFS) was defined as the time from 1 st relapse to 2 nd relapse, 2 nd cancer, or death, and overall survival (OS) was defined as the time from 1 st relapse to death. Among 162 patients that achieved a CR to AVPC alone and did not receive IFRT, 37 patients experienced a relapse, including 5 high-risk and 32 low-risk relapses. For the 32 low-risk relapses: median age 14 (range 6-21), 56% female, 78% white, 88% non-Hispanic/Latino, and 44% stage IIA at relapse. 20 completed protocol-defined salvage (IV/DECA + IFRT) at COG sites. Reasons for not receiving this treatment included patient/family refusal (n = 5), study closed at the time of relapse (n = 2), no biopsy confirmation (n = 2), incorrectly staged bulky disease (n = 1), unknown (n = 1), RT completed at non-COG site (n = 1). Among the 32 patients with low-risk relapse, 8 patients developed a 2 nd relapse of which 5 received HDT/SCT. The 2yr and 5yr 2 nd EFS were 84% (95% CI = 65.8%-93.0%) and 80.5% (95% CI = 61.6%- 90.8%). The 10 yr OS was 100% and no 2 nd cancers occurred. Restricted to the 20 patients who completed protocol treatment, 85% achieved a CR, 5% had stable disease, and 10% had no evaluation. Five experienced a 2 nd relapse and 3 received HDT/SCT. The 2yr and 5 yr 2 nd EFS were 90% (95% CI = 65.6%-97.4%) and 85% (95% CI = 60.4%-94.9%). Among pediatric patients with low-risk relapse HL, 2 nd line treatment with chemotherapy followed by IFRT alone was safe and effective with outstanding overall survival and only 16% going on to receive HDT/SCT. Further studies are needed to explore transplant-free regimens for patients with low-risk relapsed Hodgkin Lymphoma.

ABSTRACT The purpose of this study was to compare motivations of teachers in P-12 private school settings with those in public school settings in a midwestern state in the United States. Through convenience sampling, 2315 surveys were sent out with 73 private and 234 public school teachers agreeing to participate. Descriptive statistics and t tests revealed that teachers from private schools responded statistically significantly lower than teachers on intrinsic career value (d = −.48), job security (d = −.47), family time (d = 1.04), social equity (d = −.43), work with children (d = −.41), prior experience (d = −.46), and social influences (d = −.43). The teachers from private schools scored statistically significantly higher on difficulty (d = .68), social dissuasion (d = .42), and satisfied teaching (d = .41) factors. The findings suggest that teachers in private and public-school settings are motivated to teach for different reasons.