Computational fluid dynamics (CFD) models were developed to simulate the impact of different ventilation scenarios on airborne exposure risks in a 72-passenger school bus. Scenarios and factors that were investigated included a moving vs. stationary bus, impacts of a heating unit within the bus, and impacts of alternative ventilation scenarios with different combinations of openings (e.g., windows, door, emergency hatch). Results of the simulations showed that when the bus was stationary, use of the heater increased receptor concentrations unless there was another opening. When the bus was moving, simulations with at least two sets of openings separated from each other in the forward and aft directions produced a through-flow condition that reduced concentrations via dilution from outside air by a factor of ten or more. A single opening in a moving bus generally increased concentrations throughout the cabin due to increased mixing with minimal ventilation. The cumulative exposure risk (time-averaged concentrations) was found to be inversely correlated to the air exchange rate. Stationary and moving-bus scenarios that yielded above ~20 air changes per hour resulted in the lowest cumulative exposures. Recommendations from this study were implemented in new safety and operating procedures by the Albuquerque Public Schools Transportation Center.

Designing culturally and linguistically relevant and sustaining programs is needed at all levels. Specifically including this approach in teacher education programs is a crucial goal, as what is learned turns into a multiplicative process through new teachers' implementation of this approach in their future classes. This chapter introduces the conceptualization and work of the Teacher Education Collaborative in Language Diversity and Arts Integration (TECLA) program designed to support the development of Elementary Education Teacher Candidates' readiness to teach and work with culturally and linguistically diverse learners through Arts-Integration. This chapter describes five focus areas of the program model in relation to a main event in the program, the Oral History Classroom Museums and we discuss how this process contributed the Teacher Candidates' Identity as Teachers as well as to nurture their pedagogical practices. Examples of each area and affordances and challenges faced in this program are discussed.

ABSTRACT This paper draws on practitioner inquiry and participatory action research methodologies to recount how five K-12 educators, who inhabit a range of positionalities and levels of teaching experience, engage in a collaborative professional development program, called Teaching Out Loud as they draw upon critical literacy theory and practice to reimagine educational spaces in ways that make schooling more just, humanizing and student-centered. Specifically, we document how these educators name oppressive circumstances, deconstruct power relations, and reconfigure their practice through innovative, critical curricular projects, arguing that alternative conceptions of professional development that center criticality, intergenerationality, and participatory forms of knowledge construction have the potential to transform teacher learning in neoliberal times.

The Teacher Education Collaborative in Language Diversity and Arts Integration (TECLA) initiative prepares elementary teachers at a Southwest majority-minority university. TECLA emerged from a social justice commitment to prepare teachers to work in linguistically and culturally diverse schools. The program integrates interdisciplinary arts-based approaches and culturally sustaining language acquisition strategies throughout the teacher education experience. TECLA conceptualizes social justice through a sociohistorical lens. Social justice is experienced when all people have equitable access to meaningful opportunities to participate in and (re)shape the social structures in which they live and work. TECLA relies on an expanded definition of social justice that includes building on students' home cultures, languages, and experiences to design rigorous educational experiences.

The study of a scalable absorber, which efficiently converts shortwave radiation to heat energy, is the foundational requirement for viable solar energy harvesting. Plasmonic and nano-particle are the solution, which can attain technical and economic requirement of the absorber. However, the issue of scalability and performance need to be enhanced to a greater extent. This paper demonstrates an auto-catalytic reaction based, electroless multistep immersion deposit technique for manufacturing of plasmonic nano-particle based solar shortwave radiation absorber. The technique, which can enable controlled assemblage of nano-particle layers on an aluminium substrate to achieve excellent absorptance and abatement of thermal emittance. The present work reports a scaled-up absorber, which can obtain mean determined absorptance of 0.93 at 80°C and thermal emittance of 0.06 at 80°C for shortwave radiation of 300 nm to 1800 nm wavelengths. Because of the porous structure of nano-particle deposit, the absorber shows excellent mechanical and thermal properties at high temperature up to 120°C.This paper reports a plasmonic absorber with aluminium (EC1100 grade) mini-channel heat receiver as a substrate, the most novel and practical plasmonic solar absorber reported till date. The distinct scalable fabrication technique combined with enhanced performance guide it towards inexpensive, large- scale manufacturing of plasmonic solar thermal heat receiver.

Using translanguaging as a resource has the potential to transform biliteracy instruction in dual-language bilingual education (DLBE). In a flexible model of biliteracy, the students’ full repertoire of resources is used to interact with texts that are written in different named languages as they think discuss, interact with, and produce written texts (Garcia O. Bilingual education in the 21st century: a global perspective. Malden/Oxford, Wiley/Blackwell, 2009). In this article, we provide an example of this flexible model of biliteracy from a case study involving a third-grade dual-language bilingual teacher. The teacher designed a translanguaging space to create more holistic ways of doing biliteracy that allowed students to use their full linguistic repertoire for literacy performances. To do this, the teacher’s stance about keeping the two languages in her DLBE class separate first had to change. She started consciously integrating what students were learning to do during English literacy and social studies instruction into her Spanish literacy instruction. She then designed a translanguaging instructional and assessment space she called Los circulos. In that space bilingual students take what they have learned across other content areas in instructional spaces dedicated to English and Spanish and do biliteracy juntos.

There is fertile ground to expand the ideas of resilience and growth as two important skills in leadership (Bell, 2009). Little research has examined how trauma and violence are reappropriated in post-trauma contexts. In fact, resiliency and adaptive strategies often influence life and career choices (Wolin & Wolin, 1993). Although this literature base has grown, little attention has been paid to the long-term impact of IPV on battered women's career development and stages. This article examines the influence of life trauma on the socialization and practice of two Black female principals. Their responses to pain, suffering, trauma, and violence highlight women's agency and their ability to create their own good from pain (Mitchem, 2002).

ABSTRACTFor more than two decades, there has been a concerted effort in Albuquerque Public School District (APS) in Albuquerque, New Mexico, USA to educate adults about LGBTQ students and the need for advocacy so that these students have the same access to education as other students in a safe and respectful environment. Populations within the district that have received less attention include students who identify as transgender and gender non-conforming. This manuscript describe APS’s work with transgender and gender nonconforming students and the use of the American Institutes for Research’s Improving Emotional and Behavioral Outcomes for LGBT Youth Action Planning Tool, as a means to evaluate the district’s plan and activities, which led to an administrative directive regarding non-discrimination based upon gender identity and expression. The information here is offered as a resource to other school districts to learn from our successes and challenges, and perhaps to undertake similar work in their own school context.

Ms. Barnard is faced with a complex dilemma. The district administrator in charge of lesbian, gay, bisexual, and transgender (LGBT) initiatives and support was presented with a case of a transgender student who wished to attend an overnight field trip and share a room with other students based on her gender identity. Although the district had made previous headway in formatting district policies to fit the needs of transgender students, no procedural directive was available to respond to this new situation. In addition, the superintendent of the district was unsupportive of transgender students. The case was developed for an educational leadership course so that students can discuss the legal issues, role and value conflicts, and theoretical perspective informing policy and practice.