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22q11.2 deletion syndrome (22q11DS) is a risk factor for psychiatric illnesses, including schizophrenia and anxiety. Small studies have shown that several neuroleptic medications are effective in treating psychosis in this population, but are also associated with an increased risk of adverse effects - particularly, seizures. In this case, we discuss a 34-year-old patient presenting with late onset schizophrenia, which ultimately led to her diagnosis of 22q11DS. Subsequent management of the patient's psychosis with asenapine was complicated by concurrent anxiety and panic disorder; thus, we examine the role of anxiolytic therapy in conjunction with antipsychotics in this patient population.

Literature indicates African American parents can feel real or perceived discrimination that strains their interactions with teachers, resulting in them feeling alienated from their children’s school.

This is an exploratory case study of two African American parents, who although guarded in their relationships with teachers, exposed their vulnerabilities to Project ESTEEM faculty as they requested support in resolving behavioral and academic challenges with their children. It is an exploratory case study in that the field notes were taken prior to defining the research question, positioning it as research that sets the stage for a future more comprehensive study. The researchers, as participant observers recorded field notes of events and interactions that occurred. The research question was, “What were the factors that influenced the relationships between the Project ESTEEM faculty and African American Parents? The subquestions were “What were the distinctions of alienation that challenged the parents’ relationships in the schools? and "How were the factors that challenged the parents’ relationships with teachers mitigated in Project ESTEEM faculty’s relationships with the parents?” A constant comparative method was used beginning with open coding, followed by identifying patterns, themes and subthemes reflecting the specific needs of the parents in relationship to the overall theme.

The stories highlight sociocultural contexts influencing the alienation of some African American parents in their children’s education through an analysis of the relationships fostered with Project ESTEEM faculty.

This case study reports the experiences of two parents from one community and school, participating in a specialized program.

The significance resides in the representation of alternate viewpoints in understanding the alienation experiences of African American parents from schools.

Studies suggest deep brain stimulation (DBS) as a treatment modality for the refractory obsessive-compulsive disorder (OCD). It is unclear where to place the DBS. Various sites are proposed for placement with the ventral capsule/ventral striatum (VC/VS) among the most studied. Herein, we aim to summarize both quantitative Yale-Brown Obsessive-Compulsive Scale (YBOCS) data and qualitative descriptions of the participants' symptoms when given. A literature search conducted via PubMed yielded 32 articles. We sought to apply a standard based on the utilization of YBOCS. This yielded 153 distinct patients. The outcome measure we focused on in this review is the latest YBOCS score reported for each patient/cohort in comparison to the location of the DBS. A total of 32 articles were found in the search results. In total, 153 distinct patients' results were reported in these studies. Across this collection of papers, a total of 9 anatomic structures were targeted. The majority of studies showed a better response at the last time point as compared to the first time point. Most patients had DBS at nucleus accumbens followed by VC/VS and the least patients had DBS at the bilateral superolateral branch of the median forebrain bundle and the bilateral basolateral amygdala. The average YBOCS improvement did not seem to directly correlate with the percentile of patients responding to the intervention.

Well-controlled, randomized studies with larger sample sizes with close follow up are needed to provide a more accurate determination for placement of DBS for OCD.

This chapter draws from a three-year ethnographic study focused on the educational and community interactions among working- and middle-class ethnic Chinese immigrants in a mid-western town in the United States. Aihwa Ong (1999) argues that “Chineseness” is a fluid, cultural practice manifested within the Chinese diaspora in particular ways that relate to globalization in late modernity, immigrants’ cultural background, their place in the social structure in their home society, and their new social class status in the context they enter. The study extends research focused on the complexities of social reproduction within larger global flows of Chinese immigrants. First, we describe how Chinese immigrants’ social status in their countries of origin in part shapes middle and working-class group’s access to cultural capital and positions in the social structure of their post-migration context. Second, we trace groups’ negotiation of their relational race and class positioning in the new context (Ong, 1999) that is often invisible in the processes of social reproduction. Third, we describe how both groups must negotiate national, community, and schooling conceptions of the model minority concept (Lee, 1996) that shapes Asian-American’s lived realities in the United States; yet the continuing salience of their immigrant experience, home culture, and access to cultural capital (Bourdieu, 2007) means that they enact the “model minority” concept differently. The findings suggest the complexity of Chinese immigrants’ accommodation of and resistance to normative ideologies and local structures that cumulatively contribute to social reproduction on the basis of class.

As has been widely recognized in the literature, the post‐war economic boom which drew to a close by the early 1970s has been followed by an intense period of industrial restructuring characterized by marked instability in all three major spheres of economic activity: production, distribution, and finance. This process has taken place both at the global level and at the level of national economies (Cardenas, 1990). It reflects a profound change in the mode of capitalist accumulation. Prior to the current round of restructuring, accumulation was taken to be principally the inward‐oriented task of each nation's own economy. Now, it seems that successful capital accumulation (i.e. development) depends most upon a nation's competitive integration into the world market for goods and services (Garrido, 1995). The present mode of accumulation implies an opening of national economies to international trade in commodities and capital, both among the advanced industrial nations and between the industrialized and the newly‐industrializing countries. This has generated a heightened degree of competition among countries and among firms, given that the easy movement of capital, goods, and services has allowed for real competition to emerge among dispersed places around the globe based upon their comparative financial and productive advantages.

The endpoint and hallmark of the success of intercultural teaching is often seen as the attainment of intercultural competence. Yet, there is a need for a detailed examination of some of the enduring personal and professional identity and culture aspects of cross-cultural teaching. In this chapter, I deliberate over the application of narrative inquiry tools for unpacking teachers' experiences of immersion in a foreign country and culture of schooling. I reflect on my own experiences as a teacher in Japan and draw on an inquiry into the experiences of novice Canadian teachers in Hong Kong or Japan to shed light on fluid conceptions of culture shock and reverse culture shock in terms of cultural identity transformations. I also raise to the forefront inquiry puzzles about the phenomenon of intercultural competence acquisition.

In this chapter, we examine and expand institutional theory. While acknowledging that actors and organizations interrelate in an institutional (legal, political and socio-economic) framework and that this interaction between them shapes economic activities (North, 1990; Scott, 1995), we argue that the boundaries of today's institutional environments have significantly evolved. They encompass not only the traditional domains of micro (individual/organization) and macro (nation-state) levels as well as of a co-located physical environment captured by received institutional theory but also an added dimension that transcends physical space. This new dimension includes a dispersed, borderless environment that invisibly cuts across nation-states. We discuss the implications of this extended view of institutional domains for theory and practice.

Purpose – The purpose of this chapter is to explore and deliberate over ways in which culture may contribute to the interpretation of field texts while also intersecting the dimensions of time, space, and sociality in accordance with Clandinin and Connelly's (2000) notion of the three-dimensional narrative inquiry space.

Approach – This chapter highlights research interactions within a long-term, school-based narrative inquiry dealing with lived curriculum experiences.

Findings – The researchers gained insight into some of the nuances of interpreting field texts. In particular, this study highlighted the potential influence of the cultural, racial, religious, ethnic, or linguistic backgrounds of researchers and their participants in shaping the interpretation of field texts.

Research implications – The field texts that were presented and examined in this chapter shed light on key curricular experiences, spaces, and silences that might occur in relational and interpretive research stemming from cross-cultural experiences and vantages. This uncovered strand of inquiry interpretation has wide implications for qualitative work.

Value – Narrative inquirers and researchers employing other interpretive forms of qualitative investigations might be influenced to attend to the themes of culture in their work in novel ways. New understandings of researcher bias and the subsequent interpretation of results can be seen from a cross-cultural experiential paradigm.

Monika Fabijanska's groundbreaking exhibition The Un-Heroic Act showcased 20 representative artworks to survey the iconographic variety of representations of rape in contemporary women's art in the United States since the 1960s. Organized by the Andrew and Anya Shiva Gallery at John Jay College, City University of New York in 2018, the exhibition's wide range of pieces was brought together in dialogue for the first time to confront prevailing sexual violence misconceptions, rape myths, and to fill the void in women's art history.

In this chapter, Fabijanska is interviewed to glean insight into the curatorial strategies she deploys as challenges and sensitivities surrounding rape play out in the context of an art exhibition and catalog. Although The Un-Heroic Act has attracted substantial media coverage and scholarly attention, the role of curatorial intention and considerations in mediating difficult content to viewers in an educational setting, and shaping understanding of a complex issue, has not yet been explored in depth. Through this interview, these pertinent questions are unpacked.

Addressing some of the curatorial challenges she faced, Fabijanska brings to light the value that exhibition texts, audience engagement programs, contextualizing comments, and teaching hold. She shares her careful selection process, highlighting the necessity of taking a collaborative approach and working toward crafting “safe spaces” within which difficult questions can be broached.