Youth visions in a changing climate: Emerging lessons from using immersive and arts-based methods for strengthening community-engaged research with urban youth

Despite increasing efforts, youth perspectives remain largely excluded from decision- making processes concerning their future and the social-ecological challenges they are set to inherit. While youth are a critical and powerful force for social change, many youths in underserved communities have limited access to appropriate information on the root causes and consequences of environmental change, in addition to an array of other complex social injustices. To address this, we embarked on a participatory action research process which focused on democratising research, science and the arts by facilitating experiential, immersive learning opportunities with the intention of eventually co-producing artifacts (in the form of participatory murals) in public spaces to facilitate longer term engagement with human nature futures. This article outlines and shares reflections on our process and offers insights for future engagement activities that seek to mobilise youth imaginaries and agency. We found participants were better engaged when conversations were (1) facilitated by other participants; (2) were outdoors and centred on public art; and (3) were happening in parallel with a hands-on activity. This contrasted with asking interview-type questions, or asking participants to write down their answers, which felt more like a test than a conversation, minimising participation. Key learnings included: the need to co-develop knowledge around enhancing climate literacy that is based on local realities; that multiple capacities and hives of activity already exist in communities and need to be mobilised and not built; that creative visioning and futuring can help identify options for change; and that many youths are seeking creative, immersive and safe spaces for co-learning and connection. Initiatives that aim to engage diverse voices should therefore be well- resourced so as to carefully co-design processes that start by acknowledging contextual differences and capacities within those contexts, and co-create immersive dialogues, in order to move away from test-like engagements which perpetuate power imbalances and discourage participation

Development of Polyamine and Biogenic Amine Systems in Brains and Hearts of Neonatal Rats Given Dexamethasone: Role of Biochemical Alterations in Cellular Maturation for Producing Deficits in Ontogeny of Neurotransmitter Levels, Uptake, Storage and Turnov

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Review of \u3ci\u3e American Indian Life Skills Development Curriculum\u3c/i\u3e by Teresa D. LaFromboise

This resource provides excellent suggestions for teachers and counselors working with Native American youth at the upper elementary and secondary levels. Its recommended curriculum is divided into seven sections, each dealing with skills important for survival in today\u27s world. The book\u27s first two sections furnish lesson plans for building self-esteem and exploring emotions and stress, issues essential to Native American youngsters\u27 well-being that are often overlooked in school curricula. Problem solving skills are stressed in the third section. The fourth, fifth, and sixth sections deal with issues surrounding suicide. Given the disproportionately high suicide rate for Native American youth, these sections provide many essential lessons for teachers

Campbell Letter : September 30, 1862

Alex is very critical of the Union military leadership and points to the murder of Union Major General William "Bull" Nelson by Union Brigadier General Jefferson C. Davis as evidence of their incompetence. He fears this lack of leadership will cause the Union to lose the war