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This research article explores minority parents' unique hopes, challenges and fears concerning public education in India. Global efforts to provide Education for All have fallen short of achieving educational equity. Lack of educational equity persists due to a variety of conditions, including the failure to take into account local peculiarities. To inform programming of one local school project, the perspectives of minority parents were collected during a focus group held in Aurangabad, India in 2013. Focus group comments were coded and analyzed to identify significant themes. The findings identified factors explaining why minority students are not successful attending public schools or participating in national exams in India. Results and recommendations from this focus group are shared to promote dialogue among school leaders, government organizations and parents to better understand the local public school context and implement practices and policies to reach international education targets and make progress towards Education for All.

Preface: On #Charlottesville -- Acknowledgements -- 1. Introduction: Resilience or Resistance? -- 2. A Short History of Community-Driven Design -- 3. East Biloxi: Bayou Restoration as Environmental Justice -- Vignette 1. Fargo -- 4. The Lower East Side, Manhattan: Tachtical Urbanism Holding Space for the People's Waterfront -- Vignette 2. San Francisco -- 5. Denby, Detroit: Schools, and Their Students, as Anchors -- Vignette 3. The Coachella Valley -- 6. Cully, Portland: Green Infrastructure as an Antipoverty Strategy -- Vignette 4. Philadelphia -- 7. Conclusion: Toward Design Justice -- Notes -- Bibliography -- Index

This research article explores minority parents' unique hopes, challenges and fears concerning public education in India. Global efforts to provide Education for All have fallen short of achieving educational equity. Lack of educational equity persists due to a variety of conditions, including the failure to take into account local peculiarities. To inform programming of one local school project, the perspectives of minority parents were collected during a focus group held in Aurangabad, India in 2013. Focus group comments were coded and analyzed to identify significant themes. The findings identified factors explaining why minority students are not successful attending public schools or participating in national exams in India. Results and recommendations from this focus group are shared to promote dialogue among school leaders, government organizations and parents to better understand the local public school context and implement practices and policies to reach international education targets and make progress towards Education for All.

Noting that the social and emotional experiences of American children today often heavily involve electronic media, Barbara Wilson takes a close look at how exposure to screen media affects children's well-being and development. She concludes that media influence on children depends more on the type of content that children find attractive than on the sheer amount of time they spend in front of the screen. Wilson begins by reviewing evidence on the link between media and children's emotions. She points out that children can learn about the nature and causes of different emotions from watching the emotional experiences of media characters and that they often experience empathy with those characters. Although research on the long-term effects of media exposure on children's emotional skill development is limited, a good deal of evidence shows that media exposure can contribute to children's fears and anxieties. Both fictional and news programming can cause lasting emotional upset, though the themes that upset children differ according to a child's age. Wilson also explores how media exposure affects children's social development. Strong evidence shows that violent television programming contributes to children's aggressive behavior. And a growing body of work indicates that playing violent video games can have the same harmful effect. Yet if children spend time with educational programs and situation comedies targeted to youth, media exposure can have more prosocial effects by increasing children's altruism, cooperation, and even tolerance for others. Wilson also shows that children's susceptibility to media influence can vary according to their gender, their age, how realistic they perceive the media to be, and how much they identify with characters and people on the screen. She concludes with guidelines to help parents enhance the positive effects of the media while minimizing the risks associated with certain types of content.

This experiment assesses children's reactions to dreams conveyed in mass media programming. A total of 120 children from two grade levels (kinder-garten and first vs. second through fourth) watched one of four versions of a frightening movie scene that were created by factorially varying the inclusion of a prologue and an epilogue. Both the prologue and the epilogue relied upon standard production techniques to convey that the story was a dream. Results revealed that both age groups who saw either the prologue or the epilogue were able to recognize the dream. Moreover, the prologue reduced children's negative interpretations of and emotional reactions to the program, whereas the epilogue had no such effects. The findings are consistent with research on children's comprehension of formal features and with the idea that formal features can activate schemata.

This experiment assesses the effectiveness of two desensitization strategies for reducing emotional reactions to mass media. Children from two grade levels (kindergarten and first vs. second through fourth grade) were assigned to one of three conditions before watching a frightening movie scene involving lizards: passive exposure to a live lizard, modeled exposure during which the experimenter touched the live lizard, or no exposure. Results revealed that modeled exposure decreased emotional reactions and negative interpretations of lizards for both age groups, whereas passive exposure had a more limited effect on emotional reactions and did not influence interpretations. The findings are consistent with current theories of desensitization and observational learning.