Natural killer (NK) cells are potent immune effectors that can be activated via antibody-mediated Fc receptor engagement. Using multiparameter flow cytometry, we found that NK cells degranulate and release IFN-γ upon stimulation with antibody-opsonized Plasmodium falciparum merozoites. Antibody-dependent NK (Ab-NK) activity was largely strain transcending and enhanced invasion inhibition into erythrocytes. Ab-NK was associated with the successful control of parasitemia after experimental malaria challenge in African adults. In an independent cohort study in children, Ab-NK increased with age, was boosted by concurrent P. falciparum infections, and was associated with a lower risk of clinical episodes of malaria. Nine of the 14 vaccine candidates tested induced Ab-NK, including some less well-characterized antigens: P41, P113, MSP11, RHOPH3, and Pf _11363200. These data highlight an important role of Ab-NK activity in immunity against malaria and provide a potential mechanism for evaluating vaccine candidates.

Educational outcomes for Aboriginal students in British Columbia, and Canada in general, are a cause for considerable concern. High dropout rates, low participation, completion and success rates at educational institutions have challenged educators for decades. Solutions have included lowering admission requirements for Aboriginal candidates and establishing alternative programmes that improve attendance and remedy learning problems. However, most of these policies have not offered a lasting solution to challenges facing Aboriginal students. This study presents findings from interviews conducted with 20 Aboriginal undergraduate students, seven professors, and five non-academic staff at four universities in British Columbia, namely: Malaspina University College, University of Victoria, University of British Columbia, and Simon Fraser University. It presents their definitions of student success and how this could be improved. Four policy options are proposed. These are then tested against six criteria to determine the potential consequences of their implementation. Recommendations are made to British Columbia’s universities based on the multicriteria analysis.

The objective of this study is to understand determinants of mortality rates of children under the age of five years in developing countries. The study uses secondary data to investigate the relationship between underfive mortality rates and such socioeconomic variables as fertility, literacy, immunization, access to clean drinking water, HIV/AIDS prevalence, and human and material resources using linear regression analysis. Results show that while most of these variables have a significant relationship with under-five mortality rate, the proportion of doctors for every 100,000 population, and health expenditure per capita have an insignificant predictive value. Conclusion: Reducing child mortality rates requires multiple intervention strategies, such as access to safe drinking water, improvement in education opportunities, family planning, and tackling HIV/AIDS.

This study employs narrative inquiry to explore the experiences of two female, first-generation immigrant- and refugee-background students from West Africa. Using interview as conversation for guiding open-ended research questions and Yosso’s community cultural wealth (CCW) framework, we present participant narratives that speak to both similar and divergent experiences, which demonstrate a deep understanding of complex social issues presenting both tensions and opportunities for African immigrant and refugee student educational success in the United States. The study draws implications for rephrasing normative thinking about emerging multilingual students of African descent and developing a culturally responsive pedagogy for all students.

This narrative inquiry is informed by a concern to increase the number of Indigenous teachers in Canadian classrooms. While the Indigenous population is younger and growing faster than the non-Indigenous population, educational attainment gap remains between the two groups of Canadians. The gap is widening at the university level. This study explores the experiences of two Indigenous teachers during and after teacher education in an Indigenous teacher education program and attempts to reframe teacher education to enhance the meaningful engagement of pre-service Indigenous teachers. We conducted interviews as conversations with the study participants as guided by open-ended unstructured research questions and employed relational ontology because we believe that ethical relationships are paramount in conversations with participants. Four major common themes emerged from the participants' stories: decision to attend Indigenous teacher education program, Indigenous identity, positive learning environments, and the importance of Indigenous teachers in the schools. Implications for teacher education are presented.