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Data on the distribution and abundance of Lutzomyia spp. (Diptera: Psychodidae) in Bolivia is scarce. Sand flies from an area of Leishmania (Viannia) braziliensis endemicity in the Isiboro-Secure National Park in the Department of Cochabamba were captured and identified to species. In total, 945 sand flies (789 females and 156 males) belonging to 15 species were collected from the four collection points in two study villages in 2007. With 549 (58.1%) specimens, Lutzomyia shawi was the most abundant species, followed by Lutzomyia (Trichophoromyia) sp. (22.2%), Lutzomyia llanosmartinsi (8.3%), Lutzomyia antunesi (4.3%), and Lutzomyia olmeca (2.1%). Abundance and species composition varied between rainy and dry seasons, with 99.3% of all sand flies being collected outdoors. Because of species abundance and confirmed Leishmania infection in previous entomological collections, we believe Lu. shawi is the vector of L. (Viannia) braziliensis in Isiboro-Secure National Park.

As aggressive cultural and legislative attacks on abortion rights and access continue, we call upon social workers to pursue the liberatory aims of the reproductive justice (RJ) movement. We argue that the RJ framework, rooted in feminist theory, aligns with social work's social justice ethos and goals, appropriately guiding advocacy and intervention. After outlining the central aims and tenets of the RJ movement, we consider policies that impair RJ and those that could promote RJ, focusing on enhancing body sovereignty, childbearing, and parenting. We conclude with concrete recommendations for how social workers can pursue RJ professionally and personally.

Prior to this, Dr. Satyanarayana was a Research Scientist at Microsoft in Seattle from 2006 to 2012, where he worked on several Big Data problems including Query Reformulation on Microsoft's search engine Bing. He holds a PhD in Computer Science from SUNY, with particular emphasis on Data Mining and Big data analytics. He is an author or co-author of over 25 peer reviewed journal and conference publications and co-authored a textbook-"Essential Aspects of Physical Design and Implementation of Relational Databases." He has four patents in the area of Search Engine research. He is also a recipient of the Math Olympiad Award, and is currently serving as Chair Elect of the ASEE (American Society of Engineering Education) Mid-Atlantic Conference. He also serves as an NSF (National Science Foundation) panelist.

In this article, we present lessons learned from "Our Stories," a digital writing project designed to assist students in the transition from high school to college. From the collective digital narratives of first-year and first-generation students at an urban public college, who are primarily Black, Indigenous, and People of Color (BIPOC), low-income, and immigrant, and who participated in a First-year Learning Communities course, we examine the challenges of becoming a college student at a public college. Further, we explore how digital writing supports community-building and influences students' transition experience, in particular, making sense of shared challenges. For these BIPOC students, the act of reflecting and writing about their college transition fostered individual and collective awareness and a sense of belonging as they began to negotiate college life. Their narratives also highlight the need for social justice pedagogies that are responsive to student experiences, use asset-based approaches, build community, and promote the active role of students in shaping their educational experiences.

Some have questioned whether there should be a practice doctorate in social work. Academics and other key stakeholders would appear to agree that the degree has a role within 21st-century social work practice and education. Practitioners increasingly seek out the degree, and current and emerging programs have developed to meet that demand. This article seeks to identify the characteristics of the new DSW students and their needs, and to target areas of support that DSW programs should provide for successful degree completion. These include financial assistance, academic rigor, and mentoring opportunities.

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