Tasmanian devil lymphoid tissues (thymus, spleen, and lymph node) from seven animals, including pouch young, juvenile, and adult devils, were investigated using histological and immunohistochemical techniques. Antibodies against the conserved intracytoplasmic portion of CD3 and CD79b (T‐ and B‐cell markers, respectively) and MHC II were used to label immune cells. The thymus from the juvenile devils and the pouch young had CD3+ cells that were primarily located in the medulla of the organ. The spleen consisted of red and white pulp areas with characteristic lymphoid follicles with CD79b+ and MHC II+ cells and nonfollicular T‐cell‐dominated periarteriolar lymphoid sheaths. Peripheral lymph nodes presented three distinct regions, outer cortex and medulla (both with primarily CD79b+ and MHC II+ cells) and paracortex (mainly CD3+ cells). Tissue architecture and distribution of the immune cells were similar to that seen in eutherian mammals and other marsupials, indicating that the Tasmanian devil has all the structural elements necessary for effective adaptive immunity. Anat Rec, 292:611–620, 2009. © 2009 Wiley‐Liss, Inc.

Purpose The purpose of this study was to examine technological pedagogical content knowledge (TPACK) in 1:1 laptop classrooms. We evaluate how, if at all, teachers in these environments engage culturally sustaining pedagogy (CSP) with technology to meet the needs of culturally and linguistically diverse learners. Design/methodology/approach Data for this multiple case study were collected across three middle schools with a 1:1 laptop initiative. Thirteen teachers participated in individual interviews and 77 teachers completed an online survey. Transcribed interviews and the open-ended survey question were analyzed using an inductive, iterative process of coding according to hallmarks of TPACK and CSP. Findings This study reveals that while technology could be a powerful tool in fostering an equitable classroom environment, fully implementing equitable approaches in 1:1 laptop schools would require educators to develop knowledge and skills to integrate TPACK and CSP in their classroom. Originality/value Our study indicates that obstacles to providing equitable education for CLD learners in 1:1 classrooms are not issues of technology access but issues of disparities perpetuated by missed opportunities to fully engage CSP as a means of challenging the status quo. Tackling this in 1:1 environments would require educators to develop knowledge and skills to engage culturally sustaining TPACK in their classroom.

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