Based on Walter Mignolo’s (2000) notion of border thinking , that is, the subaltern knowledge generated from the exterior borders of the modern/colonial world system, this article extends current conceptual frameworks for the implementation of a decolonizing border pedagogy with Latin@ students in secondary schools. In particular, Cervantes-Soon and Carrillo draw from their own positionalities as border pedagogues, from Mestiz@ theories of intelligences (Carrillo, 2013) and Chicana feminist thought as exemplary articulations of border thinking, and from ethnographic research at a high school in the Mexico-U.S. borderlands to offer three pedagogical practices with the potential to cultivate border thinking and foster student agency toward social transformation.

No abstract

Object This article describes a method for automated extraction of branching structures in three dimensional (3D) medical images. Materials and methods The algorithm recursively tracks branches and detects bifurcations by analyzing the binary connected components on the surface of a sphere that moves along the vessels. Local segmentation within the sphere is performed using a clustering algorithm based on both geometric and intensity information. It minimizes a combination of the intra-class intensity variances and of the inertia moment of the "vessel" class, which emphasizes the cylindrical structures. The algorithm was applied to 16 MRA and 12 CTA 3D images of different anatomic regions. Its capability of extracting all the branches and avoiding spurious detections was evaluated by comparing the number of extracted branches with the number of branches found by visual inspection of the datasets. Its reproducibility and sensitivity to parameter variation were also assessed. Results With a fixed parameter setting, 68 out of 286 perceptible branches were missed or partly extracted and 11 spurious branches were obtained. Increasing the weight of the geometric criterion helped in tracking