A Hybrid Discussion of Multiliteracy and Identity Politics

Much discussion has taken place in composition and writing center studies regarding “multi-”s: multimedia, multiliteracy, multimodality, even multiwriting. The “multi-” that has received the most attention in writing center studies specifically is multiliteracy. This attention has manifested in some scholars calling for the writing center’s evolution to a multiliteracy center, or MLC (Trimbur; Sheridan, “Introduction”; Sheridan, “Words, Images, Sounds”; McKinney; Balester et al.). This call is contemporaneous with but virtually distinct from another important discussion in writing center studies. I am talking here about the politics of identity. The major questions in this discussion have been: What are the ways we can put into pedagogical practice a theory of identity that is based on discursive practices and intersectionality as opposed to one based on fixed, isolated definitions? Additionally, how can we ensure that this kind of pedagogy provides the grounds for subverting and resisting hegemonic discourses (Cooper; Bawarshi and Pelkowski; Grimm; Denny, “Queering the Writing Center”; Denny, Facing the Center)? While I do not propose here a comprehensive cultural studies pedagogy nor a comprehensive multiliteracy pedagogy, I do see an opportunity for consultant training in making these discussions talk to one another.University Writing Cente

Large scale transcriptional analysis of MHC class I haplotype diversity in sheep

Domestic sheep (Ovis aries) have been an important component of livestock agricultural production for thousands of years. Preserving genetic diversity within livestock populations maintains a capacity to respond to changing environments and rapidly evolving pathogens. MHC genetic diversity can influence immune functionality at individual and population levels. Here, we focus on defining functional MHC class I haplotype diversity in a large cohort of Scottish Blackface sheep pre-selected for high levels of MHC class II DRB1 diversity. Using high-throughput amplicon sequencing with three independent sets of barcoded primers we identified 134 MHC class I transcripts within 38 haplotypes. Haplotypes were identified with between two and six MHC class I genes, plus variable numbers of conserved sequences with very low read frequencies. One or two highly transcribed transcripts dominate each haplotype indicative of two highly polymorphic, classical MHC class I genes. Additional clusters of medium, low, and very low expressed transcripts are described, indicative of lower transcribed classical, non-classical and genes whose function remains to be determined.</p

Identification of epitopes recognised by mucosal CD4+ T-cell populations from cattle experimentally colonised with Escherichia coli O157:H7

Additional file 5. Sequence alignment of Intimin epitopes against Intimin sequences from non-O157 EHEC serotypes. Alignment of Intimin CD4+ T-cell epitope sequences with representative Intimin sequences from EHEC serotypes O145, O127, O26, O103, O121, O45 and O111. Percentage values indicate % similarity to the EHEC O157:H7 reference sequence

Praxis, Volume 11, No. 01: Special Issue

Contents: From the Editors / by Sarah Orem and Jacob Pietsch -- Translating Normalcy: Tutors Navigating Spaces Between Expectations and Experiences for Non-Traditional Students / by Jennifer P. Gray -- A Hybrid Discussion of Multiliteracy and Identity Politics / by Timothy Ballingall -- Who Are "We"? Examining Identity Using the Multiple Dimensions of Identity Model / by Alanna Bitzel -- Just Writing Center Work in the Digital Age: De Factor Multiliteracy Centers in Dialogue with Questions of Social Justice / by Liliana M Naydan -- The Right Time and Proper Measure: Assessing in Writing Centers and James Kinneavy's "Kairos": A Neglected Concept in Classical Rhetoric / by Marc Scott -- Two's Company, Three's A Conversation: A Study of Dialogue Among a Professor, A Peer-Writing Fellow, and Undergraduate Around Feedback and Writing / by Allisa-Rae Hug -- "Should I Take Notes as you Brainstorm?" Examining Consultants' In-Session Notes / by Lamiyah Bahrainwala -- Review: A Synthesis of Qualitative Studies of Writing Center Tutoring / by Roger Austin -- Review: Peripheral Visions for Writing Centers / by Jeremy SmyczekUniversity Writing Cente