A large scale hearing loss screen reveals an extensive unexplored genetic landscape for auditory dysfunction

The developmental and physiological complexity of the auditory system is likely reflected in the underlying set of genes involved in auditory function. In humans, over 150 non-syndromic loci have been identified, and there are more than 400 human genetic syndromes with a hearing loss component. Over 100 non-syndromic hearing loss genes have been identified in mouse and human, but we remain ignorant of the full extent of the genetic landscape involved in auditory dysfunction. As part of the International Mouse Phenotyping Consortium, we undertook a hearing loss screen in a cohort of 3006 mouse knockout strains. In total, we identify 67 candidate hearing loss genes. We detect known hearing loss genes, but the vast majority, 52, of the candidate genes were novel. Our analysis reveals a large and unexplored genetic landscape involved with auditory function

Geographic and temporal trends in the molecular epidemiology and genetic mechanisms of transmitted HIV-1 drug resistance:an individual-patient- and sequence-level meta-analysis

Regional and subtype-specific mutational patterns of HIV-1 transmitted drug resistance (TDR) are essential for informing first-line antiretroviral (ARV) therapy guidelines and designing diagnostic assays for use in regions where standard genotypic resistance testing is not affordable. We sought to understand the molecular epidemiology of TDR and to identify the HIV-1 drug-resistance mutations responsible for TDR in different regions and virus subtypes.status: publishe

Contemplative practices for teaching, leadership and wellbeing

Teaching is a multidimensional undertaking that calls on educators to engage in responsive interactions and decision-making as they navigate complex and ambiguous contexts, examine deeply held beliefs and values, and integrate personal and professional knowledge. Such an undertaking requires personal integrity and ongoing reflective practice. This chapter considers how the concept of mindfulness might become an integral part of reflective practice to support more holistic understandings of interactions, contexts and experiences. Mindful and contemplative ways of paying attention to the current moment are important strategies for negotiating the multi-faceted and relational challenges of teaching, learning and leadership. Mindfulness can help us attend to the personal, emotional and interactive dimensions of our work, and to the implication of actions for the longer term. Mindfulness can support our ability to connect with and respond to young children and make a positive difference to their learning, health and wellbeing. Bringing ourselves fully and purposefully to teaching and leadership practices requires self-understanding and appreciation of our personal histories identities, strengths and experiences, as well as awareness of values and aspirations. Working mindfully supports the development of interpersonal relationship and ethics. Heightened abilities to listen and bring caring and compassion to our collaborative interactions contributes to leaderful practice and sustainable professionalism. To encourage the ongoing reflection of educators, this chapter presents some everyday resources and specific practices to support the development of mindfulness through self-study and self-reflection. Incorporating these into daily practice will encourage authenticity, intentionality and agency and facilitate meaning, wellbeing and purpose