16 research outputs found
Phylogenomics of Unusual Histone H2A Variants in Bdelloid Rotifers
Rotifers of Class Bdelloidea are remarkable in having evolved for millions of years, apparently without males and meiosis. In addition, they are unusually resistant to desiccation and ionizing radiation and are able to repair hundreds of radiation-induced DNA double-strand breaks per genome with little effect on viability or reproduction. Because specific histone H2A variants are involved in DSB repair and certain meiotic processes in other eukaryotes, we investigated the histone H2A genes and proteins of two bdelloid species. Genomic libraries were built and probed to identify histone H2A genes in Adineta vaga and Philodina roseola, species representing two different bdelloid families. The expressed H2A proteins were visualized on SDS-PAGE gels and identified by tandem mass spectrometry. We find that neither the core histone H2A, present in nearly all other eukaryotes, nor the H2AX variant, a ubiquitous component of the eukaryotic DSB repair machinery, are present in bdelloid rotifers. Instead, they are replaced by unusual histone H2A variants of higher mass. In contrast, a species of rotifer belonging to the facultatively sexual, desiccation- and radiation-intolerant sister class of bdelloid rotifers, the monogononts, contains a canonical core histone H2A and appears to lack the bdelloid H2A variant genes. Applying phylogenetic tools, we demonstrate that the bdelloid-specific H2A variants arose as distinct lineages from canonical H2A separate from those leading to the H2AX and H2AZ variants. The replacement of core H2A and H2AX in bdelloid rotifers by previously uncharacterized H2A variants with extended carboxy-terminal tails is further evidence for evolutionary diversity within this class of histone H2A genes and may represent adaptation to unusual features specific to bdelloid rotifers
Zen and the Art of Living Mindfully: The Health-Enhancing Potential of Zen Aesthetics
Amidst the burgeoning enthusiasm for mindfulness in the West, there is a concern that the largely secular âde-contextualizedâ way in which it is being harnessed is denuding it of its potential to improve health and well-being. As such, efforts are underway to âre-contextualizeâ mindfulness, explicitly drawing on the wider framework of Buddhist ideas and practices in which it was initially developed. This paper aims to contribute to this, doing so by focusing on Zen Buddhism, and in particular on Zen aesthetic principles. The article concentrates on the seven principles identified by Hisamatsu (1971) in his classic text Zen and the Fine Arts: kanso (simplicity); fukinsei (asymmetry); koko (austere sublimity); shizen (naturalness); daisuzoku (freedom from routine); sei-jaku (tranquillity); and yĆ«gen (profound grace). The presence of these principles in works of art is seen as reflecting and communicating insights that are central to Buddhism, such as non-attachment. Moreover, these principles do not only apply to the creation and appreciation of art, but have clear applications for treating health-related issues, and improving quality of life more generally. This paper makes the case that embodying these principles in their lives can help people enhance their psychosomatic well-being, and come to a truer understanding of the essence of mindful living
Beyond the game: analyzing the usefulness of games to promote life skills development
The current paper provides a reflection about gamesâ âpowerâ to promote both âgo- odâ and âbadâ learning. The study is organized in three sections. First, the comple- xity of gamesâ nature is briefly introduced within diverse perspectives in order to provide an understanding why games are highly empowered. Second, an analysis of historical events and academic references show how games have been used to promote both good and bad events. Finally, two life experiences are presented in order to illustrate how games can provide opposite outcomes regardless of cultural differences. Thus, within a provocative reflexive, physical educators are encoura- ged to think what can be taught on their daily lesson that is âbeyondâ the learning of the game itself
Analyzing the Learning of the Taking Personal and Social Responsibility Model Within a New Physical Education Undergraduate Degree Program in El Salvador
El Salvador has an unfortunate history that includes a military regime and a civil war that together created a legacy of violence in which the country still struggles nowadays. Salud Escolar Integral (SEI) was created in 2005 by universities, federal governments, a corporate sponsor, and sport associations as a program to combat youth violence with the promotion of humanistic principles in physical education (PE) classes. In 2007, SEI supported the Universidad del Salvador (UdS) to develop the physical education teacher education (PETE) curriculum for the novice degree that was created. The purpose of this research was to analyze whether the PETE program offered by UdS provided the education, training, and experience to develop high self-perception levels of competence and confidence related to attitude, skills, and knowledge to teach PE with humanistic principles. The taking personal and social responsibility (TPSR) model was used as the theoretical framework to analyze the development of humanistic principles. The research was conducted with a case study methodology including three sources of data: questionnaires, reflection templates, and interviews. The data were collected longitudinally across a 3-year process (2007-2009). Methods of triangulation were used in the research, and it was concluded that UdS students reported high levels of confidence and competence to teach PE with humanistic principles. Nevertheless, the research also acknowledges that UdS needs to provide better support in teaching principles such as students' empowerment and transfer learning to guarantee humanistic principles are used when PE is taught
Do youth learn life skills through their involvement in high school sport? A case study
In this study we examined whether and how youth learned life skills through their involvement on a high school soccer team. We collected data from fieldwork and interviews with 12 male studentâathletes and the head coach from one team. Results showed that the coachâs philosophy involved building relationships and involving studentâathletes in decision making. Issues relating to three life skills (initiative, reâ spect, and teamwork/leadership) were identified. Although we observed little direct teaching of these life skills, we saw that players generally were producers of their own experiences that supported the development of these skills. Key words: ecological systems, positive development Les auteurs ont cherchĂ© Ă savoir si et comment les jeunes acquiĂšrent certaines compĂ©tences de la vie courante en Ă©tant membres dâune Ă©quipe de soccer au secondaire. Les chercheurs ont colligĂ© des donnĂ©es sur le terrain et interviewĂ© 12 Ă©lĂšvesâathlĂštes de sexe masculin ainsi que lâentraĂźneur principal dâune Ă©quipe. Les rĂ©sultats indiquent que lâentraĂźneur avait pour philosophie de favoriser lâĂ©tablissement de relations et dâimpliquer les Ă©lĂšvesâathlĂštes dans les prises de dĂ©cision. Des problĂšmes reliĂ©s Ă trois compĂ©tences de la vie courante (lâinitiative, le respect et lâesprit dâĂ©quipe/le leadership) ont Ă©tĂ© identifiĂ©s. Bien que les auteurs aient observĂ© que ces compĂ©tences sont peu enseignĂ©es comme telles, ils ont constatĂ© que observĂ© que ces compĂ©tences sont peu enseignĂ©es comme telles, ils ont constatĂ© que les joueurs Ă©taient les producteurs de leurs propres expĂ©riences, qui favorisaient effectivement le dĂ©veloppement de ces compĂ©tences.Mots clĂ©s : systĂšmes Ă©cologiques, dĂ©veloppement positif
Youth sport parenting styles and practices
The purpose of this study was to examine parenting styles and associated parenting practices in youth sport. Following a season-long period of fieldwork, primary data were collected via interviews with 56 parents and supplemented by interviews with 34 of their female children. Data analysis was guided by Grolnick's (2003) theory of parenting styles. Analyses produced five findings: (1) Autonomy-supportive parents provided appropriate structure for their children and allowed them to be involved in decision making. These parents were also able to read their children's mood and reported open bidirectional communication. (2) Controlling parents did not support their children's autonomy, were not sensitive to their children's mood, and tended to report more closed modes of communication. (3) In some families, there were inconsistencies between the styles employed by the mother and father. (4) Some parenting practices varied across different situations. (5) Children had some reciprocal influences on their parents' behaviors. These findings reveal information about the multiple social interactions associated with youth sport parenting.</jats:p
Levels of social complexity and dimensions of peer experiences in youth sport
Thomas Rotch list of interest on monies, no context. 4" x 5.5