Evolution of NCoR-1 and NCoR-2 corepressor alternative mRNA splicing in placental mammals.

ObjectiveThe NCoR-1 and NCoR-2 corepressors are products of an early gene duplication near the beginning of vertebrate evolution and play both overlapping and divergent roles in development and physiology. Alternative-splicing of NCoR-1 and NCoR-2 further customizes their functions. To better understand the evolutionary basis of this phenomenon we extended our prior study of NCoR-1 and NCoR-2 alternative-splicing to an expanded series of species.ResultsAlternative-splicing of NCoR-2 was observed in all vertebrates examined whereas alternative-splicing of NCoR-1 was largely limited to placental mammals. Notably the most prominent of the NCoR-1 alternative-splicing events specific to the placental lineage, in exon 37 that plays a key role in murine metabolism, mimics in many features an analogous alternative-splicing event that appeared in NCoR-2 much earlier at the beginning of the vertebrate radiation. Detection of additional alternative-splicing events, at exons 28 in NCoR-1 or NCoR-2, was limited to the Rodentia or Primates examined, indicating both corepressor paralogs continued to acquire additional splice variations more recently and independently of one another. Our results suggest that the NCoR-1/NCoR-2 paralogs have been subject to a mix of shared and distinct selective pressures, resulting in the pattern of divergent and convergent alternative-splicing observed in extant species

Corepressor diversification by alternative mRNA splicing is species specific.

BackgroundSMRT and NCoR are corepressor paralogs that help mediate transcriptional repression by a variety of transcription factors, including the nuclear hormone receptors. The functions of both corepressors are extensively diversified in mice by alternative mRNA splicing, generating a series of protein variants that differ in different tissues and that exert different, even diametrically opposite, biochemical and biological effects from one another.ResultsWe report here that the alternative splicing previously reported for SMRT appears to be a relatively recent evolutionary phenomenon, with only one of these previously identified sites utilized in a teleost fish and a limited additional number of the additional known sites utilized in a bird, reptile, and marsupial. In contrast, extensive SMRT alternative splicing at these sites was detected among the placental mammals. The alternative splicing of NCoR previously identified in mice (and shown to regulate lipid and carbohydrate metabolism) is likely to have arisen separately and after that of SMRT, and includes an example of convergent evolution.ConclusionsWe propose that the functions of both SMRT and NCoR have been diversified by alternative splicing during evolution to allow customization for different purposes in different tissues and different species

Furthering alternative cultures of valuation in higher education research

The value of higher education is often implicit or assumed in educational research. The underlying and antecedent premises that shape and influence debates about value remain unchallenged which perpetuates the dominant, but limiting, terms of the debate and fosters reductionism. I proceed on the premise that analyses of value are not self–supporting or self-referential but are embedded within prevailing cultures of valuation. I contend that challenging, and providing alternatives to, dominant narratives of higher education requires an appreciation of those cultures. I therefore highlight some of the existing cultures of valuation and their influence. I then propose Sayer’s concept of lay normativity as a culture of valuation and discuss how it translates into the practices of research into higher education, specifically the practice of analysis. I animate the discussion by detecting the presence of lay normativity in the evaluative space of the capability approach

Graduate Students as Academic Writers: Writing Anxiety, Self-Efficacy, and Emotional Intelligence

Researchers interested in psychological factors affecting writers in higher-education institutions, or academic writers, are concerned with internal variables affecting writing productivity; however few empirical studies explore these factors with samples of students who are in the process of earning master’s or doctoral degrees (i.e., graduate students). In this study, we examined writing anxiety, self-efficacy, and emotional intelligence in a sample of graduate students at a large, research-intensive university in the United States. Using a survey, we collected measures on these variables in addition to demographic information from the participants. We then used the measures to descriptively compare groups of students with similar characteristics and to run three regression models to identify which variables best predicted writing anxiety. Our findings indicate self-efficacy is a statistically significant and large predictor of writing anxiety while emotional intelligence (EI) is not, though descriptive data showed moderate effects between EI and first language (i.e., whether or not a student reported English as a first language). In the presence of self-efficacy, gender remained a significant predictor of writing anxiety, while first language did not. We discuss implications for future research and practice focused on helping graduate student academic writers succeed

Secondary literacy across the curriculum: Challenges and possibilities

This paper discusses the challenges and possibilities attendant upon successfully implementing literacy across the curriculum initiatives – or ‘school language policies’ as they have come to be known - particularly at the secondary or high school level. It provides a theoretical background to these issues, exploring previous academic discussions of school language policies, and highlights key areas of concern as well as opportunity with respect to school implementation of such policies. As such, it provides a necessary conceptual background to the subsequent papers in this special issue, which focus upon the Secondary Schools’ Literacy Initiative (SSLI) – a New Zealand funded programme that aims to establish cross-curricular language and literacy policies in secondary schools

Disk Formation by AGB Winds in Dipole Magnetic Fields

We present a simple, robust mechanism by which an isolated star can produce an equatorial disk. The mechanism requires that the star have a simple dipole magnetic field on the surface and an isotropic wind acceleration mechanism. The wind couples to the field, stretching it until the field lines become mostly radial and oppositely directed above and below the magnetic equator, as occurs in the solar wind. The interaction between the wind plasma and magnetic field near the star produces a steady outflow in which magnetic forces direct plasma toward the equator, constructing a disk. In the context of a slow (10 km/s) outflow (10^{-5} M_sun/yr) from an AGB star, MHD simulations demonstrate that a dense equatorial disk will be produced for dipole field strengths of only a few Gauss on the surface of the star. A disk formed by this model can be dynamically important for the shaping of Planetary Nebulae.Comment: 14 pages, 8 figures, 1 table, accepted by Ap

Exercising Metabolic, Ventilatory, and Cardiovascular Responses to Isometric Whole Body Vibration Exercise

Purpose: To determine if metabolic, ventilatory, or cardiovascular response to isometric squats with or without external load was enhanced by the addition of a whole body vibration (WBV). Methods: Fifteen subjects (28.4±6.5y; 173.7±8.6 cm; 75.5±20.8 kg) underwent four exercise sessions with three days’ rest between sessions. The sample included 7 males and 8 females. Subject performed 10-sets of one-minute isometrics squats with 45 degrees of knee flexion standing on a WBV platform under four conditions: Unloaded, Unloaded Vibration, Loaded, and Loaded Vibration. Each condition was performed on a separate day; the session order was presented at random. One-minute recovery was given between sets. During the vibration conditions, the plate vibrated at 4mm peak-to-peak displacement and 30Hz. Loaded sessions were performed with a barbell equal to 30% body weight across the subjects shoulder. Oxygen consumption (VO2) and ventilation (VE) were measured using a metabolic cart and heart rate was obtained using polar chest straps. A 2x2 ANOVA was used to evaluate main effects for vibration (vibration vs. no vibration), load (loaded vs. unloaded), and interactions. Results: There were significant vibration (p = 0.02) and load (p = 0.003) main effects for VO2. VO2 during vibration (9.2±3.3 mL.kg-1.min-1) was significantly greater than no vibration (7.9±1.2 mL.kg-1.min-1); VO2 was also greater during the loaded (9.6 ± 3.1 mL . kg-1 . min-1) condition compared to unloaded (7.5±1.1 mL.kg-1.min-1). There were significant vibration (p=0.01) and load (p=0.01) main effects for VE. VE during vibration (20.8±10.0 L.min-1) was greater than no vibration (17.8±4.8 L.min-1); VE was greater during loaded (21.5±9.4 L.min-1) conditions compared to unloaded (17.7±5.5 L.min-1). There were significant vibration (p=0.02) and load (p=0.008) main effects for HR. HR during vibration (97.0±20.3 beats . min-1) was greater than no vibration (86.8 ± 25.7 beats . min-1); HR was also greater during loaded (101.3±20.8 beats . min-1) conditions compared to unloaded (90.8±12.6 beats.min-1). No interaction effects were detected for VO2 (p= 0.16), VE (p=0.14), or HR (p=0.84). Conclusion: Significant differences were observed in VO2, VE, and HR while exercising with WBV. Differences were similar across loaded and unloaded conditions. It is unclear if these small differences would be sufficient to induce enhanced long-term training adaptations. Future research should investigate similar physiological responses during dynamic exercise with a range of loads. Further, research is also needed to determine if these responses are enhanced or diminished by the amplitude, frequency, or duration of the vibration stimulus

Turning points: the personal and professional circumstances that lead academics to become middle managers

In the current higher education climate, there is a growing perception that the pressures associated with being an academic middle manager outweigh the perceived rewards of the position. This article investigates the personal and professional circumstances that lead academics to become middle managers by drawing on data from life history interviews undertaken with 17 male and female department heads from a range of disciplines, in a post-1992 UK university. The data suggests that experiencing conflict between personal and professional identities, manifested through different socialization experiences over time, can lead to a ‘turning point’ and a decision that affects a person’s career trajectory. Although the results of this study cannot be generalized, the findings may help other individuals and institutions move towards a firmer understanding of the academic who becomes head of department—in relation to theory, practice and research