Impact of Dietary Folate Deficiency on Behavioral and Genetic Outcomes

Undergraduate Basi

Oral Citrobacter-Secreting Shiga Toxin as a Model of Murine Shigellosis

Undergraduate Basi

Grouping of UVCB substances with dose-response transcriptomics data from human cell-based assays

The application of in vitro biological assays as new approach methodologies (NAMs) to support grouping of UVCB (unknown or variable composition, complex reaction products, and biological materials) substances has recently been demonstrated. In addition to cell-based phenotyping as NAMs, in vitro transcriptomic profiling is used to gain deeper mechanistic understanding of biological responses to chemicals and to support grouping and read-across. However, the value of gene expression profiling for characterizing complex substances like UVCBs has not been explored. Using 141 petroleum substance extracts, we performed dose-response transcriptomic profiling in human induced pluripotent stem cell (iPSC)-derived hepatocytes, cardiomyocytes, neurons, and endothelial cells, as well as cell lines MCF7 and A375. The goal was to determine whether transcriptomic data can be used to group these UVCBs and to further characterize the molecular basis for in vitro biological responses. We found distinct transcriptional responses for petroleum substances by manufacturing class. Pathway enrichment informed interpretation of effects of substances and UVCB petroleum-class. Transcriptional activity was strongly correlated with concentration of polycyclic aromatic compounds (PAC), especially in iPSC-derived hepatocytes. Supervised analysis using transcriptomics, alone or in combination with bioactivity data collected on these same substances/cells, suggest that transcriptomics data provide useful mechanistic information, but only modest additional value for grouping. Overall, these results further demonstrate the value of NAMs for grouping of UVCBs, identify informative cell lines, and provide data that could be used for justifying selection of substances for further testing that may be required for registration

Posthuman literacies: young children moving in time, place and more-than-human worlds.

This paper examines the potential of posthumanism to enable a reconceptualization of young children’s literacies from the starting point of movement and sound in the more-than-human world. We propose movement as communicative practice that always occurs as a more complex entanglement of relations within more-than-human worlds. Through our analysis, an understanding of sound emerged as a more-than-human practice that encompasses children’s linguistic and non-linguistic utterances, and which occurs through, with, alongside movement. This paper draws on data from two different research studies; in the first two year old children in the UK banged on drums and marched in a museum. In the second study, two young children in Australia chose sites for their own research and produce a range of emergent literacies from vocalisation and ongoing stories to installations. We present examples of ways in which speaking, gesturing and sounding, as emergent literacy practices, were not so much about transmitting information or intentionally designed signs, but about embodied and sensory experiences in which communication about and in place occurred through the body being and moving in place. This paper contributes to the field of posthuman early childhood literacies by foregrounding movement as central to in-the-moment becoming. Movement and sound exist beyond parameters of human perception, within a flat ontology (MacLure, 2013) in which humans are decentred and everything exists on the same plane, in constant motion. Starting from movement in order to conceptualise literacy offers, therefore, an expanded field of inquiry into early childhood literacy. In the multimodal literacy practices analysed in this paper, meaning and world emerge simultaneously, offering new forms of literacy and representation and suggesting possibilities for defining or conceptualising literacy in ways that resist anthropocentric or logocentric framings

Vibrancy, repetition, movement: Posthuman theories for reconceptualising young children in museums

This paper argues for an expanded field of inquiry to conceptualise young children in museums. Drawing on Murris’ (2016) analysis of childhood constructions, we discuss how cognitive and socio-constructivist models of the child dominate childhood and museum studies. We argue for the potential of Murris’ figure of the posthuman child to reconceptualise children in museums. This perspective offers a greater focus on the potency of objects themselves, and the animacy of the non-human aspects of the museum. It is also underpinned by a theoretical shift from representation to non-representation (Anderson and Harrison, 2010), presenting us with new ways to address questions such as ‘what does that mean?’ when we observe children’s learning in museums. Working with data that has proved resistant to interpretation across a range of research projects, what we call ‘sticky data’, we elaborate on three themes emerging from this reconceptualisation: vibrancy, repetition, and movement

In amongst the glitter and the squashed blueberries: Crafting a collaborative lens for children’s literacy pedagogy in a community setting

In this article, we bring together relational arts practice (Kester, 2004) with collaborative ethnography (Campbell and Lassiter, 2015) in order to propose art not as a way of teaching children literacy, but as a lens to enable researchers and practitioners to view children’s literacies differently. Both relational arts practice and collaborative ethnography decentre researcher/artist expertise, providing an understanding that “knowing” is embodied, material and tacit (Ingold, 2013). This has led us to extend understandings of multimodal literacy to stress the embodied and situated nature of meaning making, viewed through a collaborative lens (Hackett, 2014a; Heydon and Rowsell, 2015; Kuby et al, 2015; Pahl and Pool, 2011). We illustrate this approach to researching literacy pedagogy by offering a series of “little” (Olsson, 2013) moments of place/body memory (Somerville, 2013), which emerged from our collaborative dialogic research at a series of den building events for families and their young children. Within our study, an arts practice lens offered a more situated, and entwined way of working that led to joint and blurred outcomes in relation to literacy pedagogy