Through the Eye of a Needle: Craftivism as an Emerging Mode of Civic Engagement and Cultural Participation

There has been a grassroots revival of craftivism leading up to, and following the 2016 U.S. presidential election. This qualitative dissertation explores the experiences of women within three craftivist groups to facilitate a deeper understanding of their conceptions of craft, activism and feminism, the salience of older women within these communities, and how the affordances of new media are potentially reshaping craftivism. Drawing on interview data, as well as offline and online participant observation, this study found that craftivists have highly diverse personal trajectories and understandings of feminism and activism, that older women—many with a lifelong history of activism—play a significant role in craftivist groups, and that participation in craftivism, supported through extensive use of social media and online communication, provides a gateway to civic expression and engagement. Beyond deepening our understanding of craftivism in the current political climate, this research makes significant contributions to scholarship on participatory culture, activism, and civic engagement. While these bodies of research have traditionally been youth-centric, this dissertation adds value by shedding light on the participatory practices of older women in creative online sites

Airway responses and inflammation in subjects with asthma after four days of repeated high-single-dose allergen challenge

Background: Both standard and low-dose allergen provocations are an established tool in asthma research to improve our understanding of the pathophysiological mechanism of allergic asthma. However, clinical symptoms are less likely to be induced. Therefore, we designed a protocol for repetitive high-dose bronchial allergen challenges to generate clinical symptoms and airway inflammation. Methods: A total of 27 patients aged 18 to 40 years with positive skin-prick tests and mild asthma underwent repetitive high-dose allergen challenges with household dust mites for four consecutive days. Pulmonary function and exhaled NO were measured at every visit. Induced sputum was analysed before and after the allergen challenges for cell counts, ECP, IL-5, INF-γ, IL-8, and the transcription factor Foxp3. Results: We found a significant decrease in pulmonary function, an increased use of salbutamol and the development of a late asthmatic response and bronchial hyperresponsiveness, as well as a significant induction of eNO, eosinophils, and Th-2 cytokines. Repeated provocation was feasible in the majority of patients. Two subjects had severe adverse events requiring prednisolone to cope with nocturnal asthma symptoms. Conclusions: Repeated high-dose bronchial allergen challenges resulted in severe asthma symptoms and marked Th-2-mediated allergic airway inflammation. The high-dose challenge model is suitable only in an attenuated form in diseased volunteers for proof-of-concept studies and in clinical settings to reduce the risk of severe asthma exacerbations. Trial registration: ClinicalTrials.govNCT0067720

40S ribosome biogenesis co-factors are essential for gametophyte and embryo development

Ribosome biogenesis is well described in Saccharomyces cerevisiae. In contrast only very little information is available on this pathway in plants. This study presents the characterization of five putative protein co-factors of ribosome biogenesis in Arabidopsis thaliana, namely Rrp5, Pwp2, Nob1, Enp1 and Noc4. The characterization of the proteins in respect to localization, enzymatic activity and association with pre-ribosomal complexes is shown. Additionally, analyses of T-DNA insertion mutants aimed to reveal an involvement of the plant co-factors in ribosome biogenesis. The investigated proteins localize mainly to the nucleolus or the nucleus, and atEnp1 and atNob1 co-migrate with 40S pre-ribosomal complexes. The analysis of T-DNA insertion lines revealed that all proteins are essential in Arabidopsis thaliana and mutant plants show alterations of rRNA intermediate abundance already in the heterozygous state. The most significant alteration was observed in the NOB1 T-DNA insertion line where the P-A3 fragment, a 23S-like rRNA precursor, accumulated. The transmission of the T-DNA through the male and female gametophyte was strongly inhibited indicating a high importance of ribosome co-factor genes in the haploid stages of plant development. Additionally impaired embryogenesis was observed in some mutant plant lines. All results support an involvement of the analyzed proteins in ribosome biogenesis but differences in rRNA processing, gametophyte and embryo development suggested an alternative regulation in plants

THADA regulates the organismal balance between energy storage and heat production

Human susceptibility to obesity is mainly genetic, yet the underlying evolutionary drivers causing variation from person to person are not clear. One theory rationalizes that populations that have adapted to warmer climates have reduced their metabolic rates, thereby increasing their propensity to store energy. We uncover here the function of a gene that supports this theory. THADA is one of the genes most strongly selected during evolution as humans settled in different climates. We report here that THADA knockout flies are obese, hyperphagic, have reduced energy production, and are sensitive to the cold. THADA binds the sarco/ER Ca2+ ATPase (SERCA) and acts on it as an uncoupler. Reducing SERCA activity in THADA mutant flies rescues their obesity, pinpointing SERCA as a key effector of THADA function. In sum, this identifies THADA as a regulator of the balance between energy consumption and energy storage, which was selected during human evolution

Inequality in Educational Development from 1900 to 2015

The industrial revolution marked a turning point in mankind as it not only initiated an economic turn from predominantly agricultural to industrialized societies but also shaped the need for an education revolution. This was the period when most industrialized societies implemented compulsory schooling systems and created the opportunity for universal access to basic education and later medium and higher education levels. However, this did not occur at the same speed everywhere, generating divergence between countries, and subsocieties within countries, whether it was at the level of residence, gender, generation, or class. Based on a dataset developed at the Wittgenstein Centre for Demography and Global Human Capital reconstructing levels of education in 5-year steps by age (5-year age groups) and sex for a large number of countries in the world, we look at the education transition from 1900 to 2015 to uncover different patterns and pathways of educational improvements that might explain the differences in the level of human capital today

The impact of a dedicated training program for oral examiners at a medical school in Germany: a survey among participants from operative and non-operative disciplines

BACKGROUND: Oral examinations have been a crucial format in ancient and modern assessment to evaluate and guarantee quality of medical education and thereby to secure patient safety. To achieve a high level of quality in the oral part of the final examination of medical students, a training program for oral examiners at the Medical Faculty of Ulm (Germany) has been established since 2007. However, little is known about the attitude of the examiners in regard to the impact of this training program and of oral examinations as instruments to ensure patient safety. METHODS: All 367 academic clinicians from operative and non-operative disciplines, attending the one-day examiner training program at the University of Ulm between 2007 and 2012 have been asked to answer an online survey (EvaSys 5.0). Focus of the survey was to find out in which respect the examiners profited from the trainings, if the training effects were discipline-dependent, and to which degree the oral examinations could contribute to patient safety. Statistical analysis was performed using the t-test for independent samples. Results were considered statistically significant when p < 0.05. RESULTS: A total of 63 participants answered the survey, but in 4 cases the questionnaire was not fully completed (with single items missing). More than half of the study participants (n = 34/59; 58%) have experienced (at least sometimes or rarely) candidates that they deemed incompetent and perhaps even dangerous to the patients’ health who nevertheless passed the oral exam successfully. The majority of participants were convinced that oral examinations using concrete clinical cases could significantly contribute to patient safety, if grading is based on clear criteria and if examinations as well as grading are performed more critically. The impact of the training program was rated significantly stronger by surgeons than by non-surgeons in several categories. These categories included “strengths and weaknesses of oral examinations”, “reliability”, “validity”, “competence in grading”, “critical grading”, and “departmental improvements” concerning oral examinations. CONCLUSIONS: In respect to patient safety, it seems crucial to prevent incompetent candidates from passing the oral examination. The present study indicates the importance to continue and to develop our examiner trainings, with main emphasis on concrete clinical problems and a criteria-based critical grading system for oral examinations. Since the impact of the training was particularly high for colleagues from the operative disciplines, the training program should be offered especially in surgical departments

Differences in Research Literacy in Educational Science Depending on Study Program and University

[EN] The ability to purposefully access, reflect on, and use evidence from educational research (Educational Research Literacy, ERL) are key competencies of future professionals in educational practice. Based on the conceptual framework presented in this paper, a test instrument was developed to assess ERL, consisting of the competence facets Information Literacy, Statistical Literacy, and Evidence-based Reasoning. This contribution aims to delve deeper into the question of whether Educational Science students differ in their overall ERL proficiency depending on their study program and university. This comparison is based on a large-scale study of 1,213 Educational Science students (Teacher Training and Educational Studies) at six German universities in the winter semester of 2012/13 and in the summer semester of 2013. The results indicate that students seem to profit from their studies at the different universities. Moreover, the ERL competence facets differentiate to some extent between universities and degree programs, which can serve as the starting point for curricular quality development measures. Subsequently, the results are critically discussed, and the desiderata for future research are stated, e.g., the identification of predictors that cause the reported differences.Groß Ophoff, J.; Schladitz, S.; Wirtz, M. (2017). Differences in Research Literacy in Educational Science Depending on Study Program and University. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 1193-1202. https://doi.org/10.4995/HEAD17.2017.55561193120