Cis-regulatory basis of sister cell type divergence in the vertebrate retina

Multicellular organisms evolved via repeated functional divergence of transcriptionally related sister cell types, but the mechanisms underlying sister cell type divergence are not well understood. Here, we study a canonical pair of sister cell types, retinal photoreceptors and bipolar cells, to identify the ke

Examining the Effects of Text Genre and Structure on Fourth- and Fifth-Grade Students’ High-Level Comprehension as Evidenced in Small-Group Discussions

Although there is a rich literature on the role of text genre and structure on students’ literal comprehension, more research is needed regarding the role of these text features on students’ high-level comprehension as evidenced in their small-group discussions. As such, the present study examined the effects of text genre (i.e., narrative and informational) and structure (i.e., story, comparison, causation, problem/solution, and sequence) on fourth- and fifth-grade students’ small-group discussions, and the text-based discussions were coded for high-level comprehension discourse indicators (i.e., authentic questions, elaborated explanations, and exploratory talk). The results indicated that students evidenced more indices of high-level comprehension when discussing narrative texts than when discussing informational texts. Meanwhile, teachers tended to initiate more questions in discussions on informational texts. The deeper structure of the texts was also shown to influence the discussions. Specifically, students generated significantly more authentic questions during discussions on texts with comparison structures than for any of the other four text structures, while causation structure texts triggered more authentic questions from teachers. Overall, this study contributes to the understanding of the effects of text factors on students’ high-level comprehension

The use of electronic voting systems in large group lectures: Challenges and opportunities

We describe pedagogical, technical and operational issues associated with the introduction of an electronic voting system into large first-year undergraduate lectures. The rationale for doing so is to transform the lecture experience from a one-way transmission of information in to a two-way conversation between lecturer and students, mediated by the technology. We discuss some of the logistics involved, such as choice of handset, cost and siting within a lecture theatre as well as the aspects of pedagogy, such as the requirements of a good question for these interactive episodes. We present a number of possible use scenarios and evaluate student and staff experiences of the process

Exploring the structure and content of discourse in remote, rural South African classrooms

The nature of discourse within classrooms strongly predicts students’ ability to think about, around, and with text and content (i.e. comprehension and critical-analytic thinking). However, little is known about the nature of classroom discourse in remote, rural South African schools, a context in which students face well-documented language challenges. The central aim of the present study was to explore the structure and content of discourse in South African classrooms using the 4 components of the Quality Talk model as a frame for our exploration (i.e. instructional frame, discourse elements, teacher moves and pedagogical principles). Grade 8 student participants from 3 classes and their teacher were sampled. Data sources included individual student language assessments, digital video recordings of classroom literacy practices and field notes. Findings revealed that discourse was predominantly characterised by an efferent stance toward text, and the discussions were primarily teacher controlled and directed. There was little, if any, evidence of students’ critical-analytic thinking. Observations in terms of resilience and narratability as well as implications for research and practice are forwarded. Keywords: comprehension; critical thinking; discourse; language in education; literacy; rural classroom

"Akademisches Schwarmverhalten“ und globale Notlagen : Gleichberechtigte Süd-Nord-Forschungspartnerschaften zur Förderung einer hochwertigen Bildung in unterschiedlichen Kontexten und Kulturen

In this article we apply an Afrocentric Resilience Theory (relationship-resourced resilience) to the domain of education research partnerships. We posit academic flocking as an equitable research partnership approach aimed at developing education knowledge that responds to collective distress and supports collective quality education. We provide support for our supposition regarding academic flocking by overviewing the mutually beneficial development of an online, home-based learning resource with relevance in two transnational contexts and cultures, South Africa and the United States of America. Whereas the context of the argument is a COVID-19 related global need for evidence-based education resources, conceptually we draw on lenses of resilience and emancipatory, democratising methodology to make sense of academic flocking as a fundamental structure for research partnership equity and relevant education innovation. As such, academic flocking holds value as a transformative alternative for South-North researcher partnerships in generating useful, quality educational innovations to address critical needs.In diesem Beitrag wenden wir eine afrozentrische Resilienztheorie (beziehungsgestützte Resilienz) auf einen Ansatz der Bildungsforschungspartnerschaften an. Wir stützen uns auf die Annahme, dass „akademisches Flocking“ (Schwarmverhalten) eine Grundlage für gleichberechtigte Forschungspartnerschaften bildet. Der Ansatz zielt darauf ab, Wissen über Bildung zu generieren, das auf kollektive Notlagen reagiert und kollektive Prozesse der Qualitätsbildung unterstützt. Wir untermauern unsere Annahme über „akademisches Flocking“, indem wir einen Überblick über die für beide Seiten vorteilhafte Entwicklung einer Online-Lernressource geben, die zu Hause eingesetzt werden kann. Dieser Ansatz wurde in zwei transnationalen Kontexten und Kulturen – Südafrika und den Vereinigten Staaten von Amerika – erprobt. Kontext der Argumentation ist der von der COVID-19-Pandemie verstärkt sichtbar gewordene globale Bedarf an der Bereitstellung evidenzbasierter Bildungsressourcen. Konzeptionell stützen wir uns auf resilienztheoretische Sichtweisen und eine emanzipatorische, demokratiefördernde Perspektive, wodurch „akademisches Flocking“ als ein vielversprechender Ansatz für ausgewogene Forschungspartnerschaften zur Begleitung relevanter Bildungsinnovation sichtbar wird. Insbesondere bei Süd-Nord-Forschungspartnerschaften bietet sich hier eine nützliche, qualitativ hochwertige Grundlage für die kollaborative Entwicklung von wissenschaftlich unterstützten Bildungsinnovationen.https://link.springer.com/journal/11618hj2023Educational Psycholog

Comprehensive Review: Immunogenicity of Adult Mesenchymal Stem Cells: Lessons from the Fetal Allograft

Herein we review recent data that support host tolerance of allogeneic adult mesenchymal stem cells (MSC). Evidence is emerging that donor MSC deploy a very powerful array of mechanisms that allow escape from host allogeneic responses. These mechanisms include limited expression of alloantigen by the stem cell and cell contact-dependent and -independent mechanisms. MSC modulate host dendritic cell and T cell function, promoting induction of suppressor or regulatory T cells. These effects are complemented by the induction of divisional arrest anergy in T cells and by stem cell production of soluble immunomodulatory factors, including interleukin-10, transforming growth factor–β, prostaglandin E2, and hepatocyte growth factor. In addition, MSC express the enzyme indoleamine 2,3-dioxygenase, which creates a tryptophan-depleted milieu that promotes immunosuppression. We propose that these observations show striking similarity to emerging data on the maternal acceptance of the fetal allograft. This comparison suggests new approaches to determine the contribution of different mechanisms to the successful use of MSC in regenerative medicine

Promoting critical-analytic thinking through teacher discourse moves and pedagogical principles : the case of a rural South African secondary school

This article reports a case study in a rural South African school on promoting critical-analytic thinking through teacher discourse moves and pedagogical principles. The study investigated the use of teacher discourse moves and pedagogical principles as a component of the Quality Talk model. The Qualitative research methodology and a case study design that entailed the use of interviews, classroom observations and document analysis were used. Data was gathered from an English teacher and 52 Grade 8 students. The data was coded using Quality Talk model indicators and analysed thematically. The findings revealed evidence that teacher training and support in the use of a range of teacher discourse moves and pedagogical principles could enhance students’ development of critical-analytic thinking. It is therefore recommended that teacher training in the use of pedagogical approaches that enhance the development of critical-analytic thinking should be incorporated in professional development programmes.https://www.ajol.info//index.php/jlthj2021Educational Psycholog