I\u27m Sure He Didn\u27t Mean It That Way : The Influence of Leader Characteristics on Perceptions of Everyday Sexism

The purpose of this study is to investigate the ability of organizational leaders to facilitate the experience of everyday sexism in the workplace by influencing individual perceptions and acceptance of sexist behaviors. Rationale for hypotheses is presented under a social information processing framework. Social and organizational consequences of leader likability and idiosyncrasy credits are also discussed. It was hypothesized that particular leader characteristics (e.g., leader likability) and individual differences (gender identification and stigma consciousness) impact perceptions of bias. Female MTurk workers viewed a video of a female employee describing her male supervisor in a 2 (Leader Likability: high vs. low) × 2 (Sexism Cues: present vs. absent) between-subjects design and provided ratings of perceived leader bias and competence, as well as answers to behavioral response items. As predicted, sexism cues and likability had main effects on leader perceptions, such that leaders were perceived more negatively when sexism cues were present rather than absent and when the leader was low in likability rather than high. Stigma consciousness and gender identification both served as moderators between the presence of sexism cues and perceptions of leader bias. Sexism cues and leader likability also impacted endorsement of a variety of behavioral responses that could be taken against the leader (e.g., filing a complaint with Human Resources). Theoretical and practical implications are discussed

Individual and Contextual Factors and the Efficacy of an Experiential Sexism Intervention

The purpose of this study was to investigate the efficacy of a sexism-focused diversity training program. More specifically, this study examined the direct and indirect relationships between individual characteristics (i.e., gender, self-efficacy, and reactance), contextual factors (i.e., organizational diversity climate) and diversity training outcomes and training transfer. To test hypotheses, graduate and undergraduate students participated in a two-stage study (baseline and intervention stages), with the intervention consisting of a 90-minute sexism-focused diversity training workshop. Data from one hundred and forty participants were retained for regression analyses. Results suggest the workshop was generally effective at reducing endorsement of sexist attitudes, improving knowledge of gender inequity issues, and increasing intentions to engage in activism against sexism. Individual characteristics were also found to significantly predict training outcomes, although organizational diversity climate did not predict any significant effects

CaM Kinase Regulation of AKT and BAD in Prostate Cancer Cells

Abstract AKT and its substrate BAD promote prostate cancer cell survival. Agonists, such as carbachol, and hormones that increase intracellular calcium concentration can activate AKT leading to cancer cell survival. LNCaP prostate cancer cells express the carbachol-sensitive M3-subtype of GPCR’s that increase intracellular calcium and activate the family of Ca2+/Calmodulin-dependent Protein Kinases (CaM Ks). One type of CaM Kinase, CaM Kinase Kinase (CaM KK), directly phosphorylates AKT on threonine 308. AKT phosphorylation and activation can enhance cell survival through phosphorylation BAD protein and the subsequent blockade of caspase activation. Our goals were to examine the mechanism of carbachol activation of AKT and BAD in LNCaP prostate cancer cells and evaluate whether CaM KK may be mediating carbachol’s activation of AKT and cell survival. The results suggest that carbachol triggered phosphorylation of both AKT and BAD in LNCaP cells. AKT and BAD phosphorylation were blocked by the selective CaM KK inhibitor, STO-609, as well as siRNA directed against CaM KK. Taken together this data suggests a role for CaM KK in the pathway. In addition, the bacterial toxin anisomycin triggered caspase activation in LNCaP cells that was blocked by carbachol treatment. Finally, our results suggest that carbachol treatment of LNCaP cells promoted cell survival through CaM KK and its phosphorylation of AKT

Academic attainment and special educational needs in extremely preterm children at 11 years of age : the EPICure Study

Aim: To assess academic attainment and special educational needs (SEN) in extremely preterm (EP) children in middle childhood. Methods: Of 307 EP (=25 weeks) survivors born in the UK and Ireland in 1995, 219 (71%) were re-assessed at 11 years, with a comparison group of 153 classmates born at term, using standardised tests of cognitive ability and academic attainment and teacher reports of school performance and special educational needs (SEN). Multiple imputation was used to correct for selective dropout. Results: EP children had significantly lower scores than classmates for cognitive ability (-20 points; 95%CI: -23,-17), reading (-18 points; -22,-15) and mathematics (-27 points; -31,-23). Twenty-nine (13%) EP children attended special school. In mainstream schools, 105 (57%) EP children had SEN (OR: 10; 6, 18) and 103 (55%) required SEN resource provision (OR: 10; 5, 18). Teachers rated 50% of EP children with attainment below the average range compared with 5% of classmates (OR: 18; CI: 8, 41). EP children who are entered for mainstream education an academic year early due to preterm birth had similar academic attainment but required more SEN support (OR: 2; 1.1,3.8). Conclusions: EP survivors remain at high risk for learning impairments and poor academic attainment in middle childhood. A significant proportion require full-time specialist education and over half of those attending mainstream schools require additional health or educational resources in order to access the national curriculum. The prevalence and impact of SEN is likely to increase as these children approach the transition to secondary school. -------------------------------------------------------------------------------

CaM Kinase Control of AKT and LNCaP Cell Survival

AKT and its substrate BAD have been shown to promote prostate cancer cell survival. Agonists, such as carbachol, and hormones that increase intracellular calcium concentration can activate AKT leading to cancer cell survival. The LNCaP prostate cancer cells express the carbacholsensitive M3-subtype of G protein-coupled receptors that cause increases in intracellular calcium and activate the family of Ca2þ/calmodulindependent protein kinases (CaM Ks). One type of CaM Kinase, CaM Kinase Kinase (CaM KK), phosphorylates several substrates including AKT on threonine 308. AKT phosphorylation and activation enhances cell survival through phosphorylation of BAD protein and the subsequent blockade of caspase activation. Our goals were to examine the mechanism of carbachol activation of AKT and BAD in LNCaP prostate cancer cells and evaluate whether CaM KK may be mediating carbachol’s activation of AKT and cell survival. Our results suggest that carbachol treatment of LNCaP cells promoted cell survival through CaM KK and its phosphorylation of AKT. The bacterial toxin anisomycin triggered caspase-3 activation in LNCaP cells that was blocked by carbachol in a CaM KK- and AKT-dependent manner. AKT and BAD phosphorylation were blocked by the selective CaM KK inhibitor, STO-609, as well as siRNA directed against CaM KK. BAD phosphorylation was also blocked by treating cells with the AKT inhibitor, AKT-X, as well as siRNA to AKT. Additionally, epinephrine promoted LNCaP cell survival through activation of AKT that was insensitive to STO-609. Taken together these data suggest a survival role for CaM KK operating through AKT and BAD in LNCaP prostate cancer cells

Draw a picture of yourself learning math: What pre-service teachers’ self-portraits illustrate about their complex relationships with mathematics

Access the online Pressbooks version of this article here. The purpose of this study was to examine factors that may influence pre-service teachers’ relationships with mathematics. Elementary pre-service teachers who were enrolled in a mathematics methods course (n = 52) wrote a letter to math and drew a picture of themselves learning math. The self-portraits were analyzed by a team of undergraduate student researchers and teacher educators to identify themes related to the types of emotions, experiences, and situations displayed. The results of the self-portrait analysis indicated a higher percentage of negative emotions as compared to positive and neutral emotions. Additionally, the portraits indicated the influence of early elementary experiences on developing the participants’ math identity and relationships with mathematics. Implications for teacher preparation coursework and elementary mathematics pedagogy are discussed

Case Report on Leiomyosarcoma of the Vulva: A Rare Pathology

Leiomyosarcoma (LMS) of the vulva is rare. However it is the most common histologic subtype of vulvar sarcoma, accounting for approximately 1% of all vulvar malignancies. [1-8] Whether genetics and epigenetics play a role in pathogenesis is unclear. [1] The tumor is slow-growing with non-specific symptoms, has high metastatic potential, and follows a bimodal age distribution. [1-8] Diagnosis and prognosis are based upon immunohistochemical expression and criteria from early literature. [1,3,5-7] The most common therapeutic approach involves radical vulvectomy with lymph node resection. The value of adjuvant chemotherapy and radiation remains unknown. [1,3,5-8] Our case describes a 46-year-old Caucasian G2P2 female with LMS of the left labia

What pre-service teachers want “Math” to know: Examining self-identified relationships and critical experiences with mathematics

This study examines the self-reported critical experiences that undergraduate pre-service teachers (PSTs) choose to share when writing a letter directly to “Math” and creating a self-portrait of a math learning experience. The letters sought to initiate a personification of math and the self-portraits to further explore math learning experiences of the PSTs. The letters and portraits were examined to understand the types of math relationships and critical events PSTs reported and their impact on PST identity and agency as a future teacher. Portraits were analyzed by PST research partners. The relationship between the categories of critical events and mindset was explored

DSCAM promotes axon fasciculation and growth in the developing optic pathway

Acknowledgments We thank Drs. Robert Burgess, Carol Mason, and Eloisa Herrera for helpful discussions; Dr. Thomas Theil for his invaluable advice on the slice culture methods; Francesca Lamb and Emma Smith for technical assistance; and the Institute of Medical Sciences Microscopy and Imaging Facility for assistance with confocal microscopy. This work was supported by a Biotechnology and Biological Sciences Research Council (BBSRC) doctoral training award studentship and a BBSRC project grant (BB/J00815X/1). Freely available online through the PNAS open access option.Peer reviewedPublisher PD

Intra-dance variation among waggle runs and the design of efficient protocols for honey bee dance decoding

Noise is universal in information transfer. In animal communication, this presents a challenge not only for intended signal receivers, but also to biologists studying the system. In honey bees, a forager communicates to nestmates the location of an important resource via the waggle dance. This vibrational signal is composed of repeating units (waggle runs) that are then averaged by nestmates to derive a single vector. Manual dance decoding is a powerful tool for studying bee foraging ecology, although the process is time-consuming: a forager may repeat the waggle run 1- >100 times within a dance. It is impractical to decode all of these to obtain the vector; however, intra-dance waggle runs vary, so it is important to decode enough to obtain a good average. Here we examine the variation among waggle runs made by foraging bees to devise a method of dance decoding. The first and last waggle runs within a dance are significantly more variable than the middle run. There was no trend in variation for the middle waggle runs. We recommend that any four consecutive waggle runs, not including the first and last runs, may be decoded, and we show that this methodology is suitable by demonstrating the goodness-of-fit between the decoded vectors from our subsamples with the vectors from the entire dances