The Art of Community: Creativity at the Crossroads of Immigrant Cultures and Social Services

These are case studies that give credance to the belief that respect for one's own artistic traditions is critical to the acculturation process. The essays contained here offer clear and shining examples of how paying attention to culture and creativity can build self-confidence, nurture a productive and valuable citizenry, and even save a life. Through these stories, we begin to see that encouraging the practice of cultural traditions and participation in arts activities will help newcomers spread their wings and fly

It\u27s Been a Good Reminder That Students Are Human Beings : An Exploratory Inquiry of Instructors’ Rhetorical and Relational Goals During COVID-19

As colleges and universities moved to remote learning during the Spring 2020 semester due to COVID-19, the traditional higher education classroom format was challenged. This study examines how instructors reconceptualized their rhetorical and relational goals in the pandemic classroom. A thematic analysis of 68 qualitative survey responses revealed that instructors adapted their rhetorical and relational approaches to instruction due to a perceived change in students’ needs. Moreover, findings suggest that instructors intend to continue to use many of these instructional changes in their post-pandemic classrooms. These conclusions confirm that instructors should consider contextual factors not only during but also after COVID-19. We close with practical recommendations for instructors beyond the pandemic classroom

Cross linguistic influence in adult L2/L3 learners: The case of French on English Morphosyntax

Abstract—The potential ways in which learning a second or third language can influence other languages in the mind of the (emergent) bilingual is an increasingly important issue given the international importance of foreign language learning.  This study explored whether learning French as a foreign language influences knowledge of English morphosyntax in learners of L2 French with L1 English (n=21) and learners of L3 French with L2 English (n=9).  Comparing these two groups allowed us to identify whether and to what extent backwards cross linguistic influence (CLI) are different depending on whether French is L2 or L3, and whether English is L1 or L2.  Accuracy on tense-aspects of English morphosyntax was measured through two tasks (Grammaticality Judgement and Proofreading). Results indicated no inhibitive influence from L2 French to L1 English, with potential enhancement of explicit knowledge when compared to a control group of English-speaking participants with no French. In contrast, influence leading to inaccuracy was observed from L3 French to L2 English in that the L3 French learners made more errors in past simple and present perfect in the GJT. Results are discussed in the context of better understanding the nature of developing grammatical systems, together with implications for future work

An exploration of the extent and nature of reconceptualisation of pain following pain neurophysiology education: a qualitative study of experiences of people with chronic musculoskeletal pain

AbstractThe mitochondrial permeability transition is an inner mitochondrial membrane event involving the opening of the permeability transition pore concomitant with a sudden efflux of matrix solutes and breakdown of membrane potential. The mitochondrial FoF1 ATP synthase has been proposed as the molecular identity of the permeability transition pore. The likeliness of potential pore-forming sites in the mitochondrial FoF1 ATP synthase is discussed and a new model, the death finger model, is described. In this model, movement of a p-side density that connects the lipid-plug of the c-ring with the distal membrane bending Fo domain allows reversible opening of the c-ring and structural cross-talk with OSCP and the catalytic (αβ)3 hexamer. This article is part of a Special Issue entitled ‘EBEC 2016: 19th European Bioenergetics Conference, Riva del Garda, Italy, July 2–6, 2016’, edited by Prof. Paolo Bernardi

Expressed in the yeast Saccharomyces cerevisiae, human ERK5 is a client of the Hsp90 chaperone that complements loss of the Slt2p (Mpk1p) cell integrity stress-activated protein kinase

ERK5 is a mitogen-activated protein (MAP) kinase regulated in human cells by diverse mitogens and stresses but also suspected of mediating the effects of a number of oncogenes. Its expression in the slt2Delta Saccharomyces cerevisiae mutant rescued several of the phenotypes caused by the lack of Slt2p (Mpk1p) cell integrity MAP kinase. ERK5 is able to provide this cell integrity MAP kinase function in yeast, as it is activated by the cell integrity signaling cascade that normally activates Slt2p and, in its active form, able to stimulate at least one key Slt2p target (Rlm1p, the major transcriptional regulator of cell wall genes). In vitro ERK5 kinase activity was abolished by Hsp90 inhibition. ERK5 activity in vivo was also lost in a strain that expresses a mutant Hsp90 chaperone. Therefore, human ERK5 expressed in yeast is an Hsp90 client, despite the widely held belief that the protein kinases of the MAP kinase class are non-Hsp90-dependent activities. Two-hybrid and protein binding studies revealed that strong association of Hsp90 with ERK5 requires the dual phosphorylation of the TEY motif in the MAP kinase activation loop. These phosphorylations, at positions adjacent to the Hsp90-binding surface recently identified for a number of protein kinases, may cause a localized rearrangement of this MAP kinase region that leads to creation of the Hsp90-binding surface. Complementation of the slt2Delta yeast defect by ERK5 expression establishes a new tool with which to screen for novel agonists and antagonists of ERK5 signaling as well as for isolating mutant forms of ERK5

Reflecting on incidents: Barriers and tactics

Learning from incidents (LFI) is key for energy companies to become safer. Researchers from the Open University discuss what comprises effective LFI, barriers that can prevent LFI, and tactics companies can use to overcome those barriers

Given that participation in “Shared Reading” groups appears to increase mindfulness and improve quality of life in undergraduate students, what experiences most impact participants?

Purpose: Report on the qualitative data from a mixed-methods study that investigated effects of a specific literature-based intervention, Shared Reading (SR), on undergraduate students, and how adding formal mindfulness practice affects shared reading experience. Method: Qualitative data from post-intervention interviews explored participants’ experiences: 1) with the shared reading process; 2) with mindfulness practice, when included; 3) impact on the participant’s thinking or emotions of a particular story or character; 4) the participants’ relational experience within the group. Analysis applied grounded theory to understand and organize findings. Results: Analysis indicated that SR can be effective in reducing stress, improving attention, and increasing quality of life, and SR plus formal mindfulness practice enhances effects. Qualitative data from this mixed-methods study also indicated that SR in either form can also enhance sense of achievement, self-worth, and social engagement. Conclusion: These qualitative findings build on previous positive quantitative findings on this undergraduate population, as well as the research on Shared Reading groups emanating from the United Kingdom. SR alone appears to improve the quality of mindfulness in undergraduate students, while the combination of SR and formal mindfulness practice appears to offer further impact. Additionally, it is suggested that SR may help reduce loneliness in new students seeking connection through group participation. Given current COVID-19 limitations, research on remote delivery of the intervention may be of value

Clients’ Hope Arises from Social Workers’ Compassion: Young Clients’ Perspectives on Surmounting the Obstacles of Disadvantage

While social workers strive to build disadvantaged African American youths’ resilience by improving services, rarely are those youths’ perspectives included in research. In a previous evaluation of an after-school program, disadvantaged African American youths prioritized instructors’ compassion and said compassion engendered hope. This study explores their connection between compassion and hope more deeply. Focusing on Snyder’s hope theory, this study examines the connection between compassion and hope as individual traits (using standardized scales) and as relational, action-based experiences (using qualitative analysis of interview data). Instructor actions that youths identified as compassionate and as engendering hope were encouragement, problem solving, responsive empathy, and affirming that good choices could bring about good futures. Youths built their hope by internalizing their instructors’ compassion