Phylogenomics of Unusual Histone H2A Variants in Bdelloid Rotifers

Rotifers of Class Bdelloidea are remarkable in having evolved for millions of years, apparently without males and meiosis. In addition, they are unusually resistant to desiccation and ionizing radiation and are able to repair hundreds of radiation-induced DNA double-strand breaks per genome with little effect on viability or reproduction. Because specific histone H2A variants are involved in DSB repair and certain meiotic processes in other eukaryotes, we investigated the histone H2A genes and proteins of two bdelloid species. Genomic libraries were built and probed to identify histone H2A genes in Adineta vaga and Philodina roseola, species representing two different bdelloid families. The expressed H2A proteins were visualized on SDS-PAGE gels and identified by tandem mass spectrometry. We find that neither the core histone H2A, present in nearly all other eukaryotes, nor the H2AX variant, a ubiquitous component of the eukaryotic DSB repair machinery, are present in bdelloid rotifers. Instead, they are replaced by unusual histone H2A variants of higher mass. In contrast, a species of rotifer belonging to the facultatively sexual, desiccation- and radiation-intolerant sister class of bdelloid rotifers, the monogononts, contains a canonical core histone H2A and appears to lack the bdelloid H2A variant genes. Applying phylogenetic tools, we demonstrate that the bdelloid-specific H2A variants arose as distinct lineages from canonical H2A separate from those leading to the H2AX and H2AZ variants. The replacement of core H2A and H2AX in bdelloid rotifers by previously uncharacterized H2A variants with extended carboxy-terminal tails is further evidence for evolutionary diversity within this class of histone H2A genes and may represent adaptation to unusual features specific to bdelloid rotifers

Zen and the Art of Living Mindfully: The Health-Enhancing Potential of Zen Aesthetics

Amidst the burgeoning enthusiasm for mindfulness in the West, there is a concern that the largely secular ‘de-contextualized’ way in which it is being harnessed is denuding it of its potential to improve health and well-being. As such, efforts are underway to ‘re-contextualize’ mindfulness, explicitly drawing on the wider framework of Buddhist ideas and practices in which it was initially developed. This paper aims to contribute to this, doing so by focusing on Zen Buddhism, and in particular on Zen aesthetic principles. The article concentrates on the seven principles identified by Hisamatsu (1971) in his classic text Zen and the Fine Arts: kanso (simplicity); fukinsei (asymmetry); koko (austere sublimity); shizen (naturalness); daisuzoku (freedom from routine); sei-jaku (tranquillity); and yūgen (profound grace). The presence of these principles in works of art is seen as reflecting and communicating insights that are central to Buddhism, such as non-attachment. Moreover, these principles do not only apply to the creation and appreciation of art, but have clear applications for treating health-related issues, and improving quality of life more generally. This paper makes the case that embodying these principles in their lives can help people enhance their psychosomatic well-being, and come to a truer understanding of the essence of mindful living

Beyond the game: analyzing the usefulness of games to promote life skills development

The current paper provides a reflection about games’ ‘power’ to promote both ‘go- od’ and ‘bad’ learning. The study is organized in three sections. First, the comple- xity of games’ nature is briefly introduced within diverse perspectives in order to provide an understanding why games are highly empowered. Second, an analysis of historical events and academic references show how games have been used to promote both good and bad events. Finally, two life experiences are presented in order to illustrate how games can provide opposite outcomes regardless of cultural differences. Thus, within a provocative reflexive, physical educators are encoura- ged to think what can be taught on their daily lesson that is “beyond” the learning of the game itself

Analyzing the Learning of the Taking Personal and Social Responsibility Model Within a New Physical Education Undergraduate Degree Program in El Salvador

El Salvador has an unfortunate history that includes a military regime and a civil war that together created a legacy of violence in which the country still struggles nowadays. Salud Escolar Integral (SEI) was created in 2005 by universities, federal governments, a corporate sponsor, and sport associations as a program to combat youth violence with the promotion of humanistic principles in physical education (PE) classes. In 2007, SEI supported the Universidad del Salvador (UdS) to develop the physical education teacher education (PETE) curriculum for the novice degree that was created. The purpose of this research was to analyze whether the PETE program offered by UdS provided the education, training, and experience to develop high self-perception levels of competence and confidence related to attitude, skills, and knowledge to teach PE with humanistic principles. The taking personal and social responsibility (TPSR) model was used as the theoretical framework to analyze the development of humanistic principles. The research was conducted with a case study methodology including three sources of data: questionnaires, reflection templates, and interviews. The data were collected longitudinally across a 3-year process (2007-2009). Methods of triangulation were used in the research, and it was concluded that UdS students reported high levels of confidence and competence to teach PE with humanistic principles. Nevertheless, the research also acknowledges that UdS needs to provide better support in teaching principles such as students' empowerment and transfer learning to guarantee humanistic principles are used when PE is taught

Do youth learn life skills through their involvement in high school sport? A case study

In this study we examined whether and how youth learned life skills through their involvement on a high school soccer team. We collected data from fieldwork and interviews with 12 male student‐athletes and the head coach from one team. Results showed that the coach’s philosophy involved building relationships and involving student‐athletes in decision making. Issues relating to three life skills (initiative, re‐ spect, and teamwork/leadership) were identified. Although we observed little direct teaching of these life skills, we saw that players generally were producers of their own experiences that supported the development of these skills. Key words: ecological systems, positive development Les auteurs ont cherché à savoir si et comment les jeunes acquièrent certaines compétences de la vie courante en étant membres d’une équipe de soccer au secondaire. Les chercheurs ont colligé des données sur le terrain et interviewé 12 élèves‐athlètes de sexe masculin ainsi que l’entraîneur principal d’une équipe. Les résultats indiquent que l’entraîneur avait pour philosophie de favoriser l’établissement de relations et d’impliquer les élèves‐athlètes dans les prises de décision. Des problèmes reliés à trois compétences de la vie courante (l’initiative, le respect et l’esprit d’équipe/le leadership) ont été identifiés. Bien que les auteurs aient observé que ces compétences sont peu enseignées comme telles, ils ont constaté que observé que ces compétences sont peu enseignées comme telles, ils ont constaté que les joueurs étaient les producteurs de leurs propres expériences, qui favorisaient effectivement le développement de ces compétences.Mots clés : systèmes écologiques, développement positif

Youth sport parenting styles and practices

The purpose of this study was to examine parenting styles and associated parenting practices in youth sport. Following a season-long period of fieldwork, primary data were collected via interviews with 56 parents and supplemented by interviews with 34 of their female children. Data analysis was guided by Grolnick's (2003) theory of parenting styles. Analyses produced five findings: (1) Autonomy-supportive parents provided appropriate structure for their children and allowed them to be involved in decision making. These parents were also able to read their children's mood and reported open bidirectional communication. (2) Controlling parents did not support their children's autonomy, were not sensitive to their children's mood, and tended to report more closed modes of communication. (3) In some families, there were inconsistencies between the styles employed by the mother and father. (4) Some parenting practices varied across different situations. (5) Children had some reciprocal influences on their parents' behaviors. These findings reveal information about the multiple social interactions associated with youth sport parenting.</jats:p

Levels of social complexity and dimensions of peer experiences in youth sport

Thomas Rotch list of interest on monies, no context. 4" x 5.5