bluuebunny/crossref_metadata_2025_split huggingface dataset:
A CRISPR interference screen reveals a role for cell wall teichoic acids in conjugation in Bacillus subtilis
Authors: Harden M. Michael , Anderson Mary E. , Grossman Alan D. 
Published: May 2022

AbstractConjugative elements are widespread in bacteria and include plasmids and integrative and conjugative elements (ICEs). They transfer from donor to recipient cells via an element‐encoded type IV secretion system. These elements interact with and utilize host functions for their lifecycles. We sought to identify essential host genes involved in the lifecycle of the integrative and conjugative element ICEBs1 of Bacillus subtilis. We constructed a library of strains for inducible knockdown of essential B. subtilis genes using CRISPR interference. Each strain expressed one guide RNA in ICEBs1. We induced partial interference of essential genes and identified those that caused an acute defect in acquisition of ICEBs1 by recipient cells. This screen revealed that reducing expression of genes needed for synthesis of cell wall teichoic acids caused a decrease in conjugation. Using three different ways to reduce their synthesis, we found that wall teichoic acids were necessary in both donors and recipients for efficient conjugative transfer of ICEBs1. Further, we found that depletion of wall teichoic acids caused cells involved in ICEBs1 conjugation to die, most likely from damage to the cell envelope. Our results indicate that wall teichoic acids help protect against envelope stress caused by active conjugation machines.
The role of siliciclastics in carbonate fabric diversity and preservation: A case study from the Neoproterozoic carbonate − siliciclastic Horse Thief Springs Formation, Death Valley
Authors: Smrzka Daniel , Kuzel Kristian , Chiarella Domenico , Joachimski Michael M. , Vandyk Thomas M. , Kettler Christoph , Le Heron Dan P. 
Published: May 2022

AbstractThe sedimentary record of the Pahrump Group in Death Valley comprises well‐exposed successions of mixed carbonate and siliciclastic deposits. Despite the abundance of studies focussing on the depositional dynamics of mixed carbonate – siliciclastic deposition in the Phanerozoic, the record of similar Proterozoic examples is comparatively sparse. Using high‐resolution stratigraphy and microfacies analyses, this study investigates the Tonian Horse Thief Springs Formation within the Pahrump Group of Death Valley, California, in order to propose first‐order constraints on the interplay between carbonate and siliciclastic deposition in the early Neoproterozoic. The mixed successions are unlike many previously studied examples interpreted as being caused by glacio‐eustatic sea‐level changes, thus arguing for a more relevant tectonic influence on siliciclastic deposition. This interpretation is supported by detailed microfacies analyses of siliciclastic‐rich dolostones, which show abundant soft‐sediment deformation features suggesting sudden pulses of sandstone deposition onto a shallow marine carbonate shelf. The Tonian carbonate factory recovered quickly after being smothered by siliciclastics, particularly due to abundant stromatolite growth. A new relationship between siliciclastic input, carbonate fabric diversity, and carbonate preservation is established based on microfacies analyses, putting forward that siliciclastic deposition had a significant impact on the formation and preservation of later‐stage diagenetic dolomite cements, as well as on stromatolite morphology and carbonate fabric diversity within the microbialites. This study shows how repeated siliciclastic incursions had a significant impact on the Proterozoic carbonate factory of the Horse Thief Springs Formation, as well as on diagenetic modification and preservation of shallow marine carbonates, and establishes previously unexplored relationships between carbonate and siliciclastic strata in the Proterozoic.
Satiric parody through Indian English tweets in Twitter
Authors: Kathpalia Sujata S. 
Published: May 2022

AbstractThis paper examines satiric parody in Hinglish tweets that users created in response to the censorship in India of the James Bond movie Spectre. The analysis reveals the creativity with which users conflated two different cultures (Indian and Western) and languages (Hindi and English) in their tweets for a parodic portrayal of James Bond in an Indianized avatar and a satirical criticism of the underlying conservative ideology behind the censorship of the movie. Rather than taking the form of acrimonious debate on the issue of censorship, the #SanskariJamesBond tweets show how users dealt with the issue through satirical user‐generated Twitter memes. This study demonstrates that parody through code‐mixed tweets is an effective way of highlighting controversies, taking a stand on them, and, simultaneously, countering conflicting views through a collective public response on a social media platform.
Exercise Causes Arrhythmogenic Remodeling of Intracellular Calcium Dynamics in Plakophilin-2–Deficient Hearts
Authors: van Opbergen Chantal J.M. , Bagwan Navratan , Maurya Svetlana R. , Kim Joon-Chul , Smith Abigail N. , Blackwell Daniel J. , Johnston Jeffrey N. , Knollmann Björn C. , Cerrone, Marina , Lundby Alicia , Delmar Mario 
Published: May 2022

Background:

Exercise training, and catecholaminergic stimulation, increase the incidence of arrhythmic events in patients affected with arrhythmogenic right ventricular cardiomyopathy correlated with plakophilin-2 (PKP2) mutations. Separate data show that reduced abundance of PKP2 leads to dysregulation of intracellular Ca
2+
(Ca
2+
i
) homeostasis. Here, we study the relation between excercise, catecholaminergic stimulation, Ca
2+
i
homeostasis, and arrhythmogenesis in PKP2-deficient murine hearts.

Methods:
Experiments were performed in myocytes from a cardiomyocyte-specific, tamoxifen-activated, PKP2 knockout murine line (PKP2cKO). For training, mice underwent 75 minutes of treadmill running once per day, 5 days each week for 6 weeks. We used multiple approaches including imaging, high-resolution mass spectrometry, electrocardiography, and pharmacological challenges to study the functional properties of cells/hearts in vitro and in vivo.

Results:

In myocytes from PKP2cKO animals, training increased sarcoplasmic reticulum Ca
2+
load, increased the frequency and amplitude of spontaneous ryanodine receptor (ryanodine receptor 2)–mediated Ca
2+
release events (sparks), and changed the time course of sarcomeric shortening. Phosphoproteomics analysis revealed that training led to hyperphosphorylation of phospholamban in residues 16 and 17, suggesting a catecholaminergic component. Isoproterenol-induced increase in Ca
2+
i
transient amplitude showed a differential response to β-adrenergic blockade that depended on the purported ability of the blockers to reach intracellular receptors. Additional experiments showed significant reduction of isoproterenol-induced Ca
2+
i
sparks and ventricular arrhythmias in PKP2cKO hearts exposed to an experimental blocker of ryanodine receptor 2 channels.

Conclusions:

Exercise disproportionately affects Ca
2+
i
homeostasis in PKP2-deficient hearts in a manner facilitated by stimulation of intracellular β-adrenergic receptors and hyperphosphorylation of phospholamban. These cellular changes create a proarrhythmogenic state that can be mitigated by ryanodine receptor 2 blockade. Our data unveil an arrhythmogenic mechanism for exercise-induced or catecholaminergic life-threatening arrhythmias in the setting of PKP2 deficit. We suggest that membrane-permeable β-blockers are potentially more efficient for patients with arrhythmogenic right ventricular cardiomyopathy, highlight the potential for ryanodine receptor 2 channel blockers as treatment for the control of heart rhythm in the population at risk, and propose that PKP2-dependent and phospholamban-dependent arrhythmogenic right ventricular cardiomyopathy–related arrhythmias have a common mechanism.
Transradial Access Results in Faster Recanalization in Left Anterior Circulation Stroke with Bovine Arch Anatomy
Authors: Maud Alberto , Moreno Jorge H. , Sheriff Faheem G. , Chaudry Mohammad Rauf , Gupta Vikas , Khatri Rakesh , Rodriguez Gustavo J. 
Published: May 2022

Background
We compared technical and clinical outcomes of transradial (TRA) versus transfemoral (TFA) access for mechanical thrombectomy of acute ischemic stroke due to large vessel occlusion in the left anterior cerebral circulation of bovine origin.

Methods
A single‐center retrospective review of a prospectively maintained neurointerventional database from a large volume service in a tertiary academic center. Procedural metrics, technical, and clinical outcomes data were collected and analyzed for patients who underwent mechanical thrombectomy presenting with acute ischemic stroke and large vessel occlusion in the left anterior circulation of bovine origin. Clinical and procedural outcomes included the average number of passes, single first effective pass, rate of successful recanalization (thrombolysis in cerebral infarction score≥2b), 3‐month disability modified Rankin scale scores, time from skin puncture to microcatheter placement, and recanalization.

Results

Between January 2018 and January 2021, 26 patients (TRA=13, TFA=13) underwent mechanical thrombectomy. The TRA cohort had a significantly shorter time in minutes for skin puncture to microcatheter placement (TRA: 17.0±5.8 versus TFA: 35.4±20.5;
P
=0.0001), shorter skin puncture to recanalization (TRA: 34.0±15.6 versus TFA: 58.1±34.6;
P
=0.01), and shorter total fluoroscopy time (TRA: 13.8±9.4 versus TFA: 29.5±18.0;
P
=0.03). The 3‐month modified Rankin scale score of (0–1) was higher in the TRA group (38.5% versus 7.69%;
P
=0.06).

Conclusions
In patients with large vessel occlusion in the left anterior cerebral circulation of bovine origin, right TRA access permits more direct navigation and provides a stable platform resulting in shorter procedure times and faster recanalization with potential for improved functional outcomes.
Teachers for Immigrant Students: A Systematic Literature Review Across Hong Kong, Turkey, and the United States
Authors: Lee Crystal Chen , Akin-Sabuncu Sibel , Goodwin A. Lin , McDevitt Seung Eun 
Published: May 2022

Background: Diversity across the world is changing, given the growing number of immigrant children in schools. These increases in transnational mobility have teachers struggling to reconsider their everyday practices to accommodate many more newcomers in their classrooms. The need for teachers to become more responsive to changing social conditions and student populations is gaining urgency. Purpose: Our purpose in this study is to gain insight into what the literature says about educating immigrant children through the lens of social justice in Turkey, the United States, and Hong Kong, as each context presents a distinct case of immigration. Research Design: We conduct a systematic literature review on 87 articles, selected from teaching and teacher education journals. In light of documented inequities experienced by immigrant children, we conduct our review within a framework of teaching immigrant students globally within, versus parallel to, the field of teaching for social justice. Findings: Through cross-jurisdiction inquiry, our findings reveal both examples and counterexamples of teaching for social justice, categorized into three cross-cutting themes: (a) Ways of Teaching, (b) Ways of Knowing, and (c) Ways of Seeing. Among the literature, we found a significant focus on language acquisition in the teaching of immigrant students. Another pattern was the ways in which teachers and teacher education value (or not) immigrant students’ funds of knowledge by building on (or rejecting) what students and their communities bring to their learning. Finally, our review demonstrated how teacher educators and teachers encourage, challenge, and teach preservice teachers and students to work against institutional and societal structures that are oppressive for immigrant students. Conclusion: The global reality of superdiversity among immigrant students calls on teachers to be pedagogically adept to respect and support multiple ways of teaching, knowing, and seeing. Research on social justice education for immigrants needs to move beyond language acquisition/deficit as the primary lens for analysis to consider the assets that immigrants bring to classrooms. Despite the differences in the experiences of (im)migrant students in each of the national contexts, social justice must be embedded in teacher education to ensure inclusive and culturally responsive teaching for all.
Educators’ Perceptions of Immigration Policy Implications on Their Schools: A Mixed-Methods Exploration
Authors: Yammine Julie Kim , Lowenhaupt Rebecca 
Published: May 2022

Background/Context: This article draws from a larger study focused on how recent immigration policies have influenced school districts across the United States and how educators have responded to support their immigrant-origin students. Scholars have found that immigration policy powerfully shapes the lives of many immigrant youth in multiple ways. Since the 2016 election, increasingly restrictive immigrant policies have had troubling consequences for immigrant-origin youth and their families. Although researchers have found schools to be crucial contexts for immigrant-origin youth, there is a need for additional research on how educators serving immigrant-origin youth are making sense of recent immigration policies and their implications for schools. Purpose/Objective/Research Question/Focus of Study: Focusing on data from one school district in Illinois, we explored educators’ perceptions of the implications of immigration policies on their schools along with the factors that influence their perceptions. Our research question was as follows: “What factors influence how educators perceive immigration policy implications on their schools, and how do these factors influence educators’ perceptions?” Research Design: We used an explanatory sequential design in a mixed-methods approach to data collection and analysis. We began the study by collecting and analyzing quantitative data. We then collected and analyzed qualitative data with the intent of explaining and expanding on the quantitative results. We took this two-phased approach because we wanted to see if there were factors that significantly influenced educators’ perceptions of immigration policy implications from a larger data set provided through survey results. Findings/Results: According to the quantitative analysis, White educators in nonteaching roles who had a high sense of responsibility to respond to the political climate were more likely to report an impact of immigration policies and rhetoric in their schools. The qualitative data supported the patterns shown by the regression results and highlighted one more influencing factor not captured by the survey data. Conclusions/Recommendations: This article contributes to research in immigration and education by taking a deeper look at educators’ perceptions of immigration policy implications and the factors affecting those perceptions. In a sociopolitical context with a legacy of anti-immigrant policies and rhetoric, it is important to become more aware of educators’ perceptions of immigration because those perceptions greatly influence how educators understand and interact with their immigrant-origin students. Immigrant-origin students need more support in an uncertain and changing policy environment, and as researchers, we must work with practitioners to bring more awareness to how our own perceptions can shape our actions.
The Contentious Rise of the New Civics: Contending With Critiques of New Civics as a Leftist Enterprise
Authors: Hunt-Hinojosa Emily , Maher Brent D. 
Published: May 2022

Background/Context: New Civics scholars and practitioners aspire to move beyond curricula focused on voter participation and knowledge of government structures and mechanisms to instead prepare youth to act upon their values in ways that lead to systemic change. Critics of New Civics argue that this approach is a form of pervasive leftist politics on campuses that seek to train youth activists with particular political agendas. Purpose and Research Questions: New Civics scholars must contend with conservative critiques as they envision curricula and programs to encourage greater civic action and engagement universally. Because these curricula and programs embrace nontraditional notions of civic action, they must garner some modicum of public trust to gain broad traction in schools and nonprofit organizations. Opponents of New Civics frame it as exclusively leftist, “politically correct,” and hostile to alternative views. These accusations may convince an already skeptical public that New Civics advances a particular political agenda, rather than modes of civic action and engagement in a democratic and pluralistic society. We analyze the extent to which these critiques have merit. Research Design: Our approach explores the curricula, programs, and social movements associated with New Civics. We contextualize these critiques within historical campus culture wars that portray the university as an echo chamber of liberal politics lacking intellectual diversity, with special attention to contemporary debates about free speech and identity on campus. Finally, we consider the extent to which a conservative New Civics practice is possible and whether New Civics needs to embrace a more inclusive ideological stance to mitigate critiques. Findings/Results: We discuss the possibility of scholars and practitioners transcending the culture-war framework to pursue their cardinal goal of preparing all youth to initiate and engage in action that leads to social change.
Leaning Into Digital Dilemmas: How Educators’ Perspectives Can Inform New Civics Education
Authors: Weinstein Emily , James Carrie 
Published: May 2022

Background/Context: Digital life raises dilemmas that elude straightforward courses of action. These dilemmas are consequential to civic life, where participatory practices intersect with digital affordances to lend new power, stakes, and public consequences (Kahne et al., 2015). It is essential that students be able to recognize digital dilemmas and grapple with them in nuanced ways before acting (James, 2014). These realities engender calls for redesigning civic education for the digital age (Kahne et al., 2016). Engaging students with complex, authentic dilemmas builds on a rich tradition in moral education (Kohlberg, 1975). For educators on the front lines of this work, reflecting on polarizing digital civic dilemmas is an important precursor to effective classroom facilitation (Hess, 2005). Purpose and Research Questions: Doxing is the use of public social media to reveal personal information about an individual, often with the intent of inviting public shaming for their speech or other actions (Douglas, 2016). Doxing is a signature dilemma of today’s age that surfaces fundamental questions about freedom, privacy, and accountability. The current study examines educators’ varied responses to a doxing dilemma to illustrate how digital civic dilemmas can raise substantive themes for New Civics education. We ask: How do educators respond to a doxing dilemma? What considerations do they raise to justify different stances? Research Design: We draw on data from a larger survey about digital citizenship to examine views of educators (N = 769) who live and work with adolescents in varied contexts throughout the United States and in more than two dozen international contexts. We report on educators’ responses to the doxing dilemma based on an inductive analysis of their open-ended responses. Findings: The focal dilemma is indeed polarizing: 47% (n = 361) of educators surveyed agreed with the doxing case, while 53% (n = 408) disagreed. Respondents’ justifications reveal how the dilemma evokes reflection on the intersections of digital life with reasonable expectations of privacy, the bounds of constitutional rights and legal protections, salient moral principles, the importance of accountability and consequences for actions, and more. Conclusions/Recommendations: As educators are tasked with preparing youth for a New Civics era, we argue that digital civic dilemmas merit use in educator professional development settings and, ultimately, with students. Educators’ perspectives on the doxing dilemma surface diverse considerations, which we reframe as ten questions to guide and deepen engagement.
General Education for a Closed Society: Neo-Puritanism in American Civic Education After World War II
Authors: Mcallister-Grande Bryan 
Published: May 2022

Background/Context: This research is framed by both the historical lineage of the New Civics and the legacy of educational and curricular debates in the United States. It contributes to the literature on mid-20th century education. Purpose and Research Questions: This study explores the relationship between religion, civics, and education through the lens of university and faculty leaders at Harvard, Princeton, and Yale Universities in the mid-20th century. Research questions include (a) What were some of the major trends in curricular reform before totalitarianism emerged as an idea or concept, and how were they related to questions of freedom? (b) In the mid-to-late 1930s, how did the presidents of Harvard, Princeton, and Yale view the idea of totalitarianism/authoritarianism and its potential impact on these earlier reform efforts? In addition, what role did trustees, students, faculty, and other constituents play in these conversations? (c) What educational proposals were offered as solutions or counterattacks to totalitarian ideas? (d) What lessons can we draw today from these debates about educating for freedom? Research Design: This study utilized a historical case study design based on intellectual, educational, and cultural history. I examined more than 30 archival collections at Harvard, Princeton, and Yale; my focus was on curricular meeting minutes, presidential papers, dean’s papers, and individual manuscripts. Findings/Results: Most literature on 20th-century American education and civics focuses on secularization. My research instead emphasizes the dynamic relationship between religion and education, including the ways in which educational practices became religious in form and purpose. I illuminate the ways in which, even after World War II, Christian supernaturalism and secular facts were thought by a coterie of faculty and university leaders to be interconnected. Educators at Harvard, Princeton, and Yale referenced Christian Humanism—a fusion of supernatural and secular—as being highly relevant to their time.