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Understanding the evolutionary consequences of anthropogenic change is imperative for estimating long-term species resilience. While contemporary genomic data can provide us with important insights into recent demographic histories, investigating past change using present genomic data alone has limitations. In comparison, temporal genomics studies, defined herein as those that incorporate time series genomic data, utilize museum collections and repeated field sampling to directly examine evolutionary change. As temporal genomics is applied to more systems, species and questions, best practices can be helpful guides to make the most efficient use of limited resources. Here, we conduct a systematic literature review to synthesize the effects of temporal genomics methodology on our ability to detect evolutionary changes. We focus on studies investigating recent change within the past 200 years, highlighting evolutionary processes that have occurred during the past two centuries of accelerated anthropogenic pressure. We first identify the most frequently studied taxa, systems, questions and drivers, before highlighting overlooked areas where further temporal genomic studies may be particularly enlightening. Then, we provide guidelines for future study and sample designs while identifying key considerations that may influence statistical and analytical power. Our aim is to provide recommendations to a broad array of researchers interested in using temporal genomics in their work.

In this interview, master playwright and teacher Migdalia Cruz discusses her own creative process and her approach to teaching playwriting by continuing the pedagogical techniques of her mentor, Maria Irene Fornes. The following offers insight into the importance of epics and folk narrative as inspirations for Cruz's storytelling and the multivalent use of language in her writing. Cruz grounds these observations in great detail when talking about her research and writing process for two plays specifically--Fur and Salt., MIGDALIA CRUZ is a Bronx-born, multiplatform playwright, lyricist, translator, and librettist of more than sixty works for stage, radio, film, TV, and podcast. Her writings have been performed in over [...]

The human cortex contains inhibitory interneurons derived from the medial ganglionic eminence (MGE), a germinal zone in the embryonic ventral forebrain. How this germinal zone generates sufficient interneurons for the human brain remains unclear. We found that the human MGE (hMGE) contains nests of proliferative neuroblasts with ultrastructural and transcriptomic features that distinguish them from other progenitors in the hMGE. When dissociated hMGE cells are transplanted into the neonatal mouse brain, they reform into nests containing proliferating neuroblasts that generate young neurons that migrate extensively into the mouse forebrain and mature into different subtypes of functional interneurons. Together, these results indicate that the nest organization and sustained proliferation of neuroblasts in the hMGE provide a mechanism for the extended production of interneurons for the human forebrain.

A common way of illustrating phylogeographic results is through the use of haplotype networks. While these networks help to visualize relationships between individuals, populations, and species, evolutionary studies often only quantitatively analyze genetic diversity among haplotypes and ignore other network properties. Here, we present a new metric, haplotype network branch diversity (HBd), as an easy way to quantifiably compare haplotype network complexity. Our metric builds off the logic of combining genetic and topological diversity to estimate complexity previously used by the published metric haplotype network diversity (HNd). However, unlike HNd which uses a combination of network features to produce complexity values that cannot be defined in probabilistic terms, thereby obscuring the values' implication for a sampled population, HBd uses frequencies of haplotype classes to incorporate topological information of networks, keeping the focus on the population and providing easy-to-interpret probabilistic values for randomly sampled individuals. The goal of this study is to introduce this more intuitive metric and provide an R script that allows researchers to calculate diversity and complexity indices from haplotype networks. A group of datasets, generated manually (model dataset) and based on published data (empirical dataset), were used to illustrate the behavior of HBd and both of its terms, haplotype diversity, and a new index called branch diversity. Results followed a predicted trend in both model and empirical datasets, from low metric values in simple networks to high values in complex networks. In short, the new combined metric joins genetic and topological diversity of haplotype networks, into a single complexity value. Based on our analysis, we recommend the use of HBd, as it makes direct comparisons of network complexity straightforward and provides probabilistic values that can readily discriminate situations that are difficult to resolve with available metrics.

The aim of this study was to examine the effects of Career Information System (CIS) on ninth-grade student's vocational skills self-efficacy, outcome expectations, work hope, and career decision-making difficulties. CIS is a computer-based career intervention designed to help users become more knowledgeable about themselves and occupational options with career planning support. At the midpoint of fall semester, intervention participants (n = 194) were assessed before and after a CIS intervention administered during their health class, while ninth-grade students who were not in the health class (n = 191) served as a nonrandomized control group. Relative to control participants, intervention participants had higher work hope and lower career decision-making difficulties associated with inconsistent information and lack of information. The effects of the intervention did not vary as a function of gender or socioeconomic status. Findings contribute to the scant literature assessing the effects of computer-based career interventions for high school students.

In this essay, I define 'Latinx' as a gender-inclusive umbrella term, as a descriptor that emphasizes queer feminist critique and community-making, and as a cultural identity emerging through difference as a connective tissue and vitalizing force. I begin by unpacking some aspects of the relationship between ideological subjugation and Latinx difference as a way of establishing the importance of multiplicity and fluidity to latinidad as a decolonial project in the United States. Discussing several examples of feminist theater, I trace the connections between Latinx and the philosophy of early generations of Third World Feminist thinkers. Specifically, I explore the importance of intersectionality to the emergence and meaning of Latinx. Keywords AFS ETHNOGRAPHIC THESAURUS: Feminism, queer culture, women's studies, ethnic groups, ethnic studies, performance artists, theater studies, THE COMPLEX DYNAMICS AND TENSIONS SURROUNDING INSIDER IMAGINARIES and tensions along with coalitional strategies and fissures problematize the communal succinctness that umbrella terms like 'Hispanic,' 'Latino,' 'Latina,' 'Latinx,' or 'Latine' [...]

This paper reports on the results of a survey of faculty members at California State University, Northridge (CSUN) in Los Angeles, California regarding their understanding of and familiarity with the concept of fake news. With very few studies published on the attitudes of teaching faculty at universities, this study is a unique approach to the issues facing educators, knowledge creators, and information specialists. The paper examines the origins of the term "fake news", the factors contributing to its current prevalence, and proposes a new definition. It also reports upon the attitudes that teaching faculty hold, and how they define fake news within their specific disciplines. Though nearly all surveyed faculty felt fake news was an important topic that impacted them professionally, the researchers also find that faculty across all disciplines and ranks, ages, and gender, hold widely differing conceptions of fake news. This lack of consensus may have future implications for students in particular and higher education in general and are worth exploring further.

University and secondary school educators recognize many high school students will undertake a post-secondary education but find themselves unprepared for the academic demands once they arrive on campus. Although many high school students appear to possess basic abilities in retrieving information, particularly when searching the Internet, they often lack the critical evaluation skills needed to succeed at the college level (Jackson & Hansen, 2006). Developing the necessary information literacy skills among high school students to support a successful transition to college is a unique undertaking for any institution. The authors provide a case study of an outreach effort between an academic library and an urban high school during challenging budgetary times. Lessons learned from the development of their information literacy instructional program and the instructional tools created will be discussed. Student outcomes within the collaboration which include the development of research and critical thinking skills necessary to succeed after high school will be addressed as well. This collaboration may serve as a model for other institutions developing similar programming. (Contains 2 figures.)

We test two models in which Latina/o students' school connectedness partially mediates the relationship between barriers (discrimination experiences at school and other educational barriers, respectively) and thoughts of dropping out of high school. Results of a moderated mediator analyses in a sample of 896 Latina/o high school students were consistent with hypotheses. Latina/o students who reported greater frequency of discrimination experiences and those who reported greater frequency of other barriers that affect how they are doing in school were more likely to have thoughts of dropping out, and these relationships were attenuated by school connectedness. A hierarchical regression indicated that discrimination experiences, other educational barriers, and school connectedness each contributed unique variance to thoughts of dropping out. Findings highlight the salience of efforts to reduce discrimination in schools and enhance school connectedness as a potential protective factor for Latina/o youth. Implications for dropout prevention are discussed.

Within the Canadian context, the physical activity levels of children and youth in the after school time period has become a source of public health concern. We argue that this concern is informed by broader public health crises, in particular the "global obesity epidemic" and the closely related "global pandemic of physical inactivity," and that these so-called "crises" operate as part of a discursive regime that serves to justify after school interventions aimed at increasing the physical activity practices of children and youth. Although the objectives of such interventions are seemingly well intentioned, we suggest that such interventions nonetheless harbor difficult to discern, but potentially pernicious consequences, for the communities in which they are implemented. We focus our attention on the place-specific effects of one Public Health Agency of Canada-funded after school physical activity intervention--After the School Bell Rings (ASBR)--that was implemented in the mostly Indigenous, northern community of Placid, Manitoba. Based on a critical analysis of the ASBR program itself, along with interviews and focus groups with children, parents and recreation providers (n = 10) from the community of Placid, we contend that the ASBR serves to govern Indigenous recreation at a distance. We argue that when implemented in the place-specific context of Placid, the ASBR functions as part of a broader governmental assemblage composed of loosely connected discourses, institutions, socio-structural conditions and individuals that, when assembled, ultimately serve to govern geographically and culturally distinct communities. We conclude by suggesting that the objectives of broad-based health interventions, such as the goal of increasing after school physical activity levels, should not be universally implemented across diverse locales, but need to account for the diverse, place-specific priorities and needs of the communities into which they are implemented.

Archiving is Organizing and Communicating: How I Used My Camera to Raise Consciousness of the Chicano Movement Ana Olivarez-Levinson I started collecting materials related to Chicano/Latino Teatro as early as [...]

The photographs in self-described Chicana cultural worker Ana Olivarez-Levinsons private collection provide new visual documentation of the transnational exchange that propelled Nuevo Teatro, a theatre movement during the 1970s and [...]

The meningeal lymphatics system plays diverse roles in facilitating neuroimmune function at brain borders, yet its specific contribution toward glial function and homeostasis is not known. In this issue of Immunity , Das Neves et al. (2024) describe a novel role for the meningeal lymphatics in maintaining oligodendrocyte survival and myelination. [ABSTRACT FROM AUTHOR]

In a world of supercapitalism, the tensions between business and public interests are expected to rise, thereby calling corporations to assume new roles in society. In response to this trend, corporations will be in demand of an innovative kind of leadership exercised at all levels by a new breed of ethical, reflective and creative decision-makers. Among the qualifications involved in developing the leadership skills of these decision-makers, the MBA stands out as a world's leading one. However, empirical research conducted in English and French business schools indicates that MBA curricula are not typically designed to provide participants with a broader understanding of leadership that could fully engage them in their learning experiences. To improve this situation, MBA lecturers and curriculum developers need to broaden their educational agenda by means of a reconceptualisation of leadership studies. Drawn from the empirical findings mentioned above and the work of Barnett on criticality, this paper proposes a pedagogical framework for leadership studies that involves three levels of leadership criticality combined with the three domains of critical beings. The objective is to provide a basis for the development of appropriate learning activities that will encourage MBA participants to strive towards developing themselves as critical beings namely, to think and act in such a way that the societal imprint of corporations will be more "attuned" with the ideals of democracy, social justice, and sustainable development.

The stronger integration and coordination among Humanitarian, Development and Peacebuilding actors (hereafter, the Triple Nexus), is gaining traction in the international development debate. However, there is a sense of deep unease among some civil society organisations that adding peace into humanitarian work may compromise their impartiality. This paper will address some of civil society's reservations on the Triple Nexus by reframing peace around human security, steering away from traditional conceptions of militarised security. It will also provide examples of how peace can be realised as part of an integrated Triple Nexus approach. Finally, adaptive peacebuilding will be explored to exemplify how being agile is key to delivering on the Triple Nexus. [ABSTRACT FROM AUTHOR]

The given text is a script for a play or performance that addresses issues of racism and discrimination at a school. It involves a diverse group of students sharing their personal experiences and collecting testimonials from others who have faced similar situations. The play explores themes of ignorance, hate, and the importance of a supportive and inclusive community. It ends with a conversation between two characters, one of whom used a racially motivated slur, and the other who is unsure if forgiveness is possible. The play concludes with an epilogue reflecting on the stories and memories shared throughout the performance. [Extracted from the article]

Genetic disruptions to the biogenesis of spliceosomal small-nuclear ribonucleoproteins in Drosophila cause wide-spread alternative splicing changes, including changes to the splicing of pre-mRNA for Ribosomal protein S21 (RpS21). Using a transposon mutant for the Phosphorylated adaptor for RNA export (Phax) gene, we demonstrate that changes in the splicing of RpS21 transcripts have a strong influence on the developmental progression of PhaxSH/SH mutants. Different alleles of the Drosophila RpS21 gene are circulating in common laboratory strains and cell lines. These alleles exhibit differences in RpS21 intron retention and splicing efficiency. Differences in the splicing of RpS21 transcripts account for prior conflicting observations of the phenotypic severity of PhaxSH/SH mutant stocks. The alleles uncover a strong splicing enhancer in RpS21 transcripts that can fully suppress the larval lethality and partially suppress the pupal lethality exhibited by PhaxSH/SH mutant lines. In the absence of the splicing enhancer, the splicing of RpS21 transcripts can be modulated in trans by the SR-rich B52 splicing factor. As PhaxSH/SH mutants exhibit wide-spread splicing changes in transcripts for other genes, findings here establish the importance of a single alternative splicing event, RpS21 splicing or intron retention, to the developmental progression of Drosophila. [ABSTRACT FROM AUTHOR]

The usage of an enclosing neighborhood for local learning in case of local linear regression is discussed. Findings reveal significant improvements in error metrics.