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This article analyzes visual art and radio broadcasting as semiotic practices that serve as crucial sites of child and youth participation in Indigenous social movements. Looking specifically at a movement against organized crime, political corruption, and environmental exploitation that emerged in 2011 among the Purépechan people of Cherán, Michoacán, México, we show how young people's creative practices present a significant challenge to hegemonic models of adult- directed political socialization and participation, although they do not result in a total flattening of age-based hierarchies. Drawing on multimodal ethnographic fieldwork and personal experience in the movement, we show how the creative practices of youth activists facilitate the production and circulation of visual and sonic content that conveys historical and onto-epistemological frameworks which guide the movement. We also show how the circulation of this content generates the potential to influence those who come into contact with it, including both Purépechans and non-Purépechans who reside well beyond the borders of Cherán. In doing so, we demonstrate that multimodal ethnographic attention to the ways in which young people's diverse semiotic repertoires are deployed in contexts of political activism can provide valuable insights about political socialization, intergenerational relationships, and the entanglement of a variety of politically charged semiotic forms in everyday life.

The escalating environmental threat of indoor overheating, exacerbated by global climate change, urbanisation, and population growth, poses a severe risk to public health worldwide, specifically to those regions which are exposed to extreme heat events, such as Australia. This study delves into the critical issue of overheating within residential buildings, examining the existing state of knowledge on overheating criteria and reviewing overheating guidelines embedded in (a) international standards and (b) national building codes. Each regulatory document is analysed based on its underlying thermal comfort model, metric, and indices. The advantages and limitations of each document are practically discussed and for each legislative document and standard, and the quantitative measures have been reviewed, analysed, and summarised. The findings illuminate a global reliance on simplistic indices, such as indoor air temperature and operative temperature, in the existing regulatory documents. However, other critical environmental parameters, such as relative humidity, indoor air velocity, and physiological parameters including metabolic heat production and clothing insulation, are often not included. The absence of mandatory regulations for overheating criteria in residential buildings in some countries, such as in Australian homes, prompts the call for a holistic approach based on a thermal index inclusive of relevant environmental and physiological parameters to quantify heat stress exposure based on human thermal regulation. Gaps and limitations within existing guidelines are identified, and recommendations are proposed to strengthen the regulatory framework for overheating risk assessment in residential buildings. The findings hold significance for policymakers, building energy assessors, architects, and public health professionals, providing direction for the improvement of existing, and development of new, guidelines that aim to enhance indoor thermal condition and population health while ensuring energy efficiency and sustainability in the building stock. [ABSTRACT FROM AUTHOR]

This paper is based on an ethnographic case study drawn from 16 months of fieldwork with families and young people going through cancer diagnosis and treatment in Oakland, California. The paper explores the intersection of cancer patienthood and racial formation, emphasizing the entanglement of biogenetic and sociogenetic processes. The paper shows how, as cancer-inflicted bodies move through the world, they are subjected to sociohistorically produced racial classifications that can be deployed in destructive, humiliating, and stress-inducing ways. Yet racialization can also occur in a more affirming, supportive, and resistant register—for example, through participation in community-based cancer advocacy efforts. The paper emphasizes three points of intersection between cancer patienthood and racial formation: 1) the racialization of oncologically transformed bodies; 2) the racialization of attempts to raise cancer awareness; and 3) the racialization of the expression of negative emotions in healthcare interactions. In doing so, the paper shows that racialization is a fundamental sociogenetic process that is entangled with the biogenetic processes that cancer scientists describe as “oncogenesis.” Entangled biogenetic and sociogenetic processes constitute the existential trajectories that cancer patients and their families inhabit.

The successful transition from high school to tertiary chemistry studies relies on a student's ability to transfer prior understanding since many topics are extended during first year general chemistry. It was therefore of interest to investigate the perspectives of high school and tertiary teachers regarding which topics and concepts they perceived to be the most important and their views of student preparation. This study was paralleled by the refinement of a diagnostic concept instrument to explore chemistry preconceptions held by leaving high school students and incoming first year students across two institutions. This instrument has been shown to be valid, reliable, and consistent and has provided formative feedback to faculty and students in regard to alternate conceptions over several years. A mismatch was found between the perceptions of high school teachers regarding their students' preparation and commencing students' achievement on the instrument. The most important topic to high school teachers was how electron configuration relates to structure whereas for tertiary teaching faculty, it was the conservation of matter. The position and response of equilibrium to change was of lowest importance to both groups. Student misconceptions, attributable to different learning impediments, are considered and a series of recommendations is proposed to support chemistry teachers who practice each side of the secondary-tertiary transition.

Aim: Investigating the extent of insular invasions by non‐native species (i.e., the number of islands they occupy) is central to island conservation. However, interrelationships among plant life history traits, naturalization histories, and island characteristics in determining island occupancy by non‐native plant species are poorly understood. We investigated whether island occupancy by different non‐native plant species declines in relation to their year of first naturalization and whether periods of first naturalization differ among growth forms, dispersal modes, and biogeographic origins. Then, we asked if non‐native plants that naturalized more recently occur more frequently on islands that are large, less isolated, and close to urban areas. We contrasted trends across growth forms, dispersal modes, and biogeographic origins. Location: 264 offshore islands in northern Aotearoa New Zealand. Taxa: Vascular plant species. Methods: We combined field surveys and published data for 767 non‐native plant species on the islands. We categorized each species according to its growth form (n = 3), dispersal mode (n = 4) and biogeographic origin (n = 5) and identified its year of first naturalization in Aotearoa New Zealand. We tested our hypotheses using ANCOVA and generalized linear models (GLMs). Results: There were similar declines in island occupancy in relation to the year of first naturalization in Aotearoa New Zealand across all trait and biogeographic origin categories. First naturalization times of herbaceous species, those with unspecialized dispersal modes, and those originating from Eurasia and the Mediterranean basin were disproportionately earlier than other categories. Non‐native plants with more recent first naturalization occur more frequently on large islands close to urban areas, but not on less isolated ones. Relationships with island characteristics did not differ among trait and biogeographic origin categories. Main Conclusions: Overall, time of first naturalization was more important than trait and biogeographic origin categories in explaining non‐native plant invasion patterns on islands. Since there were similar relationships between island occupancy and the year of first naturalization in Aotearoa New Zealand for all categories, management bodies should focus on non‐native plant species of trait and biogeographic origin categories that have naturalized recently (e.g., woody species from other regions within Oceania), and on large islands close to urban areas. Introduction and naturalization histories provide essential context for interpreting the role of plant traits and biogeographic origin in understanding plant invasions on islands. [ABSTRACT FROM AUTHOR]

A multi-institution collaborative team of Australian chemistry education researchers, teaching a total of over 3000 first year chemistry students annually, has explored a tool for diagnosing students' prior conceptions as they enter tertiary chemistry courses. Five core topics were selected and clusters of diagnostic items were assembled linking related concepts in each topic together. An ordered multiple choice assessment strategy was adopted to enable provision of formative feedback to students through combination of the specific distractors that they chose. Concept items were either sourced from existing research instruments or developed by the project team. The outcome is a diagnostic tool consisting of five topic clusters of five concept items that has been delivered in large introductory chemistry classes at five Australian institutions. Statistical analysis of data has enabled exploration of the composition and validity of the instrument including a comparison between delivery of the complete 25 item instrument with subsets of five items, clustered by topic. This analysis revealed that most items retained their validity when delivered in small clusters. Tensions between the assembly, validation and delivery of diagnostic instruments for the purposes of acquiring robust psychometric research data versus their pragmatic use are considered in this study.

Almost exactly 35 years after starting to work with the human glucocorticoid receptor (hGR), it is interesting for me to re-evaluate the data and results obtained in the 1980s–1990s with the benefit of current knowledge. What was understood then and how can modern perspectives increase that understanding? The hGR's tau1c activation domain that we delineated was an enigmatic protein domain. It was apparently devoid of secondary and tertiary protein structures but nonetheless maintained gene activation activity in the absence of other hGR domains, not only in human cells but also in yeast, which is evolutionarily very divergent from humans and which does not contain hGR or other nuclear receptors. We now know that the basic machinery of cells is much more conserved across evolution than was previously thought, so the hGR's tau1c domain was able to utilise transcription machinery components that were conserved between humans and yeast. Further, we can now see that structure–function aspects of the tau1c domain conform to a general mechanistic framework, such as the acidic exposure model, that has been proposed for many activation domains. As for many transcription factor activation domains, it is now clear that tau1c activity requires regions of transient secondary structure. We now know that there is a tendency for positive Darwinian selection to target intrinsically disordered protein domains. It will be interesting to study the distribution and nature of the many single nucleotide variants of the hGR in this respect. [ABSTRACT FROM AUTHOR]

Students commencing studies in biochemistry must transfer and build on concepts they learned in chemistry and biology classes. It is well established, however, that students have difficulties in transferring critical concepts from general chemistry courses; one key concept is "energy." Most previous work on students' conception of energy has focused on their understanding of energy in the context of physics (including the idea of "work") and/or their understanding of energy in classical physical and inorganic chemistry contexts (particularly Gibbs Free Energy changes, the second law of thermodynamics, and equilibrium under standard conditions within a closed system). For biochemistry, students must go beyond those basic thermodynamics concepts of work, standard energy changes, and closed systems, and instead they must consider what energy flow, use, and transformation mean in living, open, and dynamic systems. In this study we explored students' concepts about free energy and flow in biological chemical reactions and metabolic pathways by surveys and in-depth interviews. We worked with students in general chemistry classes and biochemistry courses in both an Australian and a US tertiary institution. We address three primary questions (i) What are the most common alternative conceptions held by students when they explain energy-related phenomena in biochemistry?, (ii) What information do students transfer from introductory chemistry and biology when they are asked to consider energy in a biological reaction or reaction pathway?, and (iii) How do students at varying levels of competence articulate their understandings of energy in pathways and biological reactions? The answers to these questions are used to build a preliminary learning progression for understanding "energy" in biochemistry. We also propose crucial elements of content knowledge that instructors could apply to help students better grasp this threshold concept in biochemistry.