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Quantifying the temperature sensitivity of methane (CH4) production is crucial for predicting how wetland ecosystems will respond to climate warming. Typically, the temperature sensitivity (often quantified as a Q10 value) is derived from laboratory incubation studies and then used in biogeochemical models. However, studies report wide variation in incubation-inferred Q10 values, with a large portion of this variation remaining unexplained. Here we applied observations in a thawing permafrost peatland (Stordalen Mire) and a well-tested process-rich model (ecosys) to interpret incubation observations and investigate controls on inferred CH4 production temperature sensitivity. We developed a field-storage-incubation modeling approach to mimic the full incubation sequence, including field sampling at a particular time in the growing season, refrigerated storage, and laboratory incubation, followed by model evaluation. We found that CH4 production rates during incubation are regulated by substrate availability and active microbial biomass of key microbial functional groups, which are affected by soil storage duration and temperature. Seasonal variation in substrate availability and active microbial biomass of key microbial functional groups led to strong time-of-sampling impacts on CH4 production. CH4 production is higher with less perturbation post-sampling, i.e. shorter storage duration and lower storage temperature. We found a wide range of inferred Q10 values (1.2-3.5), which we attribute to incubation temperatures, incubation duration, storage duration, and sampling time. We also show that Q10 values of CH4 production are controlled by interacting biological, biochemical, and physical processes, which cause the inferred Q10 values to differ substantially from those of the component processes. Terrestrial ecosystem models that use a constant Q10 value to represent temperature responses may therefore predict biased soil carbon cycling under future climate scenarios.

Recent rise in the number and therapeutic potential of genome engineering technologies has generated excitement for their application in cardiovascular therapeutics. One significant barrier to their implementation is costly and time-consuming reagent development for novel variants. We have previously shown that disease-associated variants cluster in functional protein domains where variants are found in the general population at lower frequency.1,2 These findings may provide an opportunity to pre-emptively target multiple pathogenic variant clusters (“pathogenic hotspots”) that address a majority of pathogenic and likely pathogenic (P/LP) variants for a given disease with a small number of pre-designed reagents. Prime editing, a search-and-replace editing technology, can overwrite genomic sequences with a reverse transcriptase guided by a Cas9 nickase and prime editing guide (peg)RNA.3 We hypothesized that most cardiovascular disease-relevant genes in ClinVar would display regional variant clustering, and that multiple variants within a regional hotspot could be targeted with a limited number of prime editing reagents.

In education systems around the globe influenced by neoliberalism, teachers commonly experience reforms which emphasise local responsibility and accountability. Teachers additionally work within what has been described as an era of social acceleration and associated "fast policy", with a perceived increase in the pace of reform. In this article, we present data drawn from a large (N = 18,234) survey of Australian public-school teachers' work. Analysis of both quantitative and qualitative reports indicates a widespread teacher perception of workload increase from 2013 to 2017, and the attribution of such increase to the introduction of policy initiatives including, but not limited to, school autonomy reform. Our findings have implications for education policy in Australia and beyond, with an erosion of teacher trust suggesting the need for more sustainable and consultative forms of "slow democracy" in education policy.

The series of responses in this article were gathered as part of an online mini conference held in September 2021 that sought to explore different ideas and articulations of school autonomy reform across the world (Australia, Canada, England, Ireland, the USA, Norway, Sweden and New Zealand). It centred upon an important question: what needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education? There was consensus across the group that school autonomy reform creates further inequities at school and system levels when driven by the logics of marketisation, competition, economic efficiency and public accountability. Against the backdrop of these themes, the conference generated discussion and debate where provocations and points of agreement and disagreement about issues of social justice and the mobilisation of school autonomy reform were raised. As an important output of this discussion, we asked participants to write a short response to the guiding conference question. The following are these responses which range from philosophical considerations, systems and governance perspectives, national particularities and teacher and principal perspectives.

Since 2011 the School of Media and Communication at RMIT University has been actively supporting an ethos of belonging throughout their learning and teaching. In 2017 'belonging' became a formal university priority, embedded in the institution's strategy and dispersed across Colleges and Schools through a range of activities and interventions. However, in the supercomplex COVID-19 landscape, practices of belonging are being reconsidered and reimagined for online learning environments. This paper outlines some of the reasons why belonging should be prioritised during times of intense change and complexity. We outline a range of responsive initiatives that have assisted staff and students as they rapidly shifted to a learning and teaching environment. Indeed, given our grounding in the field of media and communication, we seek to demonstrate that embracing supercomplexity through a disciplinary focus can in fact be productive for staff and students alike. Through this discussion we demonstrate how a belonging strategy at the institutional level can be translated as embedded practice at the level of the discipline and within micro-level classroom interventions.

Peatlands are climate critical carbon (C) reservoirs that could become a C source under continued warming. A strong relationship between plant tissue chemistry and the soil organic matter (SOM) that fuels C gas emissions is inferred, but rarely examined at the molecular level. Here we compared Fourier transform infrared (FT-IR) spectroscopy measurements of solid phase functionalities in plants and SOM to ultra-high-resolution mass spectrometric analyses of plant and SOM water extracts across a palsa-bog-fen thaw and moisture gradient in an Arctic peatland. From these analyses we calculated the C oxidation state (NOSC), a measure which can be used to assess organic matter quality. Palsa plant extracts had the highest NOSC, indicating high quality, whereas extracts of Sphagnum, which dominated the bog, had the lowest NOSC. The percentage of plant compounds that are less bioavailable and accumulate in the peat, increases from palsa (25%) to fen (41%) to bog (47%), reflecting the pattern of percent Sphagnum cover. The pattern of NOSC in the plant extracts was consistent with the high number of consumed compounds in the palsa and low number of consumed compounds in the bog. However, in the FT-IR analysis of the solid phase bog peat, carbohydrate content was high implying high quality SOM. We explain this discrepancy as the result of low solubilization of bog SOM facilitated by the low pH in the bog which makes the solid phase carbohydrates less available to microbial decomposition. Plant-associated condensed aromatics, tannins, and lignin-like compounds declined in the unsaturated palsa peat indicating decomposition, but lignin-like compounds accumulated in the bog and fen peat where decomposition was presumably inhibited by the anaerobic conditions. A molecular-level comparison of the aboveground C sources and peat SOM demonstrates that climate-associated vegetation shifts in peatlands are important controls on the mechanisms underlying changing C gas emissions.

Permafrost thaw is a major potential feedback source to climate change as it can drive the increased release of greenhouse gases carbon dioxide (CO2 ) and methane (CH4 ). This carbon release from the decomposition of thawing soil organic material can be mitigated by increased net primary productivity (NPP) caused by warming, increasing atmospheric CO2 , and plant community transition. However, the net effect on C storage also depends on how these plant community changes alter plant litter quantity, quality, and decomposition rates. Predicting decomposition rates based on litter quality remains challenging, but a promising new way forward is to incorporate measures of the energetic favorability to soil microbes of plant biomass decomposition. We asked how the variation in one such measure, the nominal oxidation state of carbon (NOSC), interacts with changing quantities of plant material inputs to influence the net C balance of a thawing permafrost peatland. We found: (1) Plant productivity (NPP) increased post-thaw, but instead of contributing to increased standing biomass, it increased plant biomass turnover via increased litter inputs to soil; (2) Plant litter thermodynamic favorability (NOSC) and decomposition rate both increased post-thaw, despite limited changes in bulk C:N ratios; (3) these increases caused the higher NPP to cycle more rapidly through both plants and soil, contributing to higher CO2 and CH4  fluxes from decomposition. Thus, the increased C-storage expected from higher productivity was limited and the high global warming potential of CH4 contributed a net positive warming effect. Although post-thaw peatlands are currently C sinks due to high NPP offsetting high CO2 release, this status is very sensitive to the plant community's litter input rate and quality. Integration of novel bioavailability metrics based on litter chemistry, including NOSC, into studies of ecosystem dynamics, is needed to improve the understanding of controls on arctic C stocks under continued ecosystem transition.

The work of teachers is often understood primarily in relation to student learning rather than as a form of labour for the worker in question. While such a focus is understandable, it can fail to recognize the relationship between conditions of work and the character or nature of that work. In this article, we engage with the issue of teachers' work and workload, presenting interview data from 31 teachers across the state of NSW, Australia. Locating these data within a devolved public education policy context, we argue that increased accountability primarily through paperwork and reporting requirements are operating to re-shape and re-define what it means to be a teacher, and what teachers "do". Such demands are reported to have created a substantial workload increase across the board in our sample, leading to a perceived need for teachers to undertake "triage" in their work, leaving some -- if not all -- activities ultimately incomplete. We explore these tensions in the data and raise questions about the forms of labour teachers currently undertake in schools; why they do so; and whether such work is either desirable or sustainable.

Fixed-term contracts are a relatively recent, yet growing category of employment for teachers in the public school system in New South Wales (NSW), Australia. In this article, we draw on quantitative and qualitative data from a large state-wide survey (N = 18,234) of members of the public-school teacher union, the NSW Teachers' Federation, in order to explore the workload reports of teachers in temporary employment. We find that overall, these teachers report similar levels of workload to staff employed on a permanent basis. Experiences of work are, however, qualitatively different, with many in the temporary category feeling they must work harder than permanent teachers in order to 'prove themselves' to school executive. We argue that such experiences of precariousness may have particular 'scarring' effects for teachers in temporary employment, including gendered patterns of career progression, and discuss implications for leadership and policy.

ABSTRACT This empirical study in the jurisdiction of New South Wales, Australia, explores the complex and unenviable processes legal actors undertake when making decisions about removing infants from their birth parents. Professionals from legal, statutory child protection and health contexts were interviewed regarding their experiences and perspectives about legal decision‐making practices when placing infants in out‐of‐home care (OOHC). Informed by vulnerability theory, analysis of the interview data found that government apparatuses designed to protect vulnerable infants can sometimes have the paradoxical effect of increasing overall infant vulnerability. Findings suggest a need for wider‐ranging research regarding how international and domestic law might be improved to better recognize the unique developmental status and vulnerabilities of infants in the child protection system. [ABSTRACT FROM AUTHOR]

Bats (order Chiroptera) are emerging as instructive animal models for aging studies. Unlike some common laboratory species, they meet a central criterion for aging studies: they live for a long time in the wild or in captivity, for 20, 30, and even >40 years. Healthy aging (i.e., healthspan) in bats has drawn attention to their potential to improve the lives of aging humans due to bat imperviousness to viral infections, apparent low rate of tumorigenesis, and unique ability to repair DNA. At the same time, bat longevity also permits the accumulation of age‐associated systemic pathologies that can be examined in detail and manipulated, especially in captive animals. Research has uncovered additional and critical advantages of bats. In multiple ways, bats are better analogs to humans than are rodents. In this review, we highlight eight diverse areas of bat research with relevance to aging: genome sequencing, telomeres, and DNA repair; immunity and inflammation; hearing; menstruation and menopause; skeletal system and fragility; neurobiology and neurodegeneration; stem cells; and senescence and mortality. These examples demonstrate the broad relevance of the bat as an animal model and point to directions that are particularly important for human aging studies. [ABSTRACT FROM AUTHOR]

Eukaryotic elongation factor 1A1 (EEF1A1), originally identified for its role in protein synthesis, has additional functions in diverse cellular processes. Of note, we previously discovered a role for EEF1A1 in hepatocyte lipotoxicity. We also demonstrated that a 2-wk intervention with the EEF1A1 inhibitor didemnin B (DB) (50 µg/kg) decreased liver steatosis in a mouse model of obesity and metabolic dysfunction-associated steatotic liver disease (MASLD) [129S6/SvEvTac mice fed Western diet (42% fat) for 26 wk]. Here, we further characterized the hepatic changes occurring in these mice by assessing lipid droplet (LD) size, bulk differential expression, and cell type-associated alterations in gene expression. Consistent with the previously demonstrated decrease in hepatic steatosis, we observed decreased median LD size in response to DB. Bulk RNA sequencing (RNA-Seq) followed by gene set enrichment analysis revealed alterations in pathways related to energy metabolism and proteostasis in DB-treated mouse livers. Deconvolution of bulk data identified decreased cell type association scores for cholangiocytes, mononuclear phagocytes, and mesenchymal cells in response to DB. Overrepresentation analyses of bulk data using cell type marker gene sets further identified hepatocytes and cholangiocytes as the primary contributors to bulk differential expression in response to DB. Thus, we show that chemical inhibition of EEF1A1 decreases hepatic LD size and decreases gene expression signatures associated with several liver cell types implicated in MASLD progression. Furthermore, changes in hepatic gene expression were primarily attributable to hepatocytes and cholangiocytes. This work demonstrates that EEF1A1 inhibition may be a viable strategy to target aspects of liver biology implicated in MASLD progression. NEW & NOTEWORTHY: Chemical inhibition of EEF1A1 decreases hepatic lipid droplet size and decreases gene expression signatures associated with liver cell types that contribute to MASLD progression. Furthermore, changes in hepatic gene expression are primarily attributable to hepatocytes and cholangiocytes. This work highlights the therapeutic potential of targeting EEF1A1 in the setting of MASLD, and the utility of RNA-Seq deconvolution to reveal valuable information about tissue cell type composition and cell type-associated gene expression from bulk RNA-Seq data. [ABSTRACT FROM AUTHOR]

Social justice is a foundational social work value. Scholars express ongoing pedagogical challenges with how to teach students to embody social justice values. New to the social work profession, undergraduate students are in a pivotal stage to be trained as social-justice oriented future social workers. The aim of this review is to map empirical studies on teaching methods that translate social justice value into teachable curricula. Following Arksey and O'Malley's scoping review framework, we conducted a rigorous process in which we screened 5,953 studies and included a final 41 studies. We synthesized them into the domain, characteristics, types, and sites of social justice training in the curriculum, targets of social justice competencies, and evaluation of the teaching methods. Our findings identified four main teaching approaches: case-based learning, community engaged learning, intergroup dialogue, and simulation-based learning. In terms of competency development, most of the studies focused on awareness and knowledge versus skill building. Most included studies underlined the value of experiential learning and suggested making a fine balance between eliciting and addressing learners' emotional experiences during social justice learning activities. Pedagogical challenges and future considerations of social justice teaching methods are presented. [ABSTRACT FROM AUTHOR]