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During the development of heart failure (HF), the capacity for cardiomyocyte (CM) fatty acid oxidation (FAO) and ATP production is progressively diminished, contributing to pathologic cardiac hypertrophy and contractile dysfunction. Receptor-interacting protein 140 (RIP140, encoded by Nrip1) has been shown to function as a transcriptional corepressor of oxidative metabolism. We found that mice with striated muscle deficiency of RIP140 ([strNrip1.sup1.-/-]) exhibited increased expression of a broad array of genes involved in mitochondrial energy metabolism and contractile function in heart and skeletal muscle. [strNrip1.sup.-/-] mice were resistant to the development of pressure overload-induced cardiac hypertrophy, and CM- specific RIP140-deficient ([csNrip1.sup.-/-]) mice were protected against the development of HF caused by pressure overload combined with myocardial infarction. Genomic enhancers activated by RIP140 deficiency in CMs were enriched in binding motifs for transcriptional regulators of mitochondrial function (estrogen-related receptor) and cardiac contractile proteins (myocyte enhancer factor 2). Consistent with a role in the control of cardiac fatty acid oxidation, loss of RIP140 in heart resulted in augmented triacylglyceride turnover and fatty acid utilization. We conclude that RIP140 functions as a suppressor of a transcriptional regulatory network that controls cardiac fuel metabolism and contractile function, representing a potential therapeutic target for the treatment of HF., Introduction The remarkable energy demands of the heart are largely met by the oxidation of fatty acids and glucose in high-capacity mitochondrial networks. Fatty acid oxidation (FAO) is the chief [...]

In this paper, we examine the use of creative methods for understanding the experience of young adults aged between 16 and 30 years over a year following a cancer diagnosis. Exploring the renegotiation of identity, the narrative, longitudinal research design of the study demonstrated the unfolding process of the narrative work between participants and researcher. We used a combination of visual, spoken and reflexive psychosocial approaches to understand emergent narratives, many of which do not always find symbolisation in language. Our methodological approach focused on the difficult and sometimes 'unspeakable' nature of the young adults' narratives, demonstrating the importance of different modes of communication in articulating complicated relations with uncertain futures. In this respect the links between narrative, social action and the imagining of possible futures are precarious. In this paper, we explore how untellable issues were explored, and the challenges of doing so.

AIM: Seasonally dry tropical forest (SDTF) of the Caribbean Islands (primarily West Indies) is floristically distinct from Neotropical SDTF in Central and South America. We evaluate whether tree species composition was associated with climatic gradients or geographical distance. Turnover (dissimilarity) in species composition of different islands or among more distant sites would suggest communities structured by speciation and dispersal limitations. A nested pattern would be consistent with a steep resource gradient. Correlation of species composition with climatic variation would suggest communities structured by broad‐scale environmental filtering. LOCATION: The West Indies (The Bahamas, Cuba, Hispaniola, Jamaica, Puerto Rico, US Virgin Islands, Guadeloupe, Martinique, St. Lucia), Providencia (Colombia), south Florida (USA) and Florida Keys (USA). TAXON: Seed plants—woody taxa (primarily trees). METHODS: We compiled 572 plots from 23 surveys conducted between 1969 and 2016. Hierarchical clustering of species in plots, and indicator species analysis for the resulting groups of sites, identified geographical patterns of turnover in species composition. Nonparametric analysis of variance, applied to principal components of bioclimatic variables, determined the degree of covariation in climate with location. Nestedness versus turnover in species composition was evaluated using beta diversity partitioning. Generalized dissimilarity modelling partitioned the effect of climate versus geographical distance on species composition. RESULTS: Despite a set of commonly occurring species, SDTF tree community composition was distinct among islands and was characterized by spatial turnover on climatic gradients that covaried with geographical gradients. Greater Antillean islands were characterized by endemic indicator species. Northern subtropical areas supported distinct, rather than nested, SDTF communities in spite of low levels of endemism. MAIN CONCLUSIONS: The SDTF species composition was correlated with climatic variation. SDTF on large Greater Antillean islands (Hispaniola, Jamaica and Cuba) was characterized by endemic species, consistent with their geological history and the biogeography of plant lineages. These results suggest that both environmental filtering and speciation shape Caribbean SDTF tree communities.

The oxygen isotope (δ18O) compositions of final chamber fragments of individual shells of the planktic foraminifer Orbulina universa were measured in situ via secondary ion mass spectrometry (SIMS) and by traditional gas-source mass spectrometry (GSMS) entailing acid digestion of sampled calcite. The paired SIMS-GSMS analyses were performed on final chamber fragments of fossil shells taken from the top of a sediment core (Holocene) as well as shells grown in laboratory culture. Multiple iterations of SIMS-GSMS analyses were conducted on final chamber fragments treated with a variety of cleaning protocols. The series of paired analyses yielded an average SIMS-GSMS δ18O offset (Δ18OSIMS-GSMS) of −0.9 ± 0.1‰ (±2 SE). The volume of material analyzed in 10-μm SIMS spots is ~105 times smaller than that analyzed by GSMS; hence, the extent to which these Δ18OSIMS-GSMS values represent real differences in analyte vs. instrumental factors remains unclear. Possible contributing factors to the SIMS-GSMS δ18O difference include sample-standard mismatch by SIMS, differences in standardization of SIMS and GSMS, and non-calcite contaminants in samples. Although the two datasets are consistently offset, SIMS values reproduce inter-shell δ18O variability delineated by shell fragment GSMS values. This strong positive covariance proved useful for bringing the two datasets into agreement (i.e. Δ18OSIMS-GSMS = 0), and confirms that SIMS-based foraminifer δ18O values record changes in calcification temperature and/or δ18O of seawater. Whether shells of foraminifer taxa with differing microcrystalline structures, chemical composition, and/or preservation histories register a similar Δ18OSIMS-GSMS value is a subject of ongoing testing.

Knowledge about the biogeographic affinities of the world's tropical forests helps to better understand regional differences in forest structure, diversity, composition, and dynamics. Such understanding will enable anticipation of region-specific responses to global environmental change. Modern phylogenies, in combination with broad coverage of species inventory data, now allow for global biogeographic analyses that take species evolutionary distance into account. Here we present a classification of the world's tropical forests based on their phylogenetic similarity. We identify five principal floristic regions and their floristic relationships: (i) Indo-Pacific, (ii) Subtropical, (iii) African, (iv) American, and (v) Dry forests. Our results do not support the traditional neo- versus paleotropical forest division but instead separate the combined American and African forests from their Indo-Pacific counterparts. We also find indications for the existence of a global dry forest region, with representatives in America, Africa, Madagascar, and India. Additionally, a northern-hemisphere Subtropical forest region was identified with representatives in Asia and America, providing support for a link between Asian and American northern-hemisphere forests.

Transfusion-related immunomodulation (TRIM) in the intensive care unit (ICU) is difficult to define and likely represents a complicated set of physiologic responses to transfusion, including both proinflammatory and immunosuppressive effects. Similarly, the immunologic response to critical illness in both adults and children is highly complex and is characterized by both acute inflammation and acquired immune suppression. How transfusion may contribute to or perpetuate these phenotypes in the ICU is poorly understood, despite the fact that transfusion is common in critically ill patients. Both hyperinflammation and severe immune suppression are associated with poor outcomes from critical illness, underscoring the need to understand potential immunologic consequences of blood product transfusion. In this review we outline the dynamic immunologic response to critical illness, provide clinical evidence in support of immunomodulatory effects of blood product transfusion, review preclinical and translational studies to date of TRIM, and provide insight into future research directions.

Action research is a cyclical research process that may be used to improve instructional practice, assessment tools, and student outcomes. Action research always focuses on local problems and takes place in the natural setting of a classroom, laboratory, or school. Unlike traditional research, action researchers are primarily "committed to taking action and effecting positive educational change in their classrooms and schools based on their findings" (Mills, 2011, p. 3). Both the process and outcomes of action research offer several benefits to the teacher-researcher, and it is believed that these transformations in teacher practice improve student outcomes. Research demonstrates that engaging in action research serves as an effective "teacher professional development" process, especially in its ability to promote: (1) understanding of teaching and learning; (2) teaching and management expertise; and (3) confidence in one's abilities to effect positive change in classrooms and schools (Bonner, 2006; O'Connor, Green, & Anderson, 2006; Sax & Fischer, 2001). Teachers involved in action research are also reported to have a greater awareness of their teaching practices and student needs as well as more positive perspectives toward change and pedagogical risk-taking (O'Connor, Green, & Anderson, 2006).

Part of a more extensive National Science Foundation-funded study, this study presents the findings and analysis of the effect on three-dimensional modeling self-efficacy (3DSE) by the inclusion of online active learning modules (ALM). Using multiple datasets, we found that the use of ALM in an introductory engineering graphics course, closed a gap in 3DSE scores between majority and minority students, populations historically underrepresented in engineering. Although limited to a single university, the results support that the inclusion of active online learning may address an important construct known to be a factor in academic success and persistence in engineering.

The Purdue Spatial Visualization Test: Visualization of Rotations (PSVT: R) is a widely used assessment of spatial ability. In this report, the factor structure of the PSVT: R test items was examined through confirmatory factor analysis with data from 541 engineering design graphics students. Stata 15 and Mplus 8.2 statistical software were used to examine a hypothesized 30 item one-factor model. Upon initial examination, data from engineering design graphics students produced a poor model-fit for the hypothesized one-factor 30 item model in both statistical programs. Respecified one-factor models with 10 test items and eight test items produced acceptable model-fit for the data employing Stata 15 and Mplus 8.2, respectively.

Mitochondrial biology is the sum of diverse phenomena from molecular profiles to physiological functions. A mechanistic understanding of mitochondria in disease development, and hence the future prospect of clinical translations, relies on a systems-level integration of expertise from multiple fields of investigation. Upon the successful conclusion of a recent National Institutes of Health, National Heart, Lung, and Blood Institute initiative on integrative mitochondrial biology in cardiovascular diseases, we reflect on the accomplishments made possible by this unique interdisciplinary collaboration effort and exciting new fronts on the study of these remarkable organelles.

The high species richness of tropical forests has long been recognized, yet there remains substantial uncertainty regarding the actual number of tropical tree species. Using a pantropical tree inventory database from closed canopy forests, consisting of 657,630 trees belonging to 11,371 species, we use a fitted value of Fisher's alpha and an approximate pantropical stem total to estimate the minimum number of tropical forest tree species to fall between ∼ 40,000 and ∼ 53,000, i.e., at the high end of previous estimates. Contrary to common assumption, the Indo-Pacific region was found to be as species-rich as the Neotropics, with both regions having a minimum of ∼ 19,000-25,000 tree species. Continental Africa is relatively depauperate with a minimum of ∼ 4,500-6,000 tree species. Very few species are shared among the African, American, and the Indo-Pacific regions. We provide a methodological framework for estimating species richness in trees that may help refine species richness estimates of tree-dependent taxa.

Countless research studies have shown that employing a variety of instructional methods results in greater student engagement, higher graduation rates, and better student achievement overall (Shernoff, et al., 2003). In order to incorporate a large variety of methods into the classroom, it is important to make use of external resources to help ease the workload of the teacher and supplement the existing curriculum. The school's surrounding community, its businesses, organizations, and programs can provide a wealth of instructional enhancement, expanded resources, and curricular enrichment. Presented in this article are procedures and determinations of success to guide efforts in developing a positive relationship between school and the community. The procedures are suggestions that sequentially build upon each other to provide the foundations for this type of relationship.

Technology, engineering, and design (TED) education is replete with hands-on projects and activities to engage students in project- and problem-based learning. TED design briefs provide a realistic context for problems so that students are immersed in as realistic a problem scenario as possible. This article provides a model of best practice for the incorporation of a real-world activity that directly affects real people. It is not a curricular framework, but is meant to raise awareness of the Go Baby Go (GBG) program and demonstrate the value of technology and engineering education for all students. A curricular model is available through Engineering byDesign™ (EbD™). In an education discipline that continues to fight for relevance in an environment of high-stakes testing, service learning through programs like GBG offers an opportunity that is impossible in other areas of study--rigorous and relevant instruction with REAL impact on REAL people.

The changing demographics of U.S. society have prompted a focus on multiculturalism in today's classrooms. Educators and students are expected to be aware of the individual differences and characteristics that exist and use these attributes to everyone's advantage. This awareness begins with developing a broad understanding of the diverse attitudes and behaviors associated with multicultural identities and facilitating dialog between individuals of different identities. Educators, by virtue of their positions in the classroom, can champion this cause through appropriate instructional approaches such as embedded lessons on multicultural topics, multicultural education class activities, and using resources and information that encourage healthy debates in the classroom. This learning object is designed to assist educators working with multicultural opportunities and challenges in the classroom.

Educators often hear about the need for students to be more creative, more free-thinking, and more exploratory throughout projects and class assignments. This article will highlight the importance of creating and implementing an open-classroom environment where students are confident in their ability to ask questions and capable of exploring a variety of ideas. Readers will be exposed to ways of teaching thinking processes within the classroom and a variety of collaborative activities that build community.

When students walk into a classroom, often the first question is, "What are we going to do today?" It is easy for educators to fall into the trap of using activities exclusively without considering the value or intent of the content. After all, the students are engaged, and if they are busy they must be learning. Simply being busy, however, does not always equate to learning; a balanced approach of standards-based instruction along with engaging activities is needed. Educators need to consider the desired learning objective(s) and how student learning will be evaluated and implemented. This can be paired with making the activity fun, engaging, and appealing to the students. Implementing activities can be considered a multi-pronged process. This article provides a list of 10 suggestions for classroom procedures and considerations teachers can use to help themselves in the process of planning and implementing engaging, student activities.

Teachers must adapt their instruction to accommodate individual student disabilities, culture, and life experience to improve student learning in the classroom and to ensure that all students have the opportunity to improve their knowledge and skills. One method used is differentiated instruction. Differentiated instruction is based upon the idea that all students learn in different ways and that each learner needs to receive materials and methods of instruction that fit his/her individual learning style and the appropriate curriculum (Mastropieri & Scruggs, 2007, p. 126). Differentiated instruction works for all students, but is especially useful for students in special populations. The seven "building blocks" to help educators differentiate instruction are: (1) Know the learner; (3) Quality curriculum; (4) Positive classroom environment (appropriate class size, arrangement, population); (5) Flexible teaching and learning time; (6) Multiple methods of instruction; and (7) Multiple methods of assessment.

Research on self-efficacy has provided evidence that it is a moderating factor that positively impacts students' choices to pursue and persist in engineering. Engineering graphics is seen as the preferred method of communication for the profession, yet to date no instrument is available that measures students' self-efficacy as it relates to engineering graphics. This paper discusses an exploratory factor analysis conducted to determine the reliability and validity of a self-efficacy scale designed specific to the domain of engineering graphics. Results from this study provided evidence that the instrument developed is reliable and valid for the investigation of students' self-efficacy as it relates to engineering graphics.

Binkley et al. (2012) contends that the economy and workplace for the 21st Century will not lie in the routine tasks of the past, instead emphasis will be put on the ability of students to communicate, share and use information to solve increasingly complex problems. This is especially true of individuals who chose to pursue careers in the sciences, technology, engineering, and mathematics (STEM). For many engineers and technologists, at the heart of this exchange of information is the ability to model, design, and fabricate complex objects using the latest three-dimensional modeling software. Yet, for many students tackling this authoring software begins with their own perceived ability to complete said task. Eccles et al. (1983) seminal research revealed that students' belief about their ability to complete a task is inextricably linked to their previous experience and other socialization factors. To better understand how different experiences impact students' belief about their abilities, it is imperative to design, test and validate instruments with the ability to provide insight into students' belief in their ability to complete a task within a given domain or self-efficacy. In an effort to address the lack of instruments designed to measure students' self-efficacy as it relates to three-dimensional modeling, researchers conducted a study with the intent to develop, test and validate such an instrument.

Over the past decade, teacher autonomy within the formal educational system has been a central topic of discussion among educational stakeholders. This study explored influence over school policy and classroom control (teacher autonomy) among in-service science, technology, and mathematics (STM) educators within the United States. The National Center for Education Statistics restricted-access dataset enabled examination of the study research questions. Specifically, the Schools and Staffing Survey Teacher Questionnaire (SASS-TQ) was employed for the purposes of this investigation. Analysis of data detected differences in both frame variables for influence and control. Hypothesis testing (independent sample t-tests) revealed differences between science and technology education, science and mathematics education, and technology and mathematics education teachers concerning influence over school policy and individual classroom control.