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Abstract. Objectives:. To develop and validate a prediction model for a deep surgical site infection (SSI) after fixation of a tibial plateau or pilon fracture. Design:. Pooled data from 2 randomized trials (VANCO and OXYGEN). Setting:. Fifty-two US trauma centers. Patients:. In total, 1847 adult patients with operatively treated tibial plateau or pilon fractures who met criteria for a high risk of infection. Intervention:. We considered 13 baseline patient characteristics and developed and externally validated prediction models using 3 approaches (logistic regression, stepwise elimination, and machine learning). Main Outcomes and Measures:. The primary prediction model outcome was a deep SSI requiring operative debridement within 182 days of definitive fixation. Our primary prognostic performance metric for evaluating the models was area under the receiver operating characteristic curve (AUC) with clinical utility set at 0.7. Results:. Deep SSI occurred in 75 VANCO patients (8%) and in 56 OXYGEN patients (6%). The machine learning model for VANCO (AUC = 0.65) and stepwise elimination model for OXYGEN (AUC = 0.62) had the highest internal validation AUCs. However, none of the external validation AUCs exceeded 0.64 (range, 0.58 to 0.64). Conclusions:. The predictive models did not reach the prespecified clinical utility threshold. Our models' inability to distinguish high-risk from low-risk patients is likely due to strict eligibility criteria and, therefore, homogeneous patient populations.

Systematic, routine, and comprehensive evaluation of Earth system models (ESMs) facilitates benchmarking improvement across model generations and identifying the strengths and weaknesses of different model configurations. By gauging the consistency between models and observations, this endeavor is becoming increasingly necessary to objectively synthesize the thousands of simulations contributed to the Coupled Model Intercomparison Project (CMIP) to date. The Program for Climate Model Diagnosis and Intercomparison (PCMDI) Metrics Package (PMP) is an open-source Python software package that provides quick-look objective comparisons of ESMs with one another and with observations. The comparisons include metrics of large- to global-scale climatologies, tropical inter-annual and intra-seasonal variability modes such as the El Niño–Southern Oscillation (ENSO) and Madden–Julian Oscillation (MJO), extratropical modes of variability, regional monsoons, cloud radiative feedbacks, and high-frequency characteristics of simulated precipitation, including its extremes. The PMP comparison results are produced using all model simulations contributed to CMIP6 and earlier CMIP phases. An important objective of the PMP is to document the performance of ESMs participating in the recent phases of CMIP, together with providing version-controlled information for all datasets, software packages, and analysis codes being used in the evaluation process. Among other purposes, this also enables modeling groups to assess performance changes during the ESM development cycle in the context of the error distribution of the multi-model ensemble. Quantitative model evaluation provided by the PMP can assist modelers in their development priorities. In this paper, we provide an overview of the PMP, including its latest capabilities, and discuss its future direction.

Few would dispute the importance of equity, inclusion and belonging in early childhood education and care, yet translation into meaningful practice rarely centres the priorities of historically divested communities. The national learning framework for early childhood in Australia is the Early Years Learning Framework, positioning the child as a capable agent and describing inclusive, culturally competent practice. This article presents part of a larger study investigating educators' beliefs and practices when using culturally diverse literature to address the Early Years Learning Framework's diversity principles. A critical theoretical framework enables a robust examination of how the Early Years Learning Framework constructs, maintains, legitimises and/or disaffirms social inequities, implicitly probing how literacy education mediate/s messages children receive about their identity, cultures and roles in society. The findings suggest that instead of pursuing anti-racism and transformative justice, educators' pedagogical practices were likely to legitimise existing racist structures. The findings are discussed in relation to 20 recommendations published by a consortium of experts in the updating of the Early Years Learning Framework. The implementation of the updated Early Years Learning Framework must act on questions of justice for whom and according to whom. To move to ideologies, methodologies and pedagogies of potentiality, it is necessary to interrogate and reject oppressive and harmful practices, inaccurate and insensitive portrayals, and pedagogies damaging to Black, Indigenous, and other communities of Color which this study shows have been evident in the EYLF to date.

In this essay, we center hip-hop culture and Black cultural legacies. We envision and offer a two-fold framework which illuminates the intersection between the two. We explore ways that the Black cultural experience (or better yet Black cultural praxis) has always brilliantly and organically demonstrated the shape and form of a scholarship of consequence. Black cultural praxis, or reflective action with a Black emancipatory influence, has always allowed freedom of movement, freedom of body, freedom of tongue, and freedom of voice. We translate what this cultural praxis teaches and urges regarding the transformation, unbinding, and freeing of both educators and educational spaces. We demonstrate how the intersection of hip-hop culture and Black cultural legacies can be instructive and transformative to educators. We invite educators to reimagine their classroom spaces by not only focusing on learning "about" hip hop but "from" it as well.

We center and unpack the American Educational Research Association's (AERA) Commission on Research in Black Education's (CORIBE) research validity principle, which emphasizes that the highest priority must be placed on studies of: (A) African tradition (history, culture and language); (B) Hegemony (e.g. uses of schooling/socialization and incarceration); (C) Equity (funding, teacher quality, content and access to technology); and (D) Beneficial practice (at all levels of education, from childhood to elderhood). We present four interrelated and overlapping critical case studies/stories which demonstrate the application, elasticity, and validity of Black emancipatory scholarship frameworks.

This article responds to the endemic, intergenerational, and pervasive racism endured by Black children in the USA and the need to reimagine classrooms as cultures of peace where Black histories, literatures, accomplishment, oppression, resistance, resilience, and joy are taught as central to the curriculum. To do so, the article shares a five-year study of practices developed by 12 teachers working with university educators to construct Pro-Black pedagogy for children from ages five-to-nine. The article opens with descriptions of renewed efforts in the USA to ban books and deny the teaching of whole histories and how that constitutes curricular violence in the lives of Black students. The study is anchored in Black Critical Theory as it encompasses understandings of anti-and Pro-Blackness in the education of young children. With decolonizing methodologies guiding data collection, analysis, and representation, findings are shared in the form of (a) practices used by the teachers to help students grow in their understanding of Black brilliance, resistance, and resilience; (b) tensions encountered; and (c) positive outcomes. The article closes with implications to guide the examination of curriculum and school structures as an essential element in Pro-Black curricular transformation.

This article is written for educators who serve as teachers, administrators, policy-makers in childcare settings, schools, classrooms, teacher preparation programs, programs that prepare educational researchers, and universities. Its purpose is to provide background, rationale, and support for individuals within those institutions to address the need to identify and counter anti-Black racist structures, policies, and practice within and beyond educational spaces. While the focus is on spaces connected to early literacy education, the content of this article will also be useful for educators and educational researchers in other areas of education. After providing a framework in Critical Race and Black Critical theories and addressing attempts to interrupt and take down any teaching about racial histories or contemporary issues, the authors provide extensive lists of questions that can be used for educational stakeholders to root out anti-Blackness in their institutions. A few of the elements of institutions addressed in this article include: early literacy and teacher preparation curriculum; assessments and testing; attitudes and perceptions; and hiring and retaining Black faculty and administration. Written with love and a sense of urgency and joy in the process of change, this article will provide impetus but also explicit guidance for educators to examine and analyze elements of their own institutions and use findings to engage in change that centers the excellence, joy, resistance, and resilience of Black people.

The legacy of colonization includes stereotypes and misinformation about African and African descendant people as well as a void in an understanding the vast contributions of precolonial Africa to the world's knowledge impacting knowledge, languages, music, art, and sciences that we take for granted today. This misinformation remains pervasive throughout society perpetuated in schools by ensuring that curriculum is dominated by whiteness and lacks attention to the histories, heritages, communities, and languages of Black people. Pro-Black practices in response to centuries-old curricular voids and misinformation about Africa, the African Diaspora, and African descendant people can lead to an emancipatory education for all students. In our work, we draw on tenets of culturally relevant pedagogy and descriptions of Pro-Black pedagogy to describe the work of 13 early childhood educators who are committed to using their knowledge from ongoing professional development at one school in the southeastern United States. The work represented in this article reflects data collected over four years and analyzed in answer to the question: "What are Pro-Black highlights of teaching in one school which sought to develop and normalize culturally relevant teaching including challenges to the work and efforts to negotiate those challenges?" Data (e.g. student work, lesson plans, PD session PowerPoints, participants' responses to a questionnaire, informal commentaries throughout the PD process, and classroom observations) were collected and reviewed to develop this article. Recommendations are made for educators and scholars.

Although the laboratory information system has largely solved the problem of storing anatomic pathology reports and disseminating their contents across the healthcare system, the retrospective query of anatomic pathology reports remains an area for improvement across laboratory information system vendors. Our institution desired the ability to query our repository of anatomic pathology reports for clinical, operational, research, and educational purposes. To address this need, we developed a full-text anatomic pathology search tool using the business intelligence software, Tableau. Our search tool allows users to query the 333,685 anatomic pathology reports from our institutional clinical relational database using the business intelligence tool's built-in regular expression functionality. Users securely access the search tool using any web browser, thereby avoiding the cost of installing or maintaining software on users' computers. This tool is laboratory information system vendor agnostic and as many institutions already subscribe to business intelligence software, we believe this solution could be easily reproduced at other institutions and in other clinical departments.

Against the backdrop of endemic anti-Black racism in Early Childhood literacy, we frame these special issues using "Pro-Blackness" as an antidote in early childhood classrooms. "Pro-Black" does note connote "anti"-White or "anti" any other ethnic group and declares an unapologetic, positive perspective regarding Blackness and Black people which is not evident in most educational settings. Pro-Blackness focuses on the agency, resistance, everyday lives, and joy of Black people. We unpack "anti"-Blackness in Early Childhood literacy contexts and offer Pro-Black strategies. We note the pervasive omission of Black theorists and scholarship in teacher education and P-3 classrooms and call for a prioritization of Pro-Black theories, research, policies, literacy practices and assessments.

Background:. Fracture-related infection is one of the most challenging complications in orthopaedic trauma surgery. However, the effect of infection on functional and pain-related outcomes has not been well established. The aims of this study were to evaluate functional recovery for patients with fracture and a deep surgical site infection compared with patients with fracture without infection and to evaluate whether pain severity, social support, and preinjury mental health have a moderating effect on the magnitude and direction of the relationship between deep surgical site infection and functional recovery. Methods:. This is a secondary retrospective cohort study using prospectively collected data from the VANCO trial (Local Antibiotic Therapy to Reduce Infection After Operative Treatment of Fractures at High Risk of Infection) and the OXYGEN (Supplemental Perioperative Oxygen to Reduce Surgical Site Infection After High Energy Fracture Surgery) trial. In this study, 2,116 patients with tibial plateau, pilon, or calcaneal fractures at high risk for infection were included. Patients were divided into cohorts of patients who experienced a deep surgical site infection and those who did not. The primary outcome measure was the functional outcome using the Veterans RAND 12-Item Health Survey (VR-12). Results:. After controlling for covariates, deep surgical site infection was independently associated with functional outcome, with a 3.3-point reduction in the VR-12 Physical Component Score, and pain severity was independently associated with functional outcome, with a 2.5-point reduction in the VR-12 Physical Component Score. Furthermore, the Brief Pain Inventory pain severity demonstrated an important moderating effect on the relationship between infection and functional outcome. In patients with lower pain scores, infection had a large negative impact on functional outcome, whereas, in patients with higher pain scores, infection had no significant impact on functional outcome. Furthermore, the functional outcome in the entire cohort remains at only 61% of baseline. Conclusions:. This study documents the negative impact of postoperative infection on functional recovery after injury, as well as the novel finding of pain severity as an important moderating factor. This study emphasizes not only the importance of developing effective interventions designed to reduce postoperative infection, but also the role that factors that moderate pain severity plays in limiting recovery of physical function. Level of evidence:. Prognostic Level III. See Instructions for Authors for a complete description of levels of evidence.

In this article, we chronicle two African American, male teachers' (fourth and fifth-grade teachers at the same school) use of Afrocentric praxis to demonstrate how the identities of African Diasporic students can be honored and sustained. We begin by explaining the conceptual framework and the context of the school and classrooms. We focus our gaze on the two teachers and Yandi, a second-generation immigrant child, because complex cultural identities are often forgotten and negated in school. We reflect on the pedagogical needs of Yandi as a student whose parents are first generation immigrants to the U.S. We demonstrate how layering the content of African-Diasporic people using Afrocentric praxis can serve as methods to actualize pedagogical love and can be used to engage and invite Black students whose parents are recent immigrants. We conclude with recommended resources.

We demonstrate that Black children are not faring well in early childhood settings and suggest ways educators can work toward ensuring that Black children thrive and flourish in schools. Five types of daily violence/traumas that Black children experience in schools are described against the ethical backdrop "First Do No Harm" (Boutte, 2008). Evoking the Maasai legend that asks, "How are the children?" we share two examples of Black males' school experiences, though we readily acknowledge that Black females experience parallel issues. We present an overview of five types of school violence (physical, symbolic, linguistic, curricular/pedagogical, and systemic), and conclude by offering ways to interrupt these to ensure that Black children are well.

By the end of 2018, 42 years after the landing of the two Viking seismometers on Mars, InSight will deploy onto Mars' surface the SEIS (Seismic Experiment for Internal Structure) instrument; a six-axes seismometer equipped with both a long-period three-axes Very Broad Band (VBB) instrument and a three-axes short-period (SP) instrument. These six sensors will cover a broad range of the seismic bandwidth, from 0.01 Hz to 50 Hz, with possible extension to longer periods. Data will be transmitted in the form of three continuous VBB components at 2 sample per second (sps), an estimation of the short period energy content from the SP at 1 sps and a continuous compound VBB/SP vertical axis at 10 sps. The continuous streams will be augmented by requested event data with sample rates from 20 to 100 sps. SEIS will improve upon the existing resolution of Viking's Mars seismic monitoring by a factor of ∼2500 at 1 Hz and ∼200000 at 0.1 Hz. An additional major improvement is that, contrary to Viking, the seismometers will be deployed via a robotic arm directly onto Mars' surface and will be protected against temperature and wind by highly efficient thermal and wind shielding. Based on existing knowledge of Mars, it is reasonable to infer a moment magnitude detection threshold of Mw∼3 at 40∘ epicentral distance and a potential to detect several tens of quakes and about five impacts per year. In this paper, we first describe the science goals of the experiment and the rationale used to define its requirements. We then provide a detailed description of the hardware, from the sensors to the deployment system and associated performance, including transfer functions of the seismic sensors and temperature sensors. We conclude by describing the experiment ground segment, including data processing services, outreach and education networks and provide a description of the format to be used for future data distribution.Electronic supplementary materialThe online version of this article (10.1007/s11214-018-0574-6) contains supplementary material, which is available to authorized users.

We explore the disconnect between education policy and culturally sustaining instruction, curriculum, discipline, and assessment for African American Language (AAL) Learners. Framing the omission of language policies as linguistic violence and anti-Black linguistic racism, we discuss antecedent and contemporary educational language policies and how they negatively position AAL speakers. We demonstrate that despite substantive research on AAL, P-12 schools and teacher education programs have systematically failed to integrate language policies specific to AAL learners. We emphasize that the maintenance of anti-blackness stances has legally denied appropriate culturally sustaining language instruction for AAL speakers. We contrast current anti-Black policies and practices with a transformational, pro-Black vision and its components. Here we discuss classroom instruction, curriculum, discipline, assessment, and resources. We conclude with recommendations including the need for ongoing professional development and federal funding for culturally sustaining programs for AAL learners.

Africa is the cradle of civilization, yet its rich history and culture is undertaught--especially in elementary P-5 classrooms. In this article, we share Adinkra symbols from West Africa which can be used for interdisciplinary instruction and classroom management. We offer Adinkra symbols as an organizing theme for teaching in the spirit of not only learning about Africa, but also learning from Africa as well. We discuss the origin and purpose of Adinkra symbols. Next, we share classroom examples provided by four teachers. We also present examples from Drs. Diaspora curriculum created by two of the authors who are teacher educators. We invite educators to use Adinkra principles across all grade levels and ethnic and cultural groups to go back to Africa in substantive, non-stereotypical and relevant ways.

Un suivi des écoulements de résine sur troncs de cèdre associés à des nécroses cambiales a été réalisé entre 1992 et 2017 dans un dispositif sylvicole. Le taux d'arbres atteints a progressivement augmenté jusqu'à 50 % en 2015 avec une différence marquée entre traitements sylvicoles en 2004 (densité et hauteur d'élagage et interaction). En 2017, une analyse sur 84 arbres a montré que les nécroses se développent de préférence à la base du houppier vivant, à un âge cambial de 21-22 ans. Les nécroses et canaux résinifères apparaissent les années plutôt humides, notamment 2008. Les nécroses cicatrisent pour la plupart en 2-3 ans. L'intervention d'un champignon est suspectée. Messages clés : • Des écoulements de résine associés à des nécroses cambiales sont signalés sur Cèdre. • Dans un dispositif expérimental sylvicole, les arbres à houppier développé (éclaircie forte, sans élagage) sont transitoirement plus touchés. • Les symptômes apparaissent préférentiellement à la base du houppier vivant (âge cambial de 21-22 ans) et plutôt les années humides. • On suspecte l'intervention d'un champignon.

Mycobacteria expand their cell walls at the cell poles in a manner that is not well described at the molecular level. In this study, we identify a new polar factor, PlrA, that is involved in restricting peptidoglycan metabolism to the cell poles in Mycobacterium smegmatis. We establish that only the N-terminal membrane domain of PlrA is essential. We show that depletion of plrA pheno-copies depletion of polar growth factor Wag31, and that PlrA is involved in regulating the Wag31 polar foci.

Mycobacterial cell elongation occurs at the cell poles; however, it is not clear how cell wall insertion is restricted to the pole or how it is organized. Wag31 is a pole-localized cytoplasmic protein that is essential for polar growth, but its molecular function has not been described. In this study we used alanine scanning mutagenesis to identify Wag31 residues involved in cell morphogenesis. Our data show that Wag31 helps to control proper septation as well as new and old pole elongation. We have identified key amino acid residues involved in these essential functions. Enzyme assays revealed that Wag31 interacts with lipid metabolism by modulating acyl-CoA carboxylase (ACCase) activity. We show that Wag31 does not control polar growth by regulating the localization of cell wall precursor enzymes to the Intracellular Membrane Domain, and we also demonstrate that phosphorylation of Wag31 does not substantively regulate peptidoglycan metabolism. This work establishes new regulatory functions of Wag31 in the mycobacterial cell cycle and clarifies the need for new molecular models of Wag31 function.

Penetrating traumatic brain injury (pTBI) often occurs with systemic insults such as hemorrhagic shock (HS) and hypoxemic (HX). This study examines rat models of penetrating ballistic-like brain injury (PBBI) and HX+HS to assess whether the blood levels of brain and systemic response biomarkers phosphorylated neurofilament-heavy protein (pNF-H), neurofilament-light protein (NF-L), ?II-spectrin, heat shock protein (HSP70), and high mobility group box 1 protein (HMGB1) can distinguish pTBI from systemic insults and guide in pTBI diagnosis, prognosis, and monitoring. Thirty rats were randomly assigned to sham, PBBI, HS+HX, and PBBI+HS+HX groups. PBBI and sham groups underwent craniotomy with and without probe insertion and balloon expansion, respectively. HX and HS was then simulated by blood withdrawal and fraction of inspired oxygen (FIO2) reduction. Biomarker serum concentrations were determined at one (D1) and two (D2) days post-injury with enzyme-linked immunosorbent assay (ELISA) methods. Axonal injury-linked biomarkers pNF-H and NF-L serum levels in PBBI groups were higher than those in sham and HX+HS groups at D1 and D2 post-injury. The same was true for PBBI+HX+HS compared with sham (D2 only for pNF-H) and HX+HS groups. However, pNF-H and NF-L levels in PBBI+HX+HS groups were not different than their PBBI counterparts. At D1, ?II-spectrin levels in the HX+HS and PBBI+HS+HX groups were higher than the sham groups. ?II-spectrin levels in the HX+HS group were higher than the PBBI group. This suggests HX+HS as the common insult driving ?II-spectrin elevations. In conclusion, pNF-H and NF-L may serve as specific serum biomarkers of pTBI in the presence or absence of systemic insults. ?II-spectrin may be a sensitive acute biomarker in detecting systemic insults occurring alone or with pTBI.

In the wake of racial violence in urban schools and society, we question, "Can the field of urban education love blackness and Black lives unconditionally and as preconditions to humanity? What does it look like to (re)imagine urban classrooms as sites of love? As educators, how might we utilize a pedagogy of love as an embodied practice that influences holistic teaching? How might we utilize a pedagogy of love to include Black youths' racialized and gendered life histories and experiences and their language and literacy practices? We outline and discuss five types of violence in schools (physical, symbolic, linguistic, curricula/pedagogical, and systemic school violence) which interfere with the creation and sustainability of revolutionary love in urban schools. We present examples of 'fake love' and provide the current backdrop. We operationalize revolutionary love and offer Afrocentric praxis and African Diaspora Literacy as antidotes to anti-Black types of violence that many students experience in urban schools.

Purpose: Providing insights into the need to go beyond superficial equity efforts in classrooms, the authors present a standardized test analogy to make the concept of oppression accessible and relevant for educators. Three levels of oppression (individual, institutional and cultural/societal) are described along with a brief overview of Paulo Freire's four dimensions of oppression. Drawing parallels from a children's book, Testing Miss Malarkey (Finchler, 2014), strategies for recognizing and interrupting oppression are offered. The authors recommend resources that teachers can use to help children and themselves take reflective actions (praxis) to interrupt systemic types of oppressions in their classrooms and personal spaces. Design/methodology/approach: This paper is grounded in the belief that to teach in socially just and equitable ways, educators benefit from a fundamental understanding of how systems of oppression work in classrooms and in society. The paper provides both a theoretical and practical approach to help guide educators' efforts in such a way as to address systemic issues of racism, classism, sexism, heterosexism and other "isms" (systems of oppression). Findings: This paper does not present findings such as those found in an empirical study. However, it does provide an overview of Freire's levels of oppression along with instructional guidelines to assist teachers in helping provide children with tools to understand oppression and to take reflective actions (praxis) to make a dent in systemic types of oppressions in their classrooms and worldwide. Research limitations/implications: There are many other decolonizing frameworks that are available. This translational study focuses on one of them (Freire') and what it means for teachers. Practical implications: Believing that the school years are foundational for providing children with the tools that they need to be able to identify and address the ongoing acts of oppression, this paper seeks to make the topic accessible to educators with the hope that they can make a lasting and positive difference in children's lives (and in society in general). Recommended resources are provided. Social implications: To interrupt and counter oppression, educators must be informed. The benefits of doing so readily extend to society in general; so, it is important for both educators and students to understand oppression and have tools for disrupting it. Originality/value: This paper takes the original approach of using standardized tests as analogy to make the concept of oppression accessible and relevant for educators. The authors use this example because they recognize that many teachers can identify with feeling disempowered by the standardized testing mandates and frenzy. They believe that educators will be able to extrapolate the process by which the loss of their power occurs with standardized testing to understand how institutional oppression works. Neither author has seen an article that uses an analogy from the professional lives of teachers to illustrate oppression.

This article provides classroom examples and commentaries for extending and deepening culturally relevant science teaching efforts in classrooms. It examines instructional efforts used by one of the authors with high school and university students. Together, the three authors rethink and reconsider several aspects against a culturally relevant pedagogical backdrop. The commentary points out considerations for focusing on student achievement, cultural competence, and critical and sociopolitical consciousness. The necessity and difficulty of centering culture, equity, and power relations are emphasized.

Grounded in critical and emancipatory theories, five critical ethnographies about the lives of children, grandchildren, colleagues, students, and teachers are analyzed and synthesized to illuminate the ways in which individuals are racially socialized over their lifespans. Three propositions for early childhood contexts were apparent across the studies: (1) racial identity and dysconsciousness are learned over time and across multiple spaces; (2) critical racial literacy is a complex, cyclical, and sometimes contradictory process; and (3) critical racial literacy demands acknowledging and confronting blind spots. Building on these propositions, the authors present implications for enacting practices that promote critical racial literacy in early childhood education settings around the globe.

This article discusses the conceptualization of a foundational course on culturally relevant pedagogy for early childhood education majors at a predominantly white university in the U.S. Southeast. The course has been taught for 7 years to approximately 1,000 preservice teachers. A discussion of the complexities involved in teaching equity-focused courses is included (e.g., the magnitude of what we are asking preservice and inservice teachers to do; the depth and historical legacies that must be dismantled, deconstructed, and transformed). I deliberate on issues such as these: How can teacher educators meet preservice teachers (white and persons of color) where they are, but also move them beyond those places and spaces? What frameworks and guidelines have been found useful? How can teacher educators prevent equity-based courses from being derailed and hijacked by a few detractors? What types of supports are necessary for success? Examples of assignments, readings, and activities are shared.

The purpose of this qualitative case-study is to examine the complexity and double consciousness of a Black, middle class child navigating church and school. Conceptually, the study draws from Black education and theoretically employs Cultural Historical Activity Theory and identity theories. Three research questions were investigated: (a) How are identity roles arranged in church and school settings? (b) How do these identity roles influence a Black middle class child as she navigates each space? (c) How do the literacy practices shape her identity roles? Findings suggest the need for educators to find ways to foster Black middle-class children's literacy practices in meaningful ways. Implications for educational stakeholders are offered.

Traditionally, reference genomes in crop species rely on the assembly of one accession, thus occulting most of intraspecific diversity. However, rearrangements, gene duplications, and transposable element content may have a large impact on the genomic structure, which could generate new phenotypic traits. Comparing two Brassica rapa genomes recently sequenced and assembled using long-read technology and optical mapping, we investigated structural variants and repetitive content between the two accessions and genome size variation among a core collection. We explored the structural consequences of the presence of large repeated sequences in B. rapa ‘Z1’ genome vs. the B. rapa ‘Chiifu’ genome, using comparative genomics and cytogenetic approaches. First, we showed that large genomic variants on chromosomes A05, A06, A09, and A10 are due to large insertions and inversions when comparing B. rapa ‘Z1’ and B. rapa ‘Chiifu’ at the origin of important length differences in some chromosomes. For instance, lengths of ‘Z1’ and ‘Chiifu’ A06 chromosomes were estimated in silico to be 55 and 29 Mb, respectively. To validate these observations, we compared using fluorescent in situ hybridization (FISH) the two A06 chromosomes present in an F1 hybrid produced by crossing these two varieties. We confirmed a length difference of 17.6% between the A06 chromosomes of ‘Z1’ compared to ‘Chiifu.’ Alternatively, using a copy number variation approach, we were able to quantify the presence of a higher number of rDNA and gypsy elements in ‘Z1’ genome compared to ‘Chiifu’ on different chromosomes including A06. Using flow cytometry, the total genome size of 12 Brassica accessions corresponding to a B. rapa available core collection was estimated and revealed a genome size variation of up to 16% between these accessions as well as some shared inversions. This study revealed the contribution of long-read sequencing of new accessions belonging to different cultigroups of B. rapa and highlighted the potential impact of differential insertion of repeat elements and inversions of large genomic regions in genome size intraspecific variability.

Comme on pouvait s'y attendre, les premiers effets des changements climatiques sur la santé des arbres forestiers sont désormais visibles à large échelle et pour certaines essences. C'est le cas par exemple, pour l'épicéa commun de plaine dont le déclin récent interroge les choix passé et actuel de reboisement en France et en Europe. Après avoir fait une série de constats des événements récents et de leur impact sur la santé des forêts, les auteurs de cet article proposent une approche plus prospective, prenant en compte les connaissances actuelles pour apporter des éléments de réflexions aux décideurs.

Summary: Mycobacterium tuberculosis, the causative agent of tuberculosis, withstands diverse environmental stresses in the host. The periplasmic protease HtrA is required only to survive extreme conditions in most bacteria but is predicted to be essential for normal growth in mycobacteria. We confirm that HtrA is indeed essential in Mycobacterium smegmatis and interacts with another essential protein of unknown function, LppZ. However, the loss of any of three unlinked genes, including those encoding Ami3, a peptidoglycan muramidase, and Pmt, a mannosyltransferase, suppresses the essentiality of both HtrA and LppZ, indicating the functional relevance of these genes’ protein products. Our data indicate that HtrA-LppZ is required to counteract the accumulation of active Ami3, which is toxic under the stabilizing influence of Pmt-based mannosylation. This suggests that HtrA-LppZ blocks the toxicity of a cell wall enzyme to maintain mycobacterial homeostasis. : Wu et al. show that in Mycobacterium smegmatis, the putative cell wall amidase Ami3 can accumulate to toxicity under the stabilizing influence of Pmt mannosylation. To control Ami3 levels, an essential complex between the periplasmic serine protease HtrA and the lipoprotein LppZ regulates Ami3 levels, maintaining cellular integrity. Keywords: Mycobacterium tuberculosis, Mycobacterium smegmatis, HtrA, DegP, protease, N-acetylmuramoyl-L-alanine amidase, mannosyltransferase, Ami3, Pmt

This article interweaves discussions of successes and tensions surrounding cross-racial collaborative social justice efforts in teacher education. It addresses frustrations that often occur for faculty of Color when working with White allies in P-12 settings and schools of education at Predominantly White Institutions. Advice is offered with the larger goal of helping White allies think about ways to shift the gaze from educators' politics to the wellbeing of culturally and linguistically diverse students. Suggestions for how White allies can better support faculty of Color are presented.

Educators often do not recognize biliteracy and bidialectalism in African American Language (AAL) speakers. Chronicling the experiences of twin four/five-year old AAL and emergent Standard English speakers, we discuss the importance of recognizing and building on the routines and identities of African American children and families. We present three strategies for supporting the learning of African American children who are biliterate and bidialectal. Using the academic literature which illustrates African American children's communicative virtuosity as a backdrop, we use language samples from twin AAL-speakers to illustrate key points. Emphasis is placed on the importance of building on African American children's communication styles in classrooms and helping them to negotiate and move between two different discourse communities for both oral and written language.

This article focuses on the development and experiences of two African American Language speakers who are on the precipice of biliteracy and bilingualism. Using a composite counterstory that integrates samples of the girls' language during daily routines as a critical race theoretical analytic tool, we examine their language virtuosity as well as their positive perceptions about AAL. Contrary to pervasive deficit perspectives and narratives about AAL, the counterstory reveals that the girls sometimes viewed Standard English (SE) as bothersome and tedious, and they actively resisted it. At other times, they embraced it when they determined using AAL instead of SE made sense. We capture aspects of their emergent biliteracy and bilingualism as they navigate between two literacies and languages. We demonstrate their transliterate and translingual confidence and proficiency. Implications for educators are included.

Addressing the seemingly perpetual turbulent landscape of urban schools, the role that elementary educators and teacher educators can play in reversing negative trends and trajectories is considered. Three urban education journals were examined over a 5-year period (2005-2010) to determine the emphasis on elementary students or schools. Of the 429 articles, only 8% focused on the elementary years. Schools and teacher education programs that are willing to learn from existing successful models and to straightforwardly and vigilantly address endemic racism in policies and practices offer the most hope for transforming urban schools. Collaborative grassroots efforts are recommended. (Contains 3 notes and 3 tables.)

Countering the position that colorblindness is desirable for teachers and children, this article encourages early childhood education teachers to engage in conversations about race and racism with young children. We discuss why the early childhood years are important for interrupting racism and make suggestions for helping children develop tools for addressing it. Annotated examples of children's drawings about racism from a second grade classroom are shared to demonstrate that young children are not colorblind and that they think about and experience racism in their daily lives. We conclude that it is both an educational and ethical necessity to address racism with young children.

Research Findings: This study content analyzed 29 frequently used children's books in pre-kindergarten through 3rd-grade classrooms. Although the books included European and African American literature, none of the 29 books addressed other ethnic groups in the United States, and only two included international perspectives. Male and middle socioeconomic status themes dominated the book collection. An inductive theme analysis was conducted to determine overt themes that may obscure or make the underlying ideologies of the books less apparent. Three common themes emerged: (a) early childhood education content and skills, (b) imagination/fantasy/humor, and (c) dispositions/morals/life lessons. Going beyond the three initial themes and examining implicit cultural affirmations provided additional insights. Books were examined to determine if they affirmed the cultural worldviews of African American children, who made up nearly 50% of the district's population. Not surprisingly, 23 of the 29 books (79%) were rated as having low representations of African American culture. Practice or Policy: We conclude that in addition to teaching children to enjoy books, educators can actively help their young charges recognize and deconstruct prevailing inaccurate, incomplete, and negative images and information. Equally important is an examination of the unspoken subtexts and ideologies regarding the roles and importance of U.S. and world populations. (Contains 3 tables.)