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We report de novo genome assemblies, transcriptomes, annotations, and methylomes for the 26 inbreds that serve as the founders for the maize nested association mapping population. The number of pan-genes in these diverse genomes exceeds 103,000, with approximately a third found across all genotypes. The results demonstrate that the ancient tetraploid character of maize continues to degrade by fractionation to the present day. Excellent contiguity over repeat arrays and complete annotation of centromeres revealed additional variation in major cytological landmarks. We show that combining structural variation with single-nucleotide polymorphisms can improve the power of quantitative mapping studies. We also document variation at the level of DNA methylation and demonstrate that unmethylated regions are enriched for cis-regulatory elements that contribute to phenotypic variation.

Rapid developments in ideas of knowledge, the role of educational technologies and the needs of students suggest that innovation is important in higher education. However, many factors can affect how and whether innovation occurs. In a study of identified innovative teachers, five thematic dimensions were identified that served to support or constrain pedagogical innovation: the teacher, the institution, colleagues, students and the teaching environment. In this paper we discuss the ways in which innovative teachers experienced each theme within their practice. We also consider how individuals and institutions might better support pedagogical innovation.

Children with Autism Spectrum Disorder (ASD) and other Developmental Disabilities (DD) often have deficits in social, play, and language which often require substantial support to develop the skills. Caregivers and educators are often tasked with developing these skills and working to transfer those acquired skill sets across settings and people (i.e. parents, day care workers, family members). Oftentimes, these naturally occurring skills are more challenging to teach since they require ongoing attention, interaction, and skill promotion from the educators and caregivers. As a result, these skills are sometimes underdeveloped or not worked on as frequently, which in turn, presents greater hardships on families and caregivers. The current study used a multiple treatment design to evaluate the efficacy of three different interventions on promoting and maintaining staff to client interactions during breaks. Treatment one included the antecedent intervention of posted rules; treatment two included the consequence intervention of posted graphical data; the final treatment was a function based treatment (based upon the results of the PDC-HS) which included direct manipulation of immediate consequences for staff to client interactions. Results showed that staff performed at a higher, and more consistent rate, when the treatment was function-based and directly/immediately related to their behavior. This simple manipulation shows promise in promoting the development of staff and family responses that are needed to enhance skill sets that are sometimes more challenging, yet necessary, to develop.

High-quality relationships have been shown to be beneficial for physical and mental health. This study examined overall relationship satisfaction and perceived stress as well as daily reports of partner support, partner conflict, and physical intimacy obtained over the course of one week in a sample of 129 high and low stress mothers. Telomere length was examined in whole blood, as well as the two cell subpopulations: peripheral blood mononuclear cells (PBMCs) and granulocytes. Telomerase activity was measured in PBMCs. Analyses revealed no statistically significant associations of telomere length with current relationship satisfaction, daily support or conflict, or perceived stress. In contrast, women who reported any sexual intimacy during the course of the week had significantly longer telomeres measured in whole blood and PBMCs, but not in granulocytes. These relationships held covarying for age, body mass index, perceived stress, the relationship indices, and caregiver status. Sexual intimacy was not significantly related to PBMC telomerase activity. These data provide preliminary data that sexual intimacy is associated with longer telomere length. Future studies investigating these associations are warranted.

High-quality relationships have been shown to be beneficial for physical and mental health. This study examined overall relationship satisfaction and perceived stress as well as daily reports of partner support, partner conflict, and physical intimacy obtained over the course of one week in a sample of 129 high and low stress mothers. Telomere length was examined in whole blood, as well as the two cell subpopulations: peripheral blood mononuclear cells (PBMCs) and granulocytes. Telomerase activity was measured in PBMCs. Analyses revealed no statistically significant associations of telomere length with current relationship satisfaction, daily support or conflict, or perceived stress. In contrast, women who reported any sexual intimacy during the course of the week had significantly longer telomeres measured in whole blood and PBMCs, but not in granulocytes. These relationships held covarying for age, body mass index, perceived stress, the relationship indices, and caregiver status. Sexual intimacy was not significantly related to PBMC telomerase activity. These data provide preliminary data that sexual intimacy is associated with longer telomere length. Future studies investigating these associations are warranted.

BackgroundChronic psychological stress is a risk factor for cardiovascular disease and mortality. Circulating hematopoietic progenitor cells (CPCs) maintain vascular homeostasis, correlate with preclinical atherosclerosis, and prospectively predict cardiovascular events. We hypothesize that (1) chronic caregiving stress is related to reduced CPC number, and (2) this may be explained in part by negative interactions within the family.MethodsWe investigated levels of stress and CPCs in 68 healthy mothers - 31 of these had children with an autism spectrum disorder (M-ASD) and 37 had neurotypical children (M-NT). Participants provided fasting blood samples, and CD45+CD34+KDR+ and CD45+CD133+KDR+ CPCs were assayed by flow cytometry. We averaged the blom-transformed scores of both CPCs to create one index. Participants completed the perceived stress scale (PSS), the inventory for depressive symptoms (IDS), and reported on daily interactions with their children and partners, averaged over 7 nights.ResultsM-ASD exhibited lower CPCs than M-NT (Cohen's d=0.83; p⩽0.01), controlling for age, BMI, and physical activity. Across the whole sample, positive interactions were related to higher CPCs, and negative interactions to lower CPCs (allp's

Microscopy skills are critical for many aspects of biology, yet they are notoriously difficult to teach, especially to large classes. We trialled the use of widescreen monitors with touch-screen capability connected to compound microscopes in an introductory-level plant biology lab. Working in teams, students used the screens to interpret, annotate and measure images of their sections taken through fresh leaf material. The lab progressed more rapidly than in previous years in which it was run as a traditional microscopy exercise; it was also far noisier and more congested. Students reported that they valued the size and quality of the images, and the opportunity to work collaboratively to identify the leaf's structural features. All teams expressed a strong appreciation for the group discussions facilitated by the monitors, which presented a safe environment to bounce ideas off one another, and assisted their comprehension. The monitors were seen as an effective and time-efficient tool for collaborative learning of fundamental microscopy skills.

In New Zealand, as in many other western societies, the higher education system has become an increasingly less secure place in which to work, and over 40 per cent of those teaching in New Zealand higher education are sessional staff of some kind. Our university in New Zealand has long relied on part-time paid tutors, many of whom are students themselves, to deliver part of the teaching in large courses. These tutors work with groups of students facilitating their learning in workshops, seminars, laboratories and a variety of other teaching environments. We have tracked the experiences of tutors over a significant period of time, and surveys of tutors' experiences since 2007 reveal that the majority of respondents hold tight to the hope of a future academic career. They regard tutoring as good preparation for an academic career, and many report being even more committed to pursuing an academic career since beginning tutoring. How can we best support tutors to navigate their way into an academic career that might look somewhat different from the one they set out to pursue? This paper shares data and insights from our longitudinal research with tutors, and encourages those supporting sessional staff to think about how to enable tutors to take a scholarly approach to their teaching, regardless of the career path they eventually take.

Academic transcripts record students' learning, providing a grade which indicates the student has achieved a certified level of disciplinary knowledge and skill. However, recognising what a graduate has accomplished during a course, or over a programme is much more involved: it includes not only disciplinary awareness but students' learning processes (e.g., autonomous learning), social aptitude (e.g., diversity awareness and collaborative skills), and even their professional readiness (e.g., time-management and resilience). Such learning is often invisible on university academic rubrics and transcripts, and may be difficult for students to articulate and evidence to others. In this article, we introduce the concept of 'invisible' graduate attributes at the tertiary level, distinguishing such unassessed/unassessable attributes from more visible graduate attributes. We then introduce our conceptual framework, SEEN, for articulating, evidencing and actively developing 'invisible' attributes. We argue that the SEEN framework provides the basis for a toolkit for students, lecturers and employers.

Background: Compared with urban/suburban counterparts, rural communities experience lower rates of physical activity (PA) and higher rates of chronic disease. Promoting PA is important for disease prevention but requires reliable and valid measurement of PA. However, little is known about effectively collecting objective PA data in rural communities. Using data from a cluster randomized trial (Heartland Moves), which aims to increase PA in rural Missouri, this study explored factors associated with successful objective PA data collection and presents lessons learned. Methods: Baseline survey and accelerometry data were collected through Heartland Moves (n = 368) from August 2019 to February 2021, in southeast Missouri. Chi-square and logistic regression analyses were used to explore factors (demographics, subjective PA, and SMS reminders) associated with valid wear of PA devices. Results: Overall, 77% had valid wears. Participants who were not married (odds ratio [OR] 0.48, 95% confidence interval [CI], 0.30–0.79) and those living alone (OR 0.49, 95% CI, 0.30–0.81) were less likely to have valid wears. Participants who met PA guidelines (OR 1.69, 95% CI, 1.03–2.75) or received SMS reminders (OR 3.25; 95% CI, 1.97–5.38) were more likely to have valid wears. Conclusions: Results are supported by lessons learned, including importance of communication (SMS reminders), accessing hard-to-reach groups (living alone), and need to adapt during data collection. [ABSTRACT FROM AUTHOR]

Sessional teachers in universities are often marginalised by their part-time status, availability for training, and invisibility within the institution's infrastructure. Nevertheless, tutors as a subset of this group, regularly have access to some training and development. This paper presents a methodological approach for implementing the BLASST framework for sessional staff at a New Zealand university, based on a project to benchmark support for tutors. Using Activity Theory, I discuss tensions associated with developing a training programme for tutors and how such an approach can aid the development of similar models for all sessional teachers.

Tutors in higher education are receiving and responding to student disclosures that include racism, anxiety, loneliness, legal disputes, family upheavals, physical, emotional, and mental health, bereavement, legal battles, and harassment. In many cases, this caring aspect of the tutor role is not acknowledged, allocated time in job descriptions, or accurately remunerated. This qualitative study explored how tutors experienced and managed student disclosures, the personal and professional impact of responding to disclosures, and how tutors believed they could be better supported. Data was collected from two cohorts of participants tutoring at a University in Aotearoa New Zealand. using interviews and questionnaires and analysed by reflexive thematic analysis. Our findings showed that our participants believed they were positioned vulnerably between a rock and a hard place. At the rock, tutors were told to follow university guidelines and refer distressed students to over-loaded course coordinators or over-subscribed support services. At the hard place, tutors were often the first to be disclosed to, because of their front-facing positioning at the university and once they had heard the disclosure felt it was unethical not to try and help. Tutors believed they could assist students with personal challenges if their precarious positioning within the university was protected and strengthened and if appropriate support was provided by their university through training, time, and remuneration. Findings have implications for higher education providers to reconsider how tutors are supported to support students. [ABSTRACT FROM AUTHOR]

Purpose: The paper reports on findings of research into the institutional and individual influences on engaging in professional development (PD), reflecting on how PD might be made available in ways which could support quality in e-learning. Design/methodology/approach: The paper presents findings of a research project exploring factors influencing engagement in e-learning PD within New Zealand tertiary education institutions. The research comprised an online survey of 408 individuals in three polytechnics and two universities and 40 qualitative interviews ascertaining beliefs, experiences and practices of staff regarding e-learning PD. Findings: The survey and interviews suggest there are numerous factors which both help and hinder quality of engagement in e-learning PD. Most PD engaged in by staff is informal. Engagement in formal PD is influenced by organisational structure, co-ordination, poorly developed and/or implemented e-learning policy, differences in managerial support, and individual beliefs and time allocation. Research limitations/implications: The research is conducted in a small number of tertiary institutions and may not be applicable to private or work-based training organisations. Practical implications: Understanding impacts and influences on individual uptake and experiences of PD provides insights into the sorts of institutional practices and policies likely to improve quality in e-learning and in e-learning PD. Originality/value: By focusing on staff experiences, this paper provides important insights into practical considerations informing the development of e-learning quality enhancement and assurance strategies. (Contains 2 tables.)

We examined the reading interest and behavior of students in one rural (n = 664) and one inner-city (n = 510) middle school. Responses to the questionnaire indicated that in general, middle school students are not interested in reading and spend very little time engaged in various reading activities. Further analysis of the data showed differences among school, gender, and grade in responses to the questionnaire. Therefore, although one can make broad claims about middle school students, we propose that it may be useful to look also at different groups of middle school students when trying to make decisions concerning this population.