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Abstract Research on eyewitness identification often involves exposing participants to a simulated crime and later testing memory using a lineup. We conducted a systematic review showing that pre-event instructions, instructions given before event exposure, are rarely reported and those that are reported vary in the extent to which they warn participants about the nature of the event or tasks. At odds with the experience of actual witnesses, some studies use pre-event instructions explicitly warning participants of the upcoming crime and lineup task. Both the basic and applied literature provide reason to believe that pre-event instructions may affect eyewitness identification performance. In the current experiment, we tested the impact of pre-event instructions on lineup identification decisions and confidence. Participants received non-specific pre-event instructions (i.e., “watch this video”) or eyewitness pre-event instructions (i.e., “watch this crime video, you’ll complete a lineup later”) and completed a culprit-absent or -present lineup. We found no support for the hypothesis that participants who receive eyewitness pre-event instructions have higher discriminability than participants who receive non-specific pre-event instructions. Additionally, confidence-accuracy calibration was not significantly different between conditions. However, participants in the eyewitness condition were more likely to see the event as a crime and to make an identification than participants in the non-specific condition. Implications for conducting and interpreting eyewitness identification research and the basic research on instructions and attention are discussed.

Cliff Luke et al. report that lysoptosis is a eukaryotic stand-alone regulated cell death pathway. They identify that this new cell death modality predominates in the absence of neutralizing endogenous inhibitors.

A variety of genetic techniques have been devised to determine cell lineage relationships during tissue development. Some of these systems monitor cell lineages spatially and/or temporally without regard to gene expression by the cells, whereas others correlate gene expression with the lineage under study. The GAL4 Technique for Real-time and Clonal Expression (G-TRACE) system allows for rapid, fluorescent protein-based visualization of both current and past GAL4 expression patterns and is therefore amenable to genome-wide expression-based lineage screens. Here we describe the results from such a screen, performed by undergraduate students of the University of California, Los Angeles (UCLA) Undergraduate Research Consortium for Functional Genomics (URCFG) and high school summer scholars as part of a discovery-based education program. The results of the screen, which reveal novel expression-based lineage patterns within the brain, the imaginal disc epithelia, and the hematopoietic lymph gland, have been compiled into the G-TRACE Expression Database (GED), an online resource for use by the Drosophila research community. The impact of this discovery-based research experience on student learning gains was assessed independently and shown to be greater than that of similar programs conducted elsewhere. Furthermore, students participating in the URCFG showed considerably higher STEM retention rates than UCLA STEM students that did not participate in the URCFG, as well as STEM students nationwide.

Due to its ease of genetic manipulation and transparency, Caenorhabditis elegans (C. elegans) has become a preferred model system to study gene function by microscopy. The use of Aequorea victoria green fluorescent protein (GFP) fused to proteins or targeting sequences of interest, further expanded upon the utility of C. elegans by labeling subcellular structures, which enables following their disposition during development or in the presence of genetic mutations. Fluorescent proteins with excitation and emission spectra different from that of GFP accelerated the use of multifluorophore imaging in real time. We have expanded the repertoire of fluorescent proteins for use in C. elegans by developing a codon-optimized version of Orange2 (CemOrange2). Proteins or targeting motifs fused to CemOrange2 were distinguishable from the more common fluorophores used in the nematode; such as GFP, YFP, and mKate2. We generated a panel of CemOrange2 fusion constructs, and confirmed they were targeted to their correct subcellular addresses by colocalization with independent markers. To demonstrate the potential usefulness of this new panel of fluorescent protein markers, we showed that CemOrange2 fusion proteins could be used to: 1) monitor biological pathways, 2) multiplex with other fluorescent proteins to determine colocalization and 3) gain phenotypic knowledge of a human ABCA3 orthologue, ABT-4, trafficking variant in the C. elegans model organism.

Research on eyewitness identification often involves exposing participants to a simulated crime and later testing memory using a lineup. We conducted a systematic review showing that pre-event instructions, instructions given before event exposure, are rarely reported and those that are reported vary in the extent to which they warn participants about the nature of the event or tasks. At odds with the experience of actual witnesses, some studies use pre-event instructions explicitly warning participants of the upcoming crime and lineup task. Both the basic and applied literature provide reason to believe that pre-event instructions may affect eyewitness identification performance. In the current experiment, we tested the impact of pre-event instructions on lineup identification decisions and confidence. Participants received non-specific pre-event instructions (i.e., "watch this video") or eyewitness pre-event instructions (i.e., "watch this crime video, you'll complete a lineup later") and completed a culprit-absent or -present lineup. We found no support for the hypothesis that participants who receive eyewitness pre-event instructions have higher discriminability than participants who receive non-specific pre-event instructions. Additionally, confidence-accuracy calibration was not significantly different between conditions. However, participants in the eyewitness condition were more likely to see the event as a crime and to make an identification than participants in the non-specific condition. Implications for conducting and interpreting eyewitness identification research and the basic research on instructions and attention are discussed.

People do not constantly watch for accidents and crimes. With their attention focused elsewhere, potential witnesses may fail to notice a crime and experience inattentional blindness. We investigated the impact of inattentional blindness on eyewitness awareness and memory. Participants watched a video in which a theft occurs. We manipulated the attentional focus of the participants--some watched for the crime, others simply watched the video, and some counted the number of people wearing white shirts. Participants counting white shirts and those simply watching more often experienced inattentional blindness for the crime and failed to identify the culprit than those watching for the theft. Participants, particularly those watching for the theft, often falsely identified an innocent bystander, displaying a potential unconscious transference effect. Attention plays a critical role in eyewitness awareness and memory. Eyewitness researchers should investigate situations in which people are not explicitly watching for a crime or accident.

In this article, we focus on interrelated mechanisms and practices that support students living below the poverty line. Addressing the needs of students living below the poverty line requires that educators consider both the inside- and outside-of-school realities of students and their families. Before discussing the recommendations, we define poverty and describe the complex ways it may shape student realities. We then discuss why we believe recommendations to support students must account for student realities outside of school. Finally, we outline recommendations for educators interested in becoming "poverty-responsive," meaning that they discontinue practices that do not support students in poverty and replace them with practices responsive to student needs. We offer three recommendations: (a) promote reflection among educators as a means to identify and discard any deeply held beliefs that are not in support of students living in poverty, (b) develop partnerships between educators and communities that address key outside-of-school factors shaping the learning experience of students living in poverty, and (c) ensure that educators teach students skills in targeted areas that are likely to improve their academic success.

Research stresses a need for more contextually nuanced urban teacher preparation programs that explore racially oppressive structures in society. This article presents a case study of five aspiring teachers who participated as mentors in a 2-year program for ninth grade students at Riverview Academy, an urban school. This study uses the opportunity gap explanatory framework to analyze if and how, through this program's preparation protocol, these five aspiring teachers learned to build on rich community based knowledge, while problematizing the various social, political, and economic conditions that contribute to racial inequity. Participants' individual shifts varied, but, the group came to collectively "see" and name three consistent issues. Unfortunately, they were unable to formulate broader critiques of the "unseen" racialized macro-systems underpinning the micro-issues they saw. This study raises important questions and implications that speak to the ways in which racist macro-structures shape and are shaped by micro-level behaviors, beliefs, perceptions and outcomes, particularly in the context of preparing future teachers for work in urban settings.

In this article, we focus on connections between and among teachers' self-efficacy beliefs, classroom management practices, and the cradle to prison pipeline. Drawing from Bandura's (1986) theorization of self-efficacy, we discuss how teachers' beliefs shape their classroom management practices and how these beliefs and practices can be essential sites to understanding and decreasing disparate outcomes in disciplinary referral patterns among practicing teachers. We emphasize the importance of building teachers' self-efficacy beliefs and sense of efficacy to inform their classroom management practices/decisions. In particular, we focus on three sites of learning that, we argue, are essential to building teachers' sense of efficacy in the classroom: learning about and building powerful and sustainable relationships with students; learning about and developing an understanding of outside of school contexts that students experience; and recognizing and appropriately responding to traumatic experiences of students.

An emerging and growing body of research has clearly established the importance of youth building sociopolitical consciousness in order to be more democratically engaged citizens. An overwhelming amount of sociopolitical youth development work occurs outside of school. Much of the research on this work has focused on youth outcomes, and we know little about sociopolitical youth workers, the types of experiences and influences from which they draw, and how those experiences and influences emerge in their work. To attempt to fill this void, the author uses life history methodology to showcase two sociopolitical youth workers ("activist mentors"). Using Watts, Williams, and Jager's eco-transactional model of sociopolitical development as an analytic tool, the author explains and uncovers ways in which an amalgamation of past events, relationships, and environmental influences inform and emerge in activist mentors' work with youth activists. Findings indicate that activist mentors' ecological and transactional influences shape the ways in which they discuss their development of collective identities with their mentees, developmental spaces, and healing approaches to their work. This study points to a need for further research to understand what informs the work of sociopolitical youth workers, how their work is influenced, and the role of critical self-reflection in sociopolitical youth development work.