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The molecular functions of the majority of RNA-binding proteins (RBPs) remain unclear, highlighting a major bottleneck to a full understanding of gene expression regulation. Here, we develop a plasmid resource of 690 human RBPs that we subject to luciferase-based 3'-untranslated-region tethered function assays to pinpoint RBPs that regulate RNA stability or translation. Enhanced UV-cross-linking and immunoprecipitation of these RBPs identifies thousands of endogenous mRNA targets that respond to changes in RBP level, recapitulating effects observed in tethered function assays. Among these RBPs, the ubiquitin-associated protein 2-like (UBAP2L) protein interacts with RNA via its RGG domain and cross-links to mRNA and rRNA. Fusion of UBAP2L to RNA-targeting CRISPR-Cas9 demonstrates programmable translational enhancement. Polysome profiling indicates that UBAP2L promotes translation of target mRNAs, particularly global regulators of translation. Our tethering survey allows rapid assignment of the molecular activity of proteins, such as UBAP2L, to specific steps of mRNA metabolism.

Online courses can feel isolating and sometimes lack human connections that can motivate students. We developed a fully online geoscience course to build a 'Community of Inquiry' with attention to cognitive, social, and teaching presences. We ran the course using nearly identical materials for 8 semesters (recorded video lectures, labs, assignments, and assessments). Slight variations in instructor behavior caused profound impacts on student performance, creating a natural experiment to isolate factors that influence student performance. During semesters that instructors sent fewer course announcements and provided less feedback to students, about 50% more students earned D's and F's than semesters with frequent interactions. These performance drops correlated with drops in key indicators of social presence such as the number of students who thought the instructor knew their name. We developed an instrument to quantify student perceptions about the strength of student-student and instructor-student connections. An exploratory principal component analysis revealed two underlying constructs that we interpret as social presence and cognitive presence. We found that students with the highest reported social and cognitive presences had overall course grades an average of 12 points higher (out of 100) than those with the lowest presences, when all other factors were equal. Social and cognitive presence had relatively equal effects, but each explained more than 3 times the variance in student performance than the amount of time students reported spending on the course. When instructors build a supportive community with online students and facilitate their interaction around course ideas, student performance benefits.

Promoting collaboration and discourse in asynchronous online courses is challenging; students need something engaging to talk about, a communications medium in which to fluidly discuss it, and a social environment that supports discourse. We designed a fully online introductory geoscience lecture and lab course called Geology Goes Hollywood that emphasizes all three of the dimensions of the community of inquiry framework: cognitive presence, social presence, and teaching presence. To heighten cognitive presence, we pair Hollywood movies with documentaries about issues relevant to students' lives (specifically earthquake hazards, water supply and contamination, and issues of fracking). To promote social presence, students worked in teams to evaluate one another's conceptual understanding of the course material, collaboratively analyze data and interpret findings, and discuss real-world scenarios. Our teaching presence involved appropriate collaborative technologies that enabled human interactions and consistent deadlines. Because of the effort to build community, about a third of students reported that our asynchronous online class felt "more human" than many of their face-to-face general education courses.

Background: Rupture of the pectoralis major is most commonly seen with eccentric contraction mechanisms, and surgical options in the setting of acute tear include direct repair, endocortical buttons, suture anchors, and transosseous tunnel fixation. This technique video will detail repair using a unicortical endobutton fixation construct. Indications: Surgical repair is indicated for acute, complete pectoralis major tears; incomplete tears involving rupture of the sternal head with intact clavicular head; and tears in the young, active, high-demand demographic. Delay in diagnosis increases the risk of tendon retraction and fatty atrophy. Recent literature has shown that acute repair is superior to chronic repair in functional outcome, pain relief, and overall cosmesis. Technique Description: A beach-chair position and a deltopectoral approach are used to identify and mobilize the torn and retracted sternal head of the pectoralis major. A No. 2 SutureTape is then passed through the disrupted sternal head in a Krackow fashion to allow for a 6-strand repair. Two of the suture strands are then shuttled through the endocortical button. A drill is used to create a corticectomy for endobutton placement, which is secured into place by sequentially tightening each limb. Two additional endobuttons are placed in a similar fashion to complete the construct. Results: Outcomes studies regarding patients with pectoralis major tendon ruptures who underwent endocortical button fixation reveal that 83% of patients had good or excellent outcomes in a recent systematic review. Another study showed no significant difference in functional outcomes, return to activity, or complication rate with endocortical button fixation compared with other mechanisms of fixation. Discussion/Conclusion: Unicortical endobutton fixation can provide another fixation strategy for acute pectoralis major tears in young, active high-demand individuals. Patient Consent Disclosure Statement: The author(s) attests that consent has been obtained from any patient(s) appearing in this publication. If the individual may be identifiable, the author(s) has included a statement of release or other written form of approval from the patient(s) with this submission for publication. [ABSTRACT FROM AUTHOR]