Mentoring practices, developmental networks, and doctoral science training experiences

2021 ◽  
Author(s):  
Marcus Antonius Ynalvez ◽  
Jorge Luis Aviles
Radiography ◽  
2021 ◽  
Author(s):  
P. Bridge ◽  
N. Shiner ◽  
A. Bolderston ◽  
T. Gunn ◽  
L.J. Hazell ◽  
...  

2021 ◽  
Vol 7 (8) ◽  
pp. 624
Author(s):  
Ulises Carrasco-Navarro ◽  
Jesús Aguirre

Reactive oxygen species (ROS) regulate several aspects of cell physiology in filamentous fungi including the antioxidant response and development. However, little is known about the signaling pathways involved in these processes. Here, we report Aspergillus nidulans global phosphoproteome during mycelial growth and show that under these conditions, H2O2 induces major changes in protein phosphorylation. Among the 1964 phosphoproteins we identified, H2O2 induced the phosphorylation of 131 proteins at one or more sites as well as the dephosphorylation of a larger set of proteins. A detailed analysis of these phosphoproteins shows that H2O2 affected the phosphorylation of critical regulatory nodes of phosphoinositide, MAPK, and TOR signaling as well as the phosphorylation of multiple proteins involved in the regulation of gene expression, primary and secondary metabolism, and development. Our results provide a novel and extensive protein phosphorylation landscape in A. nidulans, indicating that H2O2 induces a shift in general metabolism from anabolic to catabolic, and the activation of multiple stress survival pathways. Our results expand the significance of H2O2 in eukaryotic cell signaling.


1997 ◽  
Vol 20 (7) ◽  
pp. 1405-1410
Author(s):  
J.O. Aseno ◽  
J.D. Obel

2021 ◽  
Author(s):  
Amanda Kibler ◽  
René Pyatt ◽  
Jason Greenberg Motamedi ◽  
Ozen Guven

Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.


PEDIATRICS ◽  
1956 ◽  
Vol 18 (2) ◽  
pp. 301-303
Author(s):  
Tyree C. Wyatt ◽  
William D. Alsever

THIS is a report of the plan for teaching basic pediatric pathology in connection with ward teaching during clinical clerkships, which has been in use for several years in the Pediatric Department of the State University of New York at Syracuse. Its success as one of the most practical ways of drawing the preclinical basic sciences closer to actual patient care may be of interest to teachers, either in pathology or on the wards, who feel that there is still too wide a gap between the preclinical years and the clinical teaching years. This problem has been one of long recognition and concern, varying in degree and intensity in different settings dependent in a large measure on the background in basic science training and experience of the clinical teachers.


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