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The large membrane protein PIEZO1 assembles as trimers to form exceptional mechanical force-sensing ion channels of eukaryotes. When these channels are activated by force, cell membrane permeability to calcium ions and other ions increases rapidly, coupling force to cell function through ionic control. In humans and other species, PIEZO1 is both widely expressed and functional across major systems that include the cardiovascular, haematological and musculoskeletal systems, thereby serving diverse needs. In this narrative review of the scientific literature, we address what has been learned about PIEZO1 from associations of its gene variation with human characteristics. A particular physiological importance of PIEZO1 is emerging in lymphatics and thus in the control of tissue fluid homeostasis with relevance to the disease conditions of non-immune fetal hydrops and generalized lymphatic dysplasia. Other vascular relevance is seen in lower limb venous varicosities. PIEZO1 may be non-essential in red blood cells but the amplification of its function by gene variation quite selectively alters these cells, leading to haemolytic anaemia and other related disturbances that may be only mildly adverse and confer survival advantage. We speculate on what else might be learned in humans, guided by knowledge from PIEZO1 studies in mice, and describe how knowledge accumulated to date highlights new opportunities for PIEZO1 understanding and pathways to patient benefit.

How does one be different, methodologically, and/or socially without being ignored, invalidated, or even erased? This is a conundrum for qualitative researchers who are with tasked with valuing difference within socio-political education systems fixed on ideas of truth, rightness, and validity. To explore these tensions, we provide an authentic and transparent illustration of how intuition, an often-invalidated way of knowing, instigated the development of a novel method(ology), soundtracking. Proceeding from an embodied, engaged feminist perspective, we re-conceptualized reflexive praxis as critical, compassionate, and actionable. We explored method(ological) development via layered reflexivity: self, epistemological witness, and social contexts. Through our inquiry based in trust, we developed the idea of reflexive discernment, a process of relating with and to others in ways that support mutual thriving. This current project contributes to considerations for research agendas aimed at increased connections and well-being, ethical praxis, and expanded narratives.

Scholarship about ethics in higher education often focuses on wrongdoing: cheating, incivility, and a host of other misdeeds. We focus, instead, on ethicality as the enactment of integrity across everyday work life. This approach is particularly true in student affairs where administrators, faculty members, staff members, and students intersect multiple social and professional arenas. Continuing the analysis of data from a previous study, we examined what it means “to be ethical,” especially in relationship to institutional and professional standards. We use theatrical metaphor techniques to explore scripting, staging, performing, and interpreting. Discussion centers on the spectacle of ethics in student affairs.

This article explores the intellectual history of dreaming practices in the eastern African kingdom of Buganda. Whereas Muslim dissenters used their dreams to challenge colonial authority following the kingdom's late nineteenth-century religious wars, political historians such as Apolo Kaggwa removed the political practice of dreaming from Buganda's official histories to deplete the visionary archives from which dissenters continued to draw. Kaggwa's strategy, though, could only be pressed so far. Recently unearthed vernacular sources show that Christian activists, such as Erieza Bwete and Eridadi Mulira, continued to marshal their dreams and literacy to imagine competing visions of Buganda's colonial monarchy. Earlier scholars had argued that modernity and literacy would displace the political function of dreams. This article, by contrast, proposes that sleeping visions took on new, more complicated meanings throughout the twentieth century. Literacy offered new technologies to expound upon the political implications of dreams and a vast repository of symbols to enrich interpretative performances.

Professional identities are socially produced and maintained in communities of practice. Becoming a faculty member often requires dual participation in at least two broad communities of practice—vocational and academic. While negotiating membership in higher education, faculty members generally maintain some level of expertise and credibility in their disciplines. This study explores this dialectic from the vantage point of adult education. Interviews with eight adult education faculty members revealed three dimensions of the practitioner–academic identity dialectic: Intellectual Seduction, Inside-Out, and Silencing the Practitioner Voice. These dimensions coalesce into a core theme: Balancing Act. The findings illustrate a continuous tension between professional identities as adult education practitioner and academic. Further, they imply social and cultural scripting of faculty identity and professional experience in relation to an ethos of adult education practice.

This article uses recently unearthed private papers and ethnographic fieldwork to explore the intersection of political practice and environmental ideation in colonial Buganda. In the early to mid-1900s, colonial administrators sought to draw Ganda interlocutors into abstract conversations about a natural world that was devoid of political power. Through Witchcraft Ordinances, imperial administrators sought to distance spirits, rocks, trees, snakes, and other life forms from the concrete world of social movement and dissent. But in late colonial Uganda, the trade unionist Erieza Bwete and the influential spirit prophet Kibuuka Kigaanira navigated environmental spaces that were imbued with political significance. Uganda’s economic and national histories, informed by methodologies that privileged philosophical materialism, overlooked how interactions with multispecies animated anticolonial politics and larger debates about authority. To challenge these earlier assumptions, this article shows how colonial literati and a late colonial prophet interacted with a natural world that was deeply political to conceptualize independence and challenge colonial power. Cet article utilise à la fois des documents privés récemment redécouverts mais aussi un travail de terrain ethnographique pour explorer l’intersection de la pratique politique et de la formation des idées sur l’environnement dans le Bouganda colonial. Au début des années 1900, les administrateurs coloniaux cherchaient à attirer les interlocuteurs ganda dans des conversations abstraites sur un monde naturel dépourvu de tout pouvoir politique. Grâce à des ordonnances sur la sorcellerie, les administrateurs impériaux ont cherché à éloigner esprits, rochers, arbres, serpents et autres formes de vie du monde concret de tout mouvement social et toute dissidence. Mais à la fin de l’ère coloniale ougandaise, la syndicaliste Erieza Bwete et le prophète spirituel influent Kibuuka Kigaanira ont navigué dans des espaces environnementaux imprégnés de signification politique. Les histoires économiques et nationales de l’Ouganda, éclairées par des méthodologies qui privilégiaient le matérialisme philosophique, négligeaient la façon dont les interactions multi-espèces animaient la politique anticoloniale et des débats plus larges sur l’autorité. Pour remettre en question ces suppositions antérieures, cet article montre comment les lettrés coloniaux et un prophète colonial tardif ont interagi avec un monde naturel profondément politique pour conceptualiser l’indépendance et mettre au défi le pouvoir colonial.

This study examined the experience of faculty ethicality in education. Research questions focused on faculty characterizations of professional ethics, related socialization experiences, and responses to dilemmas. Interviews were conducted with 32 faculty members and analyzed using the constant comparative method. Findings describe the experiential dimensions of faculty ethicality and the influence of a higher education ethos on professional reasoning and decision making. The tenure and promotion process is the most influential dimension; but faculty reward systems in general, as well as personal and family identification, also help to structure ethicality. Four elements of academic ethicality are discussed: standard, information, diversity, and integrity.

This qualitative study explores undergraduate critical-thinking development from the perspective of students, faculty, and academic affairs administrators. We interviewed three different student cohorts at the end of both the first and second semesters of their first year at a selective liberal arts university in south/central Texas. We also interviewed all faculty members who taught these students, as well as the entire academic affairs staff that provided oversight during the year of the study. We found three distinct and viable approaches to critical-thinking development, but one stood out from the others as the most reliable means to stimulate early development.

A massive starburst galaxy with 100 billion solar masses of gas is identified at a redshift of 6.34; a ‘maximum starburst’ converts the gas into stars at a rate more than 2,000 times that of the Milky Way. A massive starburst galaxy unveiled The physical properties of the first massive starburst galaxies in the Universe provide important clues as to patterns of early cosmic structure formation. But as regions of intense star formation tend to be shrouded in dust, the search for such systems at very high redshift has been a major challenge. Now a massive starburst galaxy has been identified at a redshift z = 6.34, just 880 million years after the Big Bang when the Universe was one-sixteenth of its present age. Line-emission data reveal the presence of 100 billion solar masses of gas, equivalent to at least 40% of the galaxy's baryonic (visible matter) mass. The galaxy hosts an intense starburst, converting gas into stars at a rate more than 2,000 times that of the Milky Way. These findings are consistent with the theory that massive galaxies form via extreme starbursts in the early Universe. Massive present-day early-type (elliptical and lenticular) galaxies probably gained the bulk of their stellar mass and heavy elements through intense, dust-enshrouded starbursts—that is, increased rates of star formation—in the most massive dark-matter haloes at early epochs. However, it remains unknown how soon after the Big Bang massive starburst progenitors exist. The measured redshift ( z ) distribution of dusty, massive starbursts has long been suspected to be biased low in z owing to selection effects 1 , as confirmed by recent findings of systems with redshifts as high as ∼5 (refs 2–4 ). Here we report the identification of a massive starburst galaxy at z = 6.34 through a submillimetre colour-selection technique. We unambiguously determined the redshift from a suite of molecular and atomic fine-structure cooling lines. These measurements reveal a hundred billion solar masses of highly excited, chemically evolved interstellar medium in this galaxy, which constitutes at least 40 per cent of the baryonic mass. A ‘maximum starburst’ converts the gas into stars at a rate more than 2,000 times that of the Milky Way, a rate among the highest observed at any epoch. Despite the overall downturn in cosmic star formation towards the highest redshifts 5 , it seems that environments mature enough to form the most massive, intense starbursts existed at least as early as 880 million years after the Big Bang.