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\"Your Future Is Bright! After all, your mother is a robot, your father has joined the alien hive mind, and your dinner will be counterfeit 3D-printed steak. Even though your worker bots have staged a mutiny, and your tour guide speaks only in memes, you can always sell your native language if you need some extra cash.\" -- From publisher's description.

Authentic undergraduate research laboratory experiences are essential to aid in the implementation of science education reform mandates and to effectively train a new generation of biology students. Here we present assessment data on a unique four-step laboratory pedagogical framework that allows students to develop scientific thinking and practices while authentically engaging in the scientific process. This framework was used to transform a sophomore-level introductory biology laboratory course for biology majors at a 4-year college and an honors introductory biology laboratory course for nonmajors at a 2-year college. The goal of each transformation was to provide students with the opportunity to experience research in the manner in which professional research scientists conduct it through devising, designing, executing, interpreting, and communicating their experimental results. Student responses to the assessments used in this study showed improvements in 4-year and 2-year college students' perceptions of their laboratory skills and knowledge, and 2-year college students'interest in doing further research in the laboratory. The simplicity and flexibility involved in the four-step model allows it to be easily adopted for use across multiple institutional contexts and levels of biological study.

How does a public university with over 80,000 students across 24 campuses provide every student with an engaged scholarship experience? This article chronicles the first steps of this ambitious journey to educate a new generation of engaged scholars by building engagement ecosystems: networks of students, faculty, courses, and communities working together on compelling socially relevant projects around a common theme. By incorporating projects from an impact-focused community engagement program into a cross-section of existing classes, universities can expand engagement opportunities from a select few to the vast majority of the students. This article reviews current approaches to scale engagement opportunities before describing the principles and mechanics of the Engagement Ecosystem model. A case study of the pilot implementation of this model is presented with preliminary assessment results (n=1,165), key lessons learned, and future expansion plans.

Authentic undergraduate research laboratory experiences are essential to aid in the implementation of science education reform mandates and to effectively train a new generation of biology students. Here we present assessment data on a unique four-step laboratory pedagogical framework that allows students to develop scientific thinking and practices while authentically engaging in the scientific process. This framework was used to transform a sophomore-level introductory biology laboratory course for biology majors at a 4-year college and an honors introductory biology laboratory course for nonmajors at a 2-year college. The goal of each transformation was to provide students with the opportunity to experience research in the manner in which professional research scientists conduct it through devising, designing, executing, interpreting, and communicating their experimental results. Student responses to the assessments used in this study showed improvements in 4-year and 2-year college students' perceptions of their laboratory skills and knowledge, and 2-year college students' interest in doing further research in the laboratory. The simplicity and flexibility involved in the four-step model allows it to be easily adopted for use across multiple institutional contexts and levels of biological study.

Institutions of all types attend to their educational missions, but at a research university, the focus on good teaching feels countercultural. Teaching centers on research university campuses face unique challenges as they work to fulfill their mission of improving teaching and student learning. Institutional requests for faculty development programs that sponsor or support pedagogical innovations in general education, blended and online learning, first-year seminars, learning and teaching commons, and new classroom spaces have mushroomed over the last few years. The instructional consultants at the Schreyer Institute have implemented a variety of methods to increase faculty awareness and use of services. A key factor in the success of SciFri is building trust and community among faculty, all of whom are time-poor and overcommitted but care deeply about teaching. The common thread running through these narratives is the creativity and adaptability needed to make a teaching center flourish at a research university.

This case study explored how staff development was conceived, developed, and implemented in the context of three New York State funded teacher centers on Long Island from May, 1997 to April, 1998. The interview was the primary method of data collection, supplemented by documentary data and informal observations. Key people at each site were interviewed, including teachers, directors, administrators, and union representatives. In addition, a focus group of teachers who had not been individually interviewed was set up at each site to further explore and confirm some of the data. Undergirding this study was the premise that a teacher center delivers a new form of staff development because (1) a teacher center provides a sense of community and collegiality for teachers, breaking down the walls of isolation that traditionally marginalize the classroom teacher; (2) the programs of a teacher center are intended to respond to the expressed needs of teachers; and (3) a teacher center flattens the hierarchy of the profession by virtue of the structure of the governing body, the policy board which is composed, by legislation, of 51% teachers. Among the findings were that teachers perceived that the centers as provided a community, a place for them to collaborate on professional issues, and also as provided programs that responded to their needs. There was no evidence of teachers' dissatisfaction over not having total autonomy and control of their own professional development. This was noteworthy given the additional findings that the centers often were caught in a tension between responding to teachers' expressed needs and responding to state and district initiatives. The study found that the hierarchy of the profession was firmly in place and autonomy for professional decision making for teachers depended upon the kindness or will of the administrator or the Board of Education. The study concluded that continual uncertainty of funding annually threatens the survival of centers and the limited half-stake that teachers have in their own professional development. For staff development in the context of a teacher center to have deeper meaning in the larger context of professional development, teacher centers would have to be given position power in the district. This implies not only restructuring our schools to collapse the hierarchy, but also rethinking the reasons for denying teachers the autonomy.

This study was designed to investigate the separate influence of control and effort on cardiovascular reactivity associated with a laboratory stress task by removing the influence of effort. Thirty two undergraduate students played a video-game like task interrupted by random white noise bursts while impedance cardiographic measures were recorded. Perceived control (high/low) was manipulated by the instruction set indicating the presence/absence of a contingency between performance and frequency of noise blasts. Effort (high/low) was manipulated by changing the amount of force required to complete the task. Subjective dependent measures included appraisal ratios, which were calculated as stress ratings divided by coping ratings. Locus of control was also measured. Physiological dependent variables included interbeat intervals (IBI), systolic blood pressure (SBP), diastolic blood pressure (DBP), pre-ejection period (PEP), respiratory sinus arrhythmia (RSA), cardiac output (CO), total peripheral resistance (TPR) and average force. There was a marginal main effect of control on IBI reactivity. High control was associated with increases in IBI (mean = 6.73, SE = 4.25), and low control with decreases in IBI (mean = –6.73, SE = 4.39). There was an interaction between control and effort on systolic blood pressure reactivity. In the high effort conditions, systolic blood pressure increased during low control conditions compared to high control conditions. There was a marginal interaction of control and effort on total peripheral resistance. In the high effort conditions, total peripheral resistance increased during low control tasks compared to high control. In addition, an internal locus of control was associated with higher coping ratings and lower appraisal ratios prior to a novel task that was ambiguous with respect to controllability. These results suggest that depending on the level of effort, high perceived control is associated with lengthening heart period, decreased systolic blood pressure, and smaller increases in total peripheral resistance compared to low perceived control. This effect is consistent with the idea that perceived control buffers the reactivity associated with exposure to evocative environmental stimuli. In addition, dispositional measures of control may have an impact on cognitive appraisals if the task is novel and ambiguous with respect to control.

The purpose of this study was to examine the effects and integrity of parents as reading tutors for second grade children with fluency problems. Four parent/child pairs served as participants using a multiple baseline across subjects design. Parents tutored children using a fluency-based intervention package (i.e., Listening Passage Preview and Repeated Reading) 3 times a week for 8 weeks. Parents were provided with an initial training session, which consisted of direct instruction, practice, and feedback. To assess for direct and indirect measures of integrity, parents used an integrity checklist and audio taped each session. If procedural adherence was less than 90% accurate, parents received a phone call to provide extra support and feedback. If integrity remained below 90% accuracy after receiving the telephone call, parents were provided with a booster training session. Dependent measures included change in oral reading fluency as measured by Curriculum-Based Measurement, treatment integrity as measured by direct observations and self-report, and treatment acceptability by parents and children as measured by acceptability rating scales. All students demonstrated gains in fluency, minimal support was required in response to parents' integrity levels, and participants found the program generally acceptable.

Genetic changes underlying clear cell renal cell carcinoma(ccRCC) include alterations in genes controlling cellularoxygen sensing (for example, VHL) and the maintenance of chromatin states (for example, PBRM1). We surveyed more than 400 tumours using different genomic platforms and identified 19 significantly mutated genes. The PI(3)K/AKT pathway was recurrently mutated, suggesting this pathway as a potential therapeutic target. Widespread DNA hypomethylation was associated with mutation of the H3K36 methyltransferase SETD2, and integrative analysis suggested that mutations involving the SWI/SNF chromatin remodelling complex (PBRM1, ARID1A, SMARCA4) could have far-reaching effects on other pathways. Aggressive cancers demonstrated evidence of a metabolic shift, involving downregulation of genes involved in the TCA cycle, decreasedAMPK and PTEN protein levels, upregulation of the pentose phosphate pathway and the glutamine transporter genes, increased acetyl-CoA carboxylase protein, and altered promoter methylation of miR-21 (also known as MIR21) and GRB10. Remodelling cellular metabolism thus constitutes a recurrent pattern in ccRCC that correlates with tumour stage and severity and offers new views on the opportunities for disease treatment. [PUBLICATION ABSTRACT]

Papillary renal-cell carcinomas account for 15 to 20% of kidney cancers. Type 1, which is often multifocal and more indolent, was associated with mutations in MET . Type 2, which is more heterogeneous and aggressive, was associated with activation of the NRF2-ARE pathway. Kidney cancer, or renal-cell carcinoma, is not a single disease but is made up of various types of cancer that are characterized by different genetic drivers; each type has distinct histologic features and a distinct clinical course and response to therapy. 1 , 2 Papillary renal-cell carcinoma, which accounts for 15 to 20% of kidney cancers, is a heterogeneous disease with histologic subtypes and variations in both disease progression and patient outcomes. Papillary renal-cell carcinoma has two main subtypes: type 1, which is often multifocal, is characterized by papillae and tubular structures covered with small cells containing basophilic cytoplasm and small, uniform, . . .