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"Persistence"
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Stationary-phase Pseudomonas aeruginosa fluoroquinolone persisters mostly avoid DNA double-stranded breaks
Pseudomonas aeruginosa is an opportunistic pathogen of significant clinical interest. When susceptible cultures of P. aeruginosa are treated with fluoroquinolone (FQ) antibiotics, some cells survive treatment and regrow in a phenomenon termed antibiotic persistence. Studies in Escherichia coli and other bacterial species suggest that FQ persisters survive by repairing DNA double-stranded breaks (DSBs) after antibiotic removal. In this study, we show that most stationary-phase P. aeruginosa survive by avoiding DSBs rather than repairing them.
Journal Article
Gymnastics jump
Lily is performing in her first gymnastics meet, and her routines begin well, but she falls off the balance beam--however she does not quit, but gets back up and finishes her performance.
Book
College Students' Sense of Belonging: A National Perspective
In a nationally representative sample, first-year U.S. college students \"somewhat agree,\" on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, racialethnic minority and first-generation students report lower belonging than peers at 4-year schools, while the opposite is true at 2-year schools. Further, at 4-year schools, belonging predicts better persistence, engagement, and mental health even after extensive covariate adjustment. Although descriptive, these patterns highlight the need to better measure and understand belonging and related psychological factors that may promote college students' success and well-being.
Journal Article
Good job, Ajay!
Ajay's friends encourage him as he practices throwing a ball. Includes questions about the text and notes to parents on visual learning.
Book
Professional role confidence and gendered persistence in engineering
\"Social psychological research on gendered persistence in science, technology, engineering, and mathematics (STEM) professions is dominated by two explanations: women leave because they perceive their family plans to be at odds with demands of STEM careers, and women leave due to low self-assessment of their skills in STEM's intellectual tasks, net of their performance. This study uses original panel data to examine behavioral and intentional persistence among students who enter an engineering major in college. Surprisingly, family plans do not contribute to women's attrition during college but are negatively associated with men's intentions to pursue an engineering career. Additionally, math self-assessment does not predict behavioral or intentional persistence once students enroll in a STEM major. This study introduces professional role confidence -- individuals' confidence in their ability to successfully fulfill the roles, competencies, and identity features of a profession -- and argues that women's lack of this confidence, compared to men, reduces their likelihood of remaining in engineering majors and careers. We find that professional role confidence predicts behavioral and intentional persistence, and that women's relative lack of this confidence contributes to their attrition.\" (Author's abstract, IAB-Doku). Die Untersuchung enthält quantitative Daten. Forschungsmethode: empirisch-quantitativ; empirisch; Längsschnitt. Die Untersuchung bezieht sich auf den Zeitraum 2003 bis 2007.
Journal Article
Nevertheless, we persisted : 48 voices of defiance, strength, and courage
\"A powerful collection of essays from actors, activists, athletes, politicians, musicians, writers, and teens, including Senator Amy Klobuchar, actress Alia Shawkat, actor Maulik Pancholy, poet Azure Antoinette, teen activist Gavin Grimm, and many, many more, each writing about a time in their youth when they were held back because of their race, gender, or sexual identity--but persisted\"--Provided by publisher.
Book
Testing the three-way interaction effect of academic stress, academic self-efficacy, and task value on persistence in learning among Korean college students
Persistence is an important indicator of academic success in higher education. Academic stress, which influences individuals' learning motivation and behaviors, is inevitable in college life; however, individuals handle it differently based on their expectancy and value beliefs. In this study, academic stress, academic self-efficacy, and task value were chosen as predictors of persistence in learning, and the joint relationship between them was examined. The sample comprised 483 Korean college students. A multiple regression analysis was performed. The results revealed significant main and interaction effects, including a three-way interaction effect of academic stress, academic self-efficacy, and task value on persistence in learning. Particularly, students with strong motivation were less affected by a stressful and demanding environment. Furthermore, academic stress did not appear to be an exclusively negative factor and could be a catalyst to boost persistence in some conditions. Implications of the findings for promoting persistence in learning are discussed. (HRK / Abstract übernommen).
Journal Article
She's got this
\"Even Olympians have to start somewhere. And in this illustrated book, Laurie Hernandez tells the story of Zoe, a little girl who dreams of flying--and becoming a gymnast. When Zoe sees a gymnast on TV, she realizes that gymnastics is just like flying. But when she first goes to class and falls off the balance beam, she discovers that following her dreams is harder and scarier than she thought. Featuring vibrant art from Nina Mata, Laurie imparts important lessons she learned on her way to Olympic glory: You always have to get back up and try again, and you always have to believe in yourself\"-- Provided by publisher.
BOOK
A CLOSER LOOK AT GRIT AND LANGUAGE MINDSET AS PREDICTORS OF FOREIGN LANGUAGE ACHIEVEMENT
Learning a second/foreign language (L2) is a long process and L2 learners certainly will encounter setbacks and discouragements during this process. However, their reactions to these failures might be different based on their perceptions of L2 learning ability and their subsequent effort put into L2 learning. Based on this, the present study aimed at exploring two underresearched constructs within the field of applied linguistics, namely grit (continuous effort and interest for long-term goals) and language mindset (individuals’ perceptions of their language learning ability). We had five main aims: to examine (a) the factor structure of grit, (b) the factor structure of language mindset, (c) whether there are gender differences in grit or language mindset, (d) the relationships between language mindset and grittiness, and (e) the roles of grit and language mindset as predictors of L2 achievement. To address these aims, a total number of 1,178 university students who were taking general English courses took part in our study and completed the questionnaires. Results of confirmatory factor analysis indicated that the two-factor structure for both grit and language mindset fit the data better than the single-factor structure. We also tested several structural equation models and found that a growth language mindset weakly, but positively, predicted one component of grit (perseverance of effort, or POE), but not the other (consistency of interest, or COI). A fixed language mindset did not predict POE, but did negatively predict COI. Finally, only growth language mindset was a weak, positive predictor of L2 achievement. At the end, theoretical and pedagogical implications regarding the role of grit and language mindset in L2 learning are presented.
Journal Article