Abstract
FlyBase (flybase.org) is an essential online database for researchers using Drosophila melanogaster as a model organism, facilitating access to a diverse array of information that includes ...genetic, molecular, genomic and reagent resources. Here, we describe the introduction of several new features at FlyBase, including Pathway Reports, paralog information, disease models based on orthology, customizable tables within reports and overview displays (‘ribbons’) of expression and disease data. We also describe a variety of recent important updates, including incorporation of a developmental proteome, upgrades to the GAL4 search tab, additional Experimental Tool Reports, migration to JBrowse for genome browsing and improvements to batch queries/downloads and the Fast-Track Your Paper tool.
Previous research has demonstrated that teacher-child relationship quality and classroom emotional climate are each related to children's social-emotional and academic development, yet work examining ...interactional quality at both child and classroom levels simultaneously is limited. The current study examines whether teacher-child relationship quality as perceived by both teachers and children is associated with child social-emotional and academic outcomes over one school year and whether these associations are moderated by the quality of classroom emotional climate. Participants included 526 Grade 3-5 students and their 35 teachers from six urban public elementary schools. Higher child-reported relationship quality with teachers predicted lower child-reported depressive symptoms in spring, controlling for fall levels. Higher teacher-reported conflict was related to higher child-reported and teacher-reported aggression and lower ELA achievement. A significant cross-level interaction between classroom-level emotional support and teacher-reported conflict in predicting teacher-reported aggression indicated that higher quality classroom emotional climate may mitigate risk of aggression for children with poor-quality teacher relationships. Yet an overall lack of significant interaction effects indicates that classroom-level emotional support did not compensate for low-quality dyadic relationships, suggesting that teachers in upper elementary school should be trained and supported in developing and maintaining positive relationships with each of their students.
Educational Impact and Implications Statement
Elementary school students experience varying levels of closeness and conflict with their teachers on an individual level as well as varying levels of quality in the overall emotional climate of their classrooms. This study investigated the effects of both individual-level and classroom-level emotional support on third-, fourth-, and fifth-graders' social-emotional and academic development over one school year (their levels of depression, anxiety, aggression, attendance, and math and reading test scores), and whether overall classroom emotional support could serve a buffering or protective function for children with low-quality individual relationships with teachers. Measures of teacher-child relationship quality were found to be related to children's depressive symptoms, aggressive behavior, and reading achievement in spring. Overall, classroom-level emotional support did not compensate for low-quality dyadic relationships, suggesting that teachers in upper elementary school should be trained and supported in developing positive relationships with each of their students individually as opposed to relying solely on the general emotional climate in the classroom to benefit all students.
Mounting evidence suggests teacher–child race/ethnicity matching and classroom diversity benefit Black and Latinx children's academic and socioemotional development. However, less is known about ...whether the effects of teacher–child matching differ across levels of classroom diversity. This study examined effects of matching on teacher‐reported child outcomes in a racially/ethnically diverse sample of teachers and children, and classroom diversity moderation using multilevel models. Data were drawn from a professional learning study involving 224 teachers (Mage = 41.5) and 5,200 children (Mage = 7.7) in 36 New York City elementary schools. Teacher–child race/ethnicity matching was associated with higher child engagement in learning, motivation, social skills, and fewer absences. Classroom diversity moderated matching such that teacher–child mismatch was related to lower engagement, motivation, social skills, math and reading scores in low‐diversity classrooms, but not in high‐diversity classrooms. Implications for practice and policy are discussed.
Insulin activates sterol regulatory element-binding protein-1c (SREBP-1c) in liver, thereby increasing fatty acid and triglyceride synthesis. We created a line of transgenic rats that produce ...epitope-tagged human SREBP-1c in liver under control of the constitutive apolipoprotein E promoter/enhancer. This system allows us to dissect the pathway by which insulin stimulates SREBP-1c processing without interference by the insulin-mediated increase in SREBP-1c mRNA. Rats are used because freshly isolated rat hepatocytes respond much more robustly to insulin than do mouse hepatocytes. The data reveal that insulin-mediated stimulation of SREBP-1c processing requires the mechanistic target of rapamycin complex 1 (mTORC1), which also is required for insulin-mediated SREBP-1c mRNA induction. However, in contrast to mRNA induction, insulin stimulation of SREBP-1c processing is blocked by an inhibitor of p70 S6-kinase. The data indicate that the pathways for insulin enhancement of SREBP-1c mRNA and proteolytic processing diverge after mTORC1. Stimulation of processing requires the mTORC1 target p70 S6-kinase, whereas induction of mRNA bypasses this enzyme. Insulin stimulation of both processes is blocked by glucagon. The transgenic rat system will be useful in further defining the molecular mechanism for insulin stimulation of lipid synthesis in liver in normal and diabetic states.
Understanding teachers' stress is of critical importance to address the challenges in today's educational climate. Growing numbers of teachers are reporting high levels of occupational stress, and ...high levels of teacher turnover are having a negative impact on education quality. Cultivating Awareness and Resilience in Education (CARE for Teachers) is a mindfulness-based professional development program designed to promote teachers' social and emotional competence and improve the quality of classroom interactions. The efficacy of the program was assessed using a cluster randomized trial design involving 36 urban elementary schools and 224 teachers. The CARE for Teachers program involved 30 hr of in-person training in addition to intersession phone coaching. At both pre- and postintervention, teachers completed self-report measures and assessments of their participating students. Teachers' classrooms were observed and coded using the Classroom Assessment Scoring System (CLASS). Analyses showed that CARE for Teachers had statistically significant direct positive effects on adaptive emotion regulation, mindfulness, psychological distress, and time urgency. CARE for Teachers also had a statistically significant positive effect on the emotional support domain of the CLASS. The present findings indicate that CARE for Teachers is an effective professional development both for promoting teachers' social and emotional competence and increasing the quality of their classroom interactions.
FlyBase 2.0: the next generation Thurmond, Jim; Goodman, Joshua L; Strelets, Victor B ...
Nucleic acids research,
01/2019, Volume:
47, Issue:
D1
Journal Article
Peer reviewed
Open access
Abstract
FlyBase (flybase.org) is a knowledge base that supports the community of researchers that use the fruit fly, Drosophila melanogaster, as a model organism. The FlyBase team curates and ...organizes a diverse array of genetic, molecular, genomic, and developmental information about Drosophila. At the beginning of 2018, ‘FlyBase 2.0’ was released with a significantly improved user interface and new tools. Among these important changes are a new organization of search results into interactive lists or tables (hitlists), enhanced reference lists, and new protein domain graphics. An important new data class called ‘experimental tools’ consolidates information on useful fly strains and other resources related to a specific gene, which significantly enhances the ability of the Drosophila researcher to design and carry out experiments. With the release of FlyBase 2.0, there has also been a restructuring of backend architecture and a continued development of application programming interfaces (APIs) for programmatic access to FlyBase data. In this review, we describe these major new features and functionalities of the FlyBase 2.0 site and how they support the use of Drosophila as a model organism for biological discovery and translational research.
Abstract
FlyBase provides a centralized resource for the genetic and genomic data of Drosophila melanogaster. As FlyBase enters our fourth decade of service to the research community, we reflect on ...our unique aspects and look forward to our continued collaboration with the larger research and model organism communities. In this study, we emphasize the dedicated reports and tools we have constructed to meet the specialized needs of fly researchers but also to facilitate use by other research communities. We also highlight ways that we support the fly community, including an external resources page, help resources, and multiple avenues by which researchers can interact with FlyBase.
Teaching is a uniquely stressful profession. Though previous work has drawn attention to the high levels of burnout teachers report experiencing and its impact on students, comparatively less work ...has investigated what influences teachers' burnout itself. Guided by Lazarus' (1991) transactional model of stress and coping, the present study explored the links between the proximal resource of teachers' relationships with students and burnout. Specifically, we investigated the association between classroom aggregated teacher reports of relational closeness and conflict, and two components of burnout: personal accomplishment and emotional exhaustion. Results indicated that teachers who reported close relationships with their students also reported higher levels of personal accomplishment over the academic year, whereas more conflictual relationships were associated with increased emotional exhaustion. Implications for relational quality with students as a central influence on teachers’ wellbeing are discussed.
•Closeness with students predicted increased teacher personal accomplishment.•Conflict with students predicted increased teacher emotional exhaustion.•Extreme conflict was not associated with teachers' personal accomplishment.
Teacher stress is at an all-time high, negatively impacting the quality of education and student outcomes. In recent years, mindfulness-based interventions have been shown to promote well-being and ...reduce stress among healthy adults. In particular, mindfulness-based interventions enhance emotion regulation and reduce psychological distress. One such program specifically designed to address teacher stress is Cultivating Awareness and Resilience in Education (CARE). The present study examined teachers' self-reported data collected at three time points over two consecutive school years as part of a randomized controlled trial of CARE. The study involved 224 teachers in 36 elementary schools in high poverty areas of New York City. Teachers were randomly assigned within schools to receive CARE or to a waitlist control group. This study builds on previous experimental evidence of the impacts of CARE on teacher self-reported outcomes for this sample of teachers within one school year (Jennings et al., 2017). Results indicate that at the third assessment point (9.5 months after participating in the program), CARE teachers showed continued significant decreases in psychological distress, reductions in ache-related physical distress, continued significant increases in emotion regulation and some dimensions of mindfulness. Findings indicate that teachers who participated in mindfulness-based professional development through CARE reported both sustained and new benefits regarding their well-being at a follow-up assessment almost one-year post-intervention compared to teachers in the control condition. Implications for further research and policy are discussed.
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