Agrobacterium-mediated transformation of herbicide resistance in creeping bentgrass and colonial bentgrass

INTRODUCTIONCreepingbentgrass (AgrostispalustrisHuds.)isanoutstandingcool seasonspeciesavailableforuseongolfcourseputtinggreens,tees,andcloselymowedfairways.Althoughco lonialbentgrass (AgrostistenuisSibth .Fl.Ox en .)isnotwelladaptedtotheverylowmowingheig…     

Cultural capital as whiteness? Examining logics of ethno-racial representation and resistance

There is a significant, longstanding tradition in British sociological research that renders cultural capital synonymous with whiteness. This article suggests that one substantive factor that contributes to the enduring relationship between whiteness and cultural capital is the paucity of research on the Black and ethnic minority middle classes. Studies of social class in the United Kingdom frequently render middle-class life synonymous with whiteness and all too often fix ethno-racial identities to the working classes. The article draws on a 14-month comparative ethnography as a case study to provide an asset-based reading of cultural capital among the Black Caribbean middle classes in Britain. The findings suggest that the seemingly exclusive link between whiteness and cultural capital is problematised by Black Caribbean young people, and therefore should be further critiqued in sociological and educational research, especially when developing cultural capital analyses.     

Students’ model-based explanations about natural selection and antibiotic resistance through socio-scientific issues-based learning

Antibiotic resistance (ABR) is a significant contemporary socio-scientific issue. To engage in informed reasoning about ABR, students need to understand natural selection. A secondary science unit was designed and implemented, combining an issues-based approach and model-based reasoning, to teach students about natural selection and ABR. This sequential explanatory mixed methods study explored students’ explanations of natural selection. Students created model-based explanations (MBEs) about ABR and verbally explained generalised natural selection during semi-structured interviews. Students’ MBEs significantly increased in natural selection content, and misconceptions about natural selection and ABR significantly decreased after the unit. However, students’ explanations of generalised natural selection differed from ABR explanations. Students struggled to include mutation as the cause of initial variation when explaining generalised natural selection, whereas students included mutation when explaining ABR but often did so after selection pressure. Qualitative analysis indicated students correctly explained ABR or correctly explained generalised natural selection, but none correctly explained both. Students who did understand ABR struggled to apply their understanding to a context other than ABR. This study demonstrates contextual differences in students’ natural selection ideas and provides implications for natural selection instruction. While ABR is a compelling issue to contextualise natural selection instruction, it may be problematic.     

Dealing with ‘fragile identities’: resistance and refiguring in women mathematics students

Many learners may be successful in mathematics but nevertheless see themselves as existing only on the margins of the practice, or as lacking stability in it – in this sense, they have what can be called a fragile identity. Although this kind of relationship with mathematics is not limited to girls and women, they do appear to express such fragile identities more often or more readily. Drawing on qualitative and quantitative data from undergraduates in three English universities, this paper presents an analysis of the way in which university mathematics is differentially experienced by men and women, and of the part this may play in women’s ongoing narratives of self as mathematicians. It is suggested that some women resist traditional positionings in the mathematics world, drawing on local resources which enable a sense of agency as successful students and a refiguring of their relationships with mathematics.     

Sisters’ stories: a psychosocial perspective on families,peers and social class in resistance and conformity to education

This article places identification at the centre of a discussion about sisters, families, shaky class locations, and resistance and conformity towards schooling. Drawing on ideas from group psychology, and placing sisters centre stage, it seeks to shed light on some of the push and pull of unconscious processes and flows of affect across and between generations and groups, and their place in the educational identifications of working‐class girls.     

Species-diversified plant cover enhances orchard ecosystem resistance to climatic stress and soil erosion in subtropical hillside

Naturally occurring plants in agroecosystem evidently play an important role in ecosystem stability. Field studies on the ecological effects of native plants conserved in orchard and their resistance to adverse climatic stress, and soil erosion were conducted from 1998 to 2001 in a newly developed Changshan-huyou (Citrus changshan-huyou Y.B. Chang) orchard. The experimental area covered 150 ha in typical red soil hilly region in southeastern China. The experimental design was a randomized complete block with six combinations of twelve plant species with four replications. All species used were native in the orchard. Plots were 15×8 m2 and separated by 2 m buffer strips. Precipitation, soil erosion in rainstorm days and aboveground biomass of plant community when rainstorm days ended, soil temperature and moisture under various plant covers during seasonal megathermal drought period, antiscourability of soil with different root density under various simulated rainfalls were measured. Plant cover signifi     

CCTV surveillance in primary schools: normalisation,resistance, and children’s privacy consciousness

This study explored how primary school children perceive school surveillance by Closed Circuit TV systems (CCTVs) and how their perceptions relate to their privacy consciousness. It drew on interviews with 57 children, aged 9–12, who were enrolled in three Israeli public schools that had installed CCTVs, and on information gathered from members of the management team of each school. The findings indicated that in all three schools, educators did not discuss the CCTVs with the children. Consequently, most children had various erroneous assumptions regarding the CCTVs, leading some children to wrongly believe that they were seen and heard in almost every corner of the school, including toilets and classrooms. The findings also revealed a tension between normalisation of school surveillance on the one hand, and resistance to excessive surveillance on the other. In addition, the findings demonstrated that even young children, having been born and raised in a digital world with its ubiquitous surveillance, value their privacy and are willing to relinquish it only when they perceive it as justified. The moral balance voiced by the children regarding the circumstances that justify trading privacy for security resembles constitutional analysis.     

Listening to teachers–listening to students: substantive conversations about resistance,empowerment and engagement

This article examines contemporary research and debates about pedagogies of engagement that challenge the traditional assumptions and understandings of engagement. Three contesting epistemological constructions of student engagement are identified and examined through the contesting and resisting voices of teachers and students. The article's research suggests that an empowering and resistant pedagogy can (re)conceive student engagement so that it achieves the twin goals of social justice and academic achievement.     

First-year medical students’ conceptual understanding of and resistance to conceptual change concerning the central cardiovascular system

Medical students often have initial understanding concerning medical domains, such as the central cardiovascular system (CCVS), when they enter the study programme. These notions may to some extent be in conflict with scientific understanding, which can be seen as a challenge for medical teaching. Hence, the purpose of this study was to analyse what kind of initial mental models students have about the CCVS and how these models change after a course. Further, we were interested in how medical students evaluate the role of problem-based learning (PBL)-enriched conventional instruction in their learning of the CCVS. Pre- and posttests consisting of a drawing task were conducted with 60 Finnish medical students. Additionally, problem-based learning and course evaluation questionnaires were administered. Results show that one-third of the students had misconceptions such as single-loop concepts in understanding the CCVS before the course. Although the instruction seems to support conceptual change, 10 % of the students did not reach a scientific model. In their evaluations of the learning environment, the students appreciated working in small groups in addition to lectures. Sixty-five percent of the students considered PBL an effective learning method, whereas the rest of the students found it ineffective. In sum, although most of the first-year medical students reached an adequate representation of the central cardiovascular system, too many seem to have resistant misconceptions. Hence, in developing learning environments that support students’ conceptual change in the medical domain, students’ prior knowledge and perceptions of learning environments need to be taken into account.     

Detection of plasmid-mediated IMP-1 metallo-β-lactamase and quinolone resistance determinants in an ertapenem-resistant Enterobacter cloacae isolate

Objective  To investigate the mechanism of carbapenem resistance and the occurrence of plasmid-mediated quinolone resistance determinants qnr and aac(6′)-Ib-cr in a clinical isolate of Enterobacter cloacae. Methods  An ertapenem-resistant E. cloacae ZY106, which was isolated from liquor puris of a female gastric cancer patient in a Chinese hospital, was investigated. Antibiotic susceptibilities were determined by agar dilution method. Conjugation experiments, isoelectric focusing, polymerase chain reaction (PCR), and DNA sequence analyses of plasmid-mediated carbapenemases and quinolone resistance determinants were preformed to confirm the genotype. Outer membrane proteins (OMPs) were examined by urea-sodium dodecyl sulfatepolyacrylamide gel electrophoresis (Urea-SDS-PAGE). Results  Minimum inhibitory concentrations (MICs) of imipenem, meropenem, and ertapenem for ZY106 were 2, 4, and 16 μg/ml, respectively. Conjugation studies with Escherichia coli resulted in the transfer of significantly reduced carbapenem susceptibility. ZY106 produced IMP-1 metallo-β-lactamase and CTX-M-3 extended-spectrum β-lactamase, and E. coli transconjugant produced IMP-1. Plasmid-mediated quinolone resistance determinant qnrS1 was detected in ZY106. Transfer of the qnrS1-encoding-plasmid into E. coli by conjugation resulted in intermediate resistance to ciprofloxacin in E. coli transconjugant. Urea-SDS-PAGE analysis of OMPs showed that ZY106 lacked an OMP of approximately 38 kDa. Conclusion  It is the first IMP-1-producing Enterobacteriaceae in China and the first report of a clinical isolate that harbors both blaIMP and qnrS genes as well. The blaIMP-1, blaCTX-M-3, and qnrS1 are encoded at three different plasmids. IMP-1 combined with the loss of an OMP possibly resulted in ertapenem resistance and reduced imipenem and meropenem susceptibility in E. cloacae.      

Compliance, resistance and seduction: reflections on 20?years of the funding council model of governance

Formally the new public management model of governance was introduced into British higher education with the passage of the 1988 Education Reform Act, which abolished the existing University Grants Committee (UGC) and instigated the funding councils. This article explores the relationship between the state, the funding councils and the universities with respect to the contemporary development of the English system of higher education. The analysis is based on an exploration of four key policy issues: the quality assurance regime, the research assessment exercises, the widening participation agenda and the introduction of student fees. The goal is to explore how the quasi-state organisations—in particular the Higher Education Funding Council for England (HEFCE)—have mediated the relationship between the state and the universities. The evidence suggests that the coupling of the state to the universities follows one of three tracks: compliance, resistance and seduction. The article explores what factors determine why one relationship (or combination of relationships) prevails, and explains patterns of change over time. The overall conclusion is that institutional interaction is very complex, and it is inaccurate—as is sometimes claimed—to view the funding council as little more than a compliant channel of government policy.     

Detection of plasmid-mediated IMP-1 metallo-β-lactamase and quinolone resistance determinants in an ertapenem-resistant Enterobacter cloacae isolate

Objective: To investigate the mechanism of carbapenem resistance and the occurrence of plasmid-mediated quinolone resistance determinants qnr and aac(6')-Ib-cr in a clinical isolate of Enterobacter cloacae. Methods: An ertapenem-resistant E. cloacae ZY106, which was isolated from liquor puris of a female gastric cancer patient in a Chinese hospital, was investigated. Antibiotic susceptibilities were determined by agar dilution method. Conjugation experiments, isoelectric focusing, polymerase chain reaction (PCR), and DNA sequence analyses of plasmid-mediated carbapenemases and quinolone resistance determinants were preformed to confirm the genotype. Outer membrane proteins (OMPs) were examined by urea-sodium dodecyl sulfate-polyacrylamide gel electrophoresis (Urea-SDS-PAGE). Results: Minimum inhibitory concentrations (MCs) of imipenem, mer-openem, and ertapenem for ZY106 were 2,4, and 16 ug/ml, respectively. Conjugation studies with Escherichia coli resulted in the transfer of significantly reduced carbapenem susceptibility. ZY106 produced IMP-1 metallo-p-lactamase and CTX-M-3 extended-spectrum P-lactamase, and E. coli transconjugant produced IMP-1. Plasmid-mediated quinolone resistance determinant qnrSI was detected in ZY106. Transfer of the qnrSI-encoding-plasmid into E. coli by conjugation resulted in intermediate resistance to ciprofloxacin in E. coli transconjugant. Urea-SDS-PAGE analysis of OMPs showed that ZY106 lacked an OMP of approximately 38 KDa. Conclusion: It is the first IMP-1-producing Enterobacteriaceae in China and the first report of a clinical isolate that harbors both blaIMP and qnrS genes as well. The blaIMP-1, blaCTX-M-3, and qnrSl are encoded at three different plasmids. IMP-1 combined with the loss of an OMP possibly resulted in ertapenem resistance and reduced imipenem and mero-penem susceptibility in E. cloacae.     

School choice as ‘motherwork’: valuing African‐American women’s educational advocacy and resistance

This study draws on in‐depth interview data to discuss the school choices and educational advocacy roles of 14 African‐American mothers. The narratives of the study’s participants, who have low‐income or working‐class status, show how race, class and gender factors influence their school choice‐making and their value of education. The author asserts that the mothers’ school choice‐making constitutes an important act of cultural resistance and empowerment called motherwork. Analysis of the study’s findings challenges conventional notions of parent involvement and counters prevalent stereotypes that portray African‐American mothers as uncaring. Attention is given to the inequities that the mothers face in the educational marketplace and how they seek agency. Educators are urged to consider how the mothers perceive themselves and construct their educational involvement roles in order to engage parents in empowering and meaningful ways.     

‘They didn’t tell me anything’: women’s literacies and resistance in rural Mexico

Drawing from ethnographic case studies, this article considers issues of women’s access to education by exploring the literacy experiences of four women in rural Mexico. Ironically, as physical access to education in this area has increased, women’s literacy experiences have become more complex, rather than more libratory. Formal literacy, as it plays out for women in this community, is experienced as both an oppressive force as well as a tool for resistance to other forms of oppression. More importantly, the stories in this article highlight the socially dynamic nature of literacy as these four women utilise interpersonal relationships in order to subvert oppressive norms. These findings have implications both for theories of literacy as well as for educators who wish to work in more engaged ways with women and their children who emigrate from areas like rural Mexico.     

On the fracture resistance of adhesively jointing structures

INTRODUCTION Adhesive bonding technology has been widely applied in modern structures in industries such as automotive, aerospace and in microelectronic device. The core idea of this technology is to bond two similar or dissimilar structure members with a thin continuous interface layer which can provide far better stress transfer across the interface than those traditional point-wise joining technologies such as spot welding, riveting and bolting. Furthermore, the damage tolerance proper…     

Interrogating practice in culturally diverse classrooms: what can an analysis of student resistance and teacher response reveal?

As classrooms have increasingly become diverse and complex, developing culturally responsive pedagogies is a professional imperative for teachers. However, considerable international research suggests that meeting the needs of diverse pupil cohorts is challenging for many teachers. In this article, we highlight how curriculum and teaching practices reflect hegemonic values and cultural practices, and can potentially marginalise minority ethnic students. We draw on data from a study conducted in a culturally diverse lower secondary school in Austria where mandatory swimming classes are a source of tension between Muslim female students and their teachers. Our analysis of the intersection of student resistance and teacher authority raises issues of power, compliance and the construction of cultural difference as problematic. We suggest that scenario-based learning and in particular, the analysis of examples of student resistance and teacher response may facilitate teachers’ reflexivity about the values and beliefs that underpin their practice.     

‘White British girls on free school meals’: power,resistance and resilience at secondary school transition

This article explores the perspectives of 10 White British girls eligible for Free School Meals as they transfer from English primary to secondary schools. Having identified the discourses relevant to the girls at transition – good girl, girl power, hyper-femininity, authenticity, ‘challenges at home’, ‘friends as family’ and standards – the article uses Foucault to theorise these examples, reflecting on the complexity of associated power, resistance and resilience. The article continues by drawing on the multiplicity of resistance to these discourses to identify the girls’ developing intrinsic strengths, and argues that these should be used both a starting point and a structure for supporting them through discourse negotiation at secondary transition and beyond.     

Beating time?: the resistance,reproduction and representation of older women in teacher education (UK)

Drawing on in-depth interviews with seven older women who teach teachers, this paper explores some of the dilemmas that shape and pattern their working worlds, specifically in relation to age and issues of ageism. While the paper will start from the words and experiences of these women, the intention is to foreground three theoretical concerns. First, the paper explores the ways in which older women repudiate discourses of ageism. The point here is to demonstrate that while (some/many) older women are ‘objectified’ through their age, others (middle-class professionals in particular perhaps) have some capacity to challenge this and reject a pathological account of themselves. Second, and contradictorily, the paper seeks to tease out the ‘uncomfortable’ ways in which discourses of ageism may well be reproduced and performed by older women as they seek to distance themselves from ‘others’ who they see as caught up in stereotyped age-positions. Third, the paper questions the very real research dilemmas involved in the problematics of representations; how can bits of data, short spoken accounts, be used to ‘represent’ the lives of these older women? Holding this paper together is the fact that all the data have been collected from women who work in teacher education (in the UK). Teacher education is a feminized and gendered division of labour, where men occupy most of the senior positions and thus are in a position to ‘sculpt’ the sector. Older women who teach teachers work in a complex cultural occupation setting where their sex, class and previous teaching experience positions them in a subordinate position. As they become older, what does all this mean for them?     

The relationship between resistance to change and Romanian teachers’ attitude towards continuing education: the moderating role of conscientiousness

Previous research highlights that personal factors are more important than contextual factors in explaining teachers’ behaviours in relation to learning participation. The present study explores the relationship between two personal factors (dispositional resistance to change and teachers’ attitude towards continuing education) and the moderating role of conscientiousness on this relationship. The data have been gathered from 142 teachers from the field of special and public education, using three questionnaires: Revised Adult Attitudes Towards Continuing Education Scale, Resistance to Change Scale and IPIP-50. The main results show that, firstly, conscientiousness has a moderating role on the relationship between dispositional resistance to change and enjoyment of learning, and secondly, teachers in special education consider their continuing education as being more important than teachers in the regular system. Knowing this, we can predict and increase teachers’ participation in continuing education and can improve training design.