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In determining whether graduates of the Master of Arts in Teaching (MAT) Program at Southern Oregon University were developing the necessary knowledge, skills, and dispositions to teach, faculty members found themselves examining their own practice. This is just what Goodlad (1988) suggested we do: clarify our own beliefs in order to better understand our teacher preparation program. We discovered that the development of the MAT program is primarily shaped by the people who teach within the program. Who we are as people, influences who we are as teachers and, who we are as teachers influences the nature of the teacher preparation program. This discovery underscored the importance of our efforts to steward the development of our students' personhood as well as their knowledge and skills. (Contains 3 tables.) [Appended to this document are: (1) "Appendix A. SOU MAT Portfolio Rubric"; (2) "Appendix B. SOU MAT Preservice Observation Form"; and (3) "Appendix C. SOU MAT Work Sample Rubric."]

We used local P and S waves, and regional Lg waves to investigate the Mw 4.9 Offshore Jeju Island earthquake, whose records show evidence of a complex rupture. This earthquake provides a rare window to understand the seismogenesis of moderate‐sized earthquakes on the southern Korea–East China Sea continental shelf. We computed the relative source time functions (RSTFs) by aligning the signals on the origin time of the main and its empirical Green's function (EGF) events, allowing us to use them as differential times of the EGF pair. We determined subevent locations using direct‐wave RSTFs, and captured the rupture variability of the two large subevents using waveform inversion of stacked Lg‐wave RSTFs. The first subevent rupture started by two weak nucleation phases and propagated slowly and bilaterally. Then the second subevent ruptured westward. Our analysis demonstrates that the Lg‐wave train observed at regional distances is useful in investigating detailed slip history. Plain Language Summary: In‐depth studies of small‐to‐moderate‐sized earthquakes in offshore regions are often limited by sparse seismographic station coverage and a lack of close observations. Here, we demonstrate the effective use of local P and S waves and regional Lg waves to investigate the detailed rupture process of the 2021 Mw 4.9 Offshore Jeju Island, Korea earthquake. Lg wave is a guided S wave composed of a superposition of post‐critical reflections in the crust. Detailed seismological analyses using Lg waves revealed that earthquake rupture processes can be spatially complex even in areas with low seismic activity. Our analysis demonstrates that the Lg wave observed at distances greater than 150 km from the epicenter alleviates the limited local station coverage and can be a very useful signal to image the detailed slip history of the earthquake. Our analysis revealed the rupture complexity of the earthquake, expressed as a cascade of four sequential ruptures consisting of two small nucleation phases and two large subevents. Such detailed knowledge of earthquake rupture evolution is critical for understanding seismogenesis in this stable continental region setting. Key Points: We demonstrate an approach to capture the complex rupture process of an offshore moderate‐sized earthquake using limited observationsDirect P and S waves and Lg waves are used to image a spatiotemporal slip history of the Mw 4.9 Offshore Jeju Island, Korea earthquakeResults show a cascading rupture of four subevents on a fault, offering a deeper understanding of event mechanism in low‐seismicity regions [ABSTRACT FROM AUTHOR]

Geographic atrophy is a blinding form of age-related macular degeneration characterized by retinal pigmented epithelium (RPE) death; the RPE also exhibits DICER1 deficiency, resultant accumulation of endogenous Alu-retroelement RNA, and NLRP3-inflammasome activation. How the inflammasome is activated in this untreatable disease is largely unknown. Here we demonstrate that RPE degeneration in human-cell-culture and mouse models is driven by a noncanonical-inflammasome pathway that activates caspase-4 (caspase-11 in mice) and caspase-1, and requires cyclic GMP-AMP synthase (cGAS)-dependent interferon-[beta] production and gasdermin D-dependent interleukin-18 secretion. Decreased DICER1 levels or Alu-RNA accumulation triggers cytosolic escape of mitochondrial DNA, which engages cGAS. Moreover, caspase-4, gasdermin D, interferon-[beta], and cGAS levels were elevated in the RPE in human eyes with geographic atrophy. Collectively, these data highlight an unexpected role of cGAS in responding to mobile-element transcripts, reveal cGAS-driven interferon signaling as a conduit for mitochondrial-damage-induced inflammasome activation, expand the immune-sensing repertoire of cGAS and caspase-4 to noninfectious human disease, and identify new potential targets for treatment of a major cause of blindness., Author(s): Nagaraj Kerur (corresponding author) [1, 2, 3]; Shinichi Fukuda [1, 2, 4]; Daipayan Banerjee [1, 2, 3]; Younghee Kim [1, 2, 3]; Dongxu Fu [1, 2]; Ivana Apicella [1, [...]

The purpose of this article is to share wisdom collected from the field and offer a view of meaningful learning, explore the tensions that exist in educators' work, and invite conversation about the future of educational practice. The anecdotes and data come from a series of research studies conducted from 2001 to 2011 by a cadre of middle grades researchers--university faculty from public and private universities across Oregon. Over the past decade, the authors studied the perspectives of middle grades principals, middle grades teachers, university faculty, and district personnel directors representing distinct communities (urban, suburban, rural), disparate demographics (e.g., low SES to high SES), and varying school size (i.e., small to large middle schools). They guided each study with research questions such as: How are national policies affecting how teachers view the nature of their work? How does national policy affect the way middle school teachers balance the academic-cognitive needs of young adolescents with their social-emotional needs (Dalton et al., 2004)? How have high-stakes accountability measures based on yearly academic testing influenced teachers' curriculum, instruction, and assessment practices (Greene et al., 2008)? What are the perceptions of middle grades university faculty, classroom teachers, and principals regarding well-prepared middle grades teachers (Samek et al., 2010)? The authors used a variety of data collection methods including surveys, interviews, and focus groups to build an understanding of school and university perspectives. The authors learned that teachers often find themselves caught between the expectations of external influences and their responses to the deep needs and yearnings of their students. (Contains 1 figure.)

Neovascular age-related macular degeneration is a leading cause of irreversible vision loss in the Western world. Cytokine-targeted therapies (such as anti-vascular endothelial growth factor) are effective in treating pathologic ocular [...]