Plant ER geometry and dynamics: biophysical and cytoskeletal control during growth and biotic response.

This is the author accepted manuscript. The final version is available from Springer via the DOI in this record.The endoplasmic reticulum (ER) is an intricate and dynamic network of membrane tubules and cisternae. In plant cells, the ER 'web' pervades the cortex and endoplasm and is continuous with adjacent cells as it passes through plasmodesmata. It is therefore the largest membranous organelle in plant cells. It performs essential functions including protein and lipid synthesis, and its morphology and movement are linked to cellular function. An emerging trend is that organelles can no longer be seen as discrete membrane-bound compartments, since they can physically interact and 'communicate' with one another. The ER may form a connecting central role in this process. This review tackles our current understanding and quantification of ER dynamics and how these change under a variety of biotic and developmental cues.IS, RW and CL are funded by a Leverhulme Trust grant (RPG-2015-106) and CP by a Sainsbury studentship. LG is funded by the Gordon and Betty Moore Foundation for the lattice light sheet microscopy and by the Biology Department, Texas A&M University. L. Griffing would like to thank John Heddleston and Teng-Leong Chew at the Advanced Imaging Center in Janelia-HHMI Research Campus, Ashburn VA, for images taken with the light sheet microscope

Socialización y proceso de construcción de la identidad profesional del educador físico de una prisión

The purpose of this paper is to explore the construction of the professional identity of Alex (a pseudonym), a physical educator in charge of sport and physical activity in a Spanish prison. To this end, we used a biographical-dialectic perspective based mainly on interviews especially focused on prior experiences, contextual resources and the micropolitical strategies Alex used in his workplace. The search for better job conditions and professional recognition mediated the strategies he used during the daily negotiation of his professional identity. Yet, this identity was also constructed in a dialogue between his experiences in sport and the performance discourse present at the macro-social level. This study exemplifies a particular, yet not unique case of professional socialization that helps illuminate the (re)construction of identity of those physical activity and sport professionals who work in marginal contexts

Using Stories in Coach Education

The purpose of this paper is to illustrate how storied representations of research can be used as an effective pedagogical tool in coach education. During a series of continuing professional development seminars for professional golf coaches, we presented our research in the form of stories and poems which were created in an effort to evoke and communicate the lived experiences of elite professional golfers. Following these presentations, we obtained written responses to the stories from 53 experienced coaches who attended the seminars. Analysis of this data revealed three ways in which coaches responded to the stories: (i) questioning; (ii) summarising; and (iii) incorporating. We conclude that these responses illustrate the potential of storied forms of representation to enhance professional development through stimulating reflective practice and increasing understanding of holistic, person-centred approaches to coaching athletes in high-performance sport

Sporting embodiment: sports studies and the (continuing) promise of phenomenology

Whilst in recent years sports studies have addressed the calls ‘to bring the body back in’ to theorisations of sport and physical activity, the ‘promise of phenomenology’ remains largely under-realised with regard to sporting embodiment. Relatively few accounts are grounded in the ‘flesh’ of the lived sporting body, and phenomenology offers a powerful framework for such analysis. A wide-ranging, multi-stranded, and interpretatively contested perspective, phenomenology in general has been taken up and utilised in very different ways within different disciplinary fields. The purpose of this article is to consider some selected phenomenological threads, key qualities of the phenomenological method, and the potential for existentialist phenomenology in particular to contribute fresh perspectives to the sociological study of embodiment in sport and exercise. It offers one way to convey the ‘essences’, corporeal immediacy and textured sensuosity of the lived sporting body. The use of Interpretative Phenomenological Analysis (IPA) is also critically addressed. Key words: phenomenology; existentialist phenomenology; interpretative phenomenological analysis (IPA); sporting embodiment; the lived-body; Merleau-Pont

The transformative potential of reflective diaries for elite English cricketers

The sport of cricket has a history of its players suffering from mental health issues. The psychological study of cricket and, in particular, the attendant demands of participating at an elite level has not previously received rigorous academic attention. This study explored ten elite male cricketers’ experiences of keeping a daily reflective diary for one month during the competitive season. The aim was to assess how valuable qualitative diaries are in this field. Participants were interviewed regarding their appraisal of the methodology as a self‐help tool that could assist coping with performance pressures and wider life challenges. Three outcomes were revealed: first, that diary keeping was an effective opportunity to reflect upon the past and enhance one’s self (both as an individual and a performer); second, that diary keeping acted as a form of release that allowed participants to progress; and third, that diary keeping allowed participants to discover personal patterns of success that increased the likeliness of optimum performance

Safety and physiological effects of two different doses of elosulfase alfa in patients with morquio a syndrome: A randomized, double-blind, pilot study.

The primary treatment outcomes of a phase 2, randomized, double-blind, pilot study evaluating safety, physiological, and pharmacological effects of elosulfase alfa in patients with Morquio A syndrome are herewith presented. Patients aged ≥7 years and able to walk ≥200 m in the 6-min walk test (6MWT) were randomized to elosulfase alfa 2.0 or 4.0 mg/kg/week for 27 weeks. The primary objective was to evaluate the safety of both doses. Secondary objectives were to evaluate effects on endurance (6MWT and 3-min stair climb test [3MSCT]), exercise capacity (cardio-pulmonary exercise test [CPET]), respiratory function, muscle strength, cardiac function, pain, and urine keratan sulfate (uKS) levels, and to determine pharmacokinetic parameters. Twenty-five patients were enrolled (15 randomized to 2.0 mg/kg/week and 10 to 4.0 mg/kg/week). No new or unexpected safety signals were observed. After 24 weeks, there were no improvements versus baseline in the 6MWT, yet numerical improvements were seen in the 3MSCT with 4.0 mg/kg/week. uKS and pharmacokinetic data suggested no linear relationship over the 2.0-4.0 mg/kg dose range. Overall, an abnormal exercise capacity (evaluated in 10 and 5 patients in the 2.0 and 4.0 mg/kg/week groups, respectively), impaired muscle strength, and considerable pain were observed at baseline, and there were trends towards improvements in all domains after treatment. In conclusion, preliminary data of this small study in a Morquio A population with relatively good endurance confirmed the acceptable safety profile of elosulfase alfa and showed a trend of increased exercise capacity and muscle strength and decreased pain

Tales from the playing field: black and minority ethnic students' experiences of physical education teacher education

This article presents findings from recent research exploring black and minority ethnic (BME) students’ experiences of Physical Education teacher education (PETE) in England (Flintoff, 2008). Despite policy initiatives to increase the ethnic diversity of teacher education cohorts, BME students are under-represented in PETE, making up just 2.94% of the 2007/8 national cohort, the year in which this research was conducted. Drawing on in-depth interviews and questionnaires with 25 BME students in PETE, the study sought to contribute to our limited knowledge and understanding of racial and ethnic difference in PE, and to show how ‘race,’ ethnicity and gender are interwoven in individuals’ embodied, everyday experiences of learning how to teach. In the article, two narratives in the form of fictional stories are used to present the findings. I suggest that narratives can be useful for engaging with the experiences of those previously silenced or ignored within Physical Education (PE); they are also designed to provoke an emotional as well as an intellectual response in the reader. Given that teacher education is a place where we should be engaging students, emotionally and politically, to think deeply about teaching, education and social justice and their place within these, I suggest that such stories of difference might have a useful place within a critical PETE pedagogy

Organizational Stress in High-Level Field Hockey: Examining Transactional Pathways Between Stressors, Appraisals, Coping, and Performance Satisfaction

This study investigated transactional pathways between organizational stressors and their 28 underpinning situational properties, appraisals, coping, perceived coping effectiveness (PCE) 29 and performance satisfaction in athletes. Ten high-level field hockey players were 30 interviewed. Data relating to stressors, situational properties, appraisals and coping were 31 analysed using directed content analysis. Mean PCE scores were calculated and subjective 32 performance satisfaction data were categorised as satisfied, neutral, or dissatisfied. A variety 33 of organizational stressors was reported, which were underpinned by five situational 34 properties. Challenge, threat and harm/loss appraisals were experienced and problem solving 35 was the most commonly reported family of coping. High PCE was not always associated with 36 performance satisfaction. Performance satisfaction was, however, linked to the appraisal 37 experienced. A battery of stress management techniques and ways of coping is useful for 38 optimising appraisals and alleviating negative outcomes of stress

'Just open your eyes a bit more': The methodological challenges of researching black and minority ethnic students' experiences of physical education teacher education

In this paper we discuss some of the challenges of centralising 'race' and ethnicity in Physical Education (PE) research, through reflecting on the design and implementation of a study exploring Black and minority ethnic students' experiences of their teacher education. Our aim in the paper is to contribute to ongoing theoretical and methodological debates about intersectionality, and specifically about difference and power in the research process. As McCorkel and Myers notes, the 'researchers' backstage'-the assumptions, motivations, narratives and relations-that underpin any research are not always made visible and yet are highly significant in judging the quality and substance of the resulting project. As feminists, we argue that the invisibility of 'race' and ethnicity within Physical Education Teacher Education (PETE), and PE research more widely, is untenable; however, we also show how centralising 'race' and ethnicity raised significant methodological and epistemological questions, particularly given our position as White researchers and lecturers. In this paper, we reflect on a number of aspects of our research 'journey': the theoretical and methodological challenges of operationalising concepts of 'race' and ethnicity, the practical issues and dilemmas involved in recruiting participants for the study, the difficulties of 'talking race' personally and professionally and challenges of representing the experiences of 'others'. © 2012 Copyright Taylor and Francis Group, LLC