Wednesday, January 17, 2024

BLASPHEMY & IRONY
Gaza's oldest mosque, destroyed in an airstrike, was once a temple to Philistine and Roman gods, a Byzantine and Catholic church, and had engravings of Jewish ritual objects

Stephennie Mulder, The University of Texas at Austin
Wed, January 17, 2024 
THE CONVERSATION

The Omari Mosque of Gaza. Mohammed Alafrangi, Public domain, via Wikimedia Commons

The Omari Mosque in Gaza was largely destroyed by Israeli bombardment on Dec. 8, 2023. It was one of the most ancient mosques in the region and a beloved Gazan landmark.

The mosque was first built in the early seventh century and named after Islam’s second caliph, Umar ibn al-Khattab, a successor to the Prophet Muhammad and leader of the early Islamic community. It was a graceful white stone structure, with repeating vistas of pointed arches and a tall octagonal minaret encircled by a carved wooden balcony and crowned with a crescent.

The lower half of the minaret and a few exterior walls are reported to be the only parts of the mosque still standing.

Gaza is rich in cultural treasures, with some 325 formally registered heritage sites within just 141 square miles, including three designated for UNESCO’s World Heritage tentative list. The Omari Mosque is one of over 200 ancient sites damaged or destroyed in Israeli raids since the Oct. 7, 2023, Hamas attack.

As a scholar of Islamic architecture and archaeology, I know the Omari Mosque as a building that embodies the history of Gaza itself – as a site of frequent destruction, but also of resilience and renewal. While narratives about Gaza often center on war and conflict, Gaza’s rich history and pluralistic identity as expressed through its cultural heritage equally deserve to be known.

Layered histories

The sun-soaked coastal enclave of Gaza, with the tidy stone buildings of its old city and its verdant olive and orange groves, has been a trade hub that connected the Mediterranean with Africa, Asia and Europe for millennia. It was famed in particular as a transit point for incense, one of the ancient world’s most precious commodities. Given its abundant agricultural and maritime riches, Gaza has known conquest by nearly every powerful empire, including the ancient Egyptians, the Romans, the early Islamic caliphs, the Crusaders and the Mongols.

Gaza’s history of repeated conquest meant that buildings were often destroyed, reimagined and rededicated to accommodate changing political and religious practices. New sacred structures were continually built over old ones, and they frequently incorporated “spolia,” or stones reused from prior buildings. The Omari Mosque, too, was such an architectural palimpsest: a building embodying the layered, living material history of the city.

In the second millennium B.C., the site of the mosque is believed to have been a temple for Dagon, the Philistine god of the land and good fortune. The temple is mentioned in the Hebrew Bible as the one whose walls were felled by the warrior Samson, who is locally believed to be buried in its foundations.

In 323 B.C., Gaza fiercely resisted the conquest of Alexander the Great, and the city endured devastating destruction when it was finally subdued. Yet after Gaza was conquered by the Romans in 50 B.C. it entered a period of renewed wealth and prosperity. A concentric domed temple was built for Marnas, a god of storms and the protector of the city, on the site of the future mosque. He was venerated there until just before 400 A.D., when the Byzantine Empress Eudoxia imposed the new faith of Christianity and ordered the destruction of the temple.

The priests of the temple barricaded themselves inside and hid the statues and ritual objects in an underground room. But the temple was destroyed and a Greek Orthodox church rose in its place. The stones, however, preserved the tale: in 1879 a monumental, 10-foot-high statue of Marnas, portrayed in the guise of Zeus, was excavated and its discovery made international media headlines. The statue is now in the Istanbul Archaeological Museums.

The Byzantine church, too, was destined to be transformed. In the early seventh century, the Muslim general Amr ibn al-As conquered Gaza, and the church was converted into the Omari Mosque. Yet the continued presence of Gazan churches and synagogues attested to pluralistic norms that characterized the region under various Islamic dynasties until the modern era.

Gaza under Islamic rule

Gaza thrived under Islamic rule: Medieval travelers described it as a remarkably fertile, creative and beautiful city, with prominent Muslim, Christian and Jewish communities. It was still a flourishing urban center when the European Crusaders arrived. When the city fell to the Crusader King of Jerusalem, Baldwin III, in 1100, the Omari Mosque was converted once again – this time into a Catholic cathedral dedicated to St. John the Baptist.

The Muslim general Saladin defeated the Crusaders in 1187, and Gaza returned to Islamic rule. The church was transformed back into a mosque, and in the 13th century its elegant octagonal minaret was raised. Yet the reconversion into a mosque preserved much of the Crusader church, and the majority of the nave and the western portal were still visible in modern times.

It was in this period that the mosque became famed for its extraordinary library containing thousands of books, the earliest dating to the 13th century. After the library of the Al-Aqsa Mosque in Jerusalem, the Omari Mosque’s collection was one of the richest in Palestine.

In the 13th century, the mosque endured destruction by the Mongols as well as major earthquakes that would repeatedly topple the minaret. Its rebuilding after each of these disasters speaks to the ongoing centrality of the mosque in the communal life of the people of Gaza.

The stones tell the tale

Later, Gaza continued to flourish as a coastal port city, where Muslims, Christians, Jews and others lived in the vast, cosmopolitan Ottoman Empire.

In the late 19th century, as scholars explored Gaza’s heritage, an eloquent reminder of the building’s layered history emerged: a relief on a mosque pillar depicting a seven-branched menorah and Jewish ritual objects, including a shofar, or horn, surrounded by a wreath. The name Hanania, son of Jacob, was engraved in Hebrew and Greek.

Its date is uncertain, but it seems likely to have been a column from a synagogue reused during the building of the Byzantine church, which was used again in the building of the mosque: yet another layer in the architectural palimpsest that was the Omari Mosque.

A few decades later, during World War I, the mosque was severely damaged when a nearby Ottoman arms depot was targeted by British artillery fire. In the 1920s, the stones were once again gathered and the mosque was rebuilt.

After the 1948 creation of the state of Israel, Gaza became the sanctuary of tens of thousands of Palestinian refugees. The area was primarily administered by Egypt until it was captured by Israel in 1967.

It was at some point after the 1967 war, when Jewish symbols had come to be associated with the state of Israel and its occupation of Gaza, that the menorah relief was effaced from the column in the mosque.

A future for the Omari Mosque

On Dec. 8, 2023, Israel became the most recent military force to target the mosque. The library, too, may have been ruined, a treasure house of knowledge that will not so easily be rebuilt. A digitization project completed in 2022 preserves an imprint of the library’s riches. Still, digital files can’t replace the material significance of the original manuscripts.

The hundreds of other heritage sites damaged or destroyed include Gaza’s ancient harbor and the fifth century Greek Orthodox Church of Saint Porphyrius, one of the oldest churches in the world.

From today’s vantage point, it seems extraordinary that the menorah relief had endured for over 1,000 years: a Jewish symbol unremarkably cohabiting inside a Muslim prayer hall. In truth, both the relief and its removal embody the story of Gaza itself, a fitting reminder of the many centuries of destruction, coexistence and resilience embodied in the mosque’s very stones.

And if the Omari Mosque’s richly layered history is any indication, the people of Gaza will raise those stones again.

This article is republished from The Conversation, a nonprofit, independent news organization bringing you facts and analysis to help you make sense of our complex world.

It was written by: Stephennie MulderThe University of Texas at Austin.

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Stephennie Mulder does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

After days of confusion, Trudeau government says it will abide by ICJ on genocide case against Israel

Prime minister, foreign affairs minister issued a statement that left many observers baffled


CBC
Updated Tue, January 16, 2024

Prime Minister Justin Trudeau speaks at a housing announcement in Guelph, Ontario on Friday January 12, 2024.THE CANADIAN PRESS/Frank Gunn

Canada will abide by all rulings arising from South Africa's genocide case against Israel at the International Court of Justice (ICJ), officials at Global Affairs Canada have told CBC News.

The clarification, issued Monday, comes after days of confusion following verbal and written statements issued Friday by Prime Minister Justin Trudeau and Foreign Affairs Minister Mélanie Joly in response to South Africa's claim that Israel is committing genocide against Palestinians in Gaza in its war against Hamas.

Trudeau's and Joly's statements were widely misreported in mainstream media and on social media as dismissing the South African case and taking the side of Israel. In fact, their statements carefully avoided either rejecting or endorsing South Africa's case against Israel.


The confusion affected one of the government's own ministers and some of its MPs, as well as the Consulate-General of Israel in Toronto.

Pro-Israeli and pro-Palestinian organizations were united in describing the rollout of the government's position as mismanaged.

WATCH: Prime Minister Justin Trudeau weighs in on South Africa's genocide claim against Israel


"It's beyond confusion. I think it's a total failure of communication," said Michael Bueckert of Canadians for Justice and Peace in the Middle East (CJPME), which has called on Canada to declare its support for South Africa's case against Israel.

"When we all listened to Trudeau's words, not just us but everyone on all sides of the debate, it was quite clear, or it seemed beyond obvious to everyone, that this was a rejection of South Africa's claims.

"It didn't sound neutral. It sounded like Canada had taken a clear position. And again, that wasn't just us. That was the pro-Israel groups."

Richard Marceau, vice-president of the Centre for Israel and Jewish Affairs (CIJA), said he wanted to see Canada support Israel in the case.

"I certainly had a problem understanding [the federal government's] position, and I know I'm not the only one," he said.

CIJA put out a statement Friday thanking the government for its position.
The meaning of 'does not mean'

The ultimate source of the confusion seems to be the use of the phrase "does not mean" by both Trudeau and Joly. Variations of the phrase appeared once in Joly's written statement and twice in Trudeau's spoken remarks at a news conference in Guelph, Ont. on Friday.

"Canada's unwavering support for international law and the ICJ does not mean we accept the premise of the case brought by South Africa," wrote Joly. "We will follow the proceedings of South Africa's case at the International Court of Justice very closely."

Trudeau used the same construction when asked about the case in Guelph.

"Support for the process and the institution does not mean, per se, that we support the premise of the issue brought forward by South Africa," he told reporters.

Federal government sources have told CBC News that the wording was crafted to indicate that no one should assume the government supports the allegation merely because it supports the ICJ hearing the claim. The sources said the government also didn't want to signal that it was rejecting the genocide claim outright.

But the government's message was quickly abbreviated on social media — and in some news reporting — without the "does not mean" qualifier. That led many to conclude that the Trudeau government had said it didn't support the premise of the South African case — even that it had rejected it completely.
'Quite disrespectful'

Marceau said he doesn't understand why the federal government took so long to state its position, and why it issued it on a Friday afternoon, when it knew the ICJ hearing was coming well in advance.

"As a guy who turns off for the Jewish Sabbath, to have that thing come out literally 20 minutes before I had to turn off for the Sabbath, I thought it was quite disrespectful," he said. "Because we tried to give an answer because we had some of your colleagues that were calling us. So we need more than 20 minutes.

"So to do it so close to the Jewish Sabbath, it was — to me — very disrespectful to the Jewish community."

Advocacy groups weren't the only ones confused. Canada's assumed support for Israel in the ICJ case was widely reported in Canadian mainstream media.

The misinterpretation also was repeated in the Washington Post, where columnist Max Boot reported that "the charge of genocide has been rejected not only by the United States but also by Canada, Britain and Germany."

A widely-followed tracker board maintained by a war studies professor at Kings College London moved Canada from the "neutral" column to the "critical" column with the U.S., the U.K. and Germany — all governments that have rejected the genocide claim.

Even senior figures in the Trudeau government appeared to have missed the message. Health Minister Ya'ara Saks tweeted that "as the Prime Minister said, we do not support the premise of the question."

Liberal MP Anthony Housefather, one of the most vocal supporters of Israel on the government side, tweeted that he was "very pleased that Prime Minister Trudeau has made clear that Canada does not support the premise of South Africa's claim at the ICJ. As Marco Mendicino and I have stated, the claim that Israel is committing genocide is baseless and unconscionable."

The confusion also appeared to extend to the Israeli government.

Israeli Ambassador to Canada Iddo Moed simply sent out a short tweet that accurately repeated the phrasing used by Trudeau and Joly.

Israel's Consul-General in Toronto Idit Shamir, meanwhile, issued a statement online claiming that the Trudeau government had taken Israel's side in the case.

"Canada is siding with Israel in its defence against allegations of genocide, with Prime Minister Justin Trudeau breaking the silence over the case heard this week at the United Nations' court ICJ," she tweeted. "Canada now joins U.S., Germany, U.K. and Austria in opposing South Africa's claim."

Sources in Global Affairs Canada say the department will now reach out to some of the diaspora and advocacy groups that misinterpreted the government's statement.

Bueckert said the language the federal government chose is "so vague that anyone can project onto it what they want to think."

"Certainly, the public effect of Canada's announcements is that the world believes that Canada has joined Germany and the U.S. in opposing South Africa's case," he added. "And if that's not true, I think Canada needs to issue a statement of clarification, put it on the record and put in plain language what Canada's position actually is.

"It's obviously a really important matter. It's has to do with international law and claims of genocide. I think Canadians shouldn't have to try to read between the lines to try to decode and guess what Canada's position actually is."


While Bueckert's group was relieved to learn that Canada is not taking Israel's side in the case, Marceau's CIJA was disappointed.

"I would have hoped that that the government, as a self-declared friend and ally of Israel, would have clearly come out like Germany and the U.K. did, against the politicization of the ICJ by South Africa," he said.

Marceau said he doesn't know whether the government was trying to be clear or to straddle the fence.

"I can't speak as to the intent," he said. "I can speak to the result when people who are experts in this file don't understand what the position clearly is. And that's not only us. Many other people have commented, saying 'What does the government mean?'"

The court's final ruling on the question of genocide is not expected for at least a year. South Africa has also asked the court to consider a provisional measure that would act as an injunction to prevent a genocide from occurring.

Such an injunction could order Israel to cease military operations or alter its approach in some way. Since the ICJ has no mechanism to enforce its rulings, Israel might choose not to comply.



Such a ruling would, however, put pressure on Israel's allies, including the U.S., which could in turn be expected to pressure the government of Israeli Prime Minister Benjamin Netanyahu to wind up combat operations or take more precautions to avoid civilian deaths.

If the court were to make a determination that genocide has been committed, it could have a severe impact on relations between Canada and Israel.

At a minimum, it would greatly complicate the sale of Canadian arms or dual-use technologies to Israeli buyers. Countries like Canada that have signed the international Genocide Convention treaty are expected to take proactive measures to prevent and suppress acts of genocide.

The court could also conclude that the Israeli government is not guilty of genocide but has not done enough to prevent one, or that individual Israeli officials are guilty of inciting genocide.

Global Affairs Canada told CBC News it would provide a written statement on its position, but did not produce a statement in time for publication.




Namibia slams Germany for backing Israel in ICJ genocide case

Mathias Hammer
Tue, January 16, 2024 


Semafor Signals

Insights from Der Spiegel, Die Zeit, and Frankfurter Allgemeine
The News

Namibia condemned Germany’s decision to support Israel in South Africa’s genocide case at the International Court of Justice (ICJ). Germany announced Friday that it plans to intervene at the ICJ on Israel’s behalf, and said South Africa’s case had “no basis whatsoever.”

In response, Namibian President Hage Geingob said that Berlin was ignoring “the deaths of 23,000 Palestinians in Gaza” and had failed to learn the lessons of its own colonial rule in Namibia, where the first genocide of the 20th century took place.

Namibia’s criticism came after the first days of the hearing last week, where South Africa accused Israel of seeking to bring about the “destruction of the population” of Gaza. Israel has vehemently denied South Africa’s genocide accusations, saying their military operation is aimed at Hamas soldiers and arguing that Israel has taken concrete steps such as delivering food, water, and medical supplies to Gaza to mitigate civilian harm. Israel’s foreign ministry called the case “one of the greatest shows of hypocrisy in history.”
SIGNALSSemafor Signals: Global insights on today's biggest stories.
The ICJ’s final ruling may be years down the roadSources: Just Security, Financial Times

Although reaching a final decision in the case will take years, the ICJ is expected to present a ruling before Feb. 5 on South Africa’s request for “provisional measures,” which include the court asking Israel to stop its operations in Gaza. If the court were to grant South Africa’s petition, “the direct impact would probably be limited given that the ICJ lacks any sort of enforcement power,” David Simon, director of the Genocide Studies Program at Yale, wrote. An earlier ICJ ruling ordering the removal of the Israeli barrier in the West Bank has been defied for almost 20 years, he noted.

The ICJ has never found a country to be responsible for genocide before, but in 2007 it ruled that Serbia had failed to prevent the 1995 genocide at Srebrenica in Bosnia and Herzegovina, where more than 8,000 men and boys were killed. The case, which took 14 years to conclude, did not lead to any significant repercussions for Serbia.
Germany’s ardent pro-Israel stance ignites cultural debateSources: Der Spiegel, New Yorker, Die Zeit, Frankfurter Allgemeine

Namibia’s criticism comes amid staunch German support for Israel, which has shaped its domestic politics and cultural life in the wake of Hamas’ Oct. 7 attacks. Germany banned most public gatherings in support of Palestinians, with the Vice Chancellor and president calling on Muslims in Germany to distance themselves publicly from Hamas. Cultural life has been especially impacted by the tension between Germany’s desire to show public support for Israel and the country’s commitment to freedom of expression. Several artists and writers have had shows and events cancelled for expressing support for a boycott of Israel, Masha Gessen wrote for the New Yorker. Shortly after penning her essay, in which she also compared Gaza to Jewish ghettos in Nazi Germany, the prestigious Hannah Arendt prize cancelled its award to Gessen. More than 500 cultural figures, including Nobel prize winner Annie Ernaux and Turner Prize winner Tai Shani, signed a petition calling for a boycott of German cultural institutions for adopting “McCarthyist policies that suppress freedom of expression, specifically expressions of solidarity with Palestine.”
Forest Service pulls right-of-way permit that would have allowed construction of Utah oil railroad

Associated Press
Wed, January 17, 2024 at 7:08 PM MST·2 min read

 A pumpjack dips its head to extract oil in a basin north of Helper, Utah, July 13, 2023. The U.S. Forest Service on Wednesday, Jan. 17, 2024, withdrew its approval of a right-of-way permit that would have allowed the construction of a railroad project through about 12 miles (19 kilometers) of roadless, protected forest in northeastern Utah. 
(AP Photo/Rick Bowmer, File)


SALT LAKE CITY (AP) — The U.S. Forest Service on Wednesday withdrew its approval of a right-of-way permit that would have allowed the construction of a railroad project through about 12 miles (19 kilometers) of roadless, protected forest in northeastern Utah.

The decision affecting the Ashley National Forest follows a U.S. appeals court ruling in August that struck down a critical approval involving the Uinta Basin Railway, a proposed 88-mile (142-kilometer) railroad line that would connect oil and gas producers in rural Utah to the broader rail network. It would allow them to access larger markets and ultimately sell to refineries near the Gulf of Mexico.

“It’s a victory for the Colorado River and nearby communities that would be threatened by oil train accidents and spills, and for residents of the Gulf Coast, where billions of gallons of oil would be refined," said Ted Zukoski, an attorney at the Center for Biological Diversity, one of several groups that has sued over the project.

He vowed to fight any attempt to build the railroad. An attempt to reach the Seven County Infrastructure Coalition, which is spearheading the project, was unsuccessful Wednesday evening.

In the August ruling, the Washington, D.C.-based appeals court decided that a 2021 environmental impact statement and opinion from the federal Surface Transportation Board were rushed and violated federal laws. It sided with environmental groups and Colorado’s Eagle County, which had sued to challenge the approval.

The court said the board had engaged in only a “paltry discussion” of the environmental impact the project could have on the communities and species who would live along the line — as well as the “downline” communities who live along railroads where oil trains would travel.

“The limited weighing of the other environmental policies the board did undertake fails to demonstrate any serious grappling with the significant potential for environmental harm stemming from the project,” the ruling stated.

The Forest Service's decision Wednesday to withdraw its approval was based on the appeals court ruling, but Ashley National Forest Supervisor Susan Eickhoff said the agency could issue a new decision if deficiencies in the environmental impact statement are addressed.

If approved, the railroad would let producers, currently limited to tanker trucks, ship an additional 350,000 barrels of crude oil daily on trains extending for up to 2 miles (3.2 kilometers).

 

Dancing is an effective way for overweight and obese people to lose weight and fat, per meta-analysis


Peer-Reviewed Publication

PLOS

Is dancing an effective intervention for fat loss? A systematic review and meta-analysis of dance interventions on body composition 

IMAGE: 

DANCING IS AN EFFECTIVE WAY FOR OVERWEIGHT AND OBESE PEOPLE TO LOSE WEIGHT AND FAT.

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CREDIT: EOMMINA, PIXABAY, CC0 (HTTPS://CREATIVECOMMONS.ORG/PUBLICDOMAIN/ZERO/1.0/)





Dancing is an effective way for overweight and obese people to lose weight and fat, per meta-analysis

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Article URL:  https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0296089

Article Title: Is dancing an effective intervention for fat loss? A systematic review and meta-analysis of dance interventions on body composition

Author Countries: China

Funding: We are sure that our funder is the Hunan Provincial Social Science Achievements Evaluation Committee project, the award number is XSP21YBZ163, and the Grant recipient is Longjun Jin. The funder had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

 

Certain personality traits linked to college students’ sense of belonging


Linkages between personality and belonging vary between big and small colleges, per new study

Peer-Reviewed Publication

PLOS

Who feels like they belong? Personality and belonging in college 

IMAGE: 

STUDENTS AT A UNIVERSITY.

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CREDIT: KEIRA BURTON, PEXELS, CC0 (HTTPS://CREATIVECOMMONS.ORG/PUBLICDOMAIN/ZERO/1.0/)





In a study of nearly 5,000 North American first-year college students, those who were more extraverted, more agreeable, or less neurotic were more likely to feel a greater sense of belonging at school. Alexandria Stubblebine, an independent researcher in Ocala, Florida, USA, and colleagues present these findings in the open-access journal PLOS ONE on January 17, 2024.

Prior research has suggested that one’s personality traits are associated with one’s general sense of belonging. Within a college-specific context, other research has linked a secure sense of belonging to many positives, such as better academic performance and better mental health. Some studies have investigated relationships between students’ sense of belonging at school and their demographic traits, such as gender and race. However, very few studies have explored links between students’ personalities and sense of belonging at school.

To address that gap, Stubblebine and colleagues analyzed survey data from 4,753 first-year college students attending 12 different colleges and universities in the USA and Canada. The surveys evaluated each student’s sense of belonging at school and their levels of extraversion, agreeableness, openness, conscientiousness, and neuroticism—a collection of widely studied personality traits called “the Big Five.”

Statistical analysis of the survey responses showed that students with higher levels of extraversion or agreeableness tended to feel a greater sense of belonging after their first year at school. Those with greater neuroticism tended to feel a lower sense of belonging.

Additionally, students who were less neurotic, less open, and more extraverted had a higher likelihood of being enrolled in a large college. For students at large colleges, the statistical link between extraversion and belonging was stronger than for students at small schools.

These findings provide new insights into the links between personality and belonging at school, while also highlighting a potentially key role for school size. The authors call for more research to further deepen understanding, such as investigation of the potential influence of students’ race and ethnicity on these relationships, or the influence of other school characteristics beyond size. Such work could inform schools’ efforts to help students with different personalities and backgrounds build their sense of belonging and thrive at college.

The authors add: “Students who were more agreeable and more extraverted tended to have higher belonging in college, especially in big schools, and students who were more neurotic (that is, nervous and/or handle stress poorly) tended to have lower belonging in college. Additionally, and contrary to what many people might think, openness to new ideas and conscientiousness were unrelated to students' feelings of belonging.”

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In your coverage please use this URL to provide access to the freely available article in PLOS ONEhttps://journals.plos.org/plosone/article?id=10.1371/journal.pone.0295436

Citation: Stubblebine AM, Gopalan M, Brady ST (2024) Who feels like they belong? Personality and belonging in college. PLoS ONE 19(1): e0295436. https://doi.org/10.1371/journal.pone.0295436

Author Countries: USA

Funding: The authors received no specific funding for this work.

 

AA-miR164a-NAC100L1 mediates symbiotic incompatibility of cucumber/pumpkin grafted seedlings through regulating callose deposition



Peer-Reviewed Publication

PLANT PHENOMICS

Figure 1. 

IMAGE: 

MOLECULAR REGULATORY PATHWAYS OF SYMBIOTIC INCOMPATIBILITY OF GRAFTED SEEDLINGS REGULATED BY IAA

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CREDIT: HORTICULTURE RESEARCH





Grafting is one of the key technologies to overcome the obstacles of continuous cropping, and improve crop yield and quality. However, the symbiotic incompatibility between rootstock and scion affects the normal growth and development of grafted seedlings after survival. The specific molecular regulation mechanism of graft incompatibility is still largely unclear. In this study, we found that IAA-miR164a-NAC100L1 module induced callose deposition to mediate the symbiotic incompatibility of cucumber/pumpkin grafted seedlings. The incompatible combination (IG) grafting interface accumulated more callose, and the activity of callose synthase (CmCalS1) and IAA content were significantly higher than those in compatible combination (CG). Treatment with IAA polar transport inhibitor in the root of the IG plants decreased CmCalS activity and callose content. Furthermore, IAA negatively regulated the expression of Cm-miR164a, which directly targeted cleavage of CmNAC100L1. Interestingly, CmNAC100L1 interacted with CmCalS1 to regulate its activity. Further analysis showed that the interaction between CmNAC100L1 and CmCalS1 in the IG plants enhanced, but decreased the activity of CmCalS1 in the CG plants. Point mutation analysis revealed that threonine at the 57th position of CmCalS1 protein played a critical role to maintain its enzyme activity in the incompatible rootstock. Thus, IAA inhibited the expression of Cm-miR164a to elevate the expression of CmNAC100L1, which promoted CmNAC100L1 interaction with CmCalS1 to enhance CmCalS1 activity, resulting callose deposition and symbiotic incompatibility of cucumber/pumpkin grafted seedlings (Figure 1).

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References

Authors

Mingzhu Yuan, Tong Jin, Jianqiang Wu, Lan Li, Guangling Chen, Jiaqi Chen, Yu Wang, Jin Sun

Affiliations

College of Horticulture, Nanjing Agricultural University

About Jin Sun & Yu Wang

Jin Sun, jinsun@njau.edu.cn

Yu Wang, ywang@njau.edu.cn

 

Podcasts and compulsory attendance improved student learning

We all know the old one-way lecture to an enormous auditorium of students isn't the best way to teach – so what actually works?

Peer-Reviewed Publication

NORWEGIAN UNIVERSITY OF SCIENCE AND TECHNOLOGY

Tjora 

IMAGE: 

AKSEL TJORA HAS BEEN EXPERIMENTING WITH ALTERNATIVE WAYS OF TEACHING SOCIOLOGY STUDENTS. 

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CREDIT: PHOTO: BENDIK KNAPSTAD

Consider a group of new sociology students who are about to dive into a completely new subject. Half of them are fresh out of upper secondary school.

They need to settle into student life and get to know other students. They are about to embark on studies in a new field and must learn new ways of acquiring knowledge, regardless of their discipline.

They also need to come to grips with concepts such as legitimation, linguistic objectification, internalization and externalization. What on Earth do these terms mean and how are the students going to become familiar with them?

Textbooks and lecturers explain these new ideas, and the students will work on them in study groups. But the question still remains: how can students become familiar with new academic concepts and terms and understand how to use them correctly?

The sociology professor at the Norwegian University of Science and Technology (NTNU) Aksel Tjora has both tested and studied new ways of teaching and learning.

“In lectures with 200 students or more, not many of them dare to ask questions, provide input or take part in discussions. We have now tested a number of different teaching methods in order to motivate the students,”  Tjora says.

Building on American research on podcasts in teaching

Recent American research shows an increasing use of film, art and music in teaching sociology. Podcasts are also used in teaching sociology, but there is still limited knowledge of how subject managers use this tool.

In 2020, one researcher conducted a search in the American  journal Teaching Sociology and found exactly zero articles or commentaries published since 2010 on the topic of podcasts.

Since then, other researchers have investigated the potential of using podcasts to teach sociology. Among other things, they found that podcasts seem to increase student engagement.

"We have explored this further, including by seeing what function podcasts can have in interaction-based learning," Tjora said.

Lectures are still the dominant form of teaching

Over the last 30–40 years, universities have paid more and more attention to how students learn best.

"We can see this as part of a specific development of the universities towards education of the masses and the production of study credits, and as a kind of industrial and mercantile approach in much of the sector," Tjora said.

University learning is largely associated with reading, listening, speaking and writing. Speaking and writing require the most active involvement on the part of students, and tend to fare rather poorly in relation to measurements of what students spend their time doing.

The preference for passive strategies contrasts with learning as an active process.

“There are many indications that universities and university colleges have a way to go when it comes to facilitating student learning. Lectures are still the dominant form of teaching,” says Tjora.

Active teaching methods can help integrate students into academic communities, increase motivation and involvement, and facilitate confidence in independent and critical thinking.

“There has been relatively little attention has been paid to how sociological theory should be taught, and there has been little research on the teaching of the subject,” says Tjora.

He and his sociology colleagues have taken a closer look at this by testing new ways of teaching, and evaluating these approaches in conjunction with the students.

Many more students passed the exam

They have investigated how students can be taught a sociological mindset through interaction-based learning, with emphasis on the function of podcasts.

Tjora studied this with Inga Marie Hansen Hoøen and Rebekka Ravn Lysvik, both of whom have been student assistants for the  introductory course in sociology. This introductory course was used as a case study.

The introductory course was restructured in autumn 2018, and steps were taken to facilitate the students’ active, creative and collective learning through the use of group work and compulsory attendance in small seminar groups, interactivity in lectures, and academic social gatherings.

The exam was changed to a portfolio consisting of compulsory group-based submissions such as podcasts and blogs. This required significant follow-up from Tjora and his teaching assistants, but increased successful completion (meaning passing the exam) by as much as 36 per cent compared with the previous year.

Before the restructuring took place, the course comprised traditional lectures, voluntary seminars in large groups, individual semester assignments and a 5-hour written exam. A report from 2016 highlighted low levels of interactivity in lectures.

“Dared to raise my hand for the first time”

The empirical basis of the study that Tjora and his two colleagues conducted in 2021 includes the evaluation of the introductory course in sociology (a survey), reference group meetings and a sample of podcast submissions. In all, 166 out of a total of 224 students registered for exams responded to the survey.

The analysis addressed three main topics: (1) a physical student community, (2) group collaboration and (3) podcasts as means of academically thinking aloud.

Physical student community: Despite the ongoing COVID-19 pandemic in the autumn of 2021, NTNU conducted physical lectures and compulsory seminars for introductory courses throughout most of the autumn. The goal was to get students back on campus.

The evaluation shows that the students experienced increased confidence through getting to know their fellow students at compulsory seminars. Each seminar group consisted of 10–20 students, in contrast to the lectures involving up to 220 students, which some found to be socially challenging.

In the evaluation, many students mentioned that they dared to ask questions and participate in academic discussions when they feel comfortable in the social setting. One of the participants writes:

“I have been a student for one year, but the introductory course in sociology was the first time I dared to raise my hand and answer a question out loud.”

Learning by thinking aloud together

Podcasts were tested as a tool for academically thinking aloud.

“Academically thinking aloud is the starting point for introducing podcasts as a compulsory exercise. The intention is to force students to talk about the subject and get them to relax. Everyone in the group has to participate in the conversation because it becomes very obvious if individuals do not speak or participate,” says Tjora.

Groups of 3–4 students were given the task of producing a podcast in which they discussed social institutions using sociological terms. A social institution might be a family, a job, a festival, or a leisure activity, for example.

The students had to use relevant terminology and link it to everyday situations. Some chose Halloween as the topic, others chose residence halls, dating or social media.

Putting on sociology glasses

“We found out how students use sociological terms in their day-to-day lives. They put on ‘sociology glasses’. Listening to the podcasts, it is very clear that they were experimenting with using sociology terms, a little unsophisticatedly and spontaneously, but they did respond to each other’s input and comments,” Tjora said.

The answers were more refined in written group work, he said

The students statesaidthat they “learn a lot of sociology just by having conversations with other fellow students” and that “working together in groups means that you have to practice arguing for your academic point of view.”

“In our observation of the students’ work and in their own feedback, it became clear that learning through more spontaneous thinking aloud is key,” says Tjora.

From scepticism to learning

The fact that the teaching contained a good deal of compulsory group work was not immediately met with great enthusiasm.

“In the beginning, we experienced a general scepticism towards group work. This was a little surprising because it is something they have been used to doing at upper secondary school,” says Tjora.

However, in the evaluations after the students had completed the semester, it appeared that the group work provided good learning outcomes.

The students felt that they gained “insight into how others understand specific tasks”, that there was a “low threshold for asking questions” and “someone to talk to regarding assignments and the syllabus”.

According to the students’ evaluation, experiencing that they can explain something to others using their own words gave them a sense of achievement:

“Having other people explain their perspectives and opinions creates a more nuanced picture where I feel I gain broader insight. It has also helped in explaining difficult theories to others using just a few, understandable words. I also learn from myself when I am forced to understand in order to explain things to others.”

It has been important for the educators that the students become accustomed to talking academically among themselves as a learning process, but also to free themselves from the need to only talk to lecturers when they perceive something in their studies as academically challenging.

Fewer free riders on podcasts

Group work also has problematic aspects, especially when it comes to written group assignments.

This is related to asymmetrical effort, where students find that they “learned the most and remember most of what I myself have written or said,” partly because each group tends to distribute tasks among the individual members rather than working on them together. This meant that the students felt they learned more from working on an entire assignment alone, or that group members who are given the most challenging subtasks learn the most.

Several students reported in the evaluation that they felt that they did most of the work and that they have had to carry the load because of little initiative within the group. This was said to be particularly challenging when it came to producing a piece of written work together.

However, thinking aloud together when producing podcasts and complying with academic requirements was an exercise in which everyone had to contribute. As a result, there were fewer free riders and more involvement, spontaneity – and learning.

“We found that many students developed the ability to academically think aloud, where they were able to understand their own everyday experiences and surroundings sociologically. From an empirical perspective, the podcasts in particular show this most clearly,”


Aksel Tjora giving a lecture at the Holberg Prize Teacher Seminar. 

CREDIT

Photo: Thor Brødreskift.

Sociology festival 

NORWEGIAN UNIVERSITY OF SCIENCE AND TECHNOLOGY