In Drosophila, the response against various microorganisms involves different recognition and signaling pathways, as well as distinct antimicrobial effectors. On the one hand, the immune deficiency pathway regulates the expression of antimicrobial peptides that are active against Gram-negative bacteria. On the other hand, the Toll pathway is involved in the defense against filamentous fungi and controls the expression of antifungal peptide genes. The gene coding for the only known peptide with high activity against Gram-positive bacteria, Defensin, is regulated by both pathways. So far, survival experiments to Gram-positive bacteria have been performed with Micrococcus luteus and have failed to reveal the involvement of one or the other pathway in host defense against such infections. In this study, we report that the Toll pathway, but not that of immune deficiency, is required for resistance to other Gram-positive bacteria and that this response does not involve Defensin.

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Teaching socioscientific issues (SSI) necessitates dialogic discourse activities. However, a majority of science teachers prefer monologic discourse in SSI contexts. In addition, some of these teachers are resistant to change (from monologic to dialogic discourse) despite certain professional development attempts. The purpose of the present single-case study was to investigate the nature of this resistance in a preservice science teacher (PST) (Duygu). We longitudinally followed preservice teachers through 1 year of their continuum of professional development (CPD). We administered a questionnaire including vignettes representing two types of discourse (monologic and dialogic) in SSI teaching; the participants selected one of the vignettes at four different points in their CPD: before an argumentation-based workshop (N ¼ 122), after the workshop (N ¼ 6), after a SSI-based teaching practicum (N ¼ 5), and during the induction year (N ¼ 1). The interviews (semi-structured and stimulated recall) and classroom observations supported these data. We concluded that the argumentation-based workshop decreased Duygu's resistance to dialogic discourse by producing pseudo-changes, emergencies, and no changes in her beliefs. However, negative experiences during the teaching practicum enhanced resistance and resulted in a reversal of previous positive beliefs. Similarly, negative induction experiences contributed to her resistance by elaborating previous negative beliefs. In addition, we argue that resistance to change is a complex process exceeding the boundaries of units (e.g., discourse), subjects (e.g., SSI), and subject-matter education (e.g., science education). The cognitive mechanisms (epistemic heuristic, evidence-based justification, and prioritization), belief development processes (pseudo-change, reversal, etc.), and a range of barriers (limited educational opportunities, na€ ıve epistemologies, an argumentation-avoider personality, etc.) produce a complex ecosystem. We believe that any effort that would be conducted to change science teachers' teaching orientations from monologic to more dialogic versions and that does not consider this ecosystem will not thrive. # 2017 Wiley Periodicals, Inc. J Res Sci Teach 954: 2017

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Because individual responses to environmental threats typically contribute more to collective than individual wellbeing, some identification with the collective may be important. Environmental identity predicts proenvironmental behaviors. Could a national identity also serve as a motivator? The present paper examines predictors of environmental concern and behavior in Turkey, with a particular focus on the role of national and environmental identity. We surveyed 808 Turkish university students and found strong endorsement for statements reflecting a cultural value for the environment. Turkish national identity also correlated with environmental identity, concern, behavior, and attributions of responsibility, although it did not contribute additional variance to the criterion variables once other predictors were included. We conclude that national identity may incorporate pro-environmental attitudes and is a promising arena for pro-environmental interventions.