The 1,860,725-base-pair genome of Thermotoga maritima MSB8 contains 1,877 predicted coding regions, 1,014 (54%) of which have functional assignments and 863 (46%) of which are of unknown function. Genome analysis reveals numerous pathways involved in degradation of sugars and plant polysaccharides, and 108 genes that have orthologues only in the genomes of other thermophilic Eubacteria and Archaea. Of the Eubacteria sequenced to date, T. maritima has the highest percentage (24%) of genes that are most similar to archaeal genes. Eighty-one archaeal-like genes are clustered in 15 regions of the T. maritima genome that range in size from 4 to 20 kilobases. Conservation of gene order between T. maritima and Archaea in many of the clustered regions suggests that lateral gene transfer may have occurred between thermophilic Eubacteria and Archaea.

No abstract

No abstract

This study uses a Critical Race Digital Literacy framework to examine Black and Latinx adolescents’ ability to critically evaluate race-related materials online. Participants completed four tasks that required them to engage with a range of race-related material, from search results to social media content. Findings indicate that the majority of participants demonstrated an “emerging” or “mastery” level understanding of search results and determining the trustworthiness of websites. Participants found evaluating the credibility of Twitter content as well as evaluating a Russian disinformation campaign’s Facebook profile targeting African Americans considerably more challenging. In addition, though 34% recognized a video screenshot arguing that building a wall at the southern border is humane as racist, participants had difficulty combining this knowledge with an understanding of online propaganda. Few participants reached mastery on this task, and others that required them to evaluate social media content and recognize disinformation. As more online content and media are explicitly related to race or references specific racial groups, these findings highlight the need for more interventions to enhance competencies around critically evaluating race-related materials online.