SUMMARY The “CTCF code” hypothesis posits that CTCF pleiotropic functions are driven by recognition of diverse sequences through combinatorial use of its 11 zinc fingers (ZFs). This model, however, is supported by in vitro binding studies of a limited number of sequences. To study CTCF multivalency in vivo, we define ZF binding requirements at ~50,000 genomic sites in primary lymphocytes. We find that CTCF reads sequence diversity through ZF clustering. ZFs 4–7 anchor CTCF to ~80% of targets containing the core motif. Nonconserved flanking sequences are recognized by ZFs 1–2 and ZFs 8–11 clusters, which also stabilize CTCF broadly. Alternatively, ZFs 9–11 associate with a second phylogenetically conserved upstream motif at ~15% of its sites. Individually, ZFs increase overall binding and chromatin residence time. Unexpectedly, we also uncovered a conserved downstream DNA motif that destabilizes CTCF occupancy. Thus, CTCF associates with a wide array of DNA modules via combinatorial clustering of its 11 ZFs.

Conceptualizing public deliberation as dialogue does not direct political challengers to speak in politically effective ways. Thus, theories of deliberative democracy calling for cooperative dialogue in pursuit of mutual understanding impede rather than foster more thoroughly democratic deliberation. Only a view of public deliberation that foregrounds strategic cultural engagement amidst conflict can adequately prepare political actors for the challenge of effective political participation.

This research explores the potential of pedagogies embedded within an Australian example to allow pre-graduate diploma of education (PSDE) students to persist and succeed in their ambitions. This paper examines how the twin concepts of resilience, the capacity of an individual to withstand difficulties, and relational resilience, a capacity to develop empathy with others, are activated in this PSDE program. Methods include a survey (n=43), documents from the course, and focus group interviews (n=9) of PSDE students between 2014 and 2016. Results support our thesis that relational resilience in teacher education contexts can usefully be viewed as a dynamic and socially constructed phenomenon emerging from the intersection between individual and institutional factors. This research supports the importance of identifying capacities for interpersonal and collaborative work, for entry into preservice teacher education. We suggest that focusing on relational dynamics, as well as accounting for context and institutional culture, are critical in designing effective pre-service education.

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