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The University of North Carolina at Greensboro

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The Tunnel of Oppression (TOP) is an interactive event that takes place on a number of college campuses each year in order to highlight contemporary issues of oppression. The event originated as a diversity program in 1993 at Western Illinois University and has since expanded nationwide, introducing students to concepts such as power, privilege, and oppression.

Tunnel of Oppression participants will walk through various scenes that focus on a particular social justice issue with an assigned tour guide. While the situations encountered may make some uncomfortable, the Tunnel is designed to engage emotions and make participants think critically about what is experienced in the room.The scenes that take place in the Tunnel are not meant to be representative of all people who have experienced oppression. Instead, they are intended to portray one example of how oppression may be experienced.

If you are a student, student organization representative, faculty, or staff looking to volunteer or assistwithTunnel of Oppression in any way, please complete the following VOLUNTEER INFORMATION FORM .

Online Register in advancefor a tour . Tours begin every 15 minutes inEUC Maple room and each tour will last about 20 minutes followedby a facilitateddebrief.

In Person Participants are welcometo sign-up for a tour day-of. Stop by the EUC Maple Room where all participants will check in for a tour.

What topics will be featured at UNCG’s Tunnel?

Scenes for Tunnel of Oppression 2018 will be focusing on issues such as mental health, sexual assault, rape culture, gerrymandering, non-binary and bi-sexual erasure, body image, and racial microaggressions. Student organizationsare encouraged to act in a scene in Tunnel of Oppression based on the organization’s involvement and interest in raising awareness for that specific area of oppression and opportunity for social change.

Any interested actors may sign up here!

How can I or my student organization get involved?

Your student organization can assist in acting in any of this year’s scenes for Tunnel of Oppression. In addition to acting during the event, we ask actors to attend a scheduled prep meeting. For more information and to sign up to act, please click by Friday, February 2 at 5:00 PM.

Not a part of a student organization? Register to volunteer or act as an individual! Tunnel of Oppression cannot run smoothly without the help of volunteers, so if you are interested please SIGN-UP TO VOLUNTEER HERE .

Does the Tunnel of Oppression cost money?

The Tunnel of Oppression is free and open to the public, just bring your SpartanCard. In order to ensure admission, please register in advance.

If you have additional questions or need disability accommodations for Tunnel of Oppression, contact carla.fullwood@uncg.edu or 336-334-5090.

SAVE THE DATE: February 26, 2018

Other noteworthy genes mutated in EATL included apoptosis-associated DAPK3 (10%), the cell cycle transcription factor BBX (16%), the interferon-related transcription factor PRDM1 (9%), and the telomerase reverse transcription TERT (17%). Full details of somatic mutations detected in EATL cases are described in Table S1.

We analyzed the mutual exclusion patterns of the mutated driver genes using the weighted row exclusivity test ( Leiserson et al., 2016 ). Examining sets of 3 genes, we found 11 significant sets, involving 12 different genes, which are listed in Table S2. The JAK-STAT pathway is prominent among the mutually exclusive genes, with all of the significant sets including at least one of the genes from STAT5B , STAT3 , JAK1 , and JAK3 , as shown in Fig. S1 a. We also quantified how often each gene pair occurs among the significant sets of four genes, which showed PRDM1 and DAPK3 , followed by STAT3 and STAT5B , as the most common mutually exclusive gene pairs (Fig. S1 b).

To further understand the genetic drivers of EATL, we investigated the distribution of allele frequencies of mutations in the driver genes and the fraction of mutations that appear to be clonal. Estimates of cancer cell fraction based on observed allele frequencies for each driver gene are shown in Fig. S1 (c and d). STK10 , DAPK3 , TP53 , and STAT5B showed the highest proportion of clonal events among the driver genes.

We next examined copy-number alterations in these cases. Interestingly, most of the copy-number alterations in EATL cases occurred in very large regions, frequently comprising an entire arm of the chromosome. After correcting for these effects, there were no focal gene-level alterations that reached statistical significance.

Fig. 1 c depicts the significant copy number alteration status of each EATL case by chromosomal arm. Similar to previous studies investigating both type I and type II EATLs ( Big Discount Cheap Online Amazing Price Online GVGV round hem mid length skirt 0PvqU
; Ko et al., 2010 ; Tomita et al., 2015 ), we observed amplifications in chromosome 9q to be the most common in EATL (46%). We also noted gains in chromosomes 1q, 7q, and 8q, as well as losses in 8p, which were each present in 20–30% of cases. Many cases had more than one of the noted alterations. The total number of events per case out of the shown EATL driver events is depicted in Fig. 1 d . Additional details of copy-number alterations are in Table S3.

Median overall survival was 10 mo, with a 27% 2-yr survival rate ( Fig. 1 e ), highlighting the dismal prognosis in these patients. Good performance status (P = 0.003), low stage (P = 0.006), and complete response to initial treatment (P < 0.001) were all associated with better outcome (Fig. S1, e–g).

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Music School in Lexington, MA, Baltimore, MD

Maestro Musicians Academy Boston, MA and Baltimore, MD 1-800-318-0963 lessons@maestromusicians.com

Maestro Musicians Academy Boston, MA and Baltimore, MD 1-800-318-0963

Featured in Boston’s Voyager Magazine

“Every child and every adult has a unique voice inside them just waiting to be expressed and heard.”

–Maestro Musicians Academy Director Daniel Broniatowski, D.M.A.

Serving Lexington, MA and Towson, MD and all surrounding communities.

1. Convenient Locations Serving Boston, MA and Baltimore, MD!

Lexington, MA

The Maestro Musicians Academy of Boston is nestled in Lexington, MA nearthe Lexington Battle Green at 2600 MassachusettsAvenue’s United Methodist Church. We are a conveniently short drive from the suburbs of Lexington, Bedford, Burlington, Belmont, Lincoln, Woburn, Waltham, Arlington, Winchester, and Concord.

Towson, MD

The Maestro Musicians Academy of Baltimore is located in Towson, MD at the St. Thomas Episcopal Church on 1108 Providence Road. We are a conveniently short drive from most of Baltimore and the suburbs of Cockeysville, Pikesville, Roland Park, Hampden, and Dundalk.

2. We Teach the Most Popular Instruments!

Is that piano just sitting in your home waiting to be played? Or perhaps you want to dust off the ol’ guitar sittingin the closet! We are your solution for lessons in piano, violin, guitar, voice, drums, trumpet, and many other instruments!

3. Performance Opportunities for Children Two Times Per Year!

Your children will have an amazing time performing on the big stage. Our supportive teachers and audience of parents, family, and friends, makes our spring and winter concerts an amazing experience. Music lessons are an amazing tool to teach children the skills of forming a goal, working toward it, and rejoicing in its successful completion. We believe that when there is a genuine desire, EVERY child can benefit from this experience.

4. Dedicated Instructors Who Love What They Do and Care About You!

In addition to having training from superior conservatory and university programs from around the world , our music teachers are performers who teach through a love of what they do. They treat every adult or child student as a unique individual who learns in his or her own way. Every teacher is chosen for their patient, gentle, and kind approach to sharing their craft. Whether you or your child is interested in beginner classes or school/community orchestra auditions, we can help train for your goals!

5. Our Music Lessons Bring Joy to Our Students and Their Families

We live in a culturethat has never in history provided such abundance of wealth and knowledge. Yet, with these opportunities, our common culture unfortunately also bombards our kids with negative images, stereotypes, and messages. We believe that our music lessons strengthen the character of every student and teaches a sense of accomplishment and an appreciation for genuine beauty and expression.

We believe that all students of any background can experience the joy of learning and performing an instrument. Learning an instrument requires dedication, time, and perseverance. In our culture of short attention spans and instant gratification, the above mentioned skills are sorely needed in our children’s education!

7. Convenient waiting areas for parents

Each facility has an area for parents to do work, socialize, or relax in while the lessons are ongoing.

8. Music Lessons Give Children and Adults a Creative Outlet That They Crave

How many of us have go to work and feel depleted at the end of the day? Likewise, how many children comehome from school needing a bit of direction and focus after a long day? Both groups above have something in common: They need meaningful one-to-one interaction to help reignite PURPOSE. Music lessons give us a shared bond with the teacher and the music that allows us, as individuals, to put our own unique interpretation on the piece learned. This is very inspiring, as it allows us to tap into an internal energy that needs to come out.

9. MUSIC REALLY DOES DEVELOP THE SOUL .

How do we know?We, as teachers, are living examples! You will come out of our lessons with a genuine appreciation for sharing a special language of sound that communities deep ideas, feelings, thoughts, and emotions between many individuals on the most elemental level.

We believe that all students of any background can experience the joy of learning and performing an instrument.

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