Full UPF3B function is critical for neuronal differentiation of neural stem cells

Acknowledgments We thank Fred H Gage (Salk Institute, La Jolla, CA, USA) for HCN-A94 cells and Niels Gehring (University of Cologne, Germany) for constructs. We gratefully acknowledge Tenovus Scotland (Project Grant G11-06), Moonlight Prowl (FS) and the Saudi Arabian Ministry of Higher Education via King Abdullah Program for Scholarships for support (TA). JA is supported by a PhD studentship from Medical Research Scotland (PhD-654-2012) and Dundee Cell Products.Peer reviewedPublisher PD

In Vivo screening and discovery of novel candidate thalidomide analogs in the zebrafish embryo and chicken embryo model systems

This study was supported by a Wellcome Trust-NIH PhD Studentship to SB, WDF and NV. Grant number 098252/Z/12/Z. SB, CHC and WDF are supported by the Intramural Research Program, NCI, NIH. NHG and WL are supported by the Intramural Research Program, NIA, NIH.Peer reviewedPublisher PD

Admission predictors for success in a mathematics graduate program

There are many factors that can influence the outcome for students in a mathematics PhD program: bachelor's GPA (BGPA), bachelor's major, GRE scores, gender, Under-Represented Minority (URM) status, institution tier, etc. Are these variables equally important predictors of a student's likelihood of succeeding in a math PhD program? In this paper, we present and analyze admission data of students from different groups entering a math PhD program at a southern California university. We observe that some factors correlate with success in the PhD program (defined as obtaining a PhD degree within a time-limit). According to our analysis, GRE scores correlate with success, but interestingly, the verbal part of the GRE score has a higher predictive power compared to the quantitative part. Further, we observe that undergraduate student GPA does not correlate with success (there is even a slight negative slope in the relationship between GPA and the probability of success). This counterintuitive observation is explained once undergraduate institutions are separated by tiers: students from "higher tiers" have undergone a more rigorous training program; they on average have a slightly lower GPA but run a slightly higher probability to succeed. Finally, a gender gap is observed in the probability to succeed with female students having a lower probability to finish with a PhD despite the same undergraduate performance, compared to males. This gap is reversed if we only consider foreign graduate students. It is our hope that this study will encourage other universities to perform similar analyses, in order to design better admission and retention strategies for Math PhD programs.Comment: 13 pages, 11 figures, 4 table

Making postgraduate students and supervisors aware of the role of emotions in the PhD process

Emotions are an integral part of the PhD process. A range of emotions are common and to be expected. How do emotions affect the PhD process for both postgraduate students and their supervisors? How can we make our emotions work positively for us in the PhD process? To explore answers to these questions, three lecturers currently supervising postgraduates and three postgraduates at various stages in their doctoral studies collectively pooled their experiences. We developed an interactive workshop that was recently conducted for postgraduate students at Murdoch University and at the Australian Association for Social Research annual conference 2002. This presentation will explore the role that emotions play in the PhD process and how supervisors and postgraduates alike can benefit from reflecting on this issue. A number of practical (and humorous) tips will be provided as well as examples from others' PhD experiences. The role of emotions at the beginning, middle and end of a PhD program will be explored. The data collection and analysis phases are a time when emotions may run riot. Trepidation is especially common when fieldwork or data collection is involved, as is anger when postgraduate's views about how the world works are challenged and then sadness (and relief!) when the data collection phase is finished. We will discuss how supervisors can assist their postgraduates to make these feelings work for them. The presentation will also explore the emotions that arise from the supervisor-postgraduate partnership

Establishing the relationship of inhaler satisfaction, treatment adherence, and patient outcomes : A prospective, real-world, cross-sectional survey of US adult asthma patients and physicians

Date of Acceptance: 26/06/2015 Acknowledgements The disease-specific program, on which the analyses were based, was designed and run by Adelphi Real World. The program was supported by a number of pharmaceutical companies, including Meda Pharmaceuticals. This specific analysis, together with this publication, was supported by Meda Pharmaceuticals. The decision to publish was made jointly by all authors cited. Medical writing support and literature searching was provided by Carole Alison Chrvala, PhD of Health Matters, Inc.Peer reviewedPublisher PD

Academic careers : the effect of participation to post-doctoral program

This paper is devoted to assessment of post-doctoral programs for young PhD awarded in French Universities. Using longitudinal from the French Ministry of Education, our question lead to the econometric evaluation of post-doctoral participation on the probability to obtain a job as researcher in the public sector of research. Based on the estimation of a conditional bivariate Probit model and computation of marginal effects, we demonstrate that going through a post-doctoral program increases of around 10% then chances to get an academic job. This result is reinforced by the effect of financial support, especially standard academic grant, which rises of more than 20% the probability to be recruited as researcher in the French public sector.Post-doctoral program; PhD graduated; Bivariate Probit; Marginal effects

Examining summer laboratory research apprenticeships for high school students as a factor in entry to MD/PhD programs at matriculation

Do summer laboratory research apprenticeships during high school have an impact on entry into MD/PhD programs? Apart from the nearly decade-long span of time between high school and matriculation into an MD/PhD program, young people have many life-shaping experiences that presumably impact their education and career trajectories. This quantitative study (n = 236,432) examines the connection between early laboratory research apprenticeship experiences at the high school level and matriculation into one of the more rigorous educational programs for scientific research training. The span of time covered by this analysis reaches across more than a decade, examining the potential importance of research experiences during the precollege years in the educational trajectory of young people. Intertwined with this question on research experiences is a second major concern regarding diversity in the life sciences research corps. Diversity in this wide-ranging discipline refers specifically to the underrepresentation of Blacks/African Americans, Hispanics/Latino/as, and American Indians/Alaska Natives among the ranks of research scientists. Thus, this study includes analyses that specifically focus on research apprenticeships of Blacks/African Americans and Hispanics/Latino/as and their entrance into MD/PhD programs. </jats:p

Advancements in Higher Education for Latino(a)/Chicano(a) Doctorates

Latinos(as)/Chicanos(as) are one of the minorities least represented in graduate school (Ramirez, 2016). Although there are few studies that primarily focus on the limitations Latinos(as)/Chicanos(as) students encounter in undergraduate and graduate studies, the overall goal of this study was to focus on the strategies Latinos(as)/Chicanos(as) use to counteract these limitations. These areas of limitations fall into seven categories: educational programs, family support, stress, financial support, mentors, school involvement, and exclusion. A 70-question online survey was administered to those who met the following eligibility requirements: completed a PhD, reside in California, and identify as Latino(a) and/or Chicano(a). This survey analyzes the impact educational programs have on first-generation students in undergraduate and graduate school. The questions on family support compare first-generation and non-first-generation college students who completed a PhD program. The questions on stress analyze how the PhD holders overcame stressful situations. For financial support, the survey asks one to comment on the financial resources they utilized. The questions in the section about mentors analyze a mentor’s moral, academic, personal, and financial support. For school involvement, the questions analyze the campus resources utilized by respondents and the benefits of utilizing those resources. The questions on exclusion addressed three concepts: discrimination, feelings of not belonging, and gender disparity. In family support questions, results suggest that both first-generation and non-first-generation Latino(a)/Chicano(a) PhD holders received parental support during their undergraduate and graduate studies; however, first-generation PhD holders mentioned that parents would listen but not understand academic context, while non-first-generation PhD holders had academic conversations with parents

Selective disappearance of individuals with high levels of glycated haemoglobin in a free-living bird

This work was supported by the ANR (ANR-06-JCJC0082 to B.D.), the CNRS (PEPS INEE and PICS France–Switzerland to B.D.), the French Ministe`re de l’Enseignement Supe´rieur et de la Recherche (PhD fellowship to C.R.), the Re´gion Rhoˆne-Alpes (Explora’doc mobility grant to C.R.), the University of Aberdeen (stipend to C.R.), the L’Ore´al Foundation-UNESCO ‘For Women in Science’ program (fellowship to C.R.) and the Rectors’ Conference of the Swiss Universities (grant to C.R. and P.B.).Peer reviewe

GSBS News, Spring 2015

Cover image by artist Syd Moen; Benefactor News: Smithville fundraiser supports GSBS fellow; New endowment to support MD/PhD Program; Coming full circle: developing and promoting a Core Curriculum; Celebrating 50 Years of Excellence: GSBS Alumni All-Stars shine at Super Panel and 2013 Reunion; Faculty Membership Report; Faculty News: Dr. Vicki Knutson retires; GSBS Outreach Council hosts community Science Night; Student News; 2013-2014 Student Awards; Alumni News; Message to Alumn