Transposing from the laboratory to the classroom to generate authentic research experiences for undergraduates.

Large lecture classes and standardized laboratory exercises are characteristic of introductory biology courses. Previous research has found that these courses do not adequately convey the process of scientific research and the excitement of discovery. Here we propose a model that provides beginning biology students with an inquiry-based, active learning laboratory experience. The Dynamic Genome course replicates a modern research laboratory focused on eukaryotic transposable elements where beginning undergraduates learn key genetics concepts, experimental design, and molecular biological skills. Here we report on two key features of the course, a didactic module and the capstone original research project. The module is a modified version of a published experiment where students experience how virtual transposable elements from rice (Oryza sativa) are assayed for function in transgenic Arabidopsis thaliana. As part of the module, students analyze the phenotypes and genotypes of transgenic plants to determine the requirements for transposition. After mastering the skills and concepts, students participate in an authentic research project where they use computational analysis and PCR to detect transposable element insertion site polymorphism in a panel of diverse maize strains. As a consequence of their engagement in this course, students report large gains in their ability to understand the nature of research and demonstrate that they can apply that knowledge to independent research projects

Repeated Disasters and Chronic Environmental Changes Impede Generational Transmission of Indigenous Knowledge

Indigenous coastal communities are interdependent with the environment and families are vulnerable to the environmental changes that disrupt culture, continuity, and livelihood. The purpose of this study was to elucidate meaning from shared cultural perceptions of experiencing repeated disasters and other environmental changes among a United States Indigenous coastal community. This study is part of a larger community- engaged study and reports results from phenomological semi-structured in-depth qualitative interviews (n=19). Participants were enrolled tribal members with a strong ethnic identity and earned a majority of their income from subsistence activities. The results highlight that discrimination, which is part of the broader context of historical oppression, has set the stage for heightened vulnerability in Indigenous communities. Indigenous families are highly connected to their place and environment, yet environmental changes (e.g. repeated disasters, chronic land loss, and climate change) creates barriers for many elder participants pass on traditional knowledge and lifeways to their grandchildren and future generations. Indigenous peoples’ relationship with the land is spiritual, cultural, and place-specific. Interruption of Indigenous Peoples’ ability to interact with the land acculturation, lack of self-determination and discrimination are contemporary forms of trauma

An Exploration of Racial/Ethnic Differences in the Association between Perfectionism and Disordered Eating in College Students

Perfectionism is a robust risk factor for eating disorders (EDs). Although individually-oriented dimensions of perfectionism are strongly related to eating pathology, less is known about the contribution of parent-oriented dimensions, specifically parental expectations (PE) and parental criticisms (PC). Further, few studies have investigated these effects within racially/ethnically diverse samples. However, PE and PC might be particularly relevant to eating pathology among certain cultural groups, such as those from collectivistic and interdependent societies. This study examined associations among PE, PC, and ED symptoms across racial/ethnic groups. Undergraduates (N=706; 74.8% Female; 48% White, 19.8% Black, 7.1% Latinx, 16% Asian, 9.1% multiracial) completed online surveys assessing perfectionism and ED symptoms. Multiple and logistic regressions examined the association between parent-oriented perfectionism, global eating pathology, loss-of-control (LOC) eating, purging behaviors, and ED risk status (EDE-Q global \u3c 4.0). Analyses were conducted by racial/ethnic group, controlling for gender. Both PE and PC were related to greater ED pathology in students identifying as White (pp=.03), Asian (p=.02), and multiracial (pp=.19). Higher PC was related to a greater likelihood of endorsing LOC eating in White (p=.004) and Black students (p=.05) and purging behaviors in White (p=.004), Asian (p=.04), and multiracial students (p=.03). Greater PC was also associated with ED risk in Asian (p=.03) and multiracial participants (p=.01). Findings indicate that the relations between specific aspects of parent-oriented perfectionism differ among cultural groups and are associated with ED symptoms in college students. PC seemed more relevant to ED pathology than did PE overall. Findings suggest that parent-oriented perfectionism, particularly PC, might be important to include in clinical assessment and treatment with students at-risk of EDs.https://scholarscompass.vcu.edu/gradposters/1039/thumbnail.jp

Women\u27s Representation in National Legislatures: The Hungarian Case

Women constitute over half of the world\u27s population and enjoy, at least in the eyes of the law, full participatory political license-the right to vote and run for any elective office-in nearly all nation states. Despite this apparent environment of opportunity, women remain grossly underrepresented in national legislatures throughout the world. Exactly why nearly worldwide de jure political equality has not translated into a comparable increase in women\u27s representation in elected office is a question often addressed in current political research. If the prevailing attitude toward women has changed enough to afford women the legal opportunity for participation, why is this impetus for involvement not borne out in the ranks of the world\u27s legislatures

Tacit Knowledge Sharing at the Information Desk

The goal of this project was to capture the serendipitous exchange of tacit knowledge between colleagues at the information desk in order to assess the role of tacit knowledge in the mentor/mentee relationship and the impact on delivery of service.Ope

Pressure test analysis of 200-inch multicell test tank

Pressure test analysis for large multiple cell tank with sectioned ski

Trust Development in Research with Indigenous Communities in the United States

A historical backdrop of oppression and exploitation has set the stage for distrust in research relationships with many indigenous communities. Although distrust poses a barrier to conducting research with indigenous communities, it also provides a distinct opportunity to examine factors related to trust development. Therefore, the purpose of this article is to understand the factors that relate to trust development in research relationships with indigenous communities in the United States. This qualitative descriptive study explored the experiences of 13 indigenous and non-indigenous researchers working with indigenous communities. Historical oppression, risk and reputation, power balancing across multiple levels, reciprocity and benevolence, and cross-cultural collaboration were emergent themes related to trust development with indigenous communities. Activities between researchers and indigenous communities occurred within a broader context of historical oppression and were on a continuum between trust-building and trust-breaking