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

Pressure test analysis of 200-inch multicell test tank

Pressure test analysis for large multiple cell tank with sectioned ski

Group Processes

Social behavior is often group behavior. People are in many respects individuals seeking their personal, private objectives, yet they are also members of social collectives that bind members to one another. The tendency to join with others is perhaps the most important single characteristic of humans. The processes that take place within these groups influence, in fundamental ways, their members and society-at-large. Just as the dynamic processes that occur in groups--such as the exchange of information among members, leading and following, pressures put on members to adhere to the group\u27s standards, shifts in friendship alliances, and conflict and collaboration-change the group, so do they also change the group\u27s members. In consequence, a complete analysis of individuals and their social relations requires a thorough understanding of groups and their dynamics

TARGeT: a web-based pipeline for retrieving and characterizing gene and transposable element families from genomic sequences

Gene families compose a large proportion of eukaryotic genomes. The rapidly expanding genomic sequence database provides a good opportunity to study gene family evolution and function. However, most gene family identification programs are restricted to searching protein databases where data are often lagging behind the genomic sequence data. Here, we report a user-friendly web-based pipeline, named TARGeT (Tree Analysis of Related Genes and Transposons), which uses either a DNA or amino acid ‘seed’ query to: (i) automatically identify and retrieve gene family homologs from a genomic database, (ii) characterize gene structure and (iii) perform phylogenetic analysis. Due to its high speed, TARGeT is also able to characterize very large gene families, including transposable elements (TEs). We evaluated TARGeT using well-annotated datasets, including the ascorbate peroxidase gene family of rice, maize and sorghum and several TE families in rice. In all cases, TARGeT rapidly recapitulated the known homologs and predicted new ones. We also demonstrated that TARGeT outperforms similar pipelines and has functionality that is not offered elsewhere

“It will always continue unless we can change something”: consequences of intimate partner violence for indigenous women, children, and families

Background: Violence against indigenous women and girls is endemic, yet the absence of research on the consequences of this violence from the perspectives of women presents a profound barrier to the development of knowledge, along with violence prevention and mitigation. Although family is central to many indigenous communities, existing research typically examines the consequences of intimate partner violence (IPV) on women or children in isolation, rather than examining its consequences holistically. Objective: The purpose of this article is to identify US indigenous women's perspectives about the impact of IPV on women, children, and families. Method: Data were collected with 29 indigenous women affected by violence from a Southeastern tribe in the United States. As part of a larger critical ethnography, pragmatic horizon analysis of life history interviews revealed the consequences of IPV across multiple levels. Results: Women reported profound psychological consequences resulting from IPV. The majority of women had witnessed IPV in their childhood, providing support for an intergenerational cycle of violence. Women reported psychological consequences on children, which paralleled those reported by women, leaving deep impressions on children across their life course. Consequences on children and whole families were extensive, indicating the negative ramifications of IPV transcended personal boundaries and affected children and families across multiple generations. Conclusions: Given the tight-knit nature of indigenous families and communities, the consequences across individuals and families were noteworthy. However, a dearth in research examining consequences of IPV across levels fails to capture the interconnections of consequences for women, children, and families. Given the centrality of family in many indigenous communities, examining IPV from a holistic perspective that incorporates multiple levels is recommended for IPV research and intervention development

Small Farm Resource Centers as Informal Extension Hubs in Underserved Areas: Case Studies from Southeast Asia

A Small Farm Resource Center (SFRC) is an informal in-situ extension model used for testing promising agricultural and rural livelihoods options on a physical central site, with some measure of extension methodology. There is a need to evaluate SFRCs as research-extension models operating outside of formal government extension and advisory services. Seven SFRCs located in Southeast Asia were studied to classify extension methodologies adopted by those centers, evaluate extension efficacy, and to provide recommendations for amplifying their services. On average in 2013, SFRCs were 21.1 years old, covered 24.2 ha, cost 242,000 USD to establish and had a yearly operating cost of 28,500 USD. The work of the seven SFRCs could be classified into five predominant extension methodologies: on-site and off-site demonstrations, on-site and off-site trainings, and off-site extension outreach. Most of the SFRCs utilized combinations of these and tailored their methods to the particular context. Besides agricultural production, SFRCs also offered socio-cultural and socio-economic assistance, owing to a cycle of extension knowledge refinement. SFRCS were re-engaged in 2021 and all 7 were still operational, and the majority provided the same number or more services (57%) as in 2013, utilized the same amount of space (71%), and were perceived to have the same or more efficacy (71%) even in the face of decreasing or stagnating funding (71%) due to the COVID-19 pandemic. Overall, SFRCs continue to be used successfully throughout Southeast Asia and provide cost-effective and needs-based extension and advisory services to underserved populations outside of formal extension services

(4,7,13,16,21,24-Hexaoxa-1,10-diaza­bicyclo­[8.8.8]hexa­cosa­ne)sodium perchlorate

The title compound, [Na(C18H36N2O6)]ClO4, was isolated and crystallized to understand more fully the ligand’s binding specificity to cations. The cation and anion reside at an inter­section of crystallographic twofold and threefold axes. The carbon atoms in the cation are disordered over two positions in a 3:2 ratio, and the anion is equally disordered over two positions. The geometries of the cation and anion are typical. The compound packs in alternating sheets of discrete cations and anions stacked along the c axis, separated by a distance equal to one-sixth the length of the c axis

Leveraging Lighting Color, Temperature and Luminosity for Improving Classroom Learning:

This short article addresses a preliminary exploration of a third grade teachers’ action research applied to the use of a dynamic lighting system for improving educational performance in the classroom. Dynamic lighting offers teachers’ four light settings: focus, energy, calm, and normal. Prior research has revealed a positive relationship between dynamic light use and student cognition, motivation and concentration. What is not known is how a teacher should make use of the four settings throughout the day during all of the activities, content-area learning, and transitions in students’ experience. Teacher data (journal entries) was collected for one year. Case study analysis methodology was utilized with the unit of analysis consisting of the teachers’ perceptions within the boundaries of light setting selection and classroom context. Pattern recognition analysis shed light on how to make use of all four settings of the dynamic light system

Import of cytochrome c into mitochondria

The import of cytochrome c into mitochondria can be resolved into a number of discrete steps. Here we report on the covalent attachment of heme to apocytochrome c by the enzyme cytochrome c heme lyase in mitochondria from Neurospora crassa. A new method was developed to measure directly the linkage of heme to apocytochrome c. This method is independent of conformational changes in the protein accompanying heme attachment. Tryptic peptides of [35S]cysteine-labelled apocytochrome c, and of enzymatically formed holocytochrome c, were resolved by reverse-phase HPLC. The cysteine-containing peptide to which heme was attached eluted later than the corresponding peptide from apocytochrome c and could be quantified by counting 35S radioactivity as a measure of holocytochrome c formation. Using this procedure, the covalent attachment of heme to apocytochrome c, which is dependent on the enzyme cytochrome c heme lyase, could be measured. Activity required heme (as hemin) and could be reversibly inhibited by the analogue deuterohemin. Holocytochrome c formation was stimulated 5–10-fold by NADH > NADPH > glutathione and was independent of a potential across the inner mitochondrial membrane. NADH was not required for the binding of apocytochrome c to mitochondria and was not involved in the reduction of the cysteine thiols prior to heme attachment. Holocytochrome c formation was also dependent on a cytosolic factor that was necessary for the heme attaching step of cytochrome c import. The factor was a heat-stable, protease-insensitive, low-molecular-mass component of unknown function. Cytochrome c heme lyase appeared to be a soluble protein located in the mitochondrial intermembrane space and was distinct from the previously identified apocytochrome c binding protein having a similar location. A model is presented in which the covalent attachment of heme by cytochrome c heme lyase also plays an essential role in the import pathway of cytochrome c