Do Anxiety, Depression, and Mental Health Treatment Impact Christian College Student Religiosity/Spirituality?

The majority of Americans report religious affiliation and participate in religious practices. Several studies have sought to analyze the protective factors of religiosity, especially as it relates to mental and physical health issues. However, little research has been conducted which explores the relationship between religiosity/spirituality (R/S), mental health, and its treatment status. This study sought to determine whether participants’ mental health problems (anxiety and depression) and treatment status (treatment versus no treatment) were related to their religiosity/spirituality and if severity of pathology and treatment engagement significantly affected R/S. Results suggest subjects can be aggregated into two meaningful groups: one that endorsed higher symptoms of anxiety and depression, higher rates of treatment, and lower religiosity/spirituality scores and one with fewer symptoms of anxiety and depression, less engagement with treatment, and higher religiosity/spirituality scores. Although subsequent analysis indicated that severity of depression, depression treatment, and religiosity/spirituality were key variables, neither treatment nor symptom severity were significantly related to total religiosity/spirituality scores

Fidelity enhancement by logical qubit encoding

We demonstrate coherent control of two logical qubits encoded in a decoherence free subspace (DFS) of four dipolar-coupled protons in an NMR quantum information processor. A pseudo-pure fiducial state is created in the DFS, and a unitary logical qubit entangling operator evolves the system to a logical Bell state. The four-spin molecule is partially aligned by a liquid crystal solvent, which introduces strong dipolar couplings among the spins. Although the system Hamiltonian is never fully specified, we demonstrate high fidelity control over the logical degrees of freedom. In fact, the DFS encoding leads to higher fidelity control than is available in the full four-spin Hilbert space.Comment: 10 pages, 2 figure

Using error correction to determine the noise model

Quantum error correcting codes have been shown to have the ability of making quantum information resilient against noise. Here we show that we can use quantum error correcting codes as diagnostics to characterise noise. The experiment is based on a three-bit quantum error correcting code carried out on a three-qubit nuclear magnetic resonance (NMR) quantum information processor. Utilizing both engineered and natural noise, the degree of correlations present in the noise affecting a two-qubit subsystem was determined. We measured a correlation factor of c=0.5+/-0.2 using the error correction protocol, and c=0.3+/-0.2 using a standard NMR technique based on coherence pathway selection. Although the error correction method demands precise control, the results demonstrate that the required precision is achievable in the liquid-state NMR setting.Comment: 10 pages, 3 figures. Added discussion section, improved figure

Intramolecular Regulation of Phosphorylation Status of the Circadian Clock Protein KaiC

KaiC, a central clock protein in cyanobacteria, undergoes circadian oscillations between hypophosphorylated and hyperphosphorylated forms in vivo and in vitro. Structural analyses of KaiC crystals have identified threonine and serine residues in KaiC at three residues (T426, S431, and T432) as potential sites at which KaiC is phosphorylated; mutation of any of these three sites to alanine abolishes rhythmicity, revealing an essential clock role for each residue separately and for KaiC phosphorylation in general. Mass spectrometry studies confirmed that the S431 and T432 residues are key phosphorylation sites, however, the role of the threonine residue at position 426 was not clear from the mass spectrometry measurements.Mutational approaches and biochemical analyses of KaiC support a key role for T426 in control of the KaiC phosphorylation status in vivo and in vitro and demonstrates that alternative amino acids at residue 426 dramatically affect KaiC's properties in vivo and in vitro, especially genetic dominance/recessive relationships, KaiC dephosphorylation, and the formation of complexes of KaiC with KaiA and KaiB. These mutations alter key circadian properties, including period, amplitude, robustness, and temperature compensation. Crystallographic analyses indicate that the T426 site is phosphorylatible under some conditions, and in vitro phosphorylation assays of KaiC demonstrate labile phosphorylation of KaiC when the primary S431 and T432 sites are blocked.T426 is a crucial site that regulates KaiC phosphorylation status in vivo and in vitro and these studies underscore the importance of KaiC phosphorylation status in the essential cyanobacterial circadian functions. The regulatory roles of these phosphorylation sites--including T426--within KaiC enhance our understanding of the molecular mechanism underlying circadian rhythm generation in cyanobacteria

Coupling of a Core Post-Translational Pacemaker to a Slave Transcription/Translation Feedback Loop in a Circadian System

Analysis of the cyanobacterial circadian biological clock reveals a complex interdependence between a transcription/translation feedback loop and a biochemical oscillator

Incorporating Genomics and Bioinformatics across the Life Sciences Curriculum

Undergraduate life sciences education needs an overhaul, as clearly described in the National Research Council of the National Academies’ publication BIO 2010: Transforming Undergraduate Education for Future Research Biologists. Among BIO 2010’s top recommendations is the need to involve students in working with real data and tools that reflect the nature of life sciences research in the 21st century [1]. Education research studies support the importance of utilizing primary literature, designing and implementing experiments, and analyzing results in the context of a bona fide scientific question [1–12] in cultivating the analytical skills necessary to become a scientist. Incorporating these basic scientific methodologies in undergraduate education leads to increased undergraduate and post-graduate retention in the sciences [13–16]. Toward this end, many undergraduate teaching organizations offer training and suggestions for faculty to update and improve their teaching approaches to help students learn as scientists, through design and discovery (e.g., Council of Undergraduate Research [www.cur.org] and Project Kaleidoscope [ www.pkal.org])