Closed Meetings & Advisors

Under Article II Meetings of the ASWC By Laws, a subsection K be added to read: K. To close a meeting, a motion must be presented and receive a 2/3 majority of those voting and present. Unless otherwise specified, the administrative and faculty advisor of the ASWC will exit the room

Slotting Allowance: an Overlooked Angle in Grocery Retailing

Ever wonder why one product brand enjoys a more prominent shelf location in a particular retail establishment than another brand? Would such arrangement have any impact on the price one pays for a particular product? Answers to these are related to the relatively unexplored business phenomenon known as slotting allowances or fees for store shelf space. Read more about it...slotting allowance, retail market, distribution market, intermediate market, shelf space rental fee, product brand, store shelf space

Voting & The Chair

Voting is the primary mechanism which this organizations utilizes to represent the student body

Representation & Academic Advocacy Bill

Beginning with the 2017-2018 school year, the Academic Affairs Council is dissolved, as is the chair and thus the position on Senate

Expression of the High-Affinity K+ Transporter 1 (PpHKT1) Gene From Almond Rootstock ‘Nemaguard’ Improved Salt Tolerance of Transgenic Arabidopsis

Soil salinity affects plant growth and development, which directly impact yield. Plants deploy many mechanisms to cope with, or mitigate, salt stress. One of such mechanism is to control movement of ions from root to shoot by regulating the loading of Na+ in the transpiration stream. The high-affinity K+ transporter 1 (HKT1) is known to play a role in the removal of Na+from the xylem and bring it back to the root. As almond is a salt-sensitive crop, the rootstock plays an important role in successful almond cultivation in salt-affected regions. We currently lack knowledge on the molecular mechanisms involved in salt tolerance of almond rootstocks. In this study, we complemented the Arabidopsis athkt1 knockout mutant with HKT1 ortholog (PpHKT1) from the almond rootstock ‘Nemaguard’. Arabidopsis transgenic lines that were generated in athkt1 background with the constitutive promoter (PpHKT1OE2.2) and the native promoter (PpHKT1NP6) were subjected to different salt treatments. Both transgenic lines survived salt concentrations up to 120 mM NaCl, however, the mutant athkt1 died after 18 days under 120 mM NaCl. At 90 mM NaCl, the dry weight of athkt1 decreased significantly compared to the transgenic lines. Both transgenic lines showed significantly longer lateral roots compared to the athkt1 mutant at 80 mM NaCl treatment. The transgenic lines, PpHKT1OE2.2 and PpHKTNP6 had lower electrolyte leakage and higher relative water content compared to athkt1, suggesting that transgenic plants coped well with increased salt concentration by maintaining the integrity of the membranes. The expression analyses showed that PpHKT1 was induced in PpHKT1OE2.2 and PpHKTNP6 lines under salt treatment, which confirmed that both over-expression and native expression of PpHKT1 in the Arabidopsis mutant can complement salt tolerance function

Developing communication and thinking skills in English as a Foreign Language Education undergraduate students: a proposal for a syllabus model

It is our aim to share a proposal for a new syllabus model and learner-centered methodology for English as a Foreign Language students in the Degree in Teaching in Primary Education at the Universidad de Zaragoza (Spain), presenting the theoretical tenets and analyzing samples of resources and materials that have been designed. In a context of great diversity of levels and learning profiles in the abovementioned educational setting, it is no longer valid to conceive this part of teacher training only in terms of language proficiency, but rather it is necessary to equip students with learning to learn tools and metacognitive strategies as well as materials and resources purposefully designed bearing in mind their context, professional interests and linguistic needs. As a result, throughout the three 6 ECTS courses in the Degree (English in Primary Education I, II and III, for ist, 2nd and 4th year students respectively) we seek to implement active methodologies and make use of a variety of resources following Communicative Language Teaching and Task-based Instruction principles, such as the following: (i) Deep Learning (Clark, 2009a, 2009b) and Scaffolded, Visible Thinking (Ritchhart, Church, and Morrison, 2011); (ii) Cooperative Learning (Kagan and Kagan, 1994); (iii) ICTs and EdTech; (iv) reflective learning, promoting self-assessment and peer-assessment, and (v) Project Based Learning (BIE, 2003). Overall, the teaching proposal designed has enabled us to partially respond to heterogeneity in our large classes and make our students'' learning of a language relevant and meaningful