The Core Competencies - Research and Information Literacy at UCLA

The Core Competencies for Research and Information Literacy at UCLA provides a foundation for teaching and evaluating research skills and information literacy. Recognizing that there are varying needs across disciplines and experience levels, this document is intended as a starting point that can be adapted for specific contexts. This document provides:* a concise summary of the core competencies and their relationship to the ACRL Framework for Information Literacy;* a toolkit of learning outcomes, activities, and assessment techniques for each core competency;* and an example assessment rubric. Authors and Contributors This document was created by the UCLA Library Teaching & Learning Functional Team, 2018-2019Project leads: Doug Worsham, Diane Mizrachi, Monica HaganContributors: Joy Doan, Nisha Mody, Renee Romero, Robert Gore, Elizabeth Cheney, Margarita Nafpaktitis, Julia Glassman, Reed Buck, and all UCLA Library staff that provided feedback throughout the process

Dr. Yang Zhong: an explorer on the road forever

On the morning of September 25th 2017, grievous news spread from the remote Ordos region of Inner Mongolia to Fudan University campus in Shanghai. Professor Yang Zhong, a famous botanist and the Dean of Fudan University’s graduate school, passed away in a tragic car accident while on a business trip

PNAS plus: plasmodium falciparum responds to amino acid starvation by entering into a hibernatory state

The human malaria parasite Plasmodium falciparum is auxotrophic for most amino acids. Its amino acid needs are met largely through the degradation of host erythrocyte hemoglobin; however the parasite must acquire isoleucine exogenously, because this amino acid is not present in adult human hemoglobin. We report that when isoleucine is withdrawn from the culture medium of intraerythrocytic P. falciparum, the parasite slows its metabolism and progresses through its developmental cycle at a reduced rate. Isoleucine-starved parasites remain viable for 72 h and resume rapid growth upon resupplementation. Protein degradation during starvation is important for maintenance of this hibernatory state. Microarray analysis of starved parasites revealed a 60% decrease in the rate of progression through the normal transcriptional program but no other apparent stress response. Plasmodium parasites do not possess a TOR nutrient-sensing pathway and have only a rudimentary amino acid starvation-sensing eukaryotic initiation factor 2α (eIF2α) stress response. Isoleucine deprivation results in GCN2-mediated phosphorylation of eIF2α, but kinase-knockout clones still are able to hibernate and recover, indicating that this pathway does not directly promote survival during isoleucine starvation. We conclude that P. falciparum, in the absence of canonical eukaryotic nutrient stress-response pathways, can cope with an inconsistent bloodstream amino acid supply by hibernating and waiting for more nutrient to be provided