Poster 263: Obesity, Blood Pressure and Chronic Low Back Pain

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/146960/1/pmr2s118a.pd

The reduction of nitric-oxide by hydrogen over Pt, Rh and Pt-Rh single crystal surfaces

R.A. van Santen: question, p. 35

About females and males: continuity and discontinuity in flies

Through the decades of relentless and dedicated studies in Drosophila melanogaster, the pathway that governs sexual development has been elucidated in great detail and has become a paradigm in understanding fundamental cell-fate decisions. However, recent phylogenetic studies show that the molecular strategy used in Drosophila deviates in some important aspects from those found in other dipteran flies and suggest that the Drosophila pathway is likely to be a derivative of a simpler and more common principle. In this essay, I will discuss the evolutionary plasticity of the sex-determining pathway based on studies in the common housefly, Musca domestica. Diversification appears to primarily arise from subtle differences in the regulation of the key switch gene transformer at the top of the pathway. On the basis of these findings I propose a new idea on how the Drosophila pathway may have evolved from a more archetypal system such as in M. domestica. In essence, the arrival of an X counting mechanism mediated by Sex-lethal to compensate for X linked gene dose differences set the stage for an intimate coupling of the two pathways. Its precedent recruitment to the dosage compensation pathway allowed for an intervention in the regulation of transformer where it gradually and eventually' completely substituted for a need of transformer autoregulation

Sex Determination in Honeybees: Two Separate Mechanisms Induce and Maintain the Female Pathway

Sex determination in honeybees is realized by the csd and the fem gene that establish and maintain, throughout development, sexual fates via the control of alternative splicing

Force Concept Inventory: More than just conceptual understanding

The Force Concept Inventory (FCI) can serve as a summative assessment of students’ conceptual knowledge at the end of introductory physics, but previous work has suggested that the knowledge measured by this instrument is not a unitary construct. In this article, we consider the idea that FCI performance may reflect a number of student attributes including relational knowledge structures of physics concepts, expertlike attitudes, and problem-solving skills. Using a large calculus-based introductory physics course, we show that knowledge of conceptual relationships (i.e., knowledge structures), attitudinal measures, and problem-solving ability are all measures that uniquely contribute to a postinstruction FCI score. While these associations do not reveal the nature of their relation to the FCI (it could be that good students perform well on all these measures), they do provide evidence that improving any one of these aspects may improve a student’s overall FCI score