Poster 321: Calciphylaxis Disguised as Phantom Limb Pain: A Case Report

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/146920/1/pmr2s243a.pd

Ignatian Leadership and the Contemporary Leadership Landscape An Exercise in Counter-Cultural Engagement

This paper is written as a dialogue between two faculty members and scholars working within a Jesuit institution. Through their shared interest in leadership, especially an interest in Ignatian Leadership, the following dialogue has emerged. Kelly works in our institution as a theologian and former director of academic service-learning, and Moss-Breen works in the graduate school directing an interdisciplinary leadership EdD program. Their backgrounds and fields are different, but their interest in the leadership of Ignatius is a common thread between them. Kelly starts the conversation and Moss Breen responds in kind

Immersion Pedagogy for Ignatian Leadership: The Creighton Haddix Dean’s Fellows

There are times and places where learning can be heightened. The proliferation of high-impact pedagogies attests to this. International immersions, done with intentionality, reflection, and follow-up, can be times and places where theories and concepts move from the abstract to the real. Immersion experiences in poor and marginalized communities are also where Ignatian leadership can be understood more profoundly, largely because of the values and commitments of Ignatius of Loyola and the spirituality that emerged from his life

As We See It; Classroom Teachers View Reading Recovery

This is the second article in this special issue not written by Reading Recovery trained teachers. Hamill and Kelly are first grade teachers in one of the 26 participating schools in the first year of Reading Recovery implementation in Michigan. In response to questions by the editor of Reading Horizons, they explain the program — its impact on the Reading Recovery children and on their classroom teaching. Clearly the concerted work of the Reading Recovery teacher-in-training and these teachers demonstrates that the Reading Recovery program is an intervention in the education system, as well as a program for children

Adaptation to Climate Change: A Prospective Collaboration in Flood Control

Latin American Studie

The genetic basis of energy conservation in the sulfate-reducing bacterium Desulfovibrio alaskensis G20.

Sulfate-reducing bacteria play major roles in the global carbon and sulfur cycles, but it remains unclear how reducing sulfate yields energy. To determine the genetic basis of energy conservation, we measured the fitness of thousands of pooled mutants of Desulfovibrio alaskensis G20 during growth in 12 different combinations of electron donors and acceptors. We show that ion pumping by the ferredoxin:NADH oxidoreductase Rnf is required whenever substrate-level phosphorylation is not possible. The uncharacterized complex Hdr/flox-1 (Dde_1207:13) is sometimes important alongside Rnf and may perform an electron bifurcation to generate more reduced ferredoxin from NADH to allow further ion pumping. Similarly, during the oxidation of malate or fumarate, the electron-bifurcating transhydrogenase NfnAB-2 (Dde_1250:1) is important and may generate reduced ferredoxin to allow additional ion pumping by Rnf. During formate oxidation, the periplasmic [NiFeSe] hydrogenase HysAB is required, which suggests that hydrogen forms in the periplasm, diffuses to the cytoplasm, and is used to reduce ferredoxin, thus providing a substrate for Rnf. During hydrogen utilization, the transmembrane electron transport complex Tmc is important and may move electrons from the periplasm into the cytoplasmic sulfite reduction pathway. Finally, mutants of many other putative electron carriers have no clear phenotype, which suggests that they are not important under our growth conditions, although we cannot rule out genetic redundancy

Admission Criteria as Predictors of Student Success

Objective: Evaluate impact of various admission criteria elements (cognitive, behavioral) as predictors of first-term college GPA and on-time graduation. Methods & Results: Predictive models were developed to examine if the current admission criteria: high school GPA (HSGPA), ACT Composite score, interview score, etc are significant predictors for student success defined as first-term college GPA, on-time graduation among PharmD students at a direct entry private university. The study sample consisted of 395 pharmacy students matriculated as first-time freshmen students during fall 2007 through fall 2009. Results from the hierarchical linear regression analysis indicated that both HSGPA and ACT Composite score were significant predictors for first-term college GPA. After taking into account relevant demographic factors, the final model explained 22% of the total variance in first-term college GPA, with HSGPA accounting for 18% of the total variance and ACT Composite score accounting for only 3%. For predicting on-time graduation using the logistic regression method, HSGPA alone was the significant predictor while the model had no substantial impact on predicting on-time graduation (4% of the total variance). Further study is needed to develop a more comprehensive model involving behavioral or psychosocial factors impacting student success outcomes. Implications: This data was used to adjust relative weight of HSGPA and standardized tests scores in the application evaluation rubric. It is also being used to allocate student services resources for student retention initiatives

Use of a geometric rule or absolute vectors: Landmark use by Clark’s nutcrackers (\u3ci\u3eNucifraga columbiana\u3c/i\u3e)

Clark’s nutcrackers (Nucifraga columbiana) were trained to search for a hidden goal located in the center of a four-landmark array. Upon completion of training, the nutcrackers were presented with tests that expanded the landmark array in the east-west direction, north-south direction and in both directions simultaneously. Although the birds learned to search accurately at the center of the landmark array during training, this search pattern did not transfer to the expansion tests. The nutcrackers searched at locations defined by absolute distance and/or direction relationships with landmarks in the training array. These results contrast with those from experiments with nutcrackers in which an abstract geometric rule was learned. This difference appears due to differences in the experimental paradigms used during training