The Unusual Substrate Specificity of a Virulence Associated Serine Hydrolase from the Highly Toxic Bacterium, \u3cem\u3eFrancisella tularensis\u3c/em\u3e

Francisella tularensis is the causative agent of the highly, infectious disease, tularemia. Amongst the genes identified as essential to the virulence of F. tularensis was the proposed serine hydrolase FTT0941c. Herein, we purified FTT0941c to homogeneity and then characterized the folded stability, enzymatic activity, and substrate specificity of FTT0941c. Based on phylogenetic analysis, FTT0941c was classified within a divergent Francisella subbranch of the bacterial hormone sensitive lipase (HSL) superfamily, but with the conserved sequence motifs of a bacterial serine hydrolase. FTT0941c showed broad hydrolase activity against diverse libraries of ester substrates, including significant hydrolytic activity across alkyl ester substrates from 2 to 8 carbons in length. Among a diverse library of fluorogenic substrates, FTT0941c preferred α-cyclohexyl ester substrates, matching with the substrate specificity of structural homologues and the broad open architecture of its modeled binding pocket. By substitutional analysis, FTT0941c was confirmed to have a classic catalytic triad of Ser115, His278, and Asp248 and to remain thermally stable even after substitution. Its overall substrate specificity profile, divergent phylogenetic homology, and preliminary pathway analysis suggested potential biological functions for FTT0941c in diverse metabolic degradation pathways in F. tularensis

An Exploration of Names in Social and Professional Settings for Persons with Ethnically Identifying Names

The overarching purpose of this collected papers dissertation was to explore the perspectives and experiences related to names in social and professional settings for persons with ethnically identifying names. The first paper was an integrative literature review. The second paper was a qualitative study utilizing the phenomenological approach. Both studies utilized self-presentation theory, while Study #2 added social penetration theory and social identity theory. Self-presentation theory posits that people put forth a public face to show that they possess desirable characteristics to observers. Social penetration theory is centered on the concept of self-disclosure and the notion that people carefully construct their level of disclosure based on the interaction and how they wish it to proceed. Finally, social identity theory puts forth that people categorize others to determine with whom to align themselves and whom to exclude. These theories undergirded the studies and directed the inquiry. Study #1 reviewed literature to determine if names and self-presentation were studied within HRD. Only one study was found. The extant literature was largely quantitative, focused on job market reactions to applicant names, and assumed characteristics. Overall, the studies were focused on how best to present an applicant based on their name and the possible consequences of self-presentation in undesirable categories (e.g., minority applicants with “unique” or “ethnic” names). The literature indicated that applicants best presented when they utilized names that indicated non-minority ethnicity (e.g. White). Study #2 explored the opinions, experiences and behaviors of interview participants with ethnically identifying names related to social identity, self-presentation and social penetration. This study consisted of interviewing 15 people of either Asian, African, Caucasian or Latino/Hispanic ethnicity. Findings suggested that names did matter to the participants and that their behaviors and opinions related to their self-presentation and self-disclosure were colored by their experiences as someone with an ethnically identifying name; both professionally and socially. Overall, the findings of these studies are a starting point into the HRD literature to inform organizational research and practice. Additional research is needed to create a more comprehensive picture of the issues involved and work towards best practices and interventions

Black Women in K-12 Leadership Positions Perceptions About the Challenges of Obtaining a Position

The research problem of this qualitative study was the underrepresentation of Black women in K-12 leadership positions in the United States (U.S.). This study is important because the underrepresentation of Black women in K-12 leadership positions in the U.S. remains challenging. The purpose of the study was to explore Black women’s challenges in seeking leadership positions. Grounded in the conceptual framework of intersectionality, which recognizes the interaction of multiple social identities, the research question examined Black women’s perceptions of the challenges of obtaining leadership roles in K-12 education. In this qualitative basic inquiry, a self-designed, semi-structured interview protocol with open-ended questions was used to explore the challenges of obtaining leadership roles, focusing on how race and gender influence Black women in obtaining K-12 leadership. The sample of 10 participants was selected based on their experience in educational leadership in the U.S. and self-identification as Black women. Through thematic analysis, patterns related to the research question were derived through coding, categorizing, and identifying themes. Findings revealed that the intersection of race and gender amplifies the unique obstacles faced by Black women seeking K-12 leadership positions. These obstacles include systemic barriers, lack of mentorship, expectations for code-switching, micro-aggressions from stereotyping, and over-scrutiny of credentials. Recommendations include evaluating intervention efficacy and observing policies enhancing diversity. The implications for positive social change include urging educational entities to revisit hiring practices to catalyze shifts towards inclusiveness to increase the representation of Black women in K-12 leadership

University of North Texas’ Compliance with Funder-Mandated Public Access to Research Data: Project Development and Progress Report

In 2021, the University of North Texas (UNT) established a collaboration between the UNT Libraries and the Division of Research and Innovation to provide stable, long-term access to information about federally-funded grant projects received at UNT through a centralized location for accessing research and grant artifacts including documentation and datasets. This collaboration made use of existing infrastructure from both departments to host data management plans for each of the grant projects and ensure compliance from all researchers with active grants. This presentation will highlight the development of the current workflow and report on the status of the project