A functional dissociation of conflict processing within anterior cingulate cortex

Goal-directed behavior requires cognitive control to regulate neural processing when conflict is encountered. The dorsal anterior cingulate cortex (dACC) has been associated with detecting response conflict during conflict tasks. However, recent findings have indicated not only that two distinct subregions of dACC are involved in conflict processing but also that the conflict occurs at both perceptual and response levels. We clarified a functional dissociation of the caudal dACC (cdACC) and the rostral dACC (rdACC) in responding to different sources of conflict. The cdACC was selectively engaged in perceptual conflict whereas the rdACC was more active in response conflict. Further, the dorsolateral prefrontal cortex (DLPFC) was coactivated not with cdACC but with rdACC. We suggest that cdACC plays an important role in regulative processing of perceptual conflict whereas rdACC is involved in detecting response conflict

Effects of kelp canopy removal on young-of-the-year rockfish abundance, using two census methods

In 1976 an experimental research project was initiated to examine the possible effects of the removal of a giant kelp, Macrocystis pyrifera, canopy in a central California kelp bed on Young-of-the-Year (YOY) fish populations. A total of 7823 fishes was captured and marked using freeze branding. Pre-canopy removal population estimates were made using the Schnabel method and post-canopy removal population estimates were made using the Petersen method (Lincoln Index). A significant (p < .0004) reduction of fish occurred immediately after the canopy was removed and the population remained at a reduced level for at least 60 days. This information warranted the creation of a second expanded project. In 1977 we established three study areas consisting of a kelp bed to be harvested (C), a kelp bed not to be harvested (NC) and a control kelp bed. We captured and marked over 82,000 YOY fish in Areas C and NC. Using the same statistical methods from the 1976 study, a significant reduction was found to occur in fish populations within harvested Area C and unharvested area NC: however, the reductions were not significantly different between the two areas. The large reduction in the fish population in the harvested area occurred when fish moved into the unharvested area. The large, unexpected reduction in fish numbers in the unharvested area (NC) occurred when larger predatory YOY bocaccio moved into the control area (X) as the experimental area (C) was being harvested. The bocaccio removed in excess of 20% of the biomass of YOY blue rockfish, which was composed of resident fish and recently migrated fish from the harvested kelp bed. Predation on YOY blue rockfish was also evident in the harvested area. Population estimates using visible fish transects by divers correlated well with population estimates from the capture/recapture studies in 1976, but correlation was poorer the following year when many more fish were present. (32pp.

Network rewiring is an important mechanism of gene essentiality change.

Gene essentiality changes are crucial for organismal evolution. However, it is unclear how essentiality of orthologs varies across species. We investigated the underlying mechanism of gene essentiality changes between yeast and mouse based on the framework of network evolution and comparative genomic analysis. We found that yeast nonessential genes become essential in mouse when their network connections rapidly increase through engagement in protein complexes. The increased interactions allowed the previously nonessential genes to become members of vital pathways. By accounting for changes in gene essentiality, we firmly reestablished the centrality-lethality rule, which proposed the relationship of essential genes and network hubs. Furthermore, we discovered that the number of connections associated with essential and non-essential genes depends on whether they were essential in ancestral species. Our study describes for the first time how network evolution occurs to change gene essentiality

Metazoans evolved by taking domains from soluble proteins to expand intercellular communication network.

A central question in animal evolution is how multicellular animals evolved from unicellular ancestors. We hypothesize that membrane proteins must be key players in the development of multicellularity because they are well positioned to form the cell-cell contacts and to provide the intercellular communication required for the creation of complex organisms. Here we find that a major mechanism for the necessary increase in membrane protein complexity in the transition from non-metazoan to metazoan life was the new incorporation of domains from soluble proteins. The membrane proteins that have incorporated soluble domains in metazoans are enriched in many of the functions unique to multicellular organisms such as cell-cell adhesion, signaling, immune defense and developmental processes. They also show enhanced protein-protein interaction (PPI) network complexity and centrality, suggesting an important role in the cellular diversification found in complex organisms. Our results expose an evolutionary mechanism that contributed to the development of higher life forms

Student Veterans/Service Members' Engagement in College and University Life and Education

Since the passage of the Post-9/11 Veterans Educational Assistance Act of 2008, also known as the Post-9/11 GI Bill, the enrollment of active-duty service members and veterans in American colleges and universities has increased substantially. According to the Department of Veterans Affairs, more than three-quarters of a million veterans have used their earned benefit to enroll in postsecondary courses. In response to the influx of veteran student enrollment, a group of higher education associations and veterans' organizations collaborated in 2009 and 2012 on a study that asked college and university administrators whether their institutions had geared up campus programs and services specifically designed to support the unique needs of veterans.1 The results indicated that administrators had indeed increased support levels, sometimes by quite significant margins.But how do student veterans/service members perceive their experiences at higher education institutions? To date, there is little or no information to assess whether the efforts by institutions to provide targeted programs and services are helpful to the veterans and service members enrolled in colleges and universities. Similarly, not much is known about the transition to postsecondary education from military service experienced by student veterans/service members, or whether these students are engaged in both academic programs and college and university life to their fullest potential. In this context, this issue brief explores student veteran/service member engagement in postsecondary education. The brief utilizes data from the 2012 National Survey of Student Engagement (NSSE), an annual survey of students enrolled in four-year universities, to assess how student veterans/service members perceive their integration on campus.A key finding is that student veterans/servicemembers are selective about the campus life and academic activities in which they invest their time. Student veterans/service members are morelikely to be first-generation students -- the first in their families to attend a college or university -- and older than nonveteran/civilian students; they therefore tend to have responsibilities outside of higher education that put constraints on their time.Student veterans/service members report placing greater emphasis on academic areas that they find essential for academic progress than on college and university life and activities -- academic or otherwise -- that are not essential for success in the courses in which they are enrolled. Student veterans/ service members are less likely to participate in co curricular activities, and they dedicate less time to relaxing and socializing than nonveteran/ civilian students

Collaborative Leadership Learning; Developing Facilitation Skills for Collaborative Learning in Leadership Learning Groups.

many organisations working for example, with less hierarchical structures, with cross- organisational partners, or in professional environments. Leadership at all levels must be supported by leaders in top executive positions who develop their own capabilities both as leaders and in their role of leading the learning of leadership throughout their organisations. Their ideas of their role in leading learning will be shaped by their own leadership development experiences. Collaborative learning for leadership may be a model of learning that reflects the new leadership required; it may enable leaders to develop their own leadership capability in such a way that they feel enabled to work with others on their leadership development