A bijection between the set of nesting-similarity classes and L & P matchings

Matchings are frequently used to model RNA secondary structures; however, not all matchings can be realized as RNA motifs. One class of matchings, called the L $\&$ P matchings, is the most restrictive model for RNA secondary structures in the Largest Hairpin Family (LHF). The L $\&$ P matchings were enumerated in $2015$ by Jefferson, and they are equinumerous with the set of nesting-similarity classes of matchings, enumerated by Klazar. We provide a bijection between these two sets. This bijection preserves noncrossing matchings, and preserves the sequence obtained reading left to right of whether an edge begins or ends at that vertex.Comment: 9 pages, 7 figure

In Vitro Analysis of the Thyroid Hormone Receptor in Mitochondrial Transcription

The central dogma theory relates how DNA is transcribed into messenger RNA (mRNAs) and then translated into proteins. Since the nucleus contains the majority of the DNA in cells, research related to transcription and translation focuses on these processes within the nucleus and cytosol; however, these processes are also taking place within the mitochondrial organelle. Mitochondria are most widely known for their essential role in producing energy for the cell, but the organelle also contains its own small, circular genome. Transcription of mitochondrial DNA (mtDNA) follows similar mechanisms as does transcription of nuclear DNA. During this essential process, specific mitochondrial transcription factors, such as TFAM and TFB2M, regulate the attachment of the mitochondrial RNA polymerase (POLRMT) to the promoter and initiation of transcription. With a fully functioning mitochondrial RNA polymerase, transcription is properly conducted, and transcripts can be translated to protein by the mitochondrial ribosome. Mitochondrial transcription is a major regulatory process within the organelle, and determining transcription factors involved in this control point is important for understanding mitochondrial function and many diseases relating to mitochondrial dysfunction. Numerous transcription factors are found both in the nucleus as well as in the mitochondria where their function is not well understood. One such transcription factor is the thyroid hormone receptor. Previous research suggests that when the hormone triiodothyronine (T3) is present and taken up in cells, mitochondrial transcription increases. The mechanism behind the T3 stimulation of transcription is thought to be a coordinated effect by interacting with both the mitochondrial and nuclear thyroid hormone receptor. Our aim is to analyze the level of interaction that the mitochondrial thyroid hormone receptor (mt-TRalpha1) has with the mitochondrial DNA and other core mitochondrial transcription factors in the presence and absence of the T3 hormone. With this information, we further understand another component of mitochondrial transcription that could have implications in mitochondrial dysfunction and disease

From Invisibility to Belonging: Supports and Challenges of First-Generation College Students Who Identify as Racial or Ethnic Minorities

Martinez, Megan N. From Invisibility to Belonging: Supports and Challenges of First- Generation College Students who Identify as Racial and Ethnic Minorities. Published Doctor of Philosophy dissertation, University of Northern Colorado, 2020. The experience of navigating through college is fraught with challenges, and within six years only 20 percent of first-generation college students graduate with their bachelor’s degree (RTI International, 2019b). Additionally, these students experience notable academic difficulties during college when compared to peers, including lower GPA (Chen & Carroll, 2005; D’Amico & Dika, 2013; Lohfink & Paulsen, 2005), decreased academic engagement (Soria & Stebleton, 2012b), and greater likelihood of withdrawing from or repeating coursework in college (Chen & Carroll, 2005). The purpose of this phenomenological study was to (a) understand how first-generation students who identify as racial or ethnic minorities experience support and challenges, and how they overcome challenges, as they navigate diverse social spheres and (b) to add to the body of knowledge about the relational experiences of first-generation students and how these relationships change during the duration of their undergraduate career. Narratives were gathered from 12 first-generation college students who identify as racial and ethnic minorities from a mid-sized institution in the Rocky Mountain region. From these narratives, 14 themes emerged including: Strengths, Isolation, Shared Identity, Cultural Values, Visibility, Awareness of Faculty’s Willingness to Help, Mentorship, Connection with Peers, Knowing Where to Find Help, Understanding What it Takes to Succeed, Honoring Hard Work and Sacrifice, Modeling, Success for Future Generations, Emotional Support and Encouragement, and Experiences with Counseling. Results guide implications for empowering first-generation college students who identify as racial and ethnic minorities for counseling psychologists and mental health professionals working in university counseling centers, faculty and mentors working with this population, and supportive family members. Keywords: first-generation students, racial, ethnic, university, culture, support, challenges, qualitative study, strengths

The frequency of pattern occurrence in random walks

In the past decade, the use of ordinal patterns in the analysis of time series and dynamical systems has become an important and rich tool. Ordinal patterns (otherwise known as a permutation patterns) are found in time series by taking $n$ data points at evenly-spaced time intervals and mapping them to a length-$n$ permutation determined by relative ordering. The frequency with which certain patterns occur is a useful statistic for such series; however, the behavior of the frequency of pattern occurrence is unstudied for most models. We look at the frequency of pattern occurrence in random walks in discrete time and, applying combinatorial methods, we characterize those patterns that have equal frequency, regardless of probability distribution

Evaluation of a Coping Kit of Items to Support Children with Developmental Disorders in the Hospital Setting

This study attempted to answer the question, Do nurses perceive coping kits to be effective at meeting the needs of hospitalized children with developmental disabilities who are at increased risk for challenging behaviors? A cross-sectional post-test survey study design was used, with a convenience sample of 24 registered nurses at a Midwestern free-standing children\u27s hospital. A coping kit with simple communication cards, social script book, and distraction items (toys) was developed to enhance communication and distract children with developmental disabilities (including autism spectrum disorder) undergoing procedures in the hospital. A modified version of Hudson\u27s (2006) intervention effectiveness survey was used to measure the nurse\u27s perception of the effectiveness of the coping kit. Nurses perceived the coping kits to be effective for decreasing their patient\u27s anxiety, calming the child\u27s behavior, and increasing cooperation during procedures. The nurse can develop a plan of care that includes a coping kit to help gain cooperation with the hospitalized child with challenging behaviors

138 - Does the Sensory Room Work?

Mental health in college students has been a continuous issue with many students suffering from anxiety and depression. Many students are particularly vulnerable to stress, which is correlated to academic underperformance, failure to fulfill academic obligations, and problematic health behaviors, such as substance abuse. A higher perceived stress level in university students can cause a poorer quality of life, well-being, and sleep quality. It is important to recognize coping strategies to relieve these mental health stressors. There are many resources available on campus to help students in regards to mental health, but the newly developed sensory room located in Monroe Hall gives students access to mental health resources without relying on staff members. Students who are uncomfortable reaching out for help can utilize these tools on their own time. We evaluated the current effectiveness of the sensory room through surveying students who use the room. From the survey results, we have identified ways to improve the mental health benefits of the Monroe sensory room by adding things like play-doh, another bean bag chair, and stickers. We also recommend expanding the pilot, implementing it in other residence halls. We have found that the sensory room is a beneficial and resourceful way to combat mental health struggles and relieve stress in college without significant financial commitment from the college

Commentary on the 2008 WHO classification of mature T- and NK-cell neoplasms

In 2008, the World Health Organization (WHO) published a revised and updated edition of the classification of tumors of the hematopoietic and lymphoid tissues. The aims of the fourth edition of the WHO classification was to incorporate new scientific and clinical information in order to refine diagnostic criteria for previously described neoplasms and to introduce newly recognized disease entities. The recognition that T-cell lymphomas are related to the innate and adaptive immune system, as well as enhanced understanding of other T-cell subsets, such as the regulatory T-cell and follicular helper T-cells, has contributed to our understanding of the morphologic, histologic, and immunophenotypic features of T- and NK-cell neoplasms. The purpose of this review is to highlight major changes in the classification of T- and NK-cell neoplasms and to explain the rationale for these changes