Ltc1 is an ER-localized sterol transporter and a component of ER-mitochondria and ER-vacuole contacts.

Organelle contact sites perform fundamental functions in cells, including lipid and ion homeostasis, membrane dynamics, and signaling. Using a forward proteomics approach in yeast, we identified new ER-mitochondria and ER-vacuole contacts specified by an uncharacterized protein, Ylr072w. Ylr072w is a conserved protein with GRAM and VASt domains that selectively transports sterols and is thus termed Ltc1, for Lipid transfer at contact site 1. Ltc1 localized to ER-mitochondria and ER-vacuole contacts via the mitochondrial import receptors Tom70/71 and the vacuolar protein Vac8, respectively. At mitochondria, Ltc1 was required for cell viability in the absence of Mdm34, a subunit of the ER-mitochondria encounter structure. At vacuoles, Ltc1 was required for sterol-enriched membrane domain formation in response to stress. Increasing the proportion of Ltc1 at vacuoles was sufficient to induce sterol-enriched vacuolar domains without stress. Thus, our data support a model in which Ltc1 is a sterol-dependent regulator of organelle and cellular homeostasis via its dual localization to ER-mitochondria and ER-vacuole contact sites

Sterol transporters at membrane contact sites regulate TORC1 and TORC2 signaling.

Membrane contact sites (MCSs) function to facilitate the formation of membrane domains composed of specialized lipids, proteins, and nucleic acids. In cells, membrane domains regulate membrane dynamics and biochemical and signaling pathways. We and others identified a highly conserved family of sterol transport proteins (Ltc/Lam) localized at diverse MCSs. In this study, we describe data indicating that the yeast family members Ltc1 and Ltc3/4 function at the vacuole and plasma membrane, respectively, to create membrane domains that partition upstream regulators of the TORC1 and TORC2 signaling pathways to coordinate cellular stress responses with sterol homeostasis

Yield response of corn and grain sorghum to row offsets on subsurface drip laterals

Subsurface drip irrigation (SDI) is a micro-irrigation system that could be adopted by producers in the semi-arid regions around the world for efficient use of water. Yet, several crop management issues related to SDI system need to be addressed to assess the feasibility of SDI. One such issue is the impact of crop row placement on crop performance, irrigation water use efficiency and yield under SDI. A study was conducted in the Southern U.S. Great Plains, in which drip tape laterals were buried 30 cm deep at 153 cm spacing, with two crop rows planted at 76 cm spacing, and irrigated with one tape. Corn (Zea mays L.) and grain sorghum (Sorghum bicolor L.) rows were offset from equidistance from the drip tape by 0, 8, 15, 23, and 38 cm using high precision guidance system (real time kinematics). This resulted in 5 treatments and 4 replications. This treatment structure was imposed on three irrigation (high, medium and low) regimes. Analysis of Variance showed no interaction between offset treatments and irrigation or year in corn and grain sorghum yields. The row offset did not impact the overall yield as the yield loss in row farther from the tape was compensated by the increased yield in row moved closer to the tape. The yield distribution ranged from 50% in both rows for 0 cm offset to 59% in row closer to the tape for 38 cm offset. The findings of this study suggests that while driver accuracy is important to maintain equal yields in neighboring crop rows, the overall yields are affected more by irrigation and climatic conditions and not by the row offsets with respect to SDI tape. This data suggests that SDI can be successful regardless of access to high precision guidance systems.Peer reviewedPlant and Soil Science

Voluntary collaboration for adaptive governance: the southeast Florida regional climate change compact

The Southeast Florida Regional Climate Change Compact (SFRCCC) has been highlighted as a regional climate change governance exemplar for land use planning. After six years, we find the compact has given momentum to local climate change planning through the Regional Climate Action Plan and provides a foundation for adaptive governance for climate change adaptation. We also find aspects of the compact lacking in terms of representation, decision making, learning, and problem responsiveness. Efforts are now needed to scale down implementation and scale up governance and planning more systematically to address climate change adaptation needs at multiple levels

Utilizing the PPET Mnemonic to Guide Classroom-Level PBIS for Students With or at Risk for EBD Across Classroom Settings

In this article, the authors discuss how the emphasis on classroom-level Positive Behavior Interventions and Supports strategies can establish a foundation for an efficient classroom management program and be utilized as a resource. The strategies described are physical classroom, procedures and rules, explicit timing, and transition (PETT mnemonic). Each strategy can be particularly useful in assisting novice and veteran teachers provide instruction to students with emotional and behavioral disorders within inclusive or self-contained classrooms

Numbered heads together as a tier 1 instructional strategy in multitiered systems of support

Federal mandates (Individuals With Disabilities Education Improvement Act, 2004; No Child Left Behind Act, 2001) require teachers to accommodate students with more diverse academic and behavioral needs in inclusive general educational settings. To assist general educators in meeting this instructional challenge, multi-tiered systems of support (MTSS) such as response to intervention (RtI) and positive behavior interventions and supports (PBIS) were established in schools nationwide. There is still a need, however, for classroom- based interventions with empirical support that are feasible to implement in whole-class settings and acceptable to teachers and students. Here, Numbered Heads Together (NHT), an alternative questioning strategy, is offered as a potentially effective Tier 1 intervention that can be used to improve student performance in general education classrooms. Extant research findings are described, procedures for using NHT in classroom settings are discussed, and future directions for research and practice are offered