Interdisciplinary Training in Mathematical Biology through Team-based Undergraduate Research and Courses

Inspired by BIO2010 and leveraging institutional and external funding, Truman State University built an undergraduate program in mathematical biology with high-quality, faculty-mentored interdisciplinary research experiences at its core. These experiences taught faculty and students to bridge the epistemological gap between the mathematical and life sciences. Together they created the infrastructure that currently supports several interdisciplinary courses, an innovative minor degree, and long-term interdepartmental research collaborations. This article describes how the program was built with support from the National Science Foundation's Interdisciplinary Training for Undergraduates in Biology and Mathematics program, and it shares lessons learned that will help other undergraduate institutions build their own program

Evaluation of Trait-based and Empirical Selections for Drought Resistance at Udaipur,Rajasthan, India

The performance of 8 parental groundnut genotypes (ICGS 76, CSMG 84-1, ICGS-44, ICGV 86031, TAG 24, GG 2, JL 220 and K 134) and 192 progenies was evaluated in Udaipur, Rajasthan, India, during 2000 (rainy season). The top 20 genotypes for kernel yield were identified by trait-based (9) and empirical (11) selections. For these genotypes, a kernel yield of 3411-4662, harvest index (HI) of 0.39-0.47, transpiration efficiency (TE) of 2.01-2.16 g/kg, and transpiration level of 377-492 mm were recorded. JAL 17, JUG 11, ICR 39, ICR 23 ad JAL 24 showed a significant improvement (from 12.7 to 28.1%) in kernel yield over the parent with the highest yield (TAG 24, 3639 kg/ha). Relative to TAG 24, higher HI (by 0.4-3.2%), TE (by 1.2%) and T (by 10.5-27.66%) were observed in 4, 3 and 5 of these genotypes. JAL 17, ICR 39 and ICR 23 showed significant increases in all 3 traits over the control

Incidence and predictors of onboard injuries among Sri Lankan flight attendants

<p>Abstract</p> <p>Background</p> <p>Occupational injuries among flight attendants have not been given appropriate attention in Sri Lanka. The purpose of this study was to estimate the incidence of onboard injury among Sri Lankan flight attendants and to describe the determinants of onboard injury.</p> <p>Methods</p> <p>A descriptive cross-sectional study was carried out among Sri Lankan flight attendants. All flight attendants undergoing their annual health and first aid training were invited to participate. Flight attendants who flew continuously for a six-month period prior to data collection were included in the study sample. Recall history of injuries for a period of six months was recorded.</p> <p>Results</p> <p>The study sample consisted of 98 (30.4%) male and 224 (69.6%) female flight attendants. The mean age of the study sample was 31 years (SD = 8) and the average duration of service was 10 years (SD = 7). A total of 100 onboard falls, slips or trips in the previous six months were reported by 52 (16.1%) respondents. Of the total sample, 128 (39.8%) cabin crew members reported an injury in the six months preceding the study. This represents a total injury incidence of 795 per 1000 person per year. The leading causes of injury was pulling, pushing or lifting (60.2%). The commonest type of injuries were strains and sprains (52.3%). Turbulence related injuries were reported by 38 (29.7%) flight attendants. The upper limbs (44.5%) and the back (32%) were the commonest sites affected. After controlling for other factors, female flight attendants had 2.9 times higher risk (95% CI 1.2–7.2) of sustaining and injury than males. Irrespective of sex, body weight less than 56 kilograms (OR 2.9, 95% CI 1.4–5.8) and less than seven years of on board experience (OR 10.5, 95% CI 3.6–31.0) were associated with higher risk of injury.</p> <p>Conclusion</p> <p>Work related injury is a major occupational hazard to flight attendants. Appropriate preventive strategies are required to minimize them.</p

Shigella flexneri Regulation of ARF6 Activation during Bacterial Entry via an IpgD-Mediated Positive Feedback Loop

ABSTRACT Entry into cells is critical for virulence of the human bacterial pathogens Shigella spp. Shigella spp. induce membrane ruffle formation and macropinocytic uptake, but the events instigating this process are incompletely understood. The host small GTPase ADP-ribosylation factor 6 (ARF6) functions in membrane trafficking at the plasma membrane and activates membrane ruffle formation. We demonstrate that ARF6 is required for efficient Shigella flexneri entry, is activated by S. flexneri dependent on the phosphatase activity of the type III secreted effector IpgD, and depends on cytohesin guanine nucleotide exchange factors (GEFs) for recruitment to entry sites. The cytohesin GEF ARF nucleotide binding site opener (ARNO) is recruited to these sites, also dependent on IpgD phosphatase activity. ARNO recruitment is independent of ARF6, indicating that, in addition to the described recruitment of ARNO by ARF6, ARNO is recruited upstream of ARF6. Our data provide evidence that ARF6, IpgD, phosphoinositide species, and ARNO constitute a previously undescribed positive feedback loop that amplifies ARF6 activation at bacterial entry sites, thereby promoting efficient S. flexneri uptake

Incorporating Genomics and Bioinformatics across the Life Sciences Curriculum

Undergraduate life sciences education needs an overhaul, as clearly described in the National Research Council of the National Academies’ publication BIO 2010: Transforming Undergraduate Education for Future Research Biologists. Among BIO 2010’s top recommendations is the need to involve students in working with real data and tools that reflect the nature of life sciences research in the 21st century [1]. Education research studies support the importance of utilizing primary literature, designing and implementing experiments, and analyzing results in the context of a bona fide scientific question [1–12] in cultivating the analytical skills necessary to become a scientist. Incorporating these basic scientific methodologies in undergraduate education leads to increased undergraduate and post-graduate retention in the sciences [13–16]. Toward this end, many undergraduate teaching organizations offer training and suggestions for faculty to update and improve their teaching approaches to help students learn as scientists, through design and discovery (e.g., Council of Undergraduate Research [www.cur.org] and Project Kaleidoscope [ www.pkal.org])

The Group as a Psycho-Educational Medium for the Teaching of Anti-Racist Practice on Social Work Trainings

This article discusses the anxieties that lead to resistance to anti-racist and culturally sensitive reflection and engagement on social work trainings. It briefly discusses a culturally diverse social work training and the anxieties described by the students that hindered the integration of the teaching of race and culture during the training. The article then contrasts this with another more successful training experience on another social work course at a different university with a similar level of cultural diversity by the use of the group as a psycho-educational method to manage the student’s defences and avoidance of the difficult and painful knowledge required to enhance reflexivity when it comes to issues of race. It discusses how the role and skills of the seminar leader can manage the student’s defences through the use of group dynamic processes and concepts as psycho-educational tools; thereby deepening the observational and reflective skills of the social work students during their training in preparation for their future work within diverse settings and in line with the social work competencies and regulation requirements

Thinking about Race: The Salience of Racial Identity at Two- and Four-Year Colleges and the Climate for Diversity

Racial identity salience is an important component of identity development that is associated with a number of educational outcomes. Using the Diverse Learning Environments Survey, this study identifies precollege and college experiences that contribute to a heightened salience of racial identity, and its relationship to perceptions of campus climate