Environmental chemicals targeting thyroid

Thyroid hormones (THs) are required for normal brain and somatic development and for the proper regulation of physiology in both children and adults. Thyroid function is controlled by the dynamic interrelationships between the hypothalamus, the pituitary and the thyroid. These dynamic relationships maintain circulating levels of THs within a narrow range under normal conditions. Normally, there is likely to be a tight relationship between changes in circulating levels of THs and changes in TH action in various target tissues. This relationship is maintained by tissue-level mechanisms that include TH metabolism and transport. Environmental chemicals that interfere with TH signaling mechanisms (Endocrine Disrupting Chemicals, EDCs) may produce adverse effects both in the individual and in a population. Because of the complex nature of the regulation of thyroid function and TH action, the consequences of EDC exposure is also likely to be complex and our ability to understand these effects as well as to screen for potential EDCs must consider this complexity. Specifically, if there are chemicals in the environment that directly interfere with TH action through their receptors but do not affect circulating TH levels, they would not be identified as thyroid toxicants by currently applied screening methods or by epidemiological studies. The goal of this review is therefore to identify the issues that must be clearly resolved before effective risk assessment can be performed

The Role of the Introductory Sociology Course on Students\u27 Perceptions of Achievement of General Education Goals

As higher education accreditation agencies emphasize achievement of general education learning goals for undergraduate students, departments are increasingly required to identify and assess the contributions of their disciplines to achievement of these goals. This exploratory study conducted at a large urban university and its satellite campus seeks to identify students\u27 perceptions of the contributions of the Introduction to Sociology course to the general education goals specified by a single university. This study also seeks to identify the most frequently used pedagogies used by introductory sociology instructors. Results indicate students perceive that Introduction to Sociology facilitates achievement of critical thinking skills, integration and application of knowledge, and understanding of society and culture. Results also indicate that lecture is a nearly ubiquitous teaching strategy. Students report instructors utilize in-class discussion frequently. Small group activities, writing assignments, videos, and online discussion were less frequently utilized

Students’ Race and Participation in Classroom Discussion in Introductory Sociology: A Preliminary Investigation

This study utilizes observation, survey and interview methodologies to investigate the impact of student race on participation in discussion in introductory sociology courses at a large Midwestern US university with a minority enrollment of approximately 15 percent. While results are mixed there is some evidence that white students participated at a higher rate than minority students. However, in certain circumstances (e.g., discussion of racism), minority students became the “experts” during particular class sessions and participated at a greater rate than did white students. Key Words: Discussion, College Students, Race, Learning, Interactio

Analyzing in situ gene expression in the mouse brain with image registration, feature extraction and block clustering

Background: Many important high throughput projects use in situ hybridization and may require the analysis of images of spatial cross sections of organisms taken with cellular level resolution. Projects creating gene expression atlases at unprecedented scales for the embryonic fruit fly as well as the embryonic and adult mouse already involve the analysis of hundreds of thousands of high resolution experimental images mapping mRNA expression patterns. Challenges include accurate registration of highly deformed tissues, associating cells with known anatomical regions, and identifying groups of genes whose expression is coordinately regulated with respect to both concentration and spatial location. Solutions to these and other challenges will lead to a richer understanding of the complex system aspects of gene regulation in heterogeneous tissue. Results: We present an end-to-end approach for processing raw in situ expression imagery and performing subsequent analysis. We use a non-linear, information theoretic based image registration technique specifically adapted for mapping expression images to anatomical annotations and a method for extracting expression information within an anatomical region. Our method consists of coarse registration, fine registration, and expression feature extraction steps. From this we obtain a matrix for expression characteristics with rows corresponding to genes and columns corresponding to anatomical sub-structures. We perform matrix block cluster analysis using a novel row-column mixture model and we relate clustered patterns to Gene Ontology (GO) annotations. Conclusion: Resulting registrations suggest that our method is robust over intensity levels and shape variations in ISH imagery. Functional enrichment studies from both simple analysis and block clustering indicate that gene relationships consistent with biological knowledge of neuronal gene functions can be extracted from large ISH image databases such as the Allen Brain Atlas [1] and the Max-Planck Institute [2] using our method. While we focus here on imagery and experiments of the mouse brain our approach should be applicable to a variety of in situ experiments

Mentoring for Faculty from Working-Class Backgrounds

Faculty mentoring across gender, race, and culture is facilitated by formal mentoring programs. Mentoring across the cultural differences associated with social class, however, represents a largely unaddressed gap in the provision of formal faculty mentoring. Based on a pre-program needs survey, we designed and delivered a pilot program that served working-class faculty with mentoring on career self-efficacy. Assessment showed that working-class faculty mentees made gains in this important construct. Our concluding discussion reflects upon the role of mentoring in the experience of working-class faculty

Diversifying for Sustainability: Repurposing a Targeted Pilot Faculty Mentoring Program

For most junior faculty at Indiana University – Purdue University Columbus, dissatisfaction with traditional mentoring, that is, pairing with a senior departmental colleague for open-ended mentoring, was a fact of faculty life. In 2015-16, the authors addressed this ineffective reality by implementing a grant funded pilot program to provide targeted mentoring on career self-efficacy for under-represented, pre-promotion faculty. Mentors received training and were matched with mentees. Assessment demonstrated program effectiveness. Participants made measurable gains in general self-efficacy; increasing their self-confidence, establishing more robust social supports, and learning new strategies for career success. Upon program completion, we sought a sustainable modification of the program to more broadly serve all faculty. Feedback from focus groups led us to diversify the program by creating a “mentor bureau” and conducting mentee-only peer mentoring sessions. The bureau helps mentees form a local mentoring network or “map” (Rockquemore, 2013). We asked mentors to identify areas of expertise and mentees to choose from among these topics. In 2016-17, the mentoring bureau enlisted 15 mentors who mentored 11 mentees. Including program leaders, 44% (27 of 62) of full-time faculty participated in the bureau. Peer-mentoring was conducted through informal discussions at monthly mentee-only lunches. Feedback indicates satisfaction with both program components. Mentees reported that they gained expertise through the mentoring bureau and built relationships in the peer mentoring meetings. We are pleased to have the opportunity to share our sustainable and diverse mentoring model that successfully complements traditional mentoring

Radiation-hard ASICs for optical data transmission in the ATLAS pixel detector

We have developed two radiation-hard ASICs for optical data transmission in the ATLAS pixel detector at the LHC at CERN: a driver chip for a Vertical Cavity Surface Emitting Laser (VCSEL) diode for 80 Mbit/s data transmission from the detector, and a Bi-Phase Mark decoder chip to recover the control data and 40 MHz clock received optically by a PIN diode. We have successfully implemented both ASICs in 0.25 um CMOS technology using enclosed layout transistors and guard rings for increased radiation hardness. We present results from prototype circuits and from irradiation studies with 24 GeV protons up to 57 Mrad (1.9 x 10e15 p/cm2).Comment: 8th Tropical Seminar on Innovative Particle and Radiation Detectors, Siena, Italy (2002

Career Self-Efficacy Mentoring for Pre-Promotion Underrepresented Faculty

posterThis poster describes the progress and lessons learned as a result of newly implemented Faculty Mentoring Program at Indiana University – Purdue University Columbus