Developing a Just-in-Time Adaptive Mobile Platform for Family Medicine Education: Experiential Lessons Learned

EASEL is a platform designed to provide just-in-time adaptive support to students during experiential learning interviews conducted as part of required work in an online course in a family medicine education program in a Midwestern urban university setting EASEL considers the time and location of the student and provides questions and content before, during, and after the interviews take place EASEL will provide a new way to facilitate and support online family medicine students as they meet with patients and healthcare professionals This paper presents a look at the considerations, issues, and lessons learned during the development process of this interdisciplinary collaborative effort between the platform designers and family medicine faculty while working toward completion of the stud

Junior Recital: Theresa Stephens, clarinet

Kennesaw State University School of Music presents a Junior Recital: Theresa Stephens, clarinet. This capstone is presented in partial fulfillment of the requirements for the degree Bachelor of Music Education in Music Performance.https://digitalcommons.kennesaw.edu/musicprograms/1768/thumbnail.jp

Looking for Canada: Places and Cultural Spaces in Recent Fiction for Adolescents

Review of: Brooks, Martha. Mistik Lake. Toronto: Groundwood, 2007. Choyce, Lesley. Book of Michael. Markham, ON: Red Deer, 2008. Gringas, Charlotte. Pieces of Me. Trans. Susan Ouriou. Toronto: Kids Can, 2009. Holubitsky, Katherine. Tweaked. Victoria: Orca, 2008. Ibbitson, John. The Landing. Toronto: Kids Can, 2008. Jocelyn, Marthe. Would You. Toronto: Tundra, 2008. Nanji, Shenaaz. Child of Dandelions. Honesdale, PA: Front Street, 2008. Stevenson, Robin. Out of Order. Victoria: Orca, 2007. Tamaki, Mariko. Skim. Illus. Jillian Tamaki. Toronto: Groundwood, 2008. Taylor, Drew Hayden. The Night Wanderer. Toronto: Annick, 2007.   DOI: 10.1353/jeu.0.001

Introducing offlineness: theorizing (digital) literacy engagements

In this Insights essay, we propose a new concept of offlineness that builds on current language around digital practices, yet addresses an element of young people’s experience that is not adequately represented in current research or educational discourse. This work is informed by a recent cross-national arts-based research project that highlighted the limitations of the discourse ascribed to the nature of young people’s engagement with digital literacies. We propose a (re)theorization, which builds on a critical review of current conceptual research and digital commentaries. Theorizing offlineness as a continuum between online and offline practices is tantamount to a paradigm shift toward more nuanced understandings of young people’s digital practices. It offers researchers and educators a more precise way to speak to young people’s digital experiences, providing a productive tool to (re)construct learning and inquiry spaces in literacy research and education

The Polls: A Report: AIDS

The abstract is included in the text

The CCA Anticodon Specifies Separate Functions Inside and Outside Translation in \u3cem\u3eBacillus cereus\u3c/em\u3e

Bacillus cereus 14579 encodes two tRNAs with the CCA anticodon, tRNATrp and tRNAOther. tRNATrp was separately aminoacylated by two enzymes, TrpRS1 and TrpRS2, which share only 34% similarity and display different catalytic capacities and specificities. TrpRS1 was 18-fold more proficient at aminoacylating tRNATrp with Trp, while TrpRS2 more efficiently utilizes the Trp analog 5-hydroxy Trp. tRNAOther was not aminoacylated by either TrpRS but instead by the combined activity of LysRS1 and LysRS2, which recognized sequence elements absent from tRNATrp. Polysomes were found to contain tRNATrp, consistent with its role in translation, but not tRNAOther suggesting a function outside protein synthesis. Regulation of the genes encoding TrpRS1 and TrpRS2 (trpS1 and trpS2) is dependent on riboswitch-mediated recognition of the CCA anticodon, and the role of tRNAOther in this process was investigated. Deletion of tRNAOther led to up to a 50 fold drop in trpS1 expression, which resulted in the loss of differential regulation of the trpS1 and trpS2 genes in stationary phase. These findings reveal that sequence-specific interactions with a tRNA anticodon can be confined to processes outside translation, suggesting a means by which such RNAs may evolve non-coding functions

Association Between Archaeal Prolyl- and Leucyl-tRNA Synthetases Enhances tRNA\u3csup\u3ePro\u3c/sup\u3e Aminoacylation

Aminoacyl-tRNA synthetase-containing complexes have been identified in different eukaryotes, and their existence has also been suggested in some Archaea. To investigate interactions involving aminoacyl-tRNA synthetases in Archaea, we undertook a yeast two-hybrid screen for interactions between Methanothermobacter thermautotrophicus proteins using prolyl-tRNA synthetase (ProRS) as the bait. Interacting proteins identified included components of methanogenesis, protein-modifying factors, and leucyl-tRNA synthetase (LeuRS). The association of ProRS with LeuRS was confirmed in vitro by native gel electrophoresis and size exclusion chromatography. Determination of the steady-state kinetics of tRNAPro charging showed that the catalytic efficiency (kcat/Km) of ProRS increased 5-fold in the complex with LeuRS compared with the free enzyme, whereas the Km for proline was unchanged. No significant changes in the steady-state kinetics of LeuRS aminoacylation were observed upon the addition of ProRS. These findings indicate that ProRS and LeuRS associate in M. thermautotrophicus and suggest that this interaction contributes to translational fidelity by enhancing tRNA aminoacylation by ProRS

The role of ADA inclusive policies in the recruiting of applicants with Autism Spectrum Disorders

Autism spectrum disorders (ASD) are a set of neurodevelopmental disorders characterized by deficits in social interactions and interpersonal communication, repetitive behaviors, and narrow focus or interests. The severity of ASD is variable, but the symptoms span the entire lifespan of the individuals with ASD and few effective treatments for these symptoms have been identified. Each year in the United States, there are approximately 50,000 people with ASD who turn 18 years old in the United States (Shattuck et al., 2012). Where most 18 year olds are likely to go out and get a job, the employment prospect of individuals with ASD is not very bright. High school graduates with autism are underemployed when compared to their peers and less employed than high school graduates with other developmental or intellectual disorders (Roux, Shattuck, Rast, & Anderson, 2017). Despite this, some reports suggest that gainful employment can benefit individuals with ASD by providing them with desirable social interactions (Hendricks, 2010), and it is the focus of many service providers for individuals with ASD (Migliore et al., 2014). Like most adults, individuals with ASD benefit from the social status that comes with having a job and the degree of financial independence that employment affords them (Gerhardt & Lainer, 2011). Research has also found that employment is associated with an increase in personal dignity, improved self-esteem, increased adaptive abilities, better mental health, and improved cognitive performance for individuals with ASD (Hurlbutt & Chalmers 2004; Mawhood & Howlin 1999; Stephens et al. 2005). The principle means for addressing the underemployment and unemployment for individuals with ASD is to assist them with gaining the skills and training needed to apply for and get a job. Yet even with these efforts, the employment prospects of individuals with ASD has not significantly improved (Bennett & Dukes 2013; Taylor & Seltzer 2011). The present study will investigate the role that organizational communications about hiring and employment policies regarding the Americans with Disabilities Act may have on the potential recruitment of those with ASD as well as the degree to which potential applicants who do not have ASD view these inclusive statements as favorable

Functional Association Between Three Archaeal Aminoacyl-tRNA Synthetases

Aminoacyl-tRNA synthetases (aaRSs) are responsible for attaching amino acids to their cognate tRNAs during protein synthesis. In eukaryotes aaRSs are commonly found in multi-enzyme complexes, although the role of these complexes is still not completely clear. Associations between aaRSs have also been reported in archaea, including a complex between prolyl-(ProRS) and leucyl-tRNA synthetases (LeuRS) in Methanothermobacter thermautotrophicus that enhances tRNAPro aminoacylation. Yeast two-hybrid screens suggested that lysyl-tRNA synthetase (LysRS) also associates with LeuRS in M. thermautotrophicus. Co-purification experiments confirmed that LeuRS, LysRS, and ProRS associate in cell-free extracts. LeuRS bound LysRS and ProRS with a comparable KD of about 0.3–0.9 μm, further supporting the formation of a stable multi-synthetase complex. The steady-state kinetics of aminoacylation by LysRS indicated that LeuRS specifically reduced the Km for tRNALys over 3-fold, with no additional change seen upon the addition of ProRS. No significant changes in aminoacylation by LeuRS or ProRS were observed upon the addition of LysRS. These findings, together with earlier data, indicate the existence of a functional complex of three aminoacyl-tRNA synthetases in archaea in which LeuRS improves the catalytic efficiency of tRNA aminoacylation by both LysRS and ProRS

Developing an Adaptive Mobile Platform in Family Medicine Field Experiences: User Perceptions

EASEL (education through application-supported experiential learning) is a platform designed to provide just-in-time content and reflection opportunities to students during field experiences, such as interviews or field labs, conducted as part of the workload in a course. This study was conducted in area of family medicine education at Indiana University-Purdue University Indianapolis. EASEL allows instructors and students flexibility to engage with course content based on the time of day and the location of each student conducting field work by providing access to questions and content before, during, and after a targeted field experience. In this study, three cohorts of family medicine students (N = 20) interviewed either a health care professional or a patient. Students used EASEL to facilitate and support their experience in the field. This study examined the student perceptions of EASEL. The data indicated instructive information on the usability of the EASEL platform and aided developers in considering future technologies to use as a part of the platform