Letter to Peggy Martin regarding scoring of Lucile Elliott Scholarship applicants, March 5, 1984

A letter from Sara Straub to Peggy Martin enclosing Straub\u27s ratings of applicants for the Lucile Elliott Scholarship

Letter to Mark Evans regarding award of the Lucile Elliott Scholarship, April 19, 1985

A letter from Sara Straub to Mark Evans enclosing a check for the Lucile Elliott Scholarship awarded to Cooper

Letter to Kathy and Mary Ann regarding Scholarship Committee business, February 8, 1985

A letter from Sara Straub to Kathy and Mary Ann (last names unconfirmed) detailing procedures for rating applicants for SEAALL Scholarships

Letter to Mary Lonas Cooper regarding award of the Lucile Elliott Scholarship, April 19, 1985

A letter from Sara Straub to Mary Lonas Cooper enclosing a check for the Lucile Elliott Scholarship awarded to Cooper

Microbial transformation of biogenic and abiogenic Fe minerals followed by in-situ incubations in an As-contaminated vs. non-contaminated aquifer

Contains fulltext : 234196.pdf (Publisher’s version ) (Open Access

Differences in the Inflammatory Response of White Adipose Tissue and Adipose-Derived Stem Cells

The application of liposuctioned white adipose tissue (L-WAT) and adipose-derived stem cells (ADSCs) as a novel immunomodulatory treatment option is the currently subject of various clinical trials. Because it is crucial to understand the underlying therapeutic mechanisms, the latest studies focused on the immunomodulatory functions of L-WAT or ADSCs. However, studies that examine the specific transcriptional adaptation of these treatment options to an extrinsic inflammatory stimulus in an unbiased manner are scarce. The aim of this study was to compare the gene expression profile of L-WAT and ADSCs, when subjected to tumor necrosis factor alpha (TNF\textgreeka), and to identify key factors that might be therapeutically relevant when using L-WAT or ADSCs as an immuno-modulator. Fat tissue was harvested by liposuction from five human donors. ADSCs were isolated from the same donors and shortly subjected to expansion culture. L-WAT and ADSCs were treated with human recombinant TNF\textgreeka, to trigger a strong inflammatory response. Subsequently, an mRNA deep nextgeneration sequencing was performed to evaluate the different inflammatory responses of L-WAT and ADSCs. We found significant gene expression changes in both experimental groups after TNF\textgreeka incubation. However, ADSCs showed a more homogenous gene expression profile by predominantly expressing genes involved in immunomodulatory processes such as CCL19, CCL5, TNFSF15 and IL1b when compared to L-WAT, which reacted rather heterogeneously. As RNA sequencing between L-WAT and ADSCS treated with TNF\textgreeka revealed that L-WAT responded very heterogeneously to TNF\textgreeka treatment, we therefore conclude that ADSCs are more reliable and predictable when used therapeutically. Our study furthermore yields insight into potential biological processes regarding immune system response, inflammatory response, and cell activation. Our results can help to better understand the different immunomodulatory effects of L-WAT and ADSCs

Mitigation of Cognitive Bias with a Serious Game: Two Experiments Testing Feedback Timing and Source

One of the benefits of using digital games for education is that games can provide feedback for learners to assess their situation and correct their mistakes. We conducted two studies to examine the effectiveness of different feedback design (timing, duration, repeats, and feedback source) in a serious game designed to teach learners about cognitive biases. We also compared the digital game-based learning condition to a professional training video. Overall, the digital game was significantly more effective than the video condition. Longer durations and repeats improve the effects on bias-mitigation. Surprisingly, there was no significant difference between just-in-time feedback and delayed feedback, and computer-generated feedback was more effective than feedback from other players

Mitigation of Cognitive Bias with a Serious Game: Two Experiments Testing Feedback Timing and Source

One of the benefits of using digital games for education is that games can provide feedback for learners to assess their situation and correct their mistakes. We conducted two studies to examine the effectiveness of different feedback design (timing, duration, repeats, and feedback source) in a serious game designed to teach learners about cognitive biases. We also compared the digital game-based learning condition to a professional training video. Overall, the digital game was significantly more effective than the video condition. Longer durations and repeats improve the effects on bias-mitigation. Surprisingly, there was no significant difference between just-in-time feedback and delayed feedback, and computer-generated feedback was more effective than feedback from other players