MicroRNA-34a promotes genomic instability by a broad suppression of genome maintenance mechanisms downstream of the oncogene KSHV-vGPCR

The Kaposi's sarcoma-associated herpesvirus (KSHV)-encoded chemokine receptor vGPCR acts as an oncogene in Kaposi's sarcomagenesis. Until now, the molecular mechanisms by which the vGPCR contributes to tumor development remain incompletely understood. Here, we show that the KSHV-vGPCR contributes to tumor progression through microRNA (miR)-34a-mediated induction of genomic instability. Large-scale analyses on the DNA, gene and protein level of cell lines derived from a mouse model of vGPCR-driven tumorigenesis revealed that a vGPCR-induced upregulation of miR-34a resulted in a broad suppression of genome maintenance genes. A knockdown of either the vGPCR or miR-34a largely restored the expression of these genes and confirmed miR-34a as a downstream effector of the KSHV-vGPCR that compromises genome maintenance mechanisms. This novel, protumorigenic role of miR-34a questions the use of miR-34a mimetics in cancer therapy as they could impair genome stability

Student Satisfaction and Performance in an Online Teacher Certification Program

The article presents a study which demonstrates the effectiveness of an online post baccalaureate teacher certification program developed by a Wisconsin university. The case method approach employing multiple methods and multiple data sources were used to investigate the degree to which pre-service teachers were prepared to teach. It was concluded that the study supports online delivery as an effective means of teacher preparation, but it was limited in the number of students followed into their first year of teaching

IEDEAS: An Approach for Designing SoTL Projects

The author of the session will provide a brief overview of the theory-based IEDEAS approach and to describe how this approach lends itself to designing SoTL projects. The IEDEAS approach uses a set of easy to remember phases, namely (i) introduction, (ii) exploration, (iii) discovery, (iv) expression, (v) application, and (vi) spin-off. The approach is easy to remember since the first letters of each phase spell the acronym “IEDEAS,” which is very similar to the word “ideas.” In the IEDEAS approach each phase leads to the next phase. Each phase also builds on the previous phase. Some overlap between phases is possible. The IEDEAS approach can be used to develop many researchable questions related to what students learn and how well they are able to apply such learning. The author will discuss how he is using the IEDEAS approach to develop SoTL projects

The Law of Late Birth

When I was about ten years old, I used to throw stones at our neighbor' s mangotree with the hope that one of the stones might hit a mango and make it fa ll to the ground. One of the stones, instead of hitting a mango, bounced off of a branch of the mango tree and hit my head with great force.At the very instant the stone struck my head, it also struck me that some mighty force, hitherto unknown to me, had managed to pull the stone down after it bounced off the branch of the mango tree