Transposing from the laboratory to the classroom to generate authentic research experiences for undergraduates.

Large lecture classes and standardized laboratory exercises are characteristic of introductory biology courses. Previous research has found that these courses do not adequately convey the process of scientific research and the excitement of discovery. Here we propose a model that provides beginning biology students with an inquiry-based, active learning laboratory experience. The Dynamic Genome course replicates a modern research laboratory focused on eukaryotic transposable elements where beginning undergraduates learn key genetics concepts, experimental design, and molecular biological skills. Here we report on two key features of the course, a didactic module and the capstone original research project. The module is a modified version of a published experiment where students experience how virtual transposable elements from rice (Oryza sativa) are assayed for function in transgenic Arabidopsis thaliana. As part of the module, students analyze the phenotypes and genotypes of transgenic plants to determine the requirements for transposition. After mastering the skills and concepts, students participate in an authentic research project where they use computational analysis and PCR to detect transposable element insertion site polymorphism in a panel of diverse maize strains. As a consequence of their engagement in this course, students report large gains in their ability to understand the nature of research and demonstrate that they can apply that knowledge to independent research projects

Policy and Practice Brief: State and Federal Vocational Rehabilitation Programs

This brief provides an introduction to the state and federal vocational rehabilitation system outlined in the Rehabilitation Act of 1973. It provides a review of how the vocational rehabilitation system is integrated within the broader Workforce Investment Act along with a break down for eligibility and available services. Discussed is financial need criteria, statutory requirements for maximization of employment, comparable services requirements and individual rights and appeals

On the infeasibility of entanglement generation in Gaussian quantum systems via classical control

This paper uses a system theoretic approach to show that classical linear time invariant controllers cannot generate steady state entanglement in a bipartite Gaussian quantum system which is initialized in a Gaussian state. The paper also shows that the use of classical linear controllers cannot generate entanglement in a finite time from a bipartite system initialized in a separable Gaussian state. The approach reveals connections between system theoretic concepts and the well known physical principle that local operations and classical communications cannot generate entangled states starting from separable states.Comment: 6 pages, 3 figures. To appear in IEEE Transactions on Automatic Control, 201