Transcriptional Profiling of Mycobacterium Tuberculosis During Infection: Lessons Learned

Infection with Mycobacterium tuberculosis, the causative agent of tuberculosis, is considered one of the biggest infectious disease killers worldwide. A significant amount of attention has been directed toward revealing genes involved in the virulence and pathogenesis of this air-born pathogen. With the advances in technologies for transcriptional profiling, several groups, including ours, took advantage of DNA microarrays to identify transcriptional units differentially regulated by M. tuberculosis within a host. The main idea behind this approach is that pathogens tend to regulate their gene expression levels depending on the host microenvironment, and preferentially express those needed for survival. Identifying this class of genes will improve our understanding of pathogenesis. In our case, we identified an in vivo expressed genomic island that was preferentially active in murine lungs during early infection, as well as groups of genes active during chronic tuberculosis. Other studies have identified additional gene groups that are active during macrophage infection and even in human lungs. Despite all of these findings, one of the lingering questions remaining was whether in vivo expressed transcripts are relevant to the virulence, pathogenesis, and persistence of the organism. The work of our group and others addressed this question by examining the contribution of in vivo expressed genes using a strategy based on gene deletions followed by animal infections. Overall, the analysis of most of the in vivo expressed genes supported a role of these genes in M. tuberculosis pathogenesis. Further, these data suggest that in vivo transcriptional profiling is a valid approach to identify genes required for bacterial pathogenesis

Action-Packed Action Research: How Comic Books, Questions, and Reflection Can Transform Information Literacy Instruction

How many questions can you generate when looking at a single comic panel? Which are researchable, and why? These are questions that we’ve asked our students and our library colleagues. We invite you to ask these questions and more, and consider the broader significance of question-asking and reflective teaching to information literacy and ask if there is a place for comics -- or image-laden materials -- in your classroom

Research in Special Education: Implications for Practice

Identifying How to Better Support Parents of Children with Autism by Sarah Rushworth Autism Spectrum Disorder (ASD) is collection of neurological disorders affecting communication, social, and behavioral development (Nealy, 2012). More and more children are being diagnosed as having ASD each year in America. Today, 1 in every 110 children in the United States has autism (Nealy, 2012). The families of these children with autism must learn how to cope with the challenges that come along with the disorder. These challenges include lacking social and communication skills, which can lead to difficult behaviors. Raising a child with autism is associated with increased family stress and depression. This impacts family functioning and can lead to families being isolated from friends and family, as well as leave families with a feeling of stress and helplessness; parents need more support with how to cope with having a family member with autism in order to help improve these families overall quality of life (Russa, 2015). The purpose of this research was to examine how parents of children with autism could be better supported, using interview data. Families of children with autism need to have a variety of supports in place and overall feel as though they are not receiving enough (Nealy, 2012). The intention of this study is to obtain more knowledge of what parents of children with autism need in order to feel better supported, more confident, and less stressed. The Use of Project Based Learning to Empower Latino Students by Shannon Ward Today, the high school graduation rate for Latino males is 50% (Huerta, 2015). Additionally, Latino males often compose a disproportionate amount of suspensions, and the Latino population makes up a disproportionate amount of the students in special education. There has been much research done on the history of the Latino experience in the American school system, and how it has affected their current performance (Conchas, 2015), cultural factors that have impeded Latino student performance, as well as ways in which school counselors, and more developed college access programs can help mitigate this issue (Huerta, 2015). However, there has been little or no research done as to what teachers, in the classroom, can do to support Latino students to help them feel more part of the school community and graduate from high school. Therefore, the goal for this research is to identify learning strategies that can be successful in empowering Latino students in their education. The Common Core State Standards (CCSS) aim to provide young men and women with the skills necessary to be successful in their future college and career endeavors. The incorporation of Project Based Learning (PBL) is one method educators use to achieve this purpose. PBL may be very beneficial to the Latino community as its focus on group work will ensure that they interact with their peers, and become more involved in their own learning. Currently, there is significant research on PBL project ideas, group dynamics, and cooperative learning strategies. However, there is very limited empirical research on the effect PBL has on the education of struggling learners. Therefore, the goal of this study is to determine how to use PBL to empower students of the Latino community. Behavior Interventions for the Classroom by Anna Veelman Behavior challenges and Urban Education are two terms that unfortunately go hand and hand. Students from urban communities are more likely to experience trauma due to violence, death, neglect, and abuse. Children may respond to these traumatic experiences in the form of behaviors in the classroom. Students with trauma or behavior disorders are likely exhibit severe behaviors such as violence, disruption, self-harm, and defiance with in the classroom (Gregory, Skiba, & Noguera, 2010). Students who exhibit these types of behaviors may be put on a behavior plan or be referred for an Individualized Education Program for Emotional Disturbance or miss academics due to being sent out of the classroom. With a high amount of these students being boys of color, this increases the over-representation of this demographic within special education but also aids in the continuation of systems like the school to prison pipeline and achievement gap (Wilson, 2014). This project will be looking deeper into trauma-based behaviors and strategies for teachers to use within the classroom to best support students who exhibit these severe behaviors. The Role of Trauma in Special Education and Early Interventions for Educators by Kristen Wimpee Children\u27s brains develop within the context of their earliest environments and experiences. Their neural and social development can be affected as consequences of complex trauma, disorganized attachment, maltreatment, and abuse. During early childhood, children\u27s nervous systems are in their most vulnerable period of maturation and organizational development. Early life traumas and stresses can lead to structural and physiological differences, which can have long-term consequences on emotional, behavioral, cognitive, and social development. These students often have trouble interacting with others, communicating, playing, and learning. Research shows that students with trauma have difficulty with self-regulation and self-soothing; they tend to struggle with aggressive tendencies, attention, disassociation, and physical and motor delays (Bath, 2008). Children with adverse childhood experiences, including complex trauma, are more likely to be suspended, expelled, and have lower academic achievement. They are at a higher risk of failing, dropping out, and are usually assigned to special education. This puts students with early trauma histories at greater risk of behavioral challenges, suspension, expulsion, low academic achievement, drop out, and difficulty in peer relationships. Many of these children are assigned to special education. Early interventions and creating trauma- sensitive classrooms through multi-modal methods can significantly impact brain development for students who have experienced complex trauma by helping students to self-soothe and self-regulate. Therefore, this presentation will report on the complex link between trauma, diagnosed behavioral disabilities, and behavioral difficulties in the classroom that affect student learning. Trauma-informed teaching methods can help build strong relationships with trauma-affected children, who often have disrupted attachments. These methods can help students develop a resiliency mindset and develop the skills and motivation to successfully engage with the world around them

Body mass index, prudent diet score and social class across three generations: evidence from the Hertfordshire Intergenerational Study.

BACKGROUND: Studies describing body mass index (BMI) and prudent diet score have reported that they are associated between parents and children. The Hertfordshire Intergenerational Study, which contains BMI, diet and social class information across three generations, provides an opportunity to consider the influence of grandparental and parental BMI and prudent diet score across multiple generations, and the influence of grandparental and parental social class on child BMI. METHODS: Linear regressions examining the tracking of adult BMI and prudent diet score across three generations (grandparent (F0), parent (F1) and child (F2)) were run from parent to child and from grandparent to grandchild. Linear mixed models investigated the influence of F0 and F1 BMI or prudent diet score on F2 BMI and prudent diet score. Linear regressions were run to determine whether social class and prudent diet score of parents and grandparents influenced the BMI of children and grandchildren. RESULTS: BMI was significantly associated across each generational pair and from F0 to F1 in multilevel models. Prudent diet score was significantly positively associated between grandparents and grandchildren. Lower grandparental and parental social class had a significantly positive association with F2 BMI (F0 low social class: b=1.188 kg/m2, 95% CI 0.060 to 2.315, p=0.039; F1 middle social class: b=2.477 kg/m2, 95% CI 0.726 to 4.227, p=0.006). CONCLUSION: Adult BMI tracks across generations of the Hertfordshire Intergenerational Study, and child BMI is associated with parental and grandparental social class. The results presented here add to literature supporting behavioural and social factors in the transmission of BMI across generations

10 Research Experiences: An Active and Applicable Alternative to the Laundry List

A common requirement for students writing research papers in college is a “laundry list” of sources (e.g., an academic journal article; a “popular” article from a magazine or newspaper; a book or book chapter; and a website) they must locate and use in the final paper. In our experience as reference and instruction librarians, students are prone to checking items off these types of lists without really understanding why they are doing so. Absent context, the list simply becomes mechanical and students put forth the minimum effort required to cross items off. We realized that the goal with these “laundry lists” is to encourage students to see new ways of doing research (i.e., besides using natural language searching in Google) and to begin to evaluate which of these options is best in a given situation. In order to make this a more authentic learning experience for them, we thought that it would be better to focus on the experiences (e.g., where/ how they search) rather than the items they needed to locate

Middle cerebral artery velocity dynamic response profile during exercise is attenuated following multiple ischemic strokes: A case report

A grant from the One-University Open Access Fund at the University of Kansas was used to defray the author's publication fees in this Open Access journal. The Open Access Fund, administered by librarians from the KU, KU Law, and KUMC libraries, is made possible by contributions from the offices of KU Provost, KU Vice Chancellor for Research & Graduate Studies, and KUMC Vice Chancellor for Research. For more information about the Open Access Fund, please see http://library.kumc.edu/authors-fund.xml.Blood flow regulation is impaired in people with stroke. However, the time course of change in middle cerebral artery velocity (MCAv) following repeated stroke at rest and during exercise remains unknown. In this case study, we provide novel characterization of the dynamic kinetic MCAv response profile to moderate‐intensity exercise before and after repeated ischemic MCA stroke. The initial stroke occurred in the left MCA. At 3 months poststroke, left MCAv amplitude (Amp) was ~50% lower than the right. At the 6‐month follow‐up visit, MCAv Amp declined in both MCA with the left MCAv Amp ~50% lower than the right MCAv Amp. Following a second right MCA stroke, we report further decline in Amp for the left MCA. At the 3‐ and 6‐month visit following the second stroke, the left MCAv Amp declined further (~10%). The right MCAv Amp dramatically decreased by 81.3% when compared to the initial study visit. The MCAv kinetic analysis revealed a marked impairment in the cerebrovascular response to exercise following stroke. We discuss potential pathophysiological mechanisms contributing to poststroke cerebrovascular dysfunction and the need to test therapeutic interventions (such as exercise) that might attenuate cerebrovascular decline in people following stroke.Eunice Kennedy Shriver National Institute of Child Health and Human Development (K01HD067318)CTSA grant from NCATS awarded to the University of Kansas for Frontiers: University of Kansas Clinical and Translational Science Institute (# UL1TR002366)CTSA Award # UL1TR000001 from NCRR and NCATSGeorgia Holland Endowment Fun

ASYMMETRIC LEAVES1 regulates abscission zone placement in Arabidopsis flowers

BACKGROUND: The sepals, petals and stamens of Arabidopsis flowers detach via abscission zones formed at their boundaries with the underlying receptacle. The ASYMMETRIC LEAVES1 (AS1) MYB transcription factor plays a critical role in setting boundaries between newly formed leaf primordia and the shoot meristem. By repressing expression of a set of KNOTTED1-LIKE HOMEODOMAIN (KNOX) genes from developing leaf primordia, AS1 and its partner ASYMMETRIC LEAVES2 allow the patterning and differentiation of leaves to proceed. Here we show a unique role for AS1 in establishing the positions of the sepal and petal abscission zones in Arabidopsis flowers. RESULTS: In as1 mutant flowers, the sepal abscission zones are displaced into inverted V-shaped positions, leaving behind triangular stubs of tissue when the organs abscise. Movement of the petal abscission zones is also apparent. Abscission of the medial sepals is delayed in as1 flowers; loss of chlorophyll in the senescing sepals contrasts with proximal zones that remain green. AS1 has previously been shown to restrict expression of the KNOX gene, BREVIPEDICELLUS (BP), from the sepals. We show here that loss of BP activity in as1 flowers is sufficient to restore the positions of the sepal and petal abscission zones, the sepal-receptacle boundary of the medial sepals and the timing of their abscission. CONCLUSIONS: Our results indicate that AS1 activity is critical for the proper placement of the floral organ abscission zones, and influences the timing of organ shedding

Shifting the Balance of Power: Asking Questions about the Comics-Questions Curriculum

We shift the balance of power in this paper by discussing a particular library lesson, the Comics-Questions Curriculum, with some of the students who participated in it, several years after they completed the workshop. By interviewing students and including them as co-authors of this paper, we re-center students in our analysis of this curriculum. In the process of reflecting on our work with the students and each other, we begin to see ways to engage in more meaningful, longer-term assessment of our classroom work while involving student voices in the process. We share our experiences here in order to take an honest look at our sometimes messy, unclear process, in the hope that others may reflect on, critique, and build on our work

Prospective comparison of long-term pain relief rates after first-time microvascular decompression and stereotactic radiosurgery for trigeminal neuralgia

OBJECTIVE Common surgical treatments for trigeminal neuralgia (TN) include microvascular decompression (MVD), stereotactic radiosurgery (SRS), and radiofrequency ablation (RFA). Although the efficacy of each procedure has been described, few studies have directly compared these treatment modalities on pain control for TN. Using a large prospective longitudinal database, the authors aimed to 1) directly compare long-term pain control rates for first-time surgical treatments for idiopathic TN, and 2) identify predictors of pain control. METHODS The authors reviewed a prospectively collected database for all patients who underwent treatment for TN between 1997 and 2014 at the University of California, San Francisco. Standardized collection of data on preoperative clinical characteristics, surgical procedure, and postoperative outcomes was performed. Data analyses were limited to those patients who received a first-time procedure for treatment of idiopathic TN with > 1 year of follow-up. RESULTS Of 764 surgical procedures performed at the University of California, San Francisco, for TN (364 SRS, 316 MVD, and 84 RFA), 340 patients underwent first-time treatment for idiopathic TN (164 MVD, 168 SRS, and 8 RFA) and had > 1 year of follow-up. The analysis was restricted to patients who underwent MVD or SRS. Patients who received MVD were younger than those who underwent SRS (median age 63 vs 72 years, respectively; p 5 years of follow-up (60 of 164 and 64 of 168 patients, respectively). Immediate or short-term (< 3 months) postoperative pain-free rates (Barrow Neurological Institute Pain Intensity score of I) were 96% for MVD and 75% for SRS. Percentages of patients with Barrow Neurological Institute Pain Intensity score of I at 1, 5, and 10 years after MVD were 83%, 61%, and 44%, and the corresponding percentages after SRS were 71%, 47%, and 27%, respectively. The median time to pain recurrence was 94 months (25th–75th quartiles: 57–131 months) for MVD and 53 months (25th–75th quartiles: 37–69 months) for SRS (p = 0.006). A subset of patients who had MVD also underwent partial sensory rhizotomy, usually in the setting of insignificant vascular compression. Compared with MVD alone, those who underwent MVD plus partial sensory rhizotomy had shorter pain-free intervals (median 45 months vs no median reached; p = 0.022). Multivariable regression demonstrated that shorter preoperative symptom duration (HR 1.005, 95% CI 1.001–1.008; p = 0.006) was associated with favorable outcome for MVD and that post-SRS sensory changes (HR 0.392, 95% CI 0.213–0.723; p = 0.003) were associated with favorable outcome for SRS. CONCLUSIONS In this longitudinal study, patients who received MVD had longer pain-free intervals compared with those who underwent SRS. For patients who received SRS, postoperative sensory change was predictive of favorable outcome. However, surgical decision making depends upon many factors. This information can help physicians counsel patients with idiopathic TN on treatment selection