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The Influence of the Cellular Environment on Z-DNA Formation
No full textIn the cell, chemically diverse solutes known as osmolytes accumulate in response to environmental stresses. To add to the understanding of how the environment inside a cell affects nucleic acid folding and function, we investigated the influence of cosolutes on the transition from B-DNA to Z-DNA in model DNA duplexes. Distinct from the familiar right-handed BDNA helical conformation, Z-DNA is a left-handed double helical structure with its phosphodiester backbone arranged in a zig-zag pattern that is unique to Z-DNA. Moreover, due to the correlation between Z-DNA formation potential and regions of active transcription, ZDNA is believed to serve a vital role in the transcription process. Previous literature has shown that divalent metal ions such as Ca2+ and Mg2+ can promote the formation of Z-DNA in vitro and previous studies from our lab have shown that the presence of osmolytes enhances the formation of Z-DNA, significantly decreasing the in vitro [Na+] required for the transition. In our latest experiments, we examined the combination of divalent ions and osmolytes and its influence on the B-Z transition. We utilized circular dichroism (CD) spectroscopy to monitor the B-Z transition in a divalent ion background in the presence and absence of a model osmolyte, PEG 200. Our results thus far suggest that PEG 200 greatly enhances the formation of Z-DNA in the presence of Mg2+ as compared with Na+ alone and significantly decreases the [Mg2+] required for folding in vitro. Our results with Ca2+ thus far suggest that its folding of Z-DNA is similarly enhanced by PEG 200 and that the effect of metal ions on Z-DNA formation can be observed in vivo
Most Effective Nursing Interventions to Prevent Central Line-Associated Bloodstream Infections: A Critical Review of the Literature
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Graphing Quadratics: An inquiry based lesson to support ELL Honors students in Middle School Algebra
No full textInquiry Based Learning (IBL) is a method of teaching by posing questions, problems and scenarios to help students learn through their own agency and investigation rather than direct instruction from the teacher. Many students today lack the ability to build arguments, defend their reasoning, and justify their thinking. Since the adoption of the Common Core State Standards there has been a push for students to have a deeper understanding of the mathematical concepts they are being taught. One key factor of mathematical understanding is the ability to justify why a particular mathematical statement is true or where a mathematical rule comes from. IBL allows students to gain a better understanding of a topic because they have a chance to explore a topic more deeply and make their own connections about what they are learning. This Curriculum Project incorporates a unit of lessons created to teach graphing quadratic functions using IBL. The unit plan aligns to the NYS Common Core State Standards for students in an Algebra I classroom
Claim, Evidence, Reasoning Framework within Biology Laboratories on Scientific Literacy and Argumentation
No full textAs science education has progressed over the last several decades, there has been a shift towards inquiry, scientific argumentation, and laboratory skill development. Students today are being taught, not only how to understand scientific concepts, but how to apply them to their own questions and ideas. Scientific reasoning is the act of deriving meaning and importance from evidence or a set of data. This allows students to solve problems using their own thinking and to answer their own questions as well as questions posed to them. Students are better able to understand concepts within the broader context of the scientific world as well as their own personal world, and further, students develop the capability of creating their own opinions, claims, and questions regarding a given topic. Laboratory activities were specifically selected due to their ability to demonstrate key concepts related to each topic as well as allowing students independent exploration. The CERR graphic organizer was put together in a way that maximized scientific writing support. It has been shown that scientific discourse in the classroom, when guided by the CERR framework, increased high-level thinking about the content and students made more profound connections within the material. The goal of these CERR graphic organizers is to scaffold students’ ability to create a well-developed and supported scientific argument. By the end of the curriculum, students should be able to create a claim, defend it in a well-reasoned manner, include supportive evidence, and relate the concept to the world around them
WELCOMING OUR IMMIGRANT STUDENTS: Using Folklore to Bridge the Gap in Multicultural Classrooms
Full text linkThe United States is a country historically made up of immigrants. Our shores have been a beacon of hope to travelers from all over the world and today is no different. The U.S. borders are flooded with people trying to make a better life for themselves and their families. Whether they are chasing the “American dream” or escaping violence and poverty in their home country, they come to the United States seeking hope and change. Sadly, we live in a time where immigration is at the forefront of news and not always portrayed in a positive light. Our students see this anger and negativity. These influences seep into our classrooms where immigrant students can often feel alienated instead of welcomed. We must create an atmosphere in our classroom that embraces students from all over the world through a curriculum of multicultural celebration. Folklore provides a powerful tool to highlight the many similarities we have as cultures - and human beings - instead of underlining what divides us
Wayne A. Dedman, interviewed by Bruce Leslie
Full text linkWayne Dedman was a professor of history at Brockport from 1945 to 1977. He studied at Illinois State and the University of Chicago, and received his doctorate from the University of Rochester. In this interview he discusses the changes Brockport underwent during that period, his multiple roles in the college administration, his cowriting of Cherishing This Heritage, and his relationships with fellow staff members. Also discussed is the early culture at the college before its expansion, and the internal and statewide politics which were both causes and effects of the changes to the College at Brockport\u27s structure and curricula
ENG 2X Imagining Women\u27s Lives in American Literature (GED code H,W)
No full textExplores ways writing by and about women exposes structural inequality while fostering resistance and social change. With units on courtship and marriage, work, sexuality, motherhood and women\u27s friendships course explores how women have seen their lives and imagined new possibilities