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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
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
Alcohol and Substance Abuse Studies Major--Non-Clinical Track
No full textThis non-clinical track would provide an option for Alcohol and Substance Abuse Studies majors in their final year, allowing them to substitute 15 credits of other designated coursework for the 15 credits of HCS 498 Internship (12 credits) and HCS 497 Internship seminar (3 cr). This track would provide an option for majors who: 1) have discovered that they do not want to do clinical substance abuse treatment counseling; 2) with a second major, such as social work or criminal justice, wish to focus their final semester on their other major; 3) are unable to maintain the overall GPA of 2.5 required for clinical majors; or 4) are already working in the field. The non-clinical track would require grades of C or better in all classes with no GPA minimum. Program requirements include--All required ASAP courses, HCS 404, HCS 429, & HCS 440 which are currently offered as elective; an elective by advisements; and HCS 499 Independent Study, a Capstone Course developed by advisement. We will accept capstone courses in other majors if applicable
Positive Reinforcer Identification and Behavioral Training with Goats (Capra hircus)
No full textThis paper was written as part of an independent study, during which I participated in research conducted by Dr. Desrochers in the Psychology Department.
As opposition to pesticides increases, the agricultural community has shown interest in using animals to control the spread of invasive species. Operant conditioning is a useful way to teach an animal to perform a desired behavior, including but not limited to consumption of an invasive species. For operant conditioning to be successful, a highly preferred reinforcer must be identified. Identification of a highly preferred reinforcer requires the use of preference assessments, which yield conclusive and long-lasting results. The results of a preference assessment can then be tested with a concurrent operant reinforcer assessment, which assesses the effectiveness of the highly preferred item as a reinforcer. This study used utilized preference, concurrent operant reinforcer and progressive ratio reinforcement assessments to prepare a goat for successful behavioral training in consuming invasive species