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CHARACTERIZATION OF THE INTERACTION BETWEEN ADENOVIRAL PROTEIN E4 11K AND THE DNA-PK-DEPENDENT DNA DAMAGE RESPONSE**
No full textAdenovirus (Ad) can cause upper respiratory infections, gastroenteritis, and conjunctivitis. The linear, double-stranded DNA Ad viral genome can be broken up into early and late phase genes. Our protein of interest, E4 11k, is a product of one of the early genes that works to disrupt normal cellular function to enhance the viral replication cycle. One of the mechanisms E4 11k uses to achieve this disruption is through the inhibition of the DNA damage response (DDR). The DDR is responsible for repairing double-stranded DNA breaks (DSBs) through non-homologous end joining (NHEJ). During DDR, DNA-dependent protein kinase (DNA-PK) becomes activated via phosphorylation. During an infection, Ad’s genome triggers the DSB repair pathway due to the genome’s structural similarity to a cellular DSB. The DDR tries to “repair” the viral genome by ligating the viral genomes into concatemers, disrupting viral DNA replication. Ad, however, has evolved mechanisms to prevent activation of the DDR. Previously, E4 proteins have been shown to regulate the activation of DNA-PK. In this study, we aim to determine E4 11k’s ability to inhibit phosphorylation of DNA-PK in response to cellular DSBs. HeLa (cervical cancer) cells were treated chemically with different combinations of either etoposide (drug that induces DSBs), Nu771 (inhibitor of DNA-PK phosphorylation), or an Ad E4 11k only viral infection. The phosphorylation status of DNA-PK will be analyzed through immunoblotting. In the future, we want to characterize DNA-PK localization during an Ad infection. Immunofluorescence microscopy will be used to visualize protein localization. Our initial findings indicate a 97% reduction in DNA-PK activation. It has previously been shown that etoposide treatment combined with the inhibition of DNA-PK activation result in cancer cells that have less adherence. These findings suggest a potential mechanism for which E4 11k can be used as a novel chemosensitizer for therapy-resistant cancer cells
DOES VITAMIN D SUPPLEMENTATION IMPROVE PHYSICAL COMPONENTS IN COLLEGIATE ATHLETES REGARDING STRENGTH, ENDURANCE, AND POWER?
No full textAt Brewton-Parker College, most students are collegiate National Association of Intercollegiate Athletics athletes. The high level of competition creates a desire for improvement that can result in athletes exercising more or engaging in dangerous supplement practices. Low vitamin D levels are associated with low muscle mass and loss of muscle strength. The goal of this study was to discover if a significant relationship exists between vitamin D supplementation and muscle strength, power, and endurance. The 6-week study included 15 participants (14 male and 1 female). All participants performed a pre-test of a one-repetition maximum on the bench press to determine muscular strength, a broad jump to measure muscular power, and a push-up to failure muscular endurance test. The participants were then randomly separated into experimental and control groups, with the experimental group checking in once a week for six weeks to receive Vitamin D (10,000 IU) supplementation. After six weeks, post-tests were performed. Independent t-tests indicated there is no statistically significant difference in the means of muscle power (p = .13), muscle strength (p = .69), or muscle endurance (p = .33) between supplemented and non-supplemented groups. Paired t-tests indicated there is no statistically significant association between muscle power (p = .13), muscle strength (p = .71), muscle endurance (p = .94), and vitamin D supplementation. The hypothesis that Vitamin D supplementation will exhibit a positive correlation with muscular strength, power, and endurance in collegiate athletes is rejected, suggesting that Vitamin D supplementation does not enhance muscular strength, power, or endurance in collegiate athletes
ECHO CHAMBER: THE EFFECTS OF CONFIRMATION BIAS ON POLITICAL ATTITUDES
No full textYounger generations’ algorithm-driven media consumption allows them to curate the information they encounter, which has consequences for the American political landscape. If less exposed to political activity/information, how do college students decide which candidates/parties to support? As candidates venture into short-form video political advertising, how might young people interpret these brief messages? With little context, do unconscious biases such as sexism influence how a message is received, regardless of the content? The current study examined the impact of implicit gender bias on college students\u27 judgments of political messages. To isolate the influence of gender versus attractiveness, auditory stimuli were utilized rather than video. Brief left-leaning and right-leaning statements were created for each of 10 policy topics (e.g., abortion), and these 20 statements were read by an AI-generated male voice and female voice, for 40 statements total. College students (N = 33) listened to the ideological statements (randomized by topic but counterbalanced by block (gender)) and rated their credibility. Analysis revealed no difference in participants’ credibility ratings based on sex of the voice (p = .915). Participants did, however, strongly differ in their ratings of the ideological position statements, with a general preference for liberal-leaning positions (p\u3c.001, ƞ2 = 0.24). Post hoc analysis revealed a surprising interaction between this effect of ideological stance and participants’ self-reported partisanship, p\u3c.001, ƞ2 = .306. Specifically, while participants identifying as Democrats (n = 16) rated liberal statements as more credible than conservative statements (M difference = 1.35 on a 4-point scale), Republican participants (n = 14) did not show the opposite pattern; instead, they were equally likely to rate left and right leaning statements as credible (M difference = 0.11)
THE MAKING OF A MENTOR
No full textDr. Abdulalim A. Shabazz, who taught at Clark Atlanta University for many years, had a well deserved reputation as a mentor to numerous students of mathematics, particularly advanced students, who achieved the masters and doctoral degrees. Before he changed his name, he was born Lonnie Cross. This talk will seek to present from written records of his time as a graduate student at MIT, 1950-51, how aspects of his making as a mentor may have been formed. We explore how the environment at that time; the professors, administrators and students, contributed to this formation
JUPITER\u27S CHANGING OVAL BA
No full textOval BA is the second largest oval storm on Jupiter. It formed in 2000 when two white ovals named BE and FA merged. Since then, the writer has measured this feature\u27s position, size and velocity. From this information, the rate at which this oval\u27s position changes with respect to Jupiter\u27s magnetic field, can be measured. The writer also studied images of it made by Earth-based observers and spacecraft. Several conclusions can be made from these studies. Firstly, Oval BA\u27s mean speed increased in 2019. this increase continued through at least early 2024. This increase may have been caused by this oval moving to a more southernly latitude. Secondly, its area grew in the early 2000s but has since decreased back to its size in 2000. Thirdly, there is a correlation between the mean latitude of Oval BA and its speed. The speed increased as the latitude moved farther south. Finally, JUNO images show that the center of Oval BA underwent a color change between 2018 and 2022. Based on JUNO images, Oval BA started off as having a cream-colored interior in late 2018. Its central area started turning darker in 2019 and by late 2020, the interior was orange. A white core then developed in the orange interior in early 2021. The centeral white area continued to grow. By early 2022, Oval BA\u27s interior once again had a cream color
KNEE RANGE OF MOTION AND RUNNING SPEED IN COLLEGIATE SOFTBALL AND BASEBALL ATHLETES
No full textKnee joint range of motion (ROM) can affect activities of daily living and sports performance. Limited knee joint ROM can result in injuries because the body compensates, leading to increased stress on muscles and joints. The purpose of this study was to determine if a significant relationship between the athlete\u27s sprint speed and knee ROM exists. Participants included 15 baseball and 15 softball collegiate athletes. A manual goniometer was utilized to test the knee’s ROM in flexion, and a 40-m sprint time was performed to measure running speed. A Pearson r-test was used to determine if a significant relationship between knee angles and running speed exists. No statistical significance or strong correlation was found for right knee joint angle (p=.33, r=.26) or left knee joint angle (p=.28, r=.29) and 40-meter sprint speed in softball players. Conversely, a Pearson’s R test indicated a statistical significance, and a moderate correlation was found for both the right knee joint angle (p = .04, r = .52) and left knee joint angle (p = .04, r = .52) and 40-meter spring speed in baseball players. Therefore, regarding softball players, the null hypothesis was accepted, indicating no significant association exists between knee ROM and running speed. However, in baseball players, a significant association does exist between knee joint ROM and sprint speed. Results indicate that knee ROM has no significance in determining the running speed in softball collegiate athletes. However, knee ROM has a positive relationship with running speed in baseball collegiate athletes, indicating the greater knee ROM, the faster the individual can sprint. The result provides significant insight into flexibility training\u27s importance in the two sports and increased performance
THE RELATIONSHIP BETWEEN HIP AND KNEE ANGLES AND THE JUMP FORCE PRODUCED
No full textIn the world of sports and human movement, not many aspects capture our fascination as much as the power and explosive force generated by athletes during dynamic actions like jumping, sprinting, and cutting maneuvers. While several factors influence force generation, the relationship between hip and knee angles and generating force is gaining attention today. This research study investigated if a hip and knee angle of 100° was optimal to generate maximum force during various physical activities and exercises. Understanding the ideal knee joint position that yields the highest force output is crucial for improving performance in sports, rehabilitation, and overall health. Seventeen collegiate baseball players participated in this study. The participants performed three countermovement jumps at their desired angles. The results were recorded using a force plate, and the hip and knee angles were recorded using a goniometer while the athlete was stationary in their preferred jump position. Statistical analysis included a Pearson r-test to calculate a correlation between the knee angles and the force produced and regression analysis to show the strength and significance of the relationship between knee angles and force produced. A Pearson’s R test was conducted to indicate if a correlation exists between hip joint angle (p = .17, r = .36) and knee joint angle (p =.29, r = .29) with the jump force produced. No statistical significance or strong correlation was found. The hip angle that produced the most force (on average of the 3 jumps) was 90°. The knee angle that produced the most force (on average of the 3 jumps) was 116°. Therefore, the hypothesis that an approximate hip and knee angle of 100° will produce the maximum force was rejected. These results indicate athletes should participate in form-specific training to gain increased force production, optimizing a smaller hip-over-knee angle ratio
ANALYZING THE EVOLUTION AND FREQUENCY OF CHEMISTRY TERMINOLOGY IN EDUCATION AND ONLINE COMMUNITIES
No full textThe language of science education, particularly chemistry education, plays a crucial role in student learning and success. Language serves as the vehicle through which knowledge is transferred, making it essential for teachers and students to share a common linguistic understanding. This is especially true in science education, where specialized terminology is key to conveying complex concepts. The language of science is a melting pot of borrowed words, often derived from Greek, Latin, and other languages, and the words that survive are those that are most commonly taught and absorbed by students. Therefore, the frequency of specific chemistry terms correlates to what is easiest to learn and communicate. This research explores the methodologies used to assess the frequency and usage of chemical terminology in chemistry-focused environments. The study analyzes variations of common chemistry terms, such as “Lewis dot structure,” by comparing data from large pre-established language corpora and vocabulary choices in online chemistry discussions, such as those on StackExchange. Text data is processed and analyzed using Python to maximize efficiency and insight. The aim is to gather a large sample of speech and text used by diverse audiences to assess which terms are most commonly used and which are less prevalent. Preliminary results suggest notable differences in the frequency of term usage across these platforms. These findings highlight the evolving nature of chemistry terminology and suggest that future studies could explore language usage at a more granular level. As data collection and analysis methods improve, further research could provide valuable insights into the development and communication of chemistry language in both academic and public domains
MAKING THE MOST OF THE IODINE CLOCK REACTION IN FRESHMAN CHEMISTRY LAB
No full textThe KIO3 + NaHSO3/Starch Reaction (or Iodine Clock Reaction) may be used in illustrating some kinetics concepts to first-year chemistry students. In a typical laboratory session, the student mixes different concentrations of a KIO3 solution with a NaHSO3/Starch solution and then times how long it takes the mixture to turn purple (the reaction time.) There is more potential in using this experiment to teach the concepts of kinetics and initial rates. In this study, the concentration of each reactant affecting the reaction time was examined. Furthermore, how temperature affects the reaction time was also examined. Finally, the pH of the reaction mixture was measured from the time the two solutions were mixed until the solution turned purple. The pH dropped from 4.4 to 3.4 when it turned purple. It is concluded that the reaction time is inversely proportional to the concentration of KIO3 and NaHSO3 solutions. It is also concluded that the reaction time drops as the temperature rises. Additionally, the pH of the reaction mixture should be measurable at different temperatures. This information enables one to compute the initial rate of the reaction and, hence, determine the rate law and the value of the activation energy
AI IN THE CLASSROOM: CHATGPT\u27S PERFORMANCE IN INTRODUCTORY PHYSICS
No full textAn in-depth evaluation of ChatGPT, a large language model, within the realm of physics education is presented. The study draws on data from several introductory physics courses at SUNY Farmingdale State College, Valdosta State University, and Fairmont State University, covering both algebra-based and calculus-based curricula. By systematically testing ChatGPT with homework assignments, class exams, and final assessments from these courses, the study aimed to evaluate the AI\u27s performance across various physics topics, levels of difficulty, and institutional settings. The selection of these specific courses was driven by the desire to examine how ChatGPT engages with different physics curricula, teaching methods, and academic environments. Through a comparative analysis of ChatGPT\u27s performance, the study provides valuable insights into the role of AI technologies in the field of physics education