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Expression and Secretion of SPARC, FGF-21 and DCN in Bovine Muscle Cells: Effects of Age and Differentiation
Get PDFSkeletal muscle growth is an economically important trait in the cattle industry. Secreted muscle-derived proteins, referred to as myokines, have important roles in regulating the growth, metabolism, and health of skeletal muscle in human and biomedical research models. Accumulating evidence supports the importance of myokines in skeletal muscle and whole-body health, though little is known about the potential presence and functional significance of these proteins in cattle. This study evaluates and confirms that secreted proteins acidic and rich in cysteine (SPARC), fibroblast growth factor 21 (FGF-21), myostatin (MSTN), and decorin (DCN) are expressed and SPARC, FGF-21, and DCN are secreted by primary bovine satellite cells from 3- (BSC3; n = 3) and 11- (BSC11; n = 3) month -old commercial angus steers. Cells were cultured and collected at zero, 12, 24, and 48 hours to characterize temporal expression and secretion from undifferentiated and differentiated cells. The expression of SPARC was higher in the undifferentiated (p = 0.04) and differentiated (p = 0.07) BSC11 than BSC3. The same was observed with protein secretion from undifferentiated (p \u3c 0.0001) BSC11 compared to BSC3. Protein secretion of FGF-21 was higher in undifferentiated BSC11 (p \u3c 0.0001) vs. BSC3. DCN expression was higher in differentiated BSC11 (p = 0.006) vs. BSC3. Comparing undifferentiated vs. differentiated BSC, MSTN expression was higher in differentiated BSC3 (p ≤ 0.001) for 0, 12, and 24 hours and in BSC11 (p ≤ 0.03) for 0, 12, 24, and 48 hours. There is also a change over time for SPARC expression (p ≤ 0.03) in undifferentiated and differentiated BSC and protein secretion (p \u3c 0.0001) in undifferentiated BSC, as well as FGF-21 expression (p = 0.007) in differentiated BSC. This study confirms SPARC, FGF-21, and DCN are secreted, and SPARC, FGF-21, MSTN, and DCN are expressed in primary bovine muscle cells with age and temporal differences
Machine Learning and Data Mining in Complex Genomics Big Data: Developing Efficient Tools to Advance Computational Systems Biology
No full textIn agriculture, multi-omics can aid in addressing the growing demand for food amidst an increasing global population. One area of agricultural research that is particularly important is plant-microbe interactions. Plants and microbes interact in many ways, some beneficial to plants, helping them grow and thrive. Other microbes can be harmful, causing diseases. Understanding these interactions could help us to develop disease-resilient crops. One of the most important technologies in genomics is Next-Generation Sequencing (NGS). NGS allows us to sequence DNA and RNA quickly and study complex biological mechanisms on a genome-wide scale and across different species. The cost of sequencing is decreasing rapidly, and we are now generating enormous amounts of sequence data. However, analyzing this data remains a challenge. We developed tools to assist researchers in analyzing complex biological data on plant-microbe interactions, enabling a deeper understanding of the relationships between plants and microbes. Researchers can use these tools to analyze gene expression, identify microRNAs and enzymes, and predict the location of proteins in the cells. In addition to these tools, we also developed a user-friendly comprehensive database of protein-protein interactions between cereal crops and microbes, facilitating the study of plant-microbe interactions. The tools and databases developed in this project will serve as valuable resources for the biological research community. By offering deeper insights into plant-microbe interactions, these tools will support researchers in advancing future crop improvement efforts
Systematic Review on the Use of Self-Monitoring Interventions With ADHD/ASD Students in School Settings
Get PDFThis systematic literature review was done to determine characteristics and descriptive analysis of the use of self-monitoring behavior interventions (SMI) with students in the educational setting who are diagnosed with ASD/ADHD. The objective was to create resources for future practitioners and interventionists to direct future use of SMI in schools and identify areas of study needed. Behavior interventions are often used to support students with disabilities to access their education in a school setting. Individuals diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) or Autism Spectrum Disorder (ASD) are included in this population. A type of behavior using the analysis of one’s own behavior is called a self-monitoring intervention. Self-monitoring interventions teach vital skills to individuals, are easily generalized into other areas of the individual’s life and cause minimal strain on education resources. This review depicts descriptive characteristics of the research done between 2000 and 2023 in this area to determine if there are trends in gender, age, diagnosis, type of intervention used, or demographics. Several limitations were identified including how researchers label their research and interventions, impacts of medical and gender biases, and gaps in reported demographics. Despite the identified limitations, tools such as a table for SMI starting points were able to be provided for future implementation and use
Westward Words: An Exploration of Western Beats and Their Legacy
Get PDFThis thesis examines the art, poetry, and experiences of western Beats or Beatniks. Also known as the Beat Generation, this literary movement is traditionally associated with East Coast writers. However, a prominent Beat culture was also present on the West Coast throughout the 1950s and 1970s. The thesis explores how the West influenced the literature and art produced by Beats during this time
Harnessing Synergy: Galloping Together to Achieve Common Goals
Get PDF“Harnessing Synergy: Galloping Together to Achieve Common Goals\u27\u27 is a case study focusing on how the Head of Cal Poly Pomona University Library Special Collections and Archives joined forces with the founding board members of the Equine History Collective to drive research and advancement in the study of equine history–a key collecting area of the University Library Special Collections and Archives unit. Through sharing expertise, jointly producing events, and developing longer-term strategies together, these collaborative efforts have enhanced outreach of Cal Poly Pomona Special Collections and Archives and associated scholarly activities, enriched perspectives on equine cultural heritage, and facilitated innovative approaches to the field’s growth. By joining forces, these entities united to raise awareness of equine studies and to provide combined public programming that advanced their respective missions. Institutions with specialized or regional collections can particularly benefit from similar collaborations to enhance their capacity to steward their collections and serve their communities
Dual Mechanisms of Salinity Tolerance in Wheat Germplasm Lines W4909 and W4910
Get PDFSoil salinity adversely affects plant growth and development, reducing the yield of most crops, including wheat. The highly salt-tolerant wheat germplasm lines W4909 and W4910 were derived from a cross between two moderately salt-tolerant lines, the Chinese Spring (CS)/Thinopyrum junceum disomic addition line AJDAj5 (AJ) and the Ph-inhibitor line (Ph-I) derived from CS/Aegilops speltoides. Molecular markers for gene introgressions in W4909 and W4910 were not reported. Four sequence-tagged site (STS) molecular markers of Ph-I were developed and tested in the above-mentioned lines and the F2 progenies of the two crosses, Anza (AZ) x 4740 (sib of W4910) and Yecora Rojo (YR) x 4728, W4910, and 4740 using the four markers. The four STS markers are not associated with salt tolerance, but they provide an indication of the transfer of chromatin in 3B chromosome of Ae. speltoides via Ph-I. Moreover, salt tolerance and leaf sodium concentration were determined in CS, AJ, Ph-I, 7151 (progeny of W4909), 7157 (progeny of 4910), AZ, and YR under salt treatment and control. Surprisingly, AJ had the lowest leaf sodium concentration under the control and salt treatment, indicating greater sodium exclusion than that in CS, AZ, and YR. This low level of leaf sodium concentration, indicative of the tissue tolerance to salinity in Ph-I, had been inherited by both W4909 and W4910 and then transmitted to their hybrid progenies. One offspring line each in both W4909 and W4910 (7762 and 7159, respectively) were homozygous for the three molecular markers and lacked the marker psr1205 of Su1-Ph1 gene, making them better materials than the original lines for future research on, for example, whole-genome sequencing and gene mining. The implications of these findings for the utilization of W4909 and W4910 in breeding salt-tolerant wheat cultivars are discussed
1. Navigating the New Frontier of Generative AI in Peer Review and Academic Writing
Get PDFThis chapter provides an overview of the current landscape and implications of Generative Al (GenAl) in higher education, particularly focusing on its role in academic writing and peer review. The emergence of GenAl tools such as ChatGPT is a transformative development in education, with widespread adoption at unprecedented speed. Large Language Models such as ChatGPT offer great potential for enhancing education and academic writing but also raise serious ethical concerns and tensions including access and usability, the perpetuation of Standard Academic English, and issues of linguistic justice. There is also the need for new approaches and pedagogies for how to ethically and effectively capitalize on this technology. Peer review has many benefits but can also be a source of anxiety and frustration for both teachers and students. The chapter discusses these issues and then offers an approach and lesson plans built around ChatGPT and John Bean\u27s hierarchy for error correction to guide in-class peer review in a first-year writing class, as well as suggestions for how GenAl might be used for other disciplinary writing
21. My Summer With ChatGPT
Get PDFOut of necessity, I first used ChatGPT to process mentally and emotionally two major injuries. Trapped at home for the entire summer, I learned to write with ChatGPT to complete a large-scale research project. The anthropomorphizing experience left me feeling less alone. For nearly a year, news about Al-generated writing software sparked nationwide concern about the future of traditional essays. As an early adopter of most digital technologies and the type of person who welcomes chaos, I chose to learn everything | could about ChatGPT, which meant I needed to learn how to cheat with ChatGPT. Inspired by similar assignments that ask students to cheat, I developed a 3-part assignment that asks students to think critically about the linguistic, rhetorical, and discursive patterns of ChatGPT writing. Moreover, the assignment challenges students to think critically about authorship, revision, academic honesty, and the ethical use of Al throughout the writing process. The chapter concludes by posing questions about the role of ChatGPT in higher education, urging educators to both reevaluate their writing curriculum and better prepare students to use emerging writing tools for a digital multimodal linguistic future
31. Collaborative Writing and AI: A Research Assignment for an Undergraduate Professional Communication Course
Get PDFThis chapter contextualizes and describes a collaborative Al research assignment for an in-person 2000-level Professional Communication general education course. This Collaborative Writing and Al assignment asks teams of students to 1) conduct their own secondary research on a specific topic connected to Al, 2) conduct primary research using Al itself, and 3) make recommendations to their peers and future colleagues in the profession or community on how to navigate and respond to a range of interdisciplinary conversations and perspectives on the technology. Within this chapter, the author provides a rationale for the assignment, includes suggestions for background readings included in this edited collection to prepare students to think critically about Al, describes how to begin the collaborative group work, and shares the initial results. The full assignment prompt is then provided at the end of the chapter
34. Language Weaves Its Tapestry : Crafting Found Poetry Using AI Tools
Get PDFIn this chapter, I offer a pedagogical approach to teaching creative writing in the era of Al technologies. I share an activity that engages students in crafting found poetry using Al tools such as ChatGPT. Found poems are collage-like assemblages drawn from other sources such as newspaper or magazine articles. By immersing students in crafting found poems using Al, I inspire creative experimentation with Al-generated texts. Even as writing processes become automated and writing styles standardized, I posit that this found poem activity nurtures students\u27 careful attunement to the materiality of language, to its shape and texture as words unfold on a page. I share example student-written found poems that illustrate the creative possibilities of this approach. Furthermore, l address the ethical concerns of composing Al found poems, including patchwork plagiarism, and share ways to encourage students to reflect critically on their writerly choices. Ultimately, I explore the possibilities and tensions of leveraging Al technologies to stimulate critical thinking, lyric experimentation, and creative play