5063 research outputs found
Sort by
Transcription factors and regulatory proteins in the control of eukaryotic gene expression
No full textTranscription factors (TFs) function as precision switches that integrate signaling inputs, chromatin state, and protein homeostasis to control gene expression. This thesis unites three interconnected research themes: (1) mechanistic studies of the ubiquitin-proteasome system (UPS) in regulating eukaryotic TFs, focusing on polymerase-associated Factor 1 (Paf1) and TATA-box binding protein-associated factor 2 (Taf2); (2) identification of biomarker genes within odor-related TF networks; and (3) integration of published undergraduate research linking molecular regulation, bioinformatics, and synthetic biology. These themes are purposefully structured so that mechanistic insight into TF control sets up network-level discovery and, in turn, motivates applied and translational directions. In Part 1, we examined the UPS-mediated regulation of Paf1 and Taf2. While UPS is known to control their stability, its precise mechanisms and transcriptional dependency were unclear. Our results showed that Paf1 abundance remains unchanged upon α-amanitin-induced transcriptional inhibition, suggesting that UPS regulation may occur independently of transcription and may reflect protein quality control rather than transcription-coupled degradation. Having established transcription-independent UPS effects on Paf1, we next asked whether a parallel, ligase-specific mechanism might govern Taf2. For Taf2, we screened 30 of 60 known yeast E3 ligases but did not identify a specific ligase, indicating the need for broader screening to pinpoint its regulator. Building on these mechanistic findings, we moved from protein-level regulation to system-level patterns by interrogating TF-centered networks computationally. In Part 2, we used computational approaches to identify biomarker genes within odor-related TF networks. Through Gene Expression Omnibus (GEO) dataset analysis, Adenylate Cyclase 3 (ADCY3) emerged as a key dysregulated olfactory-related gene in kidney and colorectal cancers. Functional pathway analysis revealed that ADCY3 modulates tumor progression through cyclic adenosine monophosphate (cAMP) signaling via protein kinase A (PKA), exchange protein directly activated by cAMP (EPAC), and cAMP response element–binding protein (CREB) pathways, highlighting its potential as a potential therapeutic target. The identification of ADCY3-linked signaling as a candidate driver of phenotype provided a natural bridge to integrative, application-oriented studies. Part 3 synthesizes findings from three of our recent publications, demonstrating the integration of molecular and bioinformatics strategies to address biomedical and environmental challenges. The first study identified TOP2A as a prognostic biomarker and a compound from Andrographis paniculata as a promising therapeutic candidate for kidney and liver cancers. The second study examined farnesoid X receptor (FXR) agonists in regulating kinase pathways in non-alcoholic fatty liver disease (NAFLD) and non-alcoholic steatohepatitis (NASH), emphasizing their therapeutic significance. The third introduced PlastiCRISPR, a CRISPR-based system enabling microbial plastic degradation, showcasing the potential of genome editing for environmental applications. Together, these studies provide a cohesive framework for dissecting transcription factor regulation and translating molecular signatures into actionable biomarkers, bridging fundamental molecular biology with applied biomedical and environmental research
The relationship of family characteristics of at-risk children in rural West Tennessee and select measures of success over a period of 10 years
Full text linkThe purpose of this study was to explore differences in a program funded in rural West Tennessee. The Promethean Foundation is a program that provides childcare tuition support to at-risk children. While the program has been in existence for 20 years, the study focused on 10 years from 2009 through 2019. The program staff reviewed the perceptions of staff and family members during the qualifying process. The study was also to investigate the level of achievement measured in children by age five and nine years considering the length of time enrolled in an early childhood program. To explore differences, children were divided into two groups based on qualifying or not qualifying for the program and the length of time enrolled in an early childhood setting, more or less than nine months. The length of time enrolled is highlighted due to the lack of research related to the period a child is enrolled in a quality program. Home visit scores, family versus teacher school readiness perceptions, Brigance screening scores, TCAP and TN Ready scores, and special education referrals were all key aspects of the study. The data provided the picture that length of time in a program mattered when reviewing the TCAP and TN Ready math scores and females received more educational referrals than their male counterparts. Families perceived that their children were ready for kindergarten while in fact, the kindergarten teachers did not score the children as such. With all of this information, it was determined that future research would still be valuable in several of the areas to include teacher and family perceptions, math scores, and educational referrals. Each would expand on the existing data to provide a stronger understanding of the current findings
Female athletics: Exploring the impact of female coaches on perceived levels of athletic self-efficacy among female athletes and their career pursuits in athletics
Full text linkSince the induction of Title IX, women and girls had made significant advancements in sports participation. However, there has been a sharp decline in female representation in athletic leadership positions. This study examined the relationship between female athletes\u27 perceived levels of self-efficacy and their willingness to explore a career in athletic coaching. The research focused on the impact of relationships between female athletes and their female coaches, utilizing the Leadership Scale for Sport to evaluate attributes such as training and instruction, democratic behavior, autocratic behavior, social support, positive feedback. This study addressed key research questions that investigated the perceived influence of female coaches on athletes\u27 self-efficacy and the predictability of interest in coaching careers. Current female coaches articulated the significance of mentorship and role models in their professional pursuits. Findings shed light on how female athletes’ perceptions of their coaches influenced career aspirations and contributed to addressing the gender gap in coaching roles. The results had implications for hiring practices in collegiate and athletic organizations, emphasizing the importance of inclusive leadership and professional development for coaches. This study fostered a deeper understanding of the dynamics between female athletes and female coaches, ultimately supporting strategies to reverse the decline of women in athletic leadership roles
Immediate benefits of remediation wetlands designed for treating acid mine drainage on Signal Mountain, Tennessee
Full text linkAcid mine drainage (AMD) is a major pollutant from abandoned coal mines, like those located on Signal Mountain, in Chattanooga, TN. The construction of wetlands is a commonly used remediation technique for streams affected by AMD. This study documents the changes in water quality before, during, and after wetland construction at two sites that flow into Freudenberg Creek. Samples were collected over the course of a year, which also allowed for seasonal factors to be observed. The construction of wetlands at these contaminated sites demonstrated an immediate decrease in acidity, alkalinity, and conductivity values. Concentrations of expected ions like iron and sulfate decreased at one site; however, ion concentrations were unchanged at the second location. This study focused on the immediate response to wetland construction; however, it is likely that with time efficiency will increase for both areas. Ultimately, long-term benefits will be dependent on wetland upkeep through human intervention
A phylogenetic and taxonomic analysis of Parocnus serus, an extinct Holocene sloth from Haiti
Full text linkParocnus serus belongs to a unique radiation of extinct ground sloths endemic to the Antillean islands that was discovered in 1929, but, prior to this thesis, it had not been described in detail or had its phylogenetic and taxonomic relationships with other Antillean sloths extensively analyzed. This detailed description of skull and mandible specimens supported the distinctiveness of the genus Parocnus, and the existing size-based separation of the Antillean megalonychids. A morphological phylogenetic analysis of a sample of Antillean sloths supported the close relationship between P. serus and P. torrei but did not provide conclusive results on the relationships among the other Antillean sloths. A principal components analysis was performed using skull and mandibular measurements of Haitian sloth taxa. The PCA supported the separation of Parocnus, Acratocnus, and Neocnus into different genera, but did not support the current species distinctions among the three previously recognized species of Neocnus from Haiti
Integrating an AI Chatbot to Improve the Eugene Career Exploration Platform
Full text linkAbstract Background Many psychology students face underemployment, despite having employable skills; however, this underemployment can be reduced by teaching undergraduate students the job-ready skills they earn in their bachelor\u27s degree (Burning Glass Institute, 2024). The research team implemented a website named Eugene, a tool that shows career options for psychology majors tailored by knowledge, skills, and abilities (KSAs) they earn in their courses. The 2025 student assessment of Eugene indicated that 63% of respondents would use Eugene when considering post-graduation plans; however, when asked about the limitations of Eugene, over 40% responded that both the structure and instructions could be improved (Eugene Assessment Report, 2025). To implement these improvements, this proposal focuses on integrating a chatbot assistant into Eugene to assist students in their future careers. Methods The project will use Microsoft Copilot to create a chatbot that gives students access to immediate feedback and clarification throughout the Eugene process. The team will feed KSAs into the AI chatbot, then test and score the response. If the score satisfies the team’s grading criteria, the process will continue to the next phase. If not, the team will go back to feeding it relevant knowledge. Then, the team will create a survey for students to rate the effectiveness and utility of the chatbot. Evaluation will also incorporate IP tracking to quantify website usage. Evaluation will be focused on students\u27 perception of usability, efficiency, helpfulness, and satisfaction of Eugene to psychology undergraduate students. Results from the 2025 Eugene assessment will be compared to the new assessment to be sent out in spring 2026. Expected Outcomes & Implications Integrating a chatbot assistant into Eugene is expected to improve usability and efficiency by helping undergraduate students better interpret Eugene’s instructions and output. We anticipate increased engagement, reflected in site analytics and survey responses, as students find the platform more responsive and tailored to their needs. Enhanced clarity given by the chatbot is likely to shift student perceptions, making Eugene a more trusted tool for career planning. If successful, the chatbot will become a permanent feature, strengthening Eugene’s role in bridging psychology undergraduates to meaningful employment. This initiative aligns with increasing student perception by assisting undergraduate students’ inquiries about KSAs and competencies, demonstrating how targeted technological enhancements can elevate student outcomes and increase job searchability
A Qualitative Analysis of Educator Well-being Through Teaching SEL: A Classroom Pilot
Full text linkEarly childhood educators are expected to teach social emotional learning (SEL) in their classrooms, while educators themselves are in need of SEL as much as their students due to stress and burnout in this occupation being at an all-time high. We ran a small pilot study of a mindfulness, audio-based SEL tool (Moshi) to see whether brief daily use leads to easier implementation of SEL in the classroom and, in turn, relates to better educator well-being. In this qualitative study, we analyzed 12 transcripts from interviews and focus groups with 16 educators from 12 elementary schools after at least six weeks of classroom use of the tool. Two independent researchers coded de-identified transcripts and reconciled themes through a structured review. Themes that emerged were: (1) high need for SEL post-pandemic; (2) improvements in student emotion regulation, engagement/focus, and creativity; (3) educator mental health is low and needs support, with educators benefiting personally from participation; (4) learning about SEL and integrating it into daily routines; (5) family/community spillover; and (6) the need for developmentally appropriate, flexible tools. Educators described better self-regulation, feeling more connected to their classrooms and colleagues after the pandemic, and teaching SEL skills students need now and going forward. Many also became more aware of their own mental-health needs and noticed calmer, more regulated rooms. In short, technology-based SEL moments can ease educators’ mental and emotional load; when educators feel calmer and less worn down, classrooms tend to run more smoothly. This was a small, ecological qualitative study, and the findings are preliminary. However, these results, in combination with the high rates of stress and burnout for educators, show a need to continue to research how the curriculum taught by educators can indirectly affect their own well-being and, therefore, can be designed with both the student and educator in mind
Improving Student Resumes: Evaluating the Effectiveness of the AI-Assisted Wisedoc Platform
Full text linkResume quality is a critical factor in students’ transition into the workforce, yet many struggle to create documents aligned with employer expectations and validated competency frameworks. At the same time, most large organizations now rely on artificial intelligence (AI)-driven applicant tracking systems (ATS) to screen resumes. Because these systems filter applications before a human reviews them, resumes that are poorly formatted, lack keywords, or fail to highlight relevant competencies are often rejected automatically. This creates a barrier for students who may have the skills employers seek but lack the resume-writing expertise to communicate them effectively. This study investigates whether using the AI-based Wisedoc platform enhances resume quality when evaluated against the National Association of Colleges and Employers’ (NACE) eight career readiness competencies. To address the lack of standardized measures for resume quality in prior research, a rubric was developed from the career readiness literature to operationalize how resumes reflect the NACE competencies, allowing subject matter experts (SMEs) to evaluate them in a consistent, competency-based manner directly tied to the skills employers identify as essential for workforce success. Participants will include undergraduate students who voluntarily submit resumes through university-sponsored career services. Each resume will be scored by Wisedoc’s AI engine and reviewed by SMEs using the NACE rubric. Students will then revise their resumes using Wisedoc’s feedback on formatting, grammar, and keyword optimization. Final resumes will then be scored by both AI and SMEs, and students will complete a survey on resume confidence and perceived career readiness. It is hypothesized that resumes revised with Wisedoc will show significant improvements in both AI scores and SME ratings of NACE competencies, particularly in communication, professionalism, and career/self-development. Findings will demonstrate the impact of AI resume tools on students\u27 expression of knowledge and skill gains in their resumes, complementing human coaching in career services. The study contributes to research on AI in business communication and provides practical guidance for preparing students to navigate AI-mediated hiring systems
Assessing the fidelity of AI-generated lessons for elementary-grades STEM topics
Full text linkTeachers collaborated using MagicSchool, an AI tool, for generating lesson plans for elementary-grades mathematics, science, and technology topics. The lessons were evaluated for fidelity to content and lesson plan components. The problem to be answered was two-fold: What is the fidelity of AI-generated lessons for elementary-grades STEM topics? What are teacher perceptions of using an AI tool? Teachers evaluated the standards-based, AI-generated lesson plans. Scores for lesson plans were compared by content area (mathematics, science, technology) and elementary level (lower versus upper) to determine if fidelity is better for a particular content area or level. Teacher perceptions, regarding the use of an AI tool, were surveyed. Results showed significant differences in score for science lesson plans, with lower elementary grades lessons scored higher than upper elementary grades lessons, and for technology lesson plans, with upper elementary grades lessons scored higher than lower elementary grades lessons. There were no significant differences in score of mathematics lesson plans, with regard to grade level. There were significant differences in score for lesson plans by content area, with science lessons scored higher than technology and mathematics lessons, and technology lessons scored higher than mathematics lessons. Qualitative results for the survey showed an increase in participants’ confidence in their understanding of AI, participants learned more ways AI could assist them, and workshops were effective in dispelling common misconceptions about AI use in schools
Higher ed in half the Time: A literature review on the shortened course
Full text linkThe shortened course, which reduces the course length from the full semester (Johnson & Rose, 2015), offers a popular higher education format for nontraditional students, especially those at community colleges. The impacts of accelerated learning on both students and faculty have been studied, yet the variety of shortened course lengths makes comparison across studies more challenging. The purpose of this study is to focus on the half semester length for research published from 2010-2024 on undergraduate higher education. The methods used to locate dissertations and articles included searches on Google Scholar and the University of Tennessee at Chattanooga library database using key words such as: accelerated courses, community college, and two-year college and backward citation chaining. Findings revealed an emphasis on student success, faculty and student stakeholder perceptions, strategies for andragogy, application for underprepared students, and considerations for decision-makers. The narrowed focus of this study can help continue conversations of institutional efficiency and effectiveness utilizing undergraduate shortened courses