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An Invertebrate Model Using Galleria mellonella to Study the Innate Immune Response to Staphylococcus haemolyticus
No full textStaphylococcus haemolyticus is a normal inhabitant of healthy skin and is also an emerging cause of nosocomial infections in the immunocompromised. S. haemolyticus infections often lead to bacteremia, septicemia, peritonitis, endocarditis, and various other outcomes. The goal of this project was to establish an invertebrate infection model for studying the innate immune response to S. haemolyticus infections using the wax moth larva (Galleria mellonella). We have found that injecting wax worm larvae with 106 to 107 cfu/mL of S. haemolyticus consistently induced a rapid response and larval death within 24 hours at the higher dose range. We have characterized the general histopathological changes associated with infection and have started to characterize the general innate immune response as well as the hemocyte response to S. haemolyticus. Our findings support the usefulness of this model as an initial screening tool for systemic microbial infections
Convergent Evolution of Signaling Mechanisms in Pain and Stress
No full textOpioid drugs, such as morphine, have been shown to have antinociceptive effects in honey bees, similar to their effect on vertebrates (Esch et al., 2020). However, the vertebrate opioid system is understood to have evolved after the divergence of extant vertebrates from invertebrates (Dreborg et al., 2008). Uncovering the evolution of the opioid system and related signaling systems may lead to important insights into the vital functions of these molecules and how they interact to produce behavior. Using a series of BLAST analyses, we identify relationships between receptor families found in honey bees and humans to determine similarity in protein structure and function. We present a hypothetical model of g-protein coupled receptor evolution which could lead to novel predictions about the interaction of GCPR molecules in both vertebrate and invertebrate organisms. Our aim is to highlight parallel chemical mechanisms underlying pain and stress behavioral phenotypes in honey bees and mammals
The activity and origin of the chitinases in the gut of the Mediterranean House Gecko
Get PDFChitin is a major component of the exoskeleton of arthropods as well as the cell wall of fungi. This amino polysaccharide polymer provides structure and protection to these organisms and represents a significant barrier to digestion of arthropod prey and fighting fungal infections. Chitinases are enzymes that break down chitin. Smaller insectivores, based upon the higher surface-to-volume ratio of their even smaller prey, ingest a large amount of chitin per unit prey item. Therefore, they represent high-likelihood opportunities to bio prospect for novel chitinases that may be effective against pathogenic fungi. Fungal infections are notoriously difficult to treat, and they are the cause of ailments whose severity ranges from mild skin irritation to systemic infections that can lead to mortality. The purpose of this study is to document the activity of chitinase produced by a small vertebrate insectivore, Hemidactylus turcicus, and determine its utility as a source for future studies that will test the efficacy of these enzymes against potentially pathogenic fungi
Detection of Per- and Polyfluoroalkyl Substances in Public Water Supply: San Antonio Case Study
Get PDFThis research investigates the detection and influence of per- and polyfluoroalkyl substances (PFAS) in the San Antonio water supply system, focusing on two contaminated water entry points sourced from the Edwards Aquifer. Sampling and statistical analyses compare urbanization, geologic features, and groundwater quality between contaminated and noncontaminated sites. Key findings include statistically significant differences in fault lengths, impermeable surfaces, and urban development. Although direct correlations between PFAS contamination and groundwater quality parameters like nitrate and conductivity remain inconclusive due to limited data, the study indicates urbanization\u27s potential role in exacerbating PFAS infiltration through sensitive geological features. Insights from this research can guide future urban planning and water quality monitoring strategies to mitigate contamination risks in vulnerable aquifer systems
Títulos recientes: Monographs on SHL
No full textAs the field of SHL expands, we are seeing an increase in research. We. now have a journal (SHL Journal) and a growing number of edited volumes and monographs on the field. In this panel, the authors of three monographs will discuss their works and how they contribute to the field of SHL: Spelling in Spanish Heritage Language Education (Llombart-Huesca), The Peer-Effect: Non-Traditional Models of Instruction in Spanish as a Heritage Language (Reznicek-Parrado), and Language Ideologies and Linguistic Identity in Heritage Language Learning (Showstack, Pascual y Cabo & Wilson)
Spanish as a Heritage Language Across Disciplines: Assessing Spanish and Bilingual Courses at an HSI in South Texas
Get PDFLong-standing research has confirmed the many benefits of Spanish as a heritage language in dual language in K-12 classrooms (Collier & Thomas, 2017, 2019). However, in higher education, there are very few exceptions to the English-only monolingual norm (García & Li, 2014). This study explores one exception, a Hispanic Serving Institution (HSI) in South Texas where certain classes are taught bilingually (Spanish/English) and in Spanish across various disciplines. In this study, we examine 1) how these courses impact success through a quantitative analysis of cumulative grade point averages (GPAs) and 2) how students perceive these courses through a qualitative analysis of open-ended surveys.
For the quantitative analysis of student success, we analyze cumulative GPAs from all students who entered the university in 2016 (n=4181). A Man-Whitney U Test reveals a small significant difference (r= 0.10) between students who took one or more DLBE courses (M = 3.12, STD = .60) when compared with students who did not take a Spanish/bilingual course (M = 2.70, STD = .97) on cumulative GPAs, (Z = -7.06, p \u3c .001). That is, students who took at least one Spanish/bilingual course earned a slightly higher GPA on average.
For the qualitative analysis of student perceptions, we distributed an open-ended survey to all students taking Spanish/bilingual courses during AY 2022-2023 as well as former students who took DLBE courses between 2018-2022. Survey responses from current students (n=248) and former students (n=49) reveal student perceptions of higher confidence, greater motivation, greater sense of belonging, and more positive experiences in Spanish/bilingual courses.
In sum, the results of this study show that Spanish and bilingual classes in higher education can positively impact student success and student experiences. These findings have important implications for language policy in higher education especially at HSIs
Culturally Rich Language Teaching through Comics and Translation: Practical Lessons for the Heritage Language Classroom
Get PDFDrawing from translation and sequential art theories as well as the author’s experience teaching Spanish through translation and comics, this presentation offers practical exercises teachers can use for their heritage and non-heritage students. Comics are helpful to deepen skills like proper use of register, tone, cognates, and cultural equivalents
Teaching Philosophy Classes in Spanish or Bilingually in the South Texas Borderlands
Get PDFSituated in the deep south Texas borderlands, over 90% of our students are Hispanic or Latino/a/x and the majority are bilingual. That is, most students enrolled across every course at our university are heritage speakers of Spanish. As professional philosophers, we believe that teaching these students should involve engaging them as the bilingual and bicultural students they are while helping them develop philosophical biliteracy. Our panelists are from different linguistic and cultural backgrounds (native speaker, heritage speaker, L2 speaker) but all of us are bilingual, bicultural, and biliterate faculty who have been working together as a team to design and teach philosophy courses using one of three linguistic modalities inspired by the field of SHL: 1) Flexible Bilingual (or Translanguaging) Courses, where the use of Spanish by students is encouraged but not required; 2) Bilingual Courses, where all students must read, write, and speak some amount of Spanish; and 3) Spanish Courses, where all instruction and course work are in Spanish. Each of us has moved toward strong forms of bilingual education, from “a classroom where bilingual [students] are present but bilingualism is not promoted” to “a classroom where formal instruction fosters bilingualism” (Baker and Wright 2021). More specifically, we are using Spanish to teach PHIL courses like “Critical Thinking,” “Introduction to Latin American Philosophy,” or “Chicana and Latin American Feminisms” in ways that are linguistically and culturally sustaining for our local Mexican American community. Our four panelists will discuss why and how we are doing this, the impact these classes have had on our students, and the implications for both the field of Spanish as a heritage language and the discipline of Philosophy. The discussion will be co-moderated by two faculty specializing in Hispanic and Applied Linguistics who are facilitating campus-wide efforts to create Spanish and Bilingual Courses
