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Optical Tweezers studies of Nucleic Acids and their Interaction with Proteins
No full textMechanics and biological function of nucleic acids are intimately coupled. The DNA double helix must be opened to allow base pairing of RNA during transcription; RNA must bend and fold in its many cellular functions. Presented in this dissertation are two investigations of mechanical deformations of nucleic acids, conducted with optical tweezers.In the introduction, the mechanical properties of DNA and RNA and their relevance to their cellular functions are introduced, to give the reader context for the results presented in the Chapters 2 and 3. This is followed by an introduction to the theory of semiflexible polymer elasticity. The optical tweezers instruments used in conducting these investigations are then presented, along with calibration procedures and a short introduction to optical trapping physics.Chapter 2 presents an investigation of the effect of downstream DNA tension on initiation by T7 RNA polymerase. A hidden Markov model is fit to force-dependent lifetimes obtained from optical tweezers experiments, allowing us to identify which steps in initiation are force-dependent and estimate rates and transition state distances. We find that 1-2 pN of tension is sufficient to turn o gene expression by causing transcription bubble collapse and destabilizing the bound state. Our force-dependence scheme and estimated transition distances provide independent supportfor the \scrunching" model of initiation.The effects of cation binding and screening on single-stranded helix formation in poly(A) RNA are presented in Chapter 3. Magnesium and calcium bind to poly(A), stabilize the helix, and change its mechanical properties. A new model of helix-coil transitions is presented and used to estimate energetics and mechanical properties.Chapter 4 presents the first fully objective algorithm for use in analyzing the noisy staircaselike data that is often produced by single-molecule fluorescence experiments. A test based on the SIC (BIC) statistic is used in conjunction with a progressive step-placement scheme to locate changepoints (steps) in noisy data. Its performance is compared to other step detection algorithms in use by biophysicists by repeating tests performed in a recent review.Experimental protocols and computer codes used in these investigations are presentedin detail in the appendices
Roundtable 3: Perspectives on Presidential Leadership with Past HBCU Presidents from Private HBCUs, June 14, 2012
No full textVideo interviews with a complementing monograph providing reflections of former presidents of Historically Black Colleges and Universities discussing leadership, mission, challenges, successes, and issues of race and education. Moderator: Dr. Barbara R. Hatton, President, South Carolina State University 1992-1995; President, Knoxville College 1997-2005. Panelists: Johnnetta B. Cole, Ph.D., President, Spelman College 1987-1997; President, Bennett College for Women 2002-2007. Thomas W. Cole Jr., Ph.D., President, West Virginia State College 1982-1986; President, Clark Atlanta University 1989-2002; President, Interdenominational Theological Center 2009-2010. Nathaniel R. Jackson, Ed.D., President, Mary Holmes College 2000 - 2003. Burnett Joiner, Ph.D., President, LeMoyne-Owen College 1991-1995; President, Livingstone College and Hood Theological Seminary 1996-2000. Samuel D. Jolley Jr., Ed.D., President, Morris Brown College 1993-1997 and 2004-2006. Samuel Tucker, Ph.D., President, Edward Waters College 1973-1976; President, Langston University 1978-1979
Why Do We Need HBCUs and Qualities for Successful Leadership: Perspectives from Past HBCU Presidents, June 14, 2012
No full textVideo interviews with a complementing monograph providing reflections of former presidents of Historically Black Colleges and Universities discussing leadership, mission, challenges, successes, and issues of race and education. Dr. Barbara R. Hatton, Moderator, President, South Carolina State University 1992-1995; President, Knoxville College 1997-2005. Panelists: Wiley S. Bolden, Ed.D., Acting President, Savannah State College, 1988-1989. Carlton E. Brown, Ed.D., President, Savannah State University 1997-2006; President, Clark Atlanta University 2008 - present. Johnnetta B. Cole, Ph.D., President, Spelman College 1987-1997; President, Bennett College for Women 2002-2007. Thomas W. Cole Jr., Ph.D., President, West Virginia State College 1982-1986; President, Clark Atlanta University 1989-2002; President, Interdenominational Theological Center 2009-2010. Samuel DuBois Cook, Ph.D., President, Dillard University 1974-1997. Nathaniel R. Jackson, Ed.D., President, Mary Holmes College 2000 - 2003. Joseph B. Johnson, Ed.D., President, Grambling State University 1977- 1991; President, Talladega College 1991-1998. Burnett Joiner, Ph.D., President, LeMoyne-Owen College 1991-1995; President, Livingstone College and Hood Theological Seminary 1996-2000. Samuel D. Jolley Jr.,Ed.D., President, Morris Brown College 1993-1997 and 2004-2006. Wiley A. Purdue, LLD., M.B.A., Acting President, Morehouse College 1994-1995. Herman B. Smith Jr., Ph.D., Interim President, Central State University 1965 and 1995; Chancellor, University of Arkansas, Pine Bluff 1974-1981; Interim President, Jackson State University 1991 � 1992; Interim President, Morris Brown College 1992- 1993. Charles E.Taylor, Ph.D., President, Wilberforce University 1976-1984; President, Morris Brown College 2002-2003. Samuel Tucker, Ph.D., President, Edward Waters College 1973-1976; President, Langston University 1978-1979. W. Clyde Williams, Ph.D., President, Miles College 1971 �1986; President, Trenholm State Technical College, 1998-2001. Robert Threat, Ed.D.; President, Morris Brown College 1973-1984
G.I. Jews: How WWII Changed a Generation
No full textThe Carl and Dorothy Bennett Center for Judaic Studies at Fairfield University presents… The 2007 Adolph and Ruth Schnurmacher Lecture in Judaic Studies…Featuring Dr. Deborah Dash Moore, Author, Professor of History, & Director of the Jean & Samuel Frankel Center for Judaic Studies, University of Michigan.https://digitalcommons.fairfield.edu/bennettcenter-posters/1255/thumbnail.jp
Why Do We Need HBCUs?, June 14, 2012
No full textVideo interviews with a complementing monograph providing reflections of former presidents of Historically Black Colleges and Universities discussing leadership, mission, challenges, successes, and issues of race and education. Dr. Barbara R. Hatton, Moderator, President, South Carolina State University 1992-1995; President, Knoxville College 1997-2005. Panelists: Samuel DuBois Cook, Ph.D., President, Dillard University 1974-1997. Johnnetta B. Cole, Ph.D., President, Spelman College 1987-1997; President, Bennett College for Women 2002-2007. Carlton E. Brown, Ed.D., President, Savannah State University 1997-2006; President, Clark Atlanta University 2008 - present. Wiley A. Purdue, LLD., M.B.A., Acting President, Morehouse College 1994-1995. Herman B. Smith Jr., Ph.D., Interim President, Central State University 1965 and 1995; Chancellor, University of Arkansas, Pine Bluff 1974-1981; Interim President, Jackson State University 1991 � 1992; Interim President, Morris Brown College 1992- 1993. Joseph B. Johnson, Ed.D., President, Grambling State University 1977- 1991; President, Talladega College 1991-1998
Butler, Hardy, Galsworthy, Bennett and d.h. lawrence as writers of the family chronicle novel: a study of two generations of possibilities of the form
No full textThe English family chronicle novel is a comparatively recent phenomenon. It occurred as a reflection of the controversies of nineteenth-century natural science over evolutionary development--directly, in Samuel Butler's The Way of All Flesh, and indirectly, as English novelists felt the influence of French naturalism.
Because the emergence of the family chronicle novel is so closely bound up with naturalism, nowhere can we more clearly see the reaction to naturalism worked out than in the Victorian and Edwardian family chronicles. Very often, to understand the way in which a given novel is a family chronicle--that is, how the author has used the form for his own purposes--is to define the author's stance toward naturalism. In this thesis, I examine works of five chronicle writers--Butler, Hardy, Galsworthy, Bennett, and Lawrence-- and argue that a measure of the success of the works as family chronicles is the degree to which the artists succeed in overcoming the inherent limitations of the naturalist convention, even as they used the form bequeathed by it. I suggest that D. H. Lawrence's, The Rainbow is the most interesting of these family chronicles because he has used aspects of the art of Butler and Hardy, in order to create in opposition to Bennett and Galsworthy. He works with the underlying concerns of naturalism in order to transform them into a passionate denial of the determinist attitude implicit in naturalism.Arts, Faculty ofEnglish, Department ofGraduat
Voices of inheritance : aspects of British film and television in the 1980s and 1990s
No full textDuring the 1990s the notion of the heritage film has become a taken for granted
category of British cinema. Rather than dispute the merits of particular films that lie
within this genre I question the construction of the relation between the idea of
heritage and contemporary British film and television. Using the critical literature
established by the contending cultural histories that address the rise of heritage in
British culture, I highlight other, frequently personal and national engagements with
inherited pasts. The concentration upon inheritance lends a greater emphasis to
what is passed on from the past and endures in the present.
The modes of articulating these inherited pasts are formally distinctive and
constructed out of the vocabulary of documentary and fiction. The corpus of texts
begins with the apparently radical avant garde film-making of Derek Jannan and
moves through the work of the Black Audio Film Collective to the apparently
conservative television documentaries of Alan Bennett. These key voices are then
situated in relation to the hegemonic definition of heritage and current debates
concerning British film and television. The persisting opposition which defined
British cinema during the 1980s posits an unofficial cinema characterized by dissent
and urban decay against an official cinema represented by the heritage film. My
corpus of texts challenges this opposition. The different engagements with inherited
pasts take place from different speaking positions and represent a diminishing
publicly funded tradition of film and television production. The range of positions
from margins to centre reveal that there was a contestation of the cultural sources
which are aggregated into the construction of heritage during the 1980s and 1990s
Do shifts happen? Will transformative teaching techniques help in teaching ICT soft skills
No full textThe author has experienced some challenges while teaching
‘soft skills’ topics such as Ethics and Professionalism and
Problem Solving for IT. Tutor enthusiasm and belief in the
importance of the learning for students, while being
valuable assets that provide motivation for developing
learning experiences, fall short in the search to find teaching tools that encourage the self reflection that will benefit students in their understanding of these topics. Transformative concepts have been incorporated into many
disciplines. Transformative learning techniques encourage
the student to question their perceptions and reflect on the
content of the information provided to them, inspiring the
student to construct their own understanding of the
concepts taught. This poster will outline a prospective study on using these kinds of teaching techniques in soft skills courses
Time Provoked: Interrogating the Past, Imagining the Future
No full text54 pagesFeatures: Tapestried in Green: When the Trees
Came Down at Camp -
Melissa Sexton /
Time for Justice - Julie Bacon / Generational Sovereignty
and the Land - John Edward Davidson /
Salmon Seasons - Rick Gurule / The Sabbath Pastoral - Robert Zandstra / Pictograph - Bennett Battaile / Traditional Ecological
Knowledge and the
California Condor - T. Bird Wicks / The Memory of Persistance - Chithira Vijayakumar / Prosthetic Desire: Bodily
Enhancement and Longing
in Science Fiction - Samuel VanNest / Take Me Amtrak:
Notes on a Train Trip - Lisa Lombardo / Taking Turns - John Edward Davidson
/ In Passing - Gayla Wardw
Excavating widening participation policy in Australian higher education: subject positions, representational effects, emotion
No full textThis article uses Foucauldian discourse analysis to identify two subject positions within Australia\u27s Widening Participation higher education policy.
Purpose
The massification of higher education is a definitive feature of the late twentieth century. Widening Participation (WP) policy is a recent manifestation of this phenomenon in Britain and Australia. This article uses Foucauldian discourse analysis to identify two subject positions within Australian WP higher education policy, that of the cap(able) individual and the proper aspirant. The article also traces the feeling-rules associated with these subject positions to ask critical questions about neo-liberal social justice.
Design/methodology/approach
A Foucauldian discourse analysis was conducted on a range of policy documents relating the higher education during the period 2008-2013. Using Bacchi’s (2012) ‘what is the problem represented to be?’ (WPR) approach, two subject positions and their attendant feeling-rules are identified.
Findings
The two subject positions, the cap(able) individual and the proper aspirant, represent a quintessential neo-liberal subject who possesses ‘natural’ ability, hope for social mobility and is highly individualised and entrepreneurial in disposition. As a reinvention of social justice approaches to higher education, WP has wide emotional and common sense appeal derived from its links into older discourses on social justice, meritocracy and the redemptive promise of education and childhood hope. A new neo-liberal appropriation of social justice, WP neglects critical historical, social and contextual factors related to educational inequity
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