250 research outputs found
Long-term warming alters carbohydrate degradation potential in temperate forest soils
No full text© The Author(s), 2016. This article is distributed under the terms of the Creative Commons Attribution License. The definitive version was published in Applied and Environmental Microbiology 82 (2016): 6518-6530, doi:10.1128/AEM.02012-16.As Earth's climate warms, soil carbon pools and the microbial communities that process them may change, altering the way in which carbon is recycled in soil. In this study, we used a combination of metagenomics and bacterial cultivation to evaluate the hypothesis that experimentally raising soil temperatures by 5°C for 5, 8, or 20 years increased the potential for temperate forest soil microbial communities to degrade carbohydrates. Warming decreased the proportion of carbohydrate-degrading genes in the organic horizon derived from eukaryotes and increased the fraction of genes in the mineral soil associated with Actinobacteria in all studies. Genes associated with carbohydrate degradation increased in the organic horizon after 5 years of warming but had decreased in the organic horizon after warming the soil continuously for 20 years. However, a greater proportion of the 295 bacteria from 6 phyla (10 classes, 14 orders, and 34 families) isolated from heated plots in the 20-year experiment were able to depolymerize cellulose and xylan than bacterial isolates from control soils. Together, these findings indicate that the enrichment of bacteria capable of degrading carbohydrates could be important for accelerated carbon cycling in a warmer world.This work, including the efforts of Jeffrey Blanchard, Serita D. Frey, Jerry
M. Melillo, and Kristen M. DeAngelis, was funded by National Science
Foundation (NSF) (NSF 1237491, NSF 1456528, and ACI-1053575). This
work, including the efforts of Jeffrey Blanchard, Serita D. Frey, Jerry M.
Melillo, Linda T. A. van Diepen, and Kristen M. DeAngelis, was funded by
U.S. Department of Energy (DOE) (DE-AC02-05CH11231). This work,
including the efforts of Grace Pold, Andrew F. Billings, Jeffrey Blanchard,
Jerry M. Melillo, and Kristen M. DeAngelis, was funded by U.S. Department
of Energy (DOE) (DE-SC0010740)
Double Bind Photos
No full textPhotos for Double Bind by Douglass Parker, a translation of The Menaechmus Twins by Platus, directed by Dr. D. Michael Ehret on March 3-6, 2010 in Nestor Hall Auditorium.
Cast:
Clueless Maximus 1 - Ryan Sommer
Clueless Maximus II - Vince Reese
Diddley Danny - Cipparrone
Loveykins - Julie M. Flynn
Spatula - Ben Fox
Smug - Danny Cipparrone
Sailors and Orderlies - Ashley Saunders, Lawrence Odom, Stephanie DeAngelis
Skivee - Stephanie DeAngelis
Dovey - David Ault
Tidee - Ashley Saunders
Antiquides - Ben Fox
Dr. Klyster - Julie M. Flynn
Production:
Director - D. Michael Ehret
Stage Manager - Jess Hastrich
Costume Designer - Lisa Petersen
Costume Assistants - Julie Flynn, Lawrence Odom
Lighting Coordinator - Joseph Singleton
Lighting Assistant - Ashley Saunders
Set Coordinator - Lawrence Odom
Set Assistants - Julie M. Flynn, Stephanie DeAngelis, David Ault
Sound Coordinator - Julie M. Flynn
Sound Assistant - Ashley Saunders
Properties Coordinator - Lawrence Odom
Properties Assistant - Julie M. Flynn
Lighting & Sound Crew - Jess Hastrich, Ashley Saunders
Makeup - Stephanie DeAngeli
Teaching for Transformation: Enabling the Exploration of Disorienting Dilemma in the Classroom
No full textWhile learning involves the acquisition of new skills and the development of existing repertoires, some educators harbor even more profound learning goals. They seek to enable learning that is transformative. Jack Mezirow, who is credited with establishing transformative learning theory, defines transformative learning as “an enhanced level of awareness of the context of one's beliefs and feelings, a critique of their assumptions and particularly premises, an assessment of alternative perspectives, a decision to negate an old perspective in favor of a new one or to make a synthesis of old and new, an ability to take action based upon the new perspective, and a desire to fit the new perspective into the broader context of one's life” (Mezirow, 1991, p. 161). Core theorizing about transformative learning posits that it requires, and is precipitated by, a disorienting dilemma (Mezirow, 2000; Mälkki & Green, 2014; M. B. Taylor & Hill, 2016). A disorienting dilemma may be thought of as a time when new information has caused a person to call into question their values, beliefs, or assumptions. While transformative learning can occur through rich, experiential learning experiences or life events, it can also occur in the classroom (Dencev & Collister, 2010; George M. Slavich & Zimbardo, 2012; Edward W Taylor, 2007) While much has been written and understood about transformational learning, the teacher’s role in the process is undertheorized. The research question I explored was how does the aim of transformative teaching enable the exploration of disorienting dilemmas? To address this research question, I conducted field research over multiple sections of a graduate course with deliberately transformational aims. Faculty clearly articulate these aims in the course catalog description as well as the course objectives within the syllabus. Using written course assignments, classroom observations, interviews with the faculty, and archival data pertaining to the course, I undertook a qualitative analysis to address the research question. Through this research, I explored and clarified interaction between transformative teaching and transformative learning as it occurs in the classroom. In doing so, I contribute to the transformative learning and transformative teaching literatures by demystifying how the relationship between the two functions in practice
Author Correction: A genomic catalog of Earth’s microbiomes (Nature Biotechnology, (2021), 39, 4, (499-509), 10.1038/s41587-020-0718-6)
No full textIn the version of this article initially published, four people were missing from the alphabetical list of IMG/M Data Consortium members: Lauren V. Alteio of the Centre for Microbiology and Environmental Systems Science, University of Vienna, Vienna, Austria; Jeffrey L. Blanchard of the Biology Department, University of Massachusetts Amherst, Amherst, MA, USA; Kristen M. DeAngelis of the Department of Microbiology, University of Massachusetts Amherst, Amherst, MA, USA; and William Rodriguez-Reillo of the Research Computing Division, Harvard Medical School, Boston, MA, USA. The error has been corrected in the PDF and HTML versions of the article
Microbial diversity drives carbon use efficiency in a model soil
No full text© The Author(s), 2020. This article is distributed under the terms of the Creative Commons Attribution License. The definitive version was published in Domeignoz-Horta, L. A., Pold, G., Liu, X. A., Frey, S. D., Melillo, J. M., & DeAngelis, K. M. Microbial diversity drives carbon use efficiency in a model soil. Nature Communications, 11(1), (2020): 3684, doi:10.1038/s41467-020-17502-z.Empirical evidence for the response of soil carbon cycling to the combined effects of warming, drought and diversity loss is scarce. Microbial carbon use efficiency (CUE) plays a central role in regulating the flow of carbon through soil, yet how biotic and abiotic factors interact to drive it remains unclear. Here, we combine distinct community inocula (a biotic factor) with different temperature and moisture conditions (abiotic factors) to manipulate microbial diversity and community structure within a model soil. While community composition and diversity are the strongest predictors of CUE, abiotic factors modulated the relationship between diversity and CUE, with CUE being positively correlated with bacterial diversity only under high moisture. Altogether these results indicate that the diversity × ecosystem-function relationship can be impaired under non-favorable conditions in soils, and that to understand changes in soil C cycling we need to account for the multiple facets of global changes.Funding for this project was provided by the Department of Energy grant DE-SC0016590 to K.M.D. and S.D.F., and an American Association of University Women Dissertation fellowship to G.P. We would also like to thank Stuart Grandy and Kevin Geyer for the fruitful discussions and Mary Waters, Courtney Bly and Ana Horta for their help with samples processing
Cerebral lymphoma presenting as a nonenhancing lesion on computed tomographic/ magnetic resonance scan
No full textBook Review Cancer in the Nervous System Edited by Victor A. Levin. 474 pp., illustrated. New York, Churchill Livingstone, 1996. $99. 0-443-08880-2
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