79 research outputs found
Segue: entering into a legacy
No full textMusicians are different. Not different like athletes are different, or like painters are different – but different from those who are different. Making music literally sounds like it is too much fun, which is sometimes a gross error in perception – sometimes it is profoundly sad, other times it is profoundly inspiring, still other times it is profoundly illuminating. But the true art of making music is always profound in some way.
Fortunately, there is an allied profession that provides a similar result, and that is why most musicians wind up teaching music. When an individual devotes the majority of her life to making music and teaching it, those profound emotions become inextricably intertwined. Old music teachers never die, “they just misplace their notes”, so to speak.
This study, Segue, is a multiple case study of four teacher/musicians. Two of the participants are veteran teachers who had already left the profession, one left before the completion of this study, and their cases are examined as well as a fourth, who has been forced to delay retirement. In this study, the effects of retirement on the first three individuals are assessed, while the other teacher has been observed to note changes in attitudes and behaviors now that her retirement has been delayed. In all cases, these “rites of passage” were examined within the context of changes in music education praxis, as well as their impact on the other significant stakeholders in the process, including students, colleagues, and affected communities. The study illustrates that music teachers, as a group, remain committed to making music after retirement, at its base, for their own aesthetic needs, but also for sharing music with others, and their continued contributions to music education in multiple forms promotes a sense of value to the individual, as well as a sense of cherishing from the community.Item withdrawn by Mark Zulauf ([email protected]) on 2011-04-20T00:39:38Z
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University of Illinois Theses & Dissertations (ID: 1)
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Structure, proteolysis, and evolution of secreted tuberculosis virulence factors
No full textMycobacterium tuberculosis uses the ESX-1 type VII secretion system to export proteins to its cell surface, which permeabilize the host macrophage phagosomal membrane, allowing the bacterium to escape and spread to new cells. The structure of the type VII membrane complex and how it mediates this function is unknown, but it is hypothesized that some of the secreted proteins form an extracellular appendage that facilitates membrane lysis or direct secretion of virulence factors into the host cytoplasm. This thesis investigates the structural relationship between one of these secreted proteins, EspB, and a protease that processes it, MycP1. The x-ray crystallographic structures of both proteins are determined and described. EspB is shown to form a multimer with heptameric stoichiometry, and an EM reconstruction of this multimer is generated and used to create a model of the oligomer using symmetric Rosetta docking. The final model is supported by mass spectrometry-based detection of chemically cross-linked peptides from adjacent subunits. We use mass spectrometry to determine how EspB is proteolytically processed during secretion and discuss the effect of this processing event on the EspB ultrastructure. Finally, the structure of one of the membrane apparatus proteins, EccB1 is determined, revealing structural homology to a phage lysin. The combination of x-ray crystallography, EM, modeling, and mass-spectrometry provides an exciting first glimpse at the structure and function of the type VII secretion system - a critical factor in the TB pathogenesis cycle.Medicine, Faculty ofBiochemistry and Molecular Biology, Department ofGraduat
Technical agriculture skills teachers need to teach courses in the animal systems pathway
No full textFundamentally, agricultural teacher education programs and their faculty are tasked with preparing competent teachers capable of teaching students enrolled in public schools. As part of their design, an important facet of these programs is ensuring pre-service teachers are ready to provide educational opportunities in aspects of school-based agricultural education (SBAE), including teaching technical agriculture skills to students. We used a three-round Delphi technique to identify the technical agriculture skills SBAE teachers in Illinois and Iowa need to effectively teach courses in the Animal Systems pathway within the broader Agriculture, Food, and Natural Resources (AFNR) Career Cluster. Thirty-four SBAE teachers who were nominated by state-level SBAE leaders and other SBAE teachers in their states contributed data for our study. Twenty-two teachers participated in all three rounds. In total, we identified 35 technical agriculture skill items. To help ensure teachers are competent and prepared to teach courses in the Animal Systems pathway, we outline several approaches agricultural teacher educators should contemplate: (1) facilitating opportunities to foster technical agriculture skill development within agricultural teacher education programs, (2) collaborating with agricultural faculty who teach technical agriculture courses to pre-service teachers, and (3) using our list of 35 skills to facilitate future scholarly investigation on the topic. While not generalizable beyond the SBAE teachers in these two states, we do believe our findings have value for SBAE stakeholders. To overcome the limitation of generalizability and to delve deeper into teachers’ technical agriculture skill needs, we suggest that our study be replicated in other states.This article is published as Wells, T., Solomonson, J., Hainline, M., Rank, B., Wilson, M., Rinker, S., & Chumbley, S. (2023). Technical agriculture skills teachers need to teach courses in the animal systems pathway. Journal of Agricultural Education, 64(3), 158–175. https://doi.org/10.5032/jae.v64i3.117. © 2023 American Association for Agricultural Education. Posted with permission
Technical Agriculture Skills Teachers Need to Teach Courses in the Plant Systems Pathway
No full textAgricultural teacher education programs are designed to prepare competent teachers who are ready to teach students in public schools. One aspect of agricultural teacher education is ensuring teachers are ready to lead instruction in various aspects of school-based agricultural education (SBAE), such as teaching students various technical agriculture skills. As part of a larger study, we used a three-round Delphi study to identify the technical agriculture skills SBAE teachers in Illinois and Iowa need to effectively teach courses in the Plant Systems pathway within the broader Agriculture, Food, and Natural Resources (AFNR) Career Cluster. A panel of 27 experienced SBAE teachers nominated by their colleagues contributed data for our study. Eighteen teachers participated in all three rounds. At the conclusion of our Delphi study, we identified 82 technical agriculture skills. To help ensure teachers are competent and prepared to teach courses in the Plant Systems pathway, we suggest several approaches agricultural teacher educators should consider: (1) facilitating opportunities to implement technical agriculture skill development opportunities within agricultural teacher education programs, (2) engaging with agricultural faculty who teach technical agriculture courses to pre-service teachers, and (3) using our list of 82 skills as a springboard to facilitate future scholarly inquiry on the topic. While our results are not generalizable beyond the SBAE teachers in Illinois and Iowa, we do believe our findings are valuable to SBAE stakeholders. To enhance generalizability and provide a more thorough exploration of teachers’ technical agriculture skill needs, replication of our study should occur in other states.This article is published as Solomonson, J. K., Wells, T., Hainline, M. S., Rank, B. D., Wilson, M., Rinker, S. P., & Chumbley, S. "Boot". (2022). Technical Agriculture Skills Teachers Need to Teach Courses in the Plant Systems Pathway. Journal of Agricultural Education, 63(3), 100–116. https://doi.org/10.5032/jae.2022.03100. © 2022 American Association for Agricultural Education. Posted with permission
Author Correction: Transcript expression-aware annotation improves rare variant interpretation
No full textIn this Article, author Marquis P. Vawter was missing from the Genome Aggregation Database Consortium list. They are associated with the affiliation: ‘Department of Psychiatry & Human Behavior, University of California Irvine, Irvine, CA, USA’, and contributed to the generation of the primary data incorporated into the gnomAD resource. The original Article has been corrected online
Author Correction: The mutational constraint spectrum quantified from variation in 141,456 humanS
No full textIn this Article, author Marquis P. Vawter was missing from the Genome Aggregation Database Consortium list. They are associated with the affiliation: ‘Department of Psychiatry & Human Behavior, University of California Irvine, Irvine, CA, USA’, and contributed to the generation of the primary data incorporated into the gnomAD resource. In addition, in the legend to Fig. 1, ‘ten’ should have been ‘seven’ in the sentence: “a, Uniform manifold approximation and projection (UMAP)46,47 plot depicting the ancestral diversity of all individuals in gnomAD, using seven principal components.” The original Article has been corrected online
A second update on mapping the human genetic architecture of COVID-19
No full textFurther information on research design is available in the Nature Portfolio Reporting Summary linked to this article.We acknowledge M. O’Reilly and B. Cooley from the Pattern team at the Broad Institute of MIT and Harvard for designing the geographical map in Fig. 1. A full list of the members of the Genes & Health Research Team is available online (https://www.genesandhealth.org/research/scientific-publications-authorship-and-acknowledgments)
Distinct Metal Isoforms Underlie Promiscuous Activity Profiles of Metalloenzymes
No full textWithin a superfamily, functionally
diverged metalloenzymes often
favor different metals as cofactors for catalysis. One hypothesis
is that incorporation of alternative metals expands the catalytic
repertoire of metalloenzymes and provides evolutionary springboards
toward new catalytic functions. However, there is little experimental
evidence that incorporation of alternative metals changes the activity
profile of metalloenzymes. Here, we systematically investigate how
metals alter the activity profiles of five functionally diverged enzymes
of the metallo-β-lactamase (MBL) superfamily. Each enzyme was
reconstituted <i>in vitro</i> with six different metals,
Cd<sup>2+</sup>, Co<sup>2+</sup>, Fe<sup>2+</sup>, Mn<sup>2+</sup>, Ni<sup>2+</sup>, and Zn<sup>2+</sup>, and assayed against eight
catalytically distinct hydrolytic reactions (representing native functions
of MBL enzymes). We reveal that each enzyme metal isoform has a significantly
different activity level for native and promiscuous reactions. Moreover,
metal preferences for native versus promiscuous activities are not
correlated and, in some cases, are mutually exclusive; only particular
metal isoforms disclose cryptic promiscuous activities but often at
the expense of the native activity. For example, the L1 B3 β-lactamase
displays a 1000-fold catalytic preference for Zn<sup>2+</sup> over
Ni<sup>2+</sup> for its native activity but exhibits promiscuous thioester,
phosphodiester, phosphotriester, and lactonase activity only with
Ni<sup>2+</sup>. Furthermore, we find that the five MBL enzymes exist
as an ensemble of various metal isoforms in vivo, and this heterogeneity
results in an expanded activity profile compared to a single metal
isoform. Our study suggests that promiscuous activities of metalloenzymes
can stem from an ensemble of metal isoforms in the cell, which could
facilitate the functional divergence of metalloenzymes
Addressing the barriers to sustainable design in the process of developing multifamily affordable housing in Minnesota.
No full textUniversity of Minnesota M.S. thesis. December 2011. Major: Architecture. Advisor:Katherine Solomonson. 1 computer file (PDF); iii, 54 pages.Sustainable design balances the economic, social, and environmental needs of today with
those of the future. This is not an abstract concept. Examples of very sustainable
developments exist today. If design professionals possess the skills to design sustainable
projects, and the benefits of being sustainable are so clearly accessible, why do
sustainably designed projects remain the exception rather than the norm? Focusing on
affordable multifamily rental housing as a project type, this paper documents the specific
barriers that deter the incorporation of sustainable design in the development process.
Examples of tools that successfully promote sustainable design and recommendations to
further improve the incorporation of sustainable design practices are also included. The
paper begins with a review of existing scholarship citing research from England,
Scotland, and Saudi Arabia. These findings provide a point of reference for the author’s
original research, which was gathered through interviews with well-established nonprofit developers of multifamily affordable housing in Minnesota. Barriers uncovered include:
funding limitations, site and project specific issues, limited data and expertise, regulations
and requirements, relationships/collaborations, sustainable design standards, and issues
unique to Minnesota. Examples of successful tools for promoting sustainable design
include: community involvement, statutory regulations, demonstration projects /
competitions, sustainable design standards, and local expertise and integrated design /
design charrettes. Recommendations from previous scholarship and Minnesota
developers focused on the following: awareness and education, building occupants, research, replicating success, collaboration, and funder opportunities. The author
concludes with five specific recommendations: increase funding, expand education,
support research, promote collaboration, and change the funding process.Dolata, Rosemary Dawn. (2011). Addressing the barriers to sustainable design in the process of developing multifamily affordable housing in Minnesota.. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/120085
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