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Search Results: 1 - 10 of 550 matches for " Randy Mottus "
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Telomeric Position Effect—A Third Silencing Mechanism in Eukaryotes
J. Greg Doheny, Randy Mottus, Thomas A. Grigliatti
PLOS ONE , 2008, DOI: 10.1371/journal.pone.0003864
Abstract: Eukaryotic chromosomes terminate in telomeres, complex nucleoprotein structures that are required for chromosome integrity that are implicated in cellular senescence and cancer. The chromatin at the telomere is unique with characteristics of both heterochromatin and euchromatin. The end of the chromosome is capped by a structure that protects the end and is required for maintaining proper chromosome length. Immediately proximal to the cap are the telomere associated satellite-like (TAS) sequences. Genes inserted into the TAS sequences are silenced indicating the chromatin environment is incompatible with transcription. This silencing phenomenon is called telomeric position effect (TPE). Two other silencing mechanisms have been identified in eukaryotes, suppressors position effect variegation [Su(var)s, greater than 30 members] and Polycomb group proteins (PcG, approximately 15 members). We tested a large number of each group for their ability to suppress TPE [Su(TPE)]. Our results showed that only three Su(var)s and only one PcG member are involved in TPE, suggesting silencing in the TAS sequences occurs via a novel silencing mechanism. Since, prior to this study, only five genes have been identified that are Su(TPE)s, we conducted a candidate screen for Su(TPE) in Drosophila by testing point mutations in, and deficiencies for, proteins involved in chromatin metabolism. Screening with point mutations identified seven new Su(TPE)s and the deficiencies identified 19 regions of the Drosophila genome that harbor suppressor mutations. Chromatin immunoprecipitation experiments on a subset of the new Su(TPE)s confirm they act directly on the gene inserted into the telomere. Since the Su(TPE)s do not overlap significantly with either PcGs or Su(var)s, and the candidates were selected because they are involved generally in chromatin metabolism and act at a wide variety of sites within the genome, we propose that the Su(TPE) represent a third, widely used, silencing mechanism in the eukaryotic genome.
Biomarkers for Severity of Spinal Cord Injury in the Cerebrospinal Fluid of Rats
Joanna M. Lubieniecka,Femke Streijger,Jae H. T. Lee,Nikolay Stoynov,Jie Liu,Randy Mottus,Tom Pfeifer,Brian K. Kwon,Jens R. Coorssen,Leonard J. Foster,Thomas A. Grigliatti,Wolfram Tetzlaff
PLOS ONE , 2012, DOI: 10.1371/journal.pone.0019247
Abstract: One of the major challenges in management of spinal cord injury (SCI) is that the assessment of injury severity is often imprecise. Identification of reliable, easily quantifiable biomarkers that delineate the severity of the initial injury and that have prognostic value for the degree of functional recovery would significantly aid the clinician in the choice of potential treatments. To find such biomarkers we performed quantitative liquid chromatography-mass spectrometry (LC-MS/MS) analyses of cerebrospinal fluid (CSF) collected from rats 24 h after either a moderate or severe SCI. We identified a panel of 42 putative biomarkers of SCI, 10 of which represent potential biomarkers of SCI severity. Three of the candidate biomarkers, Ywhaz, Itih4, and Gpx3 were also validated by Western blot in a biological replicate of the injury. The putative biomarkers identified in this study may potentially be a valuable tool in the assessment of the extent of spinal cord damage.
Enhancing Affective Awareness of DisAbility through Shared Learning in a Social Work Classroom: A Collaborative Project  [PDF]
Randy Johner
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.715211
Abstract: This article describes a small collaborative social work classroom project that included mentoring partnerships between community members with disAbilities and a university class of undergraduate social work students that focused on increasing affective awareness with regard to their understanding of disAbility or diverse abilities and comfort levels in working with people with disAbilities. This project was grounded in critical disability studies theory that examines powerlessness, context, social values, and language. Through qualitative analysis of data that was comprised of student assigned reflective ruminations, personal interviews with community partners, participant observations and reflective journaling, project findings indicated that students’ experiences in the collaborative project had a positive impact on their understanding(s) of diverse abilities and comfort levels in working with people with disAbilities. Project recommendations include continued exploration of the pedagogical method in this project in order to support student learning outcomes in pre-service social work students, other health care pre-service students such as those in Education, Medicine, and Nursing and those students in interdisciplinary health-care service programs; and that further research is needed that examines diverse pedagogical methods that consider collaborative teaching methods that includes people with disAbilities. Continued classroom efforts are needed to assist pre-service social work students to support their understanding of the disability experience, and through that understanding, enhance their comfort levels in working with people with disAbilities; embracing the disability experience as an integral aspect of the human condition.
Randy Bax
International Journal of English Studies (IJES) , 2005, DOI: 10.6018/ijes.5.1.47941
Abstract: It has often been claimed that Frances Burney (1752-1840) was influenced linguistically by Samuel Johnson (1709-1784). Sorensen (1969: 390), and others with him, have even called her a "slavish imitator" of the language which Johnson used in his Rambler essays. Although far from simple guesswork, quantitative studies such as Sorensen's remain impressionistic, which makes it difficult to incorporate his (and similar) observations in quantitative socio-histoncal linguistic studies of the English language. In the present study, the question whether Burney was indeed a serious imitator of Johnson's usage is answered by looking at the problem from a quantitative rather than qualitative perspective, and addressed within the framework of histoncai social network analysis.
Buoy Dynamics in Subsurface Zones
Randy Guillen
Undergraduate Journal of Mathematical Modeling : One + Two , 2009, DOI: 10.5038/2326-3652.1.2.5
Abstract: The objective of this paper is to find the tension acting on a line that anchors a buoy submerged just beneath the surface of the ocean. Since the problem statement only gives the geometric shapes and dimensions of the buoy, we must use calculus to find its volume and surface area through integration of the volumes and surfaces of revolution formed by the specific parts of the buoy along an axis. The volume and surface area determine the buoyancy force and force of gravity, the two forces acting on the buoy that affect the tension in the line. After calculating this data, we were able to conclude that the tension affecting the line would be approximately 78 kN if the buoy was made of 1% carbon steel with a thickness of 6.35 mm. This problem is useful in several engineering disciplines.
The Contributions of Positive and Negative Affect to Emotional Well-Being
Randy Larsen
Psychological Topics , 2009,
Abstract: In this paper, the definitions of subjective well-being have been reviewed with a focus on its emotional core, which we consider to be the ratio of positive to negative affect over time. The reviewed evidence showed that negative emotions tend to be of longer duration than positive and that the NA system produces stronger emotional responses than the PA system. Also, a variety of experimental results show that negative stimuli make unique demands on cognitive resources (particularly perception and attention) compared to positive stimuli. The evidence that the negative affect system produces stronger affective output, per unit input, than the positive affect system, is a phenomenon known as negativity bias. I also went so far as to argue that negativity exceeds positivity by a factor of pi (3.14) and that efforts to speed adaptation to negative events may be more important to overall SWB then efforts to prolong responses to positive events (Larsen and Prizmic, 2008). The fact that negativity is stronger than positivity, combined with the notion of differential adaptation (people adapt faster to good events than to bad events), creates the conditions that drive the hedonic treadmill. However, most people are, to some degree, able to overcome the psychological forces of the hedonic treadmill and maintain at least a modicum of emotional well-being (Biswas-Diener, Vitterso, & Diener, 2005). It is likely that the ability called "emotional intelligence" refers in large part to the capacity to manage negative affect following unpleasant or stressful events (Larsen & Learner, 2006). Moreover, such an ability is likely to be made up of particular behaviors and strategies that each contributes specifically to the management of negative emotions (Larsen & Prizmic, 2004).
Roads Not Taken: Jazz Innovation Anachronisms
Randy Sandke
Current Research in Jazz , 2012,
Abstract: This article deals with instances in jazz history in which later musical developments are pre-figured. James Reese Europe's 'Castle's Half and Half' from 1914 is an early example of 5/4 time, as are brief passages on recordings by Lloyd Scott and McKinney's Cotton Pickers. Jazz waltzes are investigated, as are early examples of Latin jazz. Daring and unusual harmonic innovations are demonstrated in the work of Bix Beiderbecke, Red Norvo, Arthur Schutt, Frank Trumbauer, and Art Tatum. Mention is also made of Coleman Hawkins solo saxophone composition 'Picasso', as well as Sidney Bechet's 1941 experiments with multi-track recording.
Theoretical Challenges for Distance Education in the 21st Century: A shift from structural to transactional issues
Randy Garrison
International Review of Research in Open and Distance Learning , 2000,
Abstract: The premise of this article is that theoretical frameworks and models are essential to the long-term credibility and viability of a field of practice. In order to assess the theoretical challenges facing the field of distance education, the significant theoretical contributions to distance education in the last century are briefly reviewed. This review of distance education as a field of study reveals an early preoccupation with organizational and structural constraints. However, the review also reveals that the theoretical development of the field is progressing from organizational to transactional issues and assumptions. The question is whether distance education has the theoretical foundation to take it into the 21st century and whether distance education theory development will keep pace with innovations in technology and practice.
Radicalization into Violent Extremism II: A Review of Conceptual Models and Empirical Research
Randy Borum
Journal of Strategic Security , 2011,
Abstract: Over the past decade, analysts have proposed several frameworks to explain the process of radicalization into violent extremism (RVE). These frameworks are based primarily on rational, conceptual models which are neither guided by theory nor derived from systematic research. This article reviews recent (post-9/11) conceptual models of the radicalization process and recent (post-9/11) empirical studies of RVE. It emphasizes the importance of distinguishing between ideological radicalization and terrorism involvement, though both issues deserve further empirical inquiry. Finally, it summarizes some recent RVE-related research efforts, identifies seven things that social science researchers and operational personnel still need to know about violent radicalization, and offers a set of starting assumptions to move forward with a research agenda that might help to thwart tomorrow's terrorists.
How Alumni Narratives of Intercultural Competence Can Inform the Scholarship of Teaching and Learning of Intercultural Communication
Randy Dillon
The Journal of Scholarship of Teaching and Learning , 2008,
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