Albuquerque Academy

All organisms encounter DNA damage daily through UV exposure, carcinogens, and more. Therefore, there must be a conserved system in place to repair such damage. The DNA Damage Response (DDR) is the conserved system that protects and repairs DNA lesions and breaks. It is known that some mobile genetic elements, such as transposable elements (TEs), can elicit the DDR to aid the transposition efficiency while maintaining a low mutagenesis rate. However, other TE and CRISPR/Cas9 studies propose that DDR activation can lead to off target and mutagenic effects. With the search for a better genetic editor, the CRISPR/Cas12k system has become a hot target due to its precise prokaryotic genome editing through transposition. By considering the mechanisms at play in endogenous TEs, retrotransposons, and CRISPR/Cas9, we can achieve a clearer understanding of the eukaryotic cell’s response to genetic modification through the CRISPR/Cas12k system.

ABSTRACT This paper draws on practitioner inquiry and participatory action research methodologies to recount how five K-12 educators, who inhabit a range of positionalities and levels of teaching experience, engage in a collaborative professional development program, called Teaching Out Loud as they draw upon critical literacy theory and practice to reimagine educational spaces in ways that make schooling more just, humanizing and student-centered. Specifically, we document how these educators name oppressive circumstances, deconstruct power relations, and reconfigure their practice through innovative, critical curricular projects, arguing that alternative conceptions of professional development that center criticality, intergenerationality, and participatory forms of knowledge construction have the potential to transform teacher learning in neoliberal times.

This article draws on critical literacy frameworks and action research methodology to consider how two scholar-practitioners – one working in higher education and one in a middle school setting - utilize their embodied knowledge as members of marginalized communities to increase institutional access and create opportunities for critical engagement and humanization among their students. We situate our research within the literature of critical literacy and we draw on discourses of bodies and embodiment in education to detail the ways in which critical literacy theory and practice might be utilized to unearth missing narratives, promote humanizing educational approaches, and foster institutional change. We end by discussing key implications and offering suggestions for future research and practice in the field.

Varying the solution growth conditions of cooperative binary ionic solids composed of anionic and cationic metalloporphyrins produces a series of families of self-assembled structures that efficiently and durably photosensitize the evolution of hydrogen.

Abstract Members of a group consider themselves mostly accountable to an external authority, while members of a team also hold themselves and each other accountable. In moments of contribution and accountability, discussions of course material in the TBL classroom acquire a remarkable emotional charge.

Objectives. The purpose of this study was to evaluate a restraint training module for paramedic students. The hypotheses were that the effect of an hour-long restraint training module on paramedic students would (1) improve their understanding of concepts about patient restraints and(2) change their likelihood to use restraint techniques on patients in emergency situations. Methods. This was a cross-sectional study. A five-person panel of highly experienced emergency medical services (EMS) personnel compiled an hour-long restraint training module based on a compiled list of important concepts. A pretest andposttest were designed to contain the following two parts: (1) a knowledge quiz consisting of ten content-based questions and(2) a questionnaire on the likelihood to use restraint techniques in emergency situations, consisting of a five-question validated scale (Video Assessment of Propensity to use Emergency Restraints Scale [VAPERS]). Results. Thirty-four paramedic students at our training institution participated. We found that the paramedic students had a significant increase in their knowledge of the content shown (66% vs. 85%, p < 0.05). There was no significant overall difference between pretest scores on the VAPERS (56 ± 17 on a 0–100 scale) andposttest scores (57 ± 16 on a 0–100 scale). Conclusions. Paramedic students had improved understanding of important restraint concepts following a training module. The training module did not significantly change overall likelihood to use restraint techniques.

How the Canyon Became Grand: A Short History Get access How The Canyon Became Grand: A Short History. Stephen J. Pyne. New York: Viking, 1998. 200 pp. Cloth $24.95. Paper $12.95. Verne Huser Verne Huser Albuquerque Academy Search for other works by this author on: Oxford Academic Google Scholar ISLE: Interdisciplinary Studies in Literature and Environment, Volume 6, Issue 2, Summer 1999, Page 229, https://doi.org/10.1093/isle/6.2.229 Published: 01 July 1999