Competition Between Novelty and Cocaine Conditioned Reward Is Sensitive to Drug Dose and Retention Interval

The conditioned rewarding effects of novelty compete with those of cocaine for control over choice behavior using a place conditioning task. The purpose of the present study was to use multiple doses of cocaine to determine the extent of this competition and to determine whether novelty’s impact on cocaine reward was maintained over an abstinence period. In Experiment 1, rats were conditioned with cocaine (7.5, 20, or 30 mg/kg ip) to prefer one side of an unbiased place conditioning apparatus relative to the other. In a subsequent phase, all rats received alternating daily confinements to the previously cocaine paired and unpaired sides of the apparatus. During this phase, half the rats had access to a novel object on their initially unpaired side; the remaining rats did not receive objects. The ability of novelty to compete with cocaine in a drug free and cocaine challenge test was sensitive to cocaine dose. In Experiment 2, a place preference was established with 10 mg/kg cocaine and testing occurred after 1, 14, or 28 day retention intervals. Findings indicate that choice behaviors mediated by cocaine conditioning are reduced with the passing of time. Taken together, competition between cocaine and novelty conditioned rewards are sensitive to drug dose and retention interval.

Intraspecific Comparison of Population Structure, Genetic Diversity, and Dispersal Among Three Subspecies of Townsend’s Big-Eared Bats, Corynorhinus townsendii townsendii, C. t. pallescens, and the Endangered C. t. birginianus

Townsend’s big-eared bat, Corynorhinus townsendii, is distributed broadly across western North America and in two isolated, endangered populations in central and eastern United States. There are five subspecies of C. townsendii; C. t. pallescens, C. t. australis, C. t. townsendii, C. t. ingens, and C. t. virginianus with varying degrees of concern over the conservation status of each. The aim of this study was to use mitochondrial and microsatellite DNA data to examine genetic diversity, population differentiation, and dispersal of three C. townsendii subspecies. C. t. virginianus is found in isolated populations in the eastern United States and was listed as endangered under the Endangered Species Act in 1979. Concern also exists about declining populations of two western subspecies, C. t. pallescens and C. t. townsendii. Using a comparative approach, estimates of the genetic diversity within populations of the endangered subspecies, C. t. virginianus, were found to be significantly lower than within populations of the two western subspecies. Further, both classes of molecular markers revealed significant differentiation among regional populations of C. t. virginianus with most genetic diversity distributed among populations. Genetic diversity was not significantly different between C. t. townsendii and C. t. pallescens. Some populations of C. t. townsendii are not genetically differentiated from populations of C. t. pallescens in areas of sympatry. For the western subspecies gene flow appears to occur primarily through male dispersal. Finally, geographic regions representing significantly differentiated and genetically unique populations of C. townsendii virginianus are recognized as distinct evolutionary significant units.

Is Competition Making a Comeback? Discovering Methods to Keep Female Adolescents Engaged in STEM: A Phenomenological Approach

The decreasing number of women who are graduating in the Science, Technology, Engineering and Mathematics (STEM) fields continues to be a major concern. Despite national support in the form of grants provided by National Science Foundation, National Center for Information and Technology and legislation passed such as the Deficit Reduction Act of 2005 that encourages women to enter the STEM fields, the number of women actually graduating in these fields is surprisingly low. This research study focuses on a robotics competition and its ability to engage female adolescents in STEM curricula. Data have been collected to help explain why young women are reticent to take technology or engineering type courses in high school and college. Factors that have been described include attitudes, parental support, social aspects, peer pressure, and lack of role models. Often these courses were thought to have masculine and “nerdy” overtones. The courses were usually majority male enrollments and appeared to be very competitive. With more female adolescents engaging in this type of competitive atmosphere, this study gathered information to discover what about the competition appealed to these young women. Focus groups were used to gather information from adolescent females who were participating in the First Lego League (FLL) and CEENBoT competitions. What enticed them to participate in a curriculum that data demonstrated many of their peers avoided? FLL and CEENBoT are robotics programs based on curricula that are taught in afterschool programs in non-formal environments. These programs culminate in a very large robotics competition. My research questions included: What are the factors that encouraged participants to participate in the robotics competition? What was the original enticement to the FLL and CEENBoT programs? What will make participants want to come back and what are the participants’ plans for the future? My research mirrored data of previous findings such as lack of role models, the need for parental support, social stigmatisms and peer pressure are still major factors that determine whether adolescent females seek out STEM activities. An interesting finding, which was an exception to previous findings, was these female adolescents enjoyed the challenge of the competition. The informal learning environments encouraged an atmosphere of social engagement and cooperative learning. Many volunteers that led the afterschool programs were women (role models) and a majority of parents showed support by accommodating an afterschool situation. The young women that were engaged in the competition noted it was a friendly competition, but they were all there to win. All who participated in the competition had a similar learning environment: competitive but cooperative. Further research is needed to determine if it is the learning environment that lures adolescent females to the program and entices them to continue in the STEM fields or if it is the competitive aspect of the culminating activity. Advisors: James King and Allen Steckelberg