2004-05 Board of Trustees

The 2004-2005 Board of Trustees. Pictured here from left to right are: Front Row - Val Fleming; Dr. Patricia Teal; Wendy Staff; Dr. Norris Walker, Chair; Dr. David Atkinson, President and Vice Chancellor; Dr. Val Jaeger; Donna Scott; and Steven Lalinovich. Middle Row - Mike Farrell, Secretary to the University; Rudi Kroeker; Brandon Larry, President, Brock University Students' Union; Dr. Terry Boak, Vice-President, Academic and Provost; Mitzi Banders; Geeta Powell; Dr. Sid Segalowitz; Tom Gauld; Karin Jahnke-Haslam; and Dr. Mohammed Dore. Back Row - David Edwards, Immediate Past Chair; Bruce Wormald; Willy Heldbuechel, Vice-Chair; Brad Clarke; David Howes, Vice-Chair; Mark Steinman; Peter Partridge; Michael Sidenberg; Angelo Nitsopoulos; Steven Pillar, Vice President, Finance and Administration; Ron Dubien, Chief Information Officer. Absent from photo - Dr. Raymond Moriyama, Chancellor; Eleanor Ross; Jagoda Pike; Dr. Mary Frances Richardson; and Nick Brown.

1964-65 Library Officers

Pictured here from left to right - Back Row: John Burtniak, Cataloguing. Nick Krenton, Head Cataloguing. Front Row: Sylvia Osterbind, Reference. Arthur Vespry, Chief Librarian. Mara Karnupe, Technical Services. Dianna Kertland, Circulation.

Assessment of chromatin activity in mouse and human tissues

Pancreatic deoxyribonuclease preferentially digests active genes during all phases of the cell cycle including mitosis. Recently, a DNAse I-directed in ~ nick translation technique has been used to demonstrate differences in the DNAse I sensitivity of euchromatic and heterochromatic regions of mitotic chromosomes. This ill ~ technique has been used in this study to ask whether facultative heterochromatin of the inactive X chromosome can be distinguished from the active X chromosome in mouse and human tissues. In addition to this, in ~ nick translation has been used to distinguish constitutive heterochromatin in mouse and human mitotic chromosomes. Based on relative levels of DNAse I sensitivity, the inactive X chromosome could not be distinguished from the active X chromosome in either mouse or human tissues but regions of constitutive heterochromatin could be distinguished by their relative DNAse I insensitivity. The use of !D situ nick translation was also applied to tissue sections of 7.5 day mouse embryos to ask whether differing levels of DNAse I sensitivity could be detected between different tissue types. Differences in DNAse I sensitivities were detected in three tissues examined; embryonic ectoderm, an embryo-derived tissue, and two extraembryonic tissues, extraembryonic ectoderm and ectoplacental cone. Embryonic ectoderm and extraembryonic ectoderm nuclei possessed comparable levels of DNAse I sensitivity while ectoplacental cone was significantly less DNAse I sensitive. This suggests that tissue-specific mechanisms such as chromatin structure may be involved in the regulation of gene activity in certain tissue types. This may also shed some light on possible tissue specific mechanisms regulating X chromosome activity in the developing mouse embryo.

Developing Life Skills through Physical Activity: A Teaching Personal and Social Responsibility Model Approach

Ethnographic methods were used to study a weekly after-school physical activity program over an eight-month period. Based on Hellison’s Teaching Personal and Social Responsibility (TPSR) model, the program sought to foster positive life skills amongst youth. The study investigated how the developed program influenced this life skills education experience. Several themes were identified from the data revolving around culture, life skills, pedagogy, and lessons learned. Data suggests that the positive environment developed within the program positively influenced youths’ life skill education experience. The topic of ethnicity as it relates to the experience of marginalized youth in physical activity settings is also discussed. This study supports TPSR literature and suggests that effort to establish caring relationships and empower youth contribute to the establishment of a positive atmosphere where life skills education can occur. Beyond this, practical tools were developed through this study to help others deliver life skill education.