Independent Living Program, Vol. 2, 2008

The Iowa Department for the Blind is the state agency that serves Iowans with vision loss. Services are free, confidential and available statewide. "There are no limitations to what you can do with training and a positive attitude." (All quotes in this newsletter are from former training participants). At the Iowa Department for the Blind, we believe in a positive approach to blindness. Vision loss alone should not prevent anyone from being independent. For this reason, we offer a wide variety of opportunities to obtain the skills necessary for independence.

Independent Living Program, Vol. 3, 2008

The Iowa Department for the Blind is the state agency that serves Iowans with vision loss. Services are free, confidential and available statewide. "There are no limitations to what you can do with training and a positive attitude." (All quotes in this newsletter are from former training participants). At the Iowa Department for the Blind, we believe in a positive approach to blindness. Vision loss alone should not prevent anyone from being independent. For this reason, we offer a wide variety of opportunities to obtain the skills necessary for independence.

Living Near A Vineyard

It is widely assumed that living in rural Iowa means you live near a field of corn or soybeans. It is common to see large equipment during spring and fall and most people are aware that care should be given when using certain pesticides near these fields. In general, most everyone knows what to expect. Now there’s something new dotting the Iowa landscape . . . Vineyards! Like row crops, vineyards also use farm equipment and pesticides. We would like to take you on a written tour of what you might expect in a vineyard throughout our growing season. For a “real” tour, contact a local grape grower!

Bringing Funds of Family Knowledge to school. The Living Morocco Project (“برغملا شيعلا”)

The purpose of the study, grounded in sociocultural theory, is to describe the funds of knowledge of a Moroccan family living in Catalonia (Spain) in order to document how teachers can use these funds of knowledge to make direct links between students' lives and classroom teaching. The funds of knowledge approach is based on a simple premise: regardless of any socio-economical and sociocultural "deficit" that people may or may not have all families accumulate bodies of beliefs, ideas, skills and abilities based on their experiences (in areas such as their occupation or their religion). The challenge consists in connecting these bodies of educational resources with teaching practice in order to connect the curriculum with students' lives. In doing so, qualitative research can be carried out using several techniques such as self portraits, self-definition tasks, assessment of family artefacts, documenting routines through photographs, or the analysis of a person's significant circle. The results in terms of teaching practices illustrate the variety of ways teachers can make connections between home and school in ways that assist learners in their academic development. In this article, we propose using the term funds of identity to complement the concept of funds of knowledge

Special investigation of the Country Living Care Center in Toledo, Iowa for the period July 1, 2007 through April 30, 2009

Special investigation of the Country Living Care Center in Toledo, Iowa for the period July 1, 2007 through April 30, 2009

Report on the Central Iowa Center for Independent Living (CICIL) for the period July 1, 2008 through June 30, 2009

Report on the Central Iowa Center for Independent Living (CICIL) for the period July 1, 2008 through June 30, 2009

Time-scale and other invariants of integrative mechanical behavior in living cells.

In dealing with systems as complex as the cytoskeleton, we need organizing principles or, short of that, an empirical framework into which these systems fit. We report here unexpected invariants of cytoskeletal behavior that comprise such an empirical framework. We measured elastic and frictional moduli of a variety of cell types over a wide range of time scales and using a variety of biological interventions. In all instances elastic stresses dominated at frequencies below 300 Hz, increased only weakly with frequency, and followed a power law; no characteristic time scale was evident. Frictional stresses paralleled the elastic behavior at frequencies below 10 Hz but approached a Newtonian viscous behavior at higher frequencies. Surprisingly, all data could be collapsed onto master curves, the existence of which implies that elastic and frictional stresses share a common underlying mechanism. Taken together, these findings define an unanticipated integrative framework for studying protein interactions within the complex microenvironment of the cell body, and appear to set limits on what can be predicted about integrated mechanical behavior of the matrix based solely on cytoskeletal constituents considered in isolation. Moreover, these observations are consistent with the hypothesis that the cytoskeleton of the living cell behaves as a soft glassy material, wherein cytoskeletal proteins modulate cell mechanical properties mainly by changing an effective temperature of the cytoskeletal matrix. If so, then the effective temperature becomes an easily quantified determinant of the ability of the cytoskeleton to deform, flow, and reorganize.

Scaling the microrheology of living cells

We report a scaling law that governs both the elastic and frictional properties of a wide variety of living cell types, over a wide range of time scales and under a variety of biological interventions. This scaling identifies these cells as soft glassy materials existing close to a glass transition, and implies that cytoskeletal proteins may regulate cell mechanical properties mainly by modulating the effective noise temperature of the matrix. The practical implications are that the effective noise temperature is an easily quantified measure of the ability of the cytoskeleton to deform, flow, and reorganize.

Cell differentiation to "mating bodies" induced by an integrating and conjugative element in free-living bacteria.

Lateral gene transfer (LGT) is one of the most important processes leading to prokaryotic genome innovation. LGT is typically associated with conjugative plasmids and bacteriophages, but recently, a new class of mobile DNA known as integrating and conjugative elements (ICE) was discovered, which is abundant and widespread among bacterial genomes. By studying at the single-cell level the behavior of a prevalent ICE type in the genus Pseudomonas, we uncover the remarkable way in which the ICE orchestrates host cell differentiation to ensure horizontal transmission. We find that the ICE induces a state of transfer competence (tc) in 3%-5% of cells in a population under nongrowing conditions. ICE factors control the development of tc cells into specific assemblies that we name "mating bodies." Interestingly, cells in mating bodies undergo fewer and slower division than non-tc cells and eventually lyse. Mutations in ICE genes disrupting mating-body formation lead to 5-fold decreased ICE transfer rates. Hence, by confining the tc state to a small proportion of the population, ICE horizontal transmission is achieved with little cost in terms of vertical transmission. Given the low transfer frequencies of most ICE, we anticipate regulation by subpopulation differentiation to be widespread.

Iowa's Living Roadway Plant Profiler, August 21, 2003

This publication is a guide to understanding the Iowa Department of Transportation’s roadside management programs. It offers descriptions of various landscape designs or planting styles used within or adjacent to Iowa’s highway rights-of-way, as well as various plant profiles. In addition, this guide will help you learn more about the value of plants and their contribution to our environment and society. This publication is written for persons having little or no formal training in botany, and technical terminology has been kept to the minimum necessary to maintain standards of accuracy and conciseness in the descriptions. Plants are known by common names and botanical names. Most people prefer to use common names because they are easier to spell and say. Both have been used in this publication. Botanical names are taken from Latin, Greek or “Latinized” words of other languages. Each plant species has a unique botanical name, consisting of the genus, followed by the species. Some botanical names contain additional words after the species name to designate cultivars or subspecies. Plant species are grouped into families by flower structure. Family names are Latin, so the associated common family names are included in parenthesis. Sources of information for this publication are not cited within the text to save space, avoid repetition and make it more readable. However, all references used are included in the bibliography at the end of this publication.