MacroH2A1 Regulation During the Cell Cycle of Mouse Embryonic Stem Cells

MacroH2A is a core histone variant that plays an important role in the X-inactivation process during differentiation of embryonic stem cells. It has been shown that macroH2A changes in localization during the cell cycle of somatic cells. This study aims to determine how macroH2A changes during the cell cycle of embryonic stem cells. Male and female mouse embryonic stem cells were transfected with a GFP::macroH2A construct and the relationship between macroH2A and the cell cycle was determined using FACS. This study shows that macroH2A is altered during the cell cycle of embryonic stem cells as it is in somatic cells and that in randomly cycling cells, there is a correlation between macroH2A expression and the phases of the cell cycle. High GFP expressing cells are mostly in the G2/M phase and low GFP expressing cells are mostly in the G1 phase. This correlation indicated that macroH2A is replicated with cellular DNA during the S phase resulting in higher expression in the G2/M phase. Future research, such as RT-PCR and differentiation experiments, is needed to further study this relationship and determine whether this change is at the protein or RNA level and how it changes during differentiation.

The chronobiology of the menstrual life sequence of American women

Seasonal variation in menarche, menstrual cycle length and menopause was investigated using Tremin Trust data. Too, self-reported hot flash data for women with natural and surgically-induced menopause were analyzed for rhythms.^ Menarche data from approximately 600 U.S. women born between 1940 and 1970 revealed a 6-month rhythm (first acrophase in January, double amplitude of 58%M). A notable shift from a December-January peak in menarche for those born in the 1940s and 1950s to an August-September peak for those born in the 1960s was observed. Groups of girls 8-14 and 15-17 yr old at menarche exhibited a seasonal difference in the pattern of menarche occurrence of about 6 months in relation to each other. Girls experiencing menarche during August-October were statistically significantly younger than those experiencing it at other times. Season of birth was not associated with season of menarche.^ The lengths of approximately 150,000 menstrual intervals of U.S. women were analyzed for seasonality. Menstrual intervals possibly disturbed by natural (e.g., childbirth) or other events (e.g., surgery, medication) were excluded. No 6- or 12-month rhythmicities were found for specific interval lengths (14-24, 25-31 and 32-56 days) or ages in relation to menstrual interval (9-11, 12-13, 15-19, 20-24, 25-39, 40-44 and 44 yr old and older).^ Hot flash data of 14 women experiencing natural menopause (NM) and 11 experiencing surgically-induced menopause (SIM) did not differ in frequency of hot flashes. Hot flashes in NM women exhibited 12- and 8-hr, but not 24-hr rhythmicities. Hot flashes in SIM women exhibited 24- and 12-hr, but not 8-hr, rhythmicities. Regardless of type of menopause, women with a peak frequency in hot flashes during the morning (0400 through 0950) were distinguishable from those with such in the evening (1600 through 2159).^ Data from approximately 200 U.S. women revealed a 6-month rhythm in menopause with first peak in May. No significant 12-month variation in menopause was detected by Cosinor analysis. Season of birth and age at menopause were not associated with season of menopause. Age at menopause declined significantly over the years for women born between 1907 and 1926, inclusive. ^

The development of professor's professional knowledge in Psychology

This work belongs to the Project "Teaching and learning Psychology: a study of the educational practice in professors and beginners". It is part of an investigation program developed in the context of the subject "Didactic and Practical Planning of Psychology teaching" in which we have been working since 1998. This subject is also considered as the final stage of the formative itinerary for Psychology s professors. The reached results show the incidence that the beliefs and professors' representations have in the teaching processes. By getting into the studies centered in the educational knowledge we guide the inquiry around the development of the professor's professional knowledge and particularly the development of their formation. Our proposal contemplates a formation device which incorporates the observation, reflection, evaluation and self-evaluation of the practice in order to facilitate the reconstruction, significance and re-significance of the teaching and learning processes by giving relevance to the development of the teacher professional knowledge. The analysis of teaching practices process reveals that the mediations that cross the knowledge in the being taught instances are constituted in reflections axes. This involves the future professor's relationship with the knowledge and their projection in the construction of the professional identity.

The development of professor's professional knowledge in Psychology

This work belongs to the Project "Teaching and learning Psychology: a study of the educational practice in professors and beginners". It is part of an investigation program developed in the context of the subject "Didactic and Practical Planning of Psychology teaching" in which we have been working since 1998. This subject is also considered as the final stage of the formative itinerary for Psychology s professors. The reached results show the incidence that the beliefs and professors' representations have in the teaching processes. By getting into the studies centered in the educational knowledge we guide the inquiry around the development of the professor's professional knowledge and particularly the development of their formation. Our proposal contemplates a formation device which incorporates the observation, reflection, evaluation and self-evaluation of the practice in order to facilitate the reconstruction, significance and re-significance of the teaching and learning processes by giving relevance to the development of the teacher professional knowledge. The analysis of teaching practices process reveals that the mediations that cross the knowledge in the being taught instances are constituted in reflections axes. This involves the future professor's relationship with the knowledge and their projection in the construction of the professional identity.

The development of professor's professional knowledge in Psychology

This work belongs to the Project "Teaching and learning Psychology: a study of the educational practice in professors and beginners". It is part of an investigation program developed in the context of the subject "Didactic and Practical Planning of Psychology teaching" in which we have been working since 1998. This subject is also considered as the final stage of the formative itinerary for Psychology s professors. The reached results show the incidence that the beliefs and professors' representations have in the teaching processes. By getting into the studies centered in the educational knowledge we guide the inquiry around the development of the professor's professional knowledge and particularly the development of their formation. Our proposal contemplates a formation device which incorporates the observation, reflection, evaluation and self-evaluation of the practice in order to facilitate the reconstruction, significance and re-significance of the teaching and learning processes by giving relevance to the development of the teacher professional knowledge. The analysis of teaching practices process reveals that the mediations that cross the knowledge in the being taught instances are constituted in reflections axes. This involves the future professor's relationship with the knowledge and their projection in the construction of the professional identity.

The Learning of the Mathematical Models to Aid Decision Making in the High Level Engineering Schools?

At present, in the University curricula in most countries, the decision theory and the mathematical models to aid decision making is not included, as in the graduate program like in Doctored and Master´s programs. In the Technical School of High Level Agronomic Engineers of the Technical University of Madrid (ETSIA-UPM), the need to offer to the future engineers training in a subject that could help them to take decisions in their profession was felt. Along the life, they will have to take a lot of decisions. Ones, will be important and others no. In the personal level, they will have to take several very important decisions, like the election of a career, professional work, or a couple, but in the professional field, the decision making is the main role of the Managers, Politicians and Leaders. They should be decision makers and will be paid for it. Therefore, nobody can understand that such a professional that is called to practice management responsibilities in the companies, does not take training in such an important matter. For it, in the year 2000, it was requested to the University Board to introduce in the curricula an optional qualified subject of the second cycle with 4,5 credits titled " Mathematical Methods for Making Decisions ". A program was elaborated, the didactic material prepared and programs as Maple, Lingo, Math Cad, etc. installed in several IT classrooms, where the course will be taught. In the course 2000-2001 this subject was offered with a great acceptance that exceeded the forecasts of capacity and had to be prepared more classrooms. This course in graduate program took place in the Department of Applied Mathematics to the Agronomic Engineering, as an extension of the credits dedicated to Mathematics in the career of Engineering.

Is building renovation truly sustainable? The need for applying a multi-criteria assessment through life cycle approach

The aim of the present research is to characterise the international scene in the field of building refurbishment, by thoroughly reviewing the literature relating to building renovation and systematising the results according to the different aspects considered by the authors. Even though there is certain consensus with respect to the criteria for the selection of energy efficiency measures, the assessment criteria differ broadly and widely. The present work highlights the lack of consensus on the assessment criteria and the need of harmonization. A holistic view is required in order to identify the most sustainable strategies in each particular case, considering social, environmental and economic impacts from a life cycle perspective.

Methodology proposal for the life cycle sustainability assessment applied to retrofitting in a local context

In the European context of upgrading the housing stock energy performance, multiple barriers hinder the wide uptake of sustainable retrofitting practices. Moreover, some of these may imply negative effects often disregarded. Policy makers need to identify how to increase and improve retrofitting practices from the comprehensive point of view of sustainability. None of the existing assessment tools addresses all the issues relevant for sustainable development in a local situation from a life cycle perspective. Life cycle sustainability assessment methodology, or LCSA, analyzes environmental and socioeconomic impacts. The environmental part is quite developed, but the socioeconomic aspect is still challenging. This work proposes socioeconomic criteria to be included in a LCSA to assess retrofitting works in the specific context of Brussels-Capital Region. LCSA feasibility and challenging methodology aspects are discussed.

Comparison of Couples' Normal Life Cycle Development and Intimacy Distance Regulation

When conceptualizing healthy couple relationships, it is tempting to use a simple framework as a panacea. Unfortunately, this desire for simplicity can lead to a narrow and naive perspective. Individuals interact and are influenced by a variety of factors (i.e., various social systems, multiple context memberships, complex interconnecting exchanges, etc.); consequently, it is necessary to guard against an overly narrow interpretation when examining healthy couple interactions. It is the purpose of this paper to develop one aspect of a complex perspective for healthy couple relationships by comparing couple life cycle development with couple intimacy-distance regulation.

Life cycle costs of quieter truck tires. Final report.

Transportation Department, Office of Noise Abatement, Washington, D.C.

Beekeeping for sedentary folk : or for professional people-- the clergyman, the lawyer, the doctor, the teacher ... /

Cover title.

Public school methods : the teacher's professional library.

Mode of access: Internet.

Scalpel: an entirely original quarterly expositor of the laws of health, and abuses of medicine and domestic life.

Vols. have subtitle: a journal of health, adapted to popular & professional reading, & the exposure of quackery.

Reflective practice at the intersection of the arts, science, and engineering: Ethnographic beginnings of a youth program in transition

Thesis (Master's)--University of Washington, 2016-06