The influence of professional development on informal science educators' engagement of preschool-age audiences in science practices

Science.gov (United States)

Crowl, Michele

There is little research on professional development for informal science educators (ISEs). One particular area that ISEs need support in is how to engage preschool-age audiences in science practices. This study is part of a NSF-funded project, My Sky Tonight (MST), which looked at how to support ISEs in facilitating astronomy-themed activities with preschool-age audiences. This dissertation focuses on the influence of a six-week, online professional development workshop designed for ISEs working with preschool-age audiences. I used three primary sources of data: pre/post interviews and a video analysis task from data of 16 participants, as well as observations of implementation from a subset of seven participants who agreed to participate further. I developed and used the Phenomena-driven Practices of Science (PEPS) Framework as an analysis tool for identifying engagement in science practices. Findings from this study show that ISEs identified affective goals and rarely goals that reflect science practice engagement for their preschool-age audiences. They maintained these initial goals after the professional development workshop. ISEs describe the ways in which they engage children in science using primarily science practice-related words, but these descriptions did not show full use of science practices according to the PEPS framework. When observed implementing science activities with their preschool audiences, the ISEs demonstrated a variety of forms of science engagement, but only a few used science practices in ways consistent with the PEPS framework. Engagement in the professional development workshop did not result in a transition in the ways ISEs talk about and implement science with young children. While the write-ups for MST activities were not written in a way that supported engagement in science practices, a subset of MST activities were designed with it in mind. The professional development workshop included little time focusing on how ISEs could

Engaging stakeholders on complex, and potentially contested, science

International Nuclear Information System (INIS)

Holmes, John; Atherton, Elizabeth; Tweed, Cherry

2014-01-01

An effective process for engaging stakeholders on the science underpinning radioactive waste disposal will be essential for the successful implementation of geological disposal in the United Kingdom. Of particular importance are those stakeholders representing, and living in, volunteer communities. There have been two major shifts over the last 10-20 years in society's engagement with science which are particularly relevant to the Radioactive Waste Management Directorate's (RWMD) stakeholder engagement: - a shift to a more inclusive approach in which the public have more of a say about science and its uses; - a shift to a more evidence-based approach to societal decision making. Significant challenges to effective communication and confidence building in geological disposal arise from: - the complexities and uncertainties inherent in the relevant science; - the sensitivities and 'high stakes' (locally and nationally) associated with a disposal facility; - the expectation that there will continue to be vocal stakeholders who are fundamentally opposed to geological disposal of radioactive wastes who will focus on any remaining uncertainties as just cause for their position. This abstract summarises the findings of a project to evaluate approaches to engaging with stakeholders on the science underpinning sensitive decisions in sectors other than radioactive waste disposal and to identify elements of good practice which may help RWMD in taking forward the implementation of a geological disposal facility for the United Kingdom's radioactive wastes. Six elements of good practice are listed and discussed below: - Using science appropriately: Taking an inclusive, evidence-based approach in which collaborative inquiry takes a holistic, weight-of-evidence view of the science rather than focusing on items of evidence in isolation, using them to prove or disprove a particular point of view. - Building trust: Ensuring that processes of engagement engender trust, and that trust

Youth Engagement through Science (YES!) - Engaging Underrepresented Minorities in Science through High School Internships at the National Museum of Natural History

Science.gov (United States)

Robertson, G.; Cruz, E.; Selvans, M. M.

2014-12-01

The Smithsonian's Youth Engagement through Science (YES!) program at the National Museum of Natural History gives young people from the Washington, D.C. area the opportunity to engage in science out of school through 16-week internships. We will present the program's successful strategies and lessons learned around recruiting and engaging young people from underserved communities, and maintaining relationships that help to support their pursuit of STEM and other career paths. The YES! program connects Smithsonian collections, experts, and training with local DC youth from communities traditionally underrepresented in science careers. YES! is now in its fifth year and has directly served 122 students; demographics of alumni are 67% female, and 51% Latino, 31% African-American, 7% Asian, 5% Caucasian and 6% other. The program immerses students in science research by giving them the opportunity to work side-by-side with scientists and staff from the Smithsonian's National Museum of Natural History, Air and Space Museum, Smithsonian Gardens, and National Zoo. In addition to working on a research project, students have college preparatory courses, are trained in science communication, and apply their skills by interacting with the public on the exhibit floor.

The new CAS-DIS digital ionosonde

Directory of Open Access Journals (Sweden)

Wang Shun

2013-04-01

Full Text Available A high quality digital ionosonde called the Chinese Academy of Sciences digital ionosonde (CAS-DIS has been developed for investigations of the ionosphere. Two important features are used for the CAS-DIS; first, the technique of analog down-conversion has been replaced by the new approach of digital down-conversion technology. Secondly, to solve the problem of large instantaneous receiving bandwidth in digital receivers, an analog narrowband tracking filter is used for the CAS-DIS. The center frequency of the filter tracks the carrier frequency transmitted in real-time, to ensure that the frequency components are filtered out of the effective bandwidth. This report describes the system architecture of the CAS-DIS, its main features, and its test results for ionosphere detection. 

Disabling Cas9 by an anti-CRISPR DNA mimic.

Science.gov (United States)

Shin, Jiyung; Jiang, Fuguo; Liu, Jun-Jie; Bray, Nicolas L; Rauch, Benjamin J; Baik, Seung Hyun; Nogales, Eva; Bondy-Denomy, Joseph; Corn, Jacob E; Doudna, Jennifer A

2017-07-01

CRISPR (clustered regularly interspaced short palindromic repeats)-Cas9 gene editing technology is derived from a microbial adaptive immune system, where bacteriophages are often the intended target. Natural inhibitors of CRISPR-Cas9 enable phages to evade immunity and show promise in controlling Cas9-mediated gene editing in human cells. However, the mechanism of CRISPR-Cas9 inhibition is not known, and the potential applications for Cas9 inhibitor proteins in mammalian cells have not been fully established. We show that the anti-CRISPR protein AcrIIA4 binds only to assembled Cas9-single-guide RNA (sgRNA) complexes and not to Cas9 protein alone. A 3.9 Å resolution cryo-electron microscopy structure of the Cas9-sgRNA-AcrIIA4 complex revealed that the surface of AcrIIA4 is highly acidic and binds with a 1:1 stoichiometry to a region of Cas9 that normally engages the DNA protospacer adjacent motif. Consistent with this binding mode, order-of-addition experiments showed that AcrIIA4 interferes with DNA recognition but has no effect on preformed Cas9-sgRNA-DNA complexes. Timed delivery of AcrIIA4 into human cells as either protein or expression plasmid allows on-target Cas9-mediated gene editing while reducing off-target edits. These results provide a mechanistic understanding of AcrIIA4 function and demonstrate that inhibitors can modulate the extent and outcomes of Cas9-mediated gene editing.

NASA Science Engagement Through "Sky Art"

Science.gov (United States)

Bethea, K. L.; Damadeo, K.

2013-12-01

Sky Art is a NASA-funded online community where the public can share in the beauty of nature and the science behind it. At the center of Sky Art is a gallery of amateur sky photos submitted by users that are related to NASA Earth science mission research areas. Through their submissions, amateur photographers from around the world are engaged in the process of making observations, or taking pictures, of the sky just like many NASA science instruments. By submitting their pictures and engaging in the online community discussions and interactions with NASA scientists, users make the connection between the beauty of nature and atmospheric science. Sky Art is a gateway for interaction and information aimed at drawing excitement and interest in atmospheric phenomena including sunrises, sunsets, moonrises, moonsets, and aerosols, each of which correlates to a NASA science mission. Educating the public on atmospheric science topics in an informal way is a central goal of Sky Art. NASA science is included in the community through interaction from scientists, NASA images, and blog posts on science concepts derived from the images. Additionally, the website connects educators through the formal education pathway where science concepts are taught through activities and lessons that align with national learning standards. Sky Art was conceived as part of the Education and Public Outreach program of the SAGE III on ISS mission. There are currently three other NASA mission involved with Sky Art: CALIPSO, GPM, and CLARREO. This paper will discuss the process of developing the Sky Art online website, the challenges of growing a community of users, as well as the use of social media and mobile applications in science outreach and education.

Coming to grips with autism: Parents engaging with science

Science.gov (United States)

Feinstein, Noah Robert

When and how does science matter to people in their everyday lives? In this dissertation, I explore the importance of science to parents of young children recently diagnosed with autism. I examine the questions parents ask and the resources they use as they attempt to understand and advocate for their children, and use this data to develop a new conceptual model of engagement with science: the intrapersonal and interpersonal process through which people connect science with their lived experience. I recruited a socio-economically diverse sample of ten parents, each with at least one young child (18 months--7 years) who had been diagnosed with autism 6--24 months prior to recruitment. Each parent completed a series of 8--12 semi-structured interviews over a period of approximately six months. These interviews were analyzed using both grounded theory and conceptually driven coding strategies. Two findings stand out. First, only a small fraction of parents' questions (15%) and resources (11%) were directly related to science. A much larger fraction (41% and 42%) fell into the broader categories of near-science questions and resources. Second, half of the parents demonstrated an iterative pattern of activity that I referred to as progressive engagement with science. In each case, a science or near-science question led the parent to a science or near-science resource, which transformed the question. The new question led to different science or near-science resources, which led to new questions and so forth. Parents who did not undertake progressive engagement with science were also less interested in autism as an organizing construct for understanding their children. Drawing on the work of Peter Galison, I propose that the idea of autism helps create a "trading zone" between the distinct social systems of family life and medical science. Parents who ask near-science questions must find near-science resources to help them direct their questions appropriately. They must

Engaging students in learning science through promoting creative reasoning

Science.gov (United States)

Waldrip, Bruce; Prain, Vaughan

2017-10-01

Student engagement in learning science is both a desirable goal and a long-standing teacher challenge. Moving beyond engagement understood as transient topic interest, we argue that cognitive engagement entails sustained interaction in the processes of how knowledge claims are generated, judged, and shared in this subject. In this paper, we particularly focus on the initial claim-building aspect of this reasoning as a crucial phase in student engagement. In reviewing the literature on student reasoning and argumentation, we note that the well-established frameworks for claim-judging are not matched by accounts of creative reasoning in claim-building. We develop an exploratory framework to characterise and enact this reasoning to enhance engagement. We then apply this framework to interpret two lessons by two science teachers where they aimed to develop students' reasoning capabilities to support learning.

Nanoethics, Science Communication, and a Fourth Model for Public Engagement.

Science.gov (United States)

Miah, Andy

2017-01-01

This paper develops a fourth model of public engagement with science, grounded in the principle of nurturing scientific agency through participatory bioethics. It argues that social media is an effective device through which to enable such engagement, as it has the capacity to empower users and transforms audiences into co-producers of knowledge, rather than consumers of content. Social media also fosters greater engagement with the political and legal implications of science, thus promoting the value of scientific citizenship. This argument is explored by considering the case of nanoscience and nanotechnology, as an exemplar for how emerging technologies may be handled by the scientific community and science policymakers.

Science Identity's Influence on Community College Students' Engagement, Persistence, and Performance in Biology

Science.gov (United States)

Riccitelli, Melinda

In the United States (U.S.), student engagement, persistence, and academic performance levels in college science, technology, engineering, and mathematics (STEM) programs have been unsatisfactory over the last decade. Low student engagement, persistence, and academic performance in STEM disciplines have been identified as major obstacles to U.S. economic goals and U.S. science education objectives. The central and salient science identity a college student claims can influence his engagement, persistence, and academic achievement in college science. While science identity studies have been conducted on four-year college populations there is a gap in the literature concerning community college students' science identity and science performance. The purpose of this quantitative correlational study was to examine the relationship between community college students claimed science identities and engagement, persistence, and academic performance. A census sample of 264 community college students enrolled in biology during the summer of 2015 was used to study this relationship. Science identity and engagement levels were calculated using the Science Identity Centrality Scale and the Biology Motivation Questionnaire II, respectively. Persistence and final grade data were collected from institutional and instructor records. Engagement significantly correlated to, r =.534, p = .01, and varied by science identity, p < .001. Percent final grade also varied by science identity (p < .005), but this relationship was weaker (r = .208, p = .01). Results for science identity and engagement and final grade were consistent with the identity literature. Persistence did not vary by science identity in this student sample (chi2 =2.815, p = .421). This result was inconsistent with the literature on science identity and persistence. Quantitative results from this study present a mixed picture of science identity status at the community college level. It is suggested, based on the findings

Application of the nanobiotechnology with the system CRISP-Cas

Directory of Open Access Journals (Sweden)

Liceth Xiomara Sáenz-Castiblanco

2017-12-01

Full Text Available Introduction: Nanobiotechnology and synthetic biology are sciences that impact today with the launching of innovative and beneficial applications for the human being. These sciences have been amalgamated to manufacture new components for the construction of totally artificial cells and the creation of synthetic biomolecules. Objective: To know the applications of nanobiotechnology related to the use of the system CRISPR/Cas in the storage of bacterial DNA and therapeutic alternatives. Materials and methods: A bibliographical review on the main applications of nanobiotechnology was carried out in ScienceDirect, SciELO, PubMed databases and in magazines such as: Nature Biotechnology, Biochemistry, Science and Journal Microbiology. Results: The literature review describes and analyzes the new nanobiotechnology applications used to write information in the genetic code of bacterial cells, in which the system is used based on short grouped and regularly interspaced palindromic repetitions (CRISPR/Cas and the production of synthetic DNA, as well as therapeutic alternatives related to gene therapy. Conclusion: Among the nanobiotechnology applications, two methods to record information in the DNA of bacterial cells Escherichia coli and Sulfolobus Tokodai have been shown, which are linked to the use of the system CRISPR/Cas and the production of synthetic DNA, as well as the use of CRISPR/Cas in gene and cellular therapy.

Engaging Students in Learning Science through Promoting Creative Reasoning

Science.gov (United States)

Waldrip, Bruce; Prain, Vaughan

2017-01-01

Student engagement in learning science is both a desirable goal and a long-standing teacher challenge. Moving beyond engagement understood as transient topic interest, we argue that cognitive engagement entails sustained interaction in the processes of how knowledge claims are generated, judged, and shared in this subject. In this paper, we…

Under-represented students' engagement in secondary science learning: A non-equivalent control group design

Science.gov (United States)

Vann-Hamilton, Joy J.

Problem. A significant segment of the U.S. population, under-represented students, is under-engaged or disengaged in secondary science education. International and national assessments and various research studies illuminate the problem and/or the disparity between students' aspirations in science and the means they have to achieve them. To improve engagement and address inequities among these students, more contemporary and/or inclusive pedagogy is recommended. More specifically, multicultural science education has been suggested as a potential strategy for increased equity so that all learners have access to and are readily engaged in quality science education. While multicultural science education emphasizes the integration of students' backgrounds and experiences with science learning , multimedia has been suggested as a way to integrate the fundamentals of multicultural education into learning for increased engagement. In addition, individual characteristics such as race, sex, academic track and grades were considered. Therefore, this study examined the impact of multicultural science education, multimedia, and individual characteristics on under-represented students' engagement in secondary science. Method. The Under-represented Students Engagement in Science Survey (USESS), an adaptation of the High School Survey of Student Engagement, was used with 76 high-school participants. The USESS was used to collect pretest and posttest data concerning their types and levels of student engagement. Levels of engagement were measured with Strongly Agree ranked as 5, down to Strongly Disagree ranked at 1. Participants provided this feedback prior to and after having interacted with either the multicultural or the non-multicultural version of the multimedia science curriculum. Descriptive statistics for the study's participants and the survey items, as well as Cronbach's alpha coefficient for internal consistency reliability with respect to the survey subscales, were

Soviet scientists in chinese institutes: A historical study of cooperation between the two academies of sciences in 1950s.

Science.gov (United States)

Zhang, Jiuchen; Yu, Feklova T

2018-03-01

In the 1950s, the Chinese Academy of Sciences (CAS) engaged in close cooperation with the Soviet Academy of Sciences. The CAS sent scientists to the Soviet Academy to work as interns, study for advanced degrees, or engage in academic cooperation, and a large number of Soviet scientists were invited by the various institutes of the CAS to come to China to give lectures, direct research, help make scientific plans, and collaborate. The comprehensive cooperation between the two academies was launched at a time when the CAS institutes were in their embryonic stage, which suggests that the better-established Soviet scientists had the opportunity to play a dominate role. But the reality is not so straightforward. The case studies in this paper suggest that besides the influence of compatible political movements in China and the Soviet Union and bilateral ties between these two nations' scientific institutes, disharmony in actual working relationships prevented Soviet scientists from playing the role they might have envisioned within the CAS institutes. The rapid development of the cooperative relationship in a short span of time, combined with lack of experience on both sides, made for a disharmonious collaboration. Copyright © 2018 Elsevier Ltd. All rights reserved.

The science of stakeholder engagement in research: classification, implementation, and evaluation.

Science.gov (United States)

Goodman, Melody S; Sanders Thompson, Vetta L

2017-09-01

In this commentary, we discuss the science of stakeholder engagement in research. We propose a classification system with definitions to determine where projects lie on the stakeholder engagement continuum. We discuss the key elements of implementation and evaluation of stakeholder engagement in research posing key questions to consider when doing this work. We commend and critique the work of Hamilton et al. in their multilevel stakeholder engagement in a VA implementation trial of evidence-based quality improvement in women's health primary care. We also discuss the need for more work in this area to enhance the science of stakeholder engagement in research.

How do marine and coastal citizen science experiences foster environmental engagement?

Science.gov (United States)

Dean, Angela J; Church, Emma K; Loder, Jenn; Fielding, Kelly S; Wilson, Kerrie A

2018-05-01

Citizen science programs enable community involvement in scientific research. In addition to fostering greater science literacy, some citizen science programs aim to foster engagement in environmental issues. However, few data are available to indicate whether and how citizen science programs can achieve greater environmental engagement. We survey individuals choosing to attend one of seventeen reef citizen science events and examine the extent to which attendees reported three indicators of greater environmental engagement: (i) willingness to share information, (ii) increased support for marine conservation and citizen science, and (iii) intentions to adopt a new behavior. Most participants reported being willing to share information about reef conservation (91%) and described increased support for marine science and conservation (87%). Half of participants (51%) reported intentions to adopt a new conservation behavior. We found that key elements of the citizen science experience associated with these outcomes were learning about actions to protect reefs and coasts (procedural learning), experiencing surprise, and experiencing negative emotions about environmental problems. Excitement was also associated with positive outcomes, but only in participants who were less likely to see themselves as environmental, or were less frequent visitors to reefs and coasts. Importantly, the association between factual learning and environmental engagement outcomes was limited or negative. These findings suggest that the way citizen science experiences make people feel, may be more important for fostering future environmental engagement than factual-based learning. When designing citizen science programs for community members, these findings provide a reminder to not focus on provision of factual information alone, but to highlight environmental impacts while providing meaningful experiences and building environmental skills. Copyright © 2018 Elsevier Ltd. All rights reserved.

The Intersection of Identity, Culture and Science Engagement

Science.gov (United States)

Strong, LaToya

2016-01-01

Ivã Gurgel, Mauricio Pietrocola, and Graciella Watanabe expand upon the existing literature, which links identity and science engagement. Specifically, the authors focus on ways in which the cultural identities of students relate to their engagement in physics. In doing so, Gurgel, Pietrocola, and Watanabe further build upon the idea that one's…

The science of science outreach: methods to maximise audience engagement

Science.gov (United States)

Adamson, Kathryn; Lane, Timothy

2016-04-01

Effective public engagement relies on a clear understanding of public audiences; their existing knowledge base and their learning preferences. Scientific content that is effective in academic spheres is not necessarily popular in the public domain. This may be due to content (e.g. beginner level to advanced terminology); presentation style (graphical, text, multimedia); audience demographic (children to adults); and entertainment value. Over the last few years, there has been a major expansion in the quantity and quality of science outreach material. For scientists, the production of outreach material, in any form, is the first giant leap to disseminating their knowledge to broader audiences. However, there is also a need to evaluate the performance of outreach material, so that its content and delivery style can be tailored and maximised for the target audience. We examine the Google Analytics data for climate science outreach website Climatica over a 12 month period in 2015. The site publishes regular posts, which take the form of short written articles, graphics, videos, or teaching resources, on all aspects of climate science. The site is publicised via social media including Twitter and Facebook. In particular, we assess website performance, in terms of website visits and post engagement. These are examined in the context of: post topic, post style, social media engagement, and the timing of post publication/advertisement. The findings of this investigation are used to explore audience preferences and mechanisms for future post development to maximise the use of this web resource.

The Particular Aspects of Science Museum Exhibits That Encourage Students' Engagement

Science.gov (United States)

Shaby, Neta; Assaraf, Orit Ben-Zvi; Tal, Tali

2017-06-01

This research explores learning in science museums through the most common activity in a science museum—interaction with exhibits. The goal of this study was to characterize the learning behaviors exhibited by students as they engage with interactive exhibits in order to draw insight regarding the design of the exhibits. In order to do so, we used a qualitative method of observation as well as the Visitor Engagement Framework (VEF) model, a visitor-based framework for assessing visitors' learning experiences with exhibits in a science center setting. The combined method produced a framework of nine learning behaviors exhibited during the visitors' interaction with the exhibits, grouped into three categories that reflect increasing levels of engagement and depth of the learning experience. Our research participants consisted of a total 1800 students aged 10-12 (4th, 5th, and 6th graders) who came to the museum with their class for a day visit. We observed nine exhibits, each visited by 200 students. Our observations revealed several design elements that contribute to engagement with exhibits in science museums. For example, exhibits that have familiar activation encourage visitors' interaction, exhibits that facilitate social interaction are more likely to increase engagement, and the highest levels of engagement can be found in exhibits that support large groups.

Exploring Social Learning through Upstream Engagement in Science and Technology

DEFF Research Database (Denmark)

Mortensen, Jonas Egmose

This discussion paper deliberates on how the concept of social learning can be used for evaluating upstream engagement initiatives in science and technology.  The paper briefly introduces to the concept of upstream engagement and a concrete case, the UK Citizen Science for Sustainability project...... (SuScit), as an outset for discussing how the concept of social learning can be used for analysing and understanding relations between citizen participation, Science and research, and sustainability. A number of relevant research questions and methodological considerations are distilled...

How type II CRISPR-Cas establish immunity through Cas1-Cas2-mediated spacer integration.

Science.gov (United States)

Xiao, Yibei; Ng, Sherwin; Nam, Ki Hyun; Ke, Ailong

2017-10-05

CRISPR (clustered regularly interspaced short palindromic repeats) and the nearby Cas (CRISPR-associated) operon establish an RNA-based adaptive immunity system in prokaryotes. Molecular memory is created when a short foreign DNA-derived prespacer is integrated into the CRISPR array as a new spacer. Whereas the RNA-guided CRISPR interference mechanism varies widely among CRISPR-Cas systems, the spacer integration mechanism is essentially identical. The conserved Cas1 and Cas2 proteins form an integrase complex consisting of two distal Cas1 dimers bridged by a Cas2 dimer. The prespacer is bound by Cas1-Cas2 as a dual-forked DNA, and the terminal 3'-OH of each 3' overhang serves as an attacking nucleophile during integration. The prespacer is preferentially integrated into the leader-proximal region of the CRISPR array, guided by the leader sequence and a pair of inverted repeats inside the CRISPR repeat. Spacer integration in the well-studied Escherichia coli type I-E CRISPR system also relies on the bacterial integration host factor. In type II-A CRISPR, however, Cas1-Cas2 alone integrates spacers efficiently in vitro; other Cas proteins (such as Cas9 and Csn2) have accessory roles in the biogenesis phase of prespacers. Here we present four structural snapshots from the type II-A system of Enterococcus faecalis Cas1 and Cas2 during spacer integration. Enterococcus faecalis Cas1-Cas2 selectively binds to a splayed 30-base-pair prespacer bearing 4-nucleotide 3' overhangs. Three molecular events take place upon encountering a target: first, the Cas1-Cas2-prespacer complex searches for half-sites stochastically, then it preferentially interacts with the leader-side CRISPR repeat, and finally, it catalyses a nucleophilic attack that connects one strand of the leader-proximal repeat to the prespacer 3' overhang. Recognition of the spacer half-site requires DNA bending and leads to full integration. We derive a mechanistic framework to explain the stepwise spacer

Understanding motivational structures that differentially predict engagement and achievement in middle school science

Science.gov (United States)

Lee, Christine S.; Hayes, Kathryn N.; Seitz, Jeffery; DiStefano, Rachelle; O'Connor, Dawn

2016-01-01

Middle school has been documented as the period in which a drop in students' science interest and achievement occurs. This trend indicates a lack of motivation for learning science; however, little is known about how different aspects of motivation interact with student engagement and science learning outcomes. This study examines the relationships among motivational factors, engagement, and achievement in middle school science (grades 6-8). Data were obtained from middle school students in the United States (N = 2094). The theoretical relationships among motivational constructs, including self-efficacy, and three types of goal orientations (mastery, performance approach, and performance avoid) were tested. The results showed that motivation is best modeled as distinct intrinsic and extrinsic factors; lending evidence that external, performance based goal orientations factor separately from self-efficacy and an internal, mastery based goal orientation. Second, a model was tested to examine how engagement mediated the relationships between intrinsic and extrinsic motivational factors and science achievement. Engagement mediated the relationship between intrinsic motivation and science achievement, whereas extrinsic motivation had no relationship with engagement and science achievement. Implications for how classroom practice and educational policy emphasize different student motivations, and in turn, can support or hinder students' science learning are discussed.

NASA Science4Girls: Engaging Girls in STEM at Their Local Library

Science.gov (United States)

Meinke, B.; Smith, D.; Bleacher, L.; Hauck, K.; Soeffing, C.; NASA SMD EPO Community

2014-07-01

The NASA Science Mission Directorate (SMD) Science Education and Public Outreach Forums coordinate the participation of SMD education and public outreach (EPO) programs in Women's History Month through the NASA Science4Girls and Their Families initiative. The initiative partners NASA science education programs with public libraries to provide NASA-themed hands-on education activities for girls and their families. The initiative has expanded from the successful 2012 Astro4Girls pilot to engage girls in all four NASA science discipline areas, which broadens the impact of the pilot by enabling audiences to experience the full range of NASA science topics and the different career skills each requires. The events focus on engaging underserved and underrepresented audiences in Science, Technology, Engineering, and Mathematics (STEM) via use of research-based best practices, collaborations with libraries, partnerships with local and national organizations, and remote engagement of audiences.

Engaging youth of color in applied science education and public health promotion

Science.gov (United States)

Sprague Martinez, Linda; Bowers, Edmond; Reich, Amanda J.; Ndulue, Uchenna J.; Le, Albert An; Peréa, Flavia C.

2016-03-01

Participation in inquiry-based science education, which focuses on student-constructed learning, has been linked to academic success. Whereas the benefits of this type of science education are evident, access to such high-quality science curriculum and programming is not equitable. Black and Latino students in particular have less access to supplementary science programming, and fewer opportunities to engage in inquiry-based education. This paper describes outcomes associated with an inquiry-based out-of-school time science education program, Nuestro Futuro: Applied Science Education to Engage Black and Latino Youth (NFASE), which sought to build the capacity of middle school students of color to 'think' like health scientists from diverse disciplinary perspectives. The program was designed with the intent of (1) improving student attitudes toward and motivation for science and (2) increasing active and engaged citizenship (AEC). NFASE students explored health inequity and the social determinants of health locally and engaged in developing health promotion, outreach and education efforts targeted to their peers, parents/families, and community. Interest in the program was high overall, but implementation was not without challenges. Although evaluation outcomes indicate that there were no statistically significant changes in science-related attitudes or motivation, students reported significant increases in neighborhood social connection, as well as overall AEC.

Engaging the creative to better build science into water resource solutions

Science.gov (United States)

Klos, P. Z.

2014-12-01

Psychological thought suggests that social engagement with an environmental problem requires 1) cognitive understanding of the problem, 2) emotional engagement with the problem, and 3) perceived efficacy that there is something we can do to solve the problem. Within the water sciences, we form problem-focused, cross-disciplinary teams to help address complex water resource problems, but often we only seek teammates from other disciplines within the realms of engineering and the natural/social sciences. Here I argue that this science-centric focus fails to fully solve these water resource problems, and often the science goes unheard because it is heavily cognitive and lacks the ability to effectively engage the audience through crucial social-psychological aspects of emotion and efficacy. To solve this, future cross-disciplinary collaborations that seek to include creative actors from the worlds of art, humanities, and design can begin to provide a much stronger overlap of the cognition, emotion, and efficacy needed to communicate the science, engage the audience, and create the solutions needed to solve or world's most complex water resource problems. Disciplines across the arts, sciences, and engineering all bring unique strengths that, through collaboration, allow for uniquely creative modes of art-science overlap that can engage people through additions of emotion and efficacy that compliment the science and go beyond the traditional cognitive approach. I highlight examples of this art-science overlap in action and argue that water resource collaborations like these will be more likely to have their hydrologic science accepted and applied by those who decide on water resource solutions. For this Pop-up Talk session, I aim to share the details of this proposed framework in the context of my own research and the work of others. I hope to incite discussion regarding the utility and relevance of this framework as a future option for other water resource

Three Kinds of Political Engagement for Philosophy of Science

Science.gov (United States)

Reisch, George

2009-01-01

In responding to critics and reviewers of my book, "How the Cold War Transformed Philosophy of Science," I attempt to identify some misleading conventional wisdom about the place of values in philosophy of science and then offer three distinct ways in which philosophers of science can engage their work with ongoing social and political currents.

Cool Science: Engaging Adult and K-16 Audiences in Climate Change Science

Science.gov (United States)

Lustick, D.; Lohmeier, J.; Chen, R. F.

2012-12-01

A team of educators and scientists from the University of Massachusetts Lowell and the University of Massachusetts Boston will report on an informal science learning research project using mass transit spaces in Lowell, MA. Cool Science (CS) uses advertising spaces on buses and terminals to engage the public with an Out of Home Multi-Media (OHMM) learning experience. K-16 classrooms throughout Massachusetts will submit original artwork that conveys a scientific concept central to understanding climate change. The best 6 works submitted will be printed and placed on every bus in the city over a 6 month period during the first half of 2013. CS aims to promote and evaluate learning about climate change science among the general adult public and k-16 students/teachers. Cool Science offers teachers an efficient and effective means of seamlessly bringing the study of climate change into classroom learning both within science and across disciplines. The products of this effort are then used to improve public engagement with the science of climate change in mass transit environments. Cool Science is an example of Science, Technology, Engineering, Art and Math education (STEAM). The goals of CS are: 1) Engage professors, teachers, and their respective students in a climate change science communication competition. 2) Run the winning 6 selected placards and posters throughout the LRTA. 3) Identify how different communities of risk among the riding public approach and understand climate change. 4) Identify the advantages and disadvantages of using buses as a context for research on informal science learning. 5) Determine the extent to which student artwork serves as a trusted source of information. As advances in technology allow for more scientific knowledge to be generated, the role of informal education to improve adult understanding of science has never been greater. We see the convergence of circumstances (ISE, climate change, OHMM, mobile technology) as an enormous

CRISPR-Cas9 gene editing

NARCIS (Netherlands)

Oude Blenke, Erik; Evers, Martijn J.W.; Mastrobattista, Enrico; Oost, van der John

2016-01-01

The CRISPR-Cas9 gene editing system has taken the biomedical science field by storm, initiating rumors about future Nobel Prizes and heating up a fierce patent war, but also making significant scientific impact. The Clustered Regularly Interspaced Short Palindromic Repeats (CRISPR), together with

Engaging Scientists in Meaningful E/PO: NASA Science4Girls and Their Families

Science.gov (United States)

Meinke, B. K.; Smith, D. A.; Bleacher, L.; Hauck, K.; Soeffing, C.

2014-12-01

The NASA Science Mission Directorate (SMD) Science Education and Public Outreach Forums coordinate the participation of SMD education and public outreach (EPO) programs in Women's History Month through the NASA Science4Girls and Their Families initiative. The initiative partners NASA science education programs with public libraries to provide NASA-themed hands-on education activities for girls and their families. These NASA science education programs are mission- and grant-based E/PO programs are uniquely poised to foster collaboration between scientists with content expertise and educators with pedagogy expertise. As such, the initiative engages girls in all four NASA science discipline areas (Astrophysics, Earth Science, Planetary Science, and Heliophysics), which enables audiences to experience the full range of NASA science topics and the different career skills each requires. The events focus on engaging underserved and underrepresented audiences in Science, Technology, Engineering, and Mathematics (STEM) via use of research-based best practices, collaborations with libraries, partnerships with local and national organizations, and remote engagement of audiences.

Sources of student engagement in Introductory Physics for Life Sciences

Science.gov (United States)

Geller, Benjamin D.; Turpen, Chandra; Crouch, Catherine H.

2018-06-01

We explore the sources of student engagement with curricular content in an Introductory Physics for Life Science (IPLS) course at Swarthmore College. Do IPLS students find some life-science contexts more interesting than others, and, if so, what are the sources of these differences? We draw on three sources of student data to answer this question: (1) quantitative survey data illustrating how interested students were in particular contexts from the curriculum, (2) qualitative survey data in which students describe the source of their interest in these particular contexts, and (3) interview data in which students reflect on the contexts that were and were not of interest to them. We find that examples that make interdisciplinary connections with students' other coursework in biology and chemistry, and examples that make connections to what students perceive to be the "real world," are particularly effective at fostering interest. More generally, students describe being deeply engaged with contexts that foster a sense of coherence or have personal meaning to them. We identify various "engagement pathways" by which different life-science students engage with IPLS content, and suggest that a curriculum needs to be flexible enough to facilitate these different pathways.

Measuring student engagement in science classrooms: An investigation of the contextual factors and longitudinal outcomes

Science.gov (United States)

Spicer, Justina Judy

This dissertation includes three separate but related studies that examine the different dimensions of student experiences in science using data from two different datasets: the High School Longitudinal Study of 2009 (HSLS:09), and a dataset constructed using the Experience Sampling Method (ESM). This mixed-dataset approach provides a unique perspective on student engagement and the contexts in which it exists. Engagement is operationalized across the three studies using aspects of flow theory to evaluate how the challenges in science classes are experienced at the student level. The data provides information on a student's skill-level and efficacy during the challenge, as well as their interest level and persistence. The data additionally track how situations contribute to optimal learning moments, along with longitudinal attitudes and behaviors towards science. In the first part of this study, the construct of optimal moments is explored using in the moment data from the ESM dataset. Several different measures of engagement are tested and validated to uncover relationships between various affective states and optimal learning experiences with a focus on science classrooms. Additional analyses include investigating the links between in the moment engagement (situational), and cross-situational (stable) measures of engagement in science. The second part of this dissertation analyzes the ESM data in greater depth by examining how engagement varies across students and their contextual environment. The contextual characteristics associated with higher engagement levels are evaluated to see if these conditions hold across different types of students. Chapter three more thoroughly analyzes what contributes to students persisting through challenging learning moments, and the variation in levels of effort put forth when facing difficulty while learning in science. In chapter four, this dissertation explores additional outcomes associated with student engagement in science

Science as Interests but Not for Career: Understanding High School Students' Engagement in Science in Abu Dhabi

Science.gov (United States)

Yang, Guang; Badri, Masood; Al-Mazroui, Karima; Al-Rashedi, Asma; Nai, Peng

2017-01-01

Understanding high school students' engagement in science is important for the Emirate of Abu Dhabi. Drawing on data from the ROSE Survey conducted in Abu Dhabi schools in 2013, this paper used a multi-dimensional framework to explore associations between high school students' engagement in science and a range of student psychosocial and…

Space Culture: Innovative Cultural Approaches To Public Engagement With Astronomy, Space Science And Astronautics

Science.gov (United States)

Malina, Roger F.

2012-01-01

In recent years a number of cultural organizations have established ongoing programs of public engagement with astronomy, space science and astronautics. Many involve elements of citizen science initiatives, artists’ residencies in scientific laboratories and agencies, art and science festivals, and social network projects as well as more traditional exhibition venues. Recognizing these programs several agencies and organizations have established mechanisms for facilitating public engagement with astronomy and space science through cultural activities. The International Astronautics Federation has established an Technical Activities Committee for the Cultural Utilization of Space. Over the past year the NSF and NEA have organized disciplinary workshops to develop recommendations relating to art-science interaction and community building efforts. Rationales for encouraging public engagement via cultural projects range from theory of creativity, innovation and invention to cultural appropriation in the context of `socially robust science’ as advocated by Helga Nowotny of the European Research Council. Public engagement with science, as opposed to science education and outreach initiatives, require different approaches. Just as organizations have employed education professionals to lead education activities, so they must employ cultural professionals if they wish to develop public engagement projects via arts and culture. One outcome of the NSF and NEA workshops has been development of a rationale for converting STEM to STEAM by including the arts in STEM methodologies, particularly for K-12 where students can access science via arts and cultural contexts. Often these require new kinds of informal education approaches that exploit locative media, gaming platforms, artists projects and citizen science. Incorporating astronomy and space science content in art and cultural projects requires new skills in `cultural translation’ and `trans-mediation’ and new kinds

Meaningful Engagement in Scientific Practices: How Classroom Communities Develop Authentic Epistemologies for Science

Science.gov (United States)

Krist, Christina Rae

Recent reforms in science education, based on decades of learning research, emphasize engaging students in science and engineering practices as the means to develop and refine disciplinary ideas. These reforms advocate an epistemic shift in how school science is done: from students learning about science ideas to students figuring out core science ideas. This shift is challenging to implement: how do we bring the goals and practices of a discipline into classroom communities in meaningful ways that go beyond simply following rote scientific procedures? In this dissertation, I investigate how classroom communities learn to engage meaningfully in scientific practices, characterizing their engagement as a process of epistemic learning. I take a situated perspective that defines learning as shifts in how members engage in communities of practice. I examine students' epistemic learning as a function of their participation in a classroom community of scientific practice along two dimensions: what they do, or the practical epistemic heuristics they use to guide how they build knowledge; and who they are, or how ownership and authorship of ideas is negotiated and affectively marked through interaction. I focus on a cohort of students as they move from 6th to 8 th grade. I analyze three science units, one from each grade level, to look at the epistemic heuristics implicit in student and teacher talk and how the use of those heuristics shifts over time. In addition, I examine one anomalous 8th grade class to look at how students and the teacher position themselves and each other with respect to the ideas in their classroom and how that positioning supports epistemic learning. Taken together, these analyses demonstrate how students' engagement in scientific practices evolves in terms of what they do and who they are in relation to the knowledge and ideas in their classroom over time. I propose a model for epistemic learning that articulates how classroom communities develop

The science of stakeholder engagement in research: classification, implementation, and evaluation

OpenAIRE

Goodman, Melody S.; Sanders Thompson, Vetta L.

2017-01-01

In this commentary, we discuss the science of stakeholder engagement in research. We propose a classification system with definitions to determine where projects lie on the stakeholder engagement continuum. We discuss the key elements of implementation and evaluation of stakeholder engagement in research posing key questions to consider when doing this work. We commend and critique the work of Hamilton et al. in their multilevel stakeholder engagement in a VA implementation trial of evidence-...

Cas9 specifies functional viral targets during CRISPR-Cas adaptation.

Science.gov (United States)

Heler, Robert; Samai, Poulami; Modell, Joshua W; Weiner, Catherine; Goldberg, Gregory W; Bikard, David; Marraffini, Luciano A

2015-03-12

Clustered regularly interspaced short palindromic repeat (CRISPR) loci and their associated (Cas) proteins provide adaptive immunity against viral infection in prokaryotes. Upon infection, short phage sequences known as spacers integrate between CRISPR repeats and are transcribed into small RNA molecules that guide the Cas9 nuclease to the viral targets (protospacers). Streptococcus pyogenes Cas9 cleavage of the viral genome requires the presence of a 5'-NGG-3' protospacer adjacent motif (PAM) sequence immediately downstream of the viral target. It is not known whether and how viral sequences flanked by the correct PAM are chosen as new spacers. Here we show that Cas9 selects functional spacers by recognizing their PAM during spacer acquisition. The replacement of cas9 with alleles that lack the PAM recognition motif or recognize an NGGNG PAM eliminated or changed PAM specificity during spacer acquisition, respectively. Cas9 associates with other proteins of the acquisition machinery (Cas1, Cas2 and Csn2), presumably to provide PAM-specificity to this process. These results establish a new function for Cas9 in the genesis of prokaryotic immunological memory.

The Science Advancement through Group Engagement Program: Leveling the Playing Field and Increasing Retention in Science

Science.gov (United States)

Hall, Donna M.; Curtin-Soydan, Amanda J.; Canelas, Dorian A.

2014-01-01

How can colleges and universities keep an open gateway to the science disciplines for the least experienced first-year science students while also maintaining high standards that challenge the students with the strongest possible high school backgrounds? The Science Advancement through Group Engagement (SAGE) project targets cohorts of less…

Engaging with the political imaginaries of science: Near misses and future targets.

Science.gov (United States)

Nowotny, Helga

2014-01-01

The current economic and financial crisis is also a political crisis that requires a rethinking of public engagement with science. In the past, the dominant focus of science, technology and society (STS) has led to a blind spot: political understanding and engagement of policy-makers and politicians with science, which is an integral part of any public engagement. Arguably, it is bound to and emerges from what Ezrahi calls collective political imaginaries. These are necessary fictions, which are causative and performative. In crude form, they manifest themselves in short-term impact measurements of every unit of scientific activity with citizens as the fictitious ultimate beneficiaries. In the future, STS can gain from coming up with a workable definition of the public interest with a focus on the public value of science. It can investigate collective imaginaries as they emerge from interactions with new media. As necessary fictions they may hold answers we never imagined them to hold.

Investigating science communication in the information age implications for public engagement and popular media

CERN Document Server

Whitelegg, Elizabeth; Scanlon, Eileen; Smidt, Sam; Thomas, Jeff

2008-01-01

How are recent policy changes affecting how scientists engage with the public? How are new technologies influencing how scientists disseminate their work and knowledge? How are new media platforms changing the way the public interact with scientific information? Investigating Science Communication in the Information Age is a collection of newly-commissioned chapters by leading science communication scholars. It addresses current theoretical, practical and policy developments in science communication, including recent calls for greater openness and transparency; and engagement and dialogue on the part of professional scientists with members of the public. It provides a timely and wide-ranging review of contemporary issues in science communication, focusing on two broad themes. The first theme critically reviews the recent dialogic turn and ascendant branding of 'public engagement with science' It addresses contemporary theoretical and conceptual issues facing science communication researchers, and draws on a r...

Phylogeny of Cas9 determines functional exchangeability of dual-RNA and Cas9 among orthologous type II CRISPR-Cas systems

Science.gov (United States)

Fonfara, Ines; Le Rhun, Anaïs; Chylinski, Krzysztof; Makarova, Kira S.; Lécrivain, Anne-Laure; Bzdrenga, Janek; Koonin, Eugene V.; Charpentier, Emmanuelle

2014-01-01

The CRISPR-Cas-derived RNA-guided Cas9 endonuclease is the key element of an emerging promising technology for genome engineering in a broad range of cells and organisms. The DNA-targeting mechanism of the type II CRISPR-Cas system involves maturation of tracrRNA:crRNA duplex (dual-RNA), which directs Cas9 to cleave invading DNA in a sequence-specific manner, dependent on the presence of a Protospacer Adjacent Motif (PAM) on the target. We show that evolution of dual-RNA and Cas9 in bacteria produced remarkable sequence diversity. We selected eight representatives of phylogenetically defined type II CRISPR-Cas groups to analyze possible coevolution of Cas9 and dual-RNA. We demonstrate that these two components are interchangeable only between closely related type II systems when the PAM sequence is adjusted to the investigated Cas9 protein. Comparison of the taxonomy of bacterial species that harbor type II CRISPR-Cas systems with the Cas9 phylogeny corroborates horizontal transfer of the CRISPR-Cas loci. The reported collection of dual-RNA:Cas9 with associated PAMs expands the possibilities for multiplex genome editing and could provide means to improve the specificity of the RNA-programmable Cas9 tool. PMID:24270795

Engaging Latino audiences in informal science education

Science.gov (United States)

Bonfield, Susan B.

Environment for the Americas (EFTA), a non-profit organization, developed a four-year research project to establish a baseline for Latino participation and to identify practical tools that would enable educators to overcome barriers to Latino participation in informal science education (ISE). Its national scope and broad suite of governmental and non-governmental, Latino and non-Latino partners ensured that surveys and interviews conducted in Latino communities reflected the cosmopolitan nature of the factors that influence participation in ISE programs. Information about economic and education levels, country of origin, language, length of residence in the US, and perceptions of natural areas combined with existing demographic information at six study sites and one control site provided a broader understanding of Latino communities. The project team's ability to work effectively in these communities was strengthened by the involvement of native, Spanish-speaking Latino interns in the National Park Service's Park Flight Migratory Bird Program. The project also went beyond data gathering by identifying key measures to improve participation in ISE and implementing these measures at established informal science education programs, such as International Migratory Bird Day, to determine effectiveness. The goals of Engaging Latino Audiences in Informal Science Education (ISE) were to 1) identify and reduce the barriers to Latino participation in informal science education; 2) provide effective tools to assist educators in connecting Latino families with science education, and 3) broadly disseminate these tools to agencies and organizations challenged to engage this audience in informal science education (ISE). The results answer questions and provide solutions to a challenge experienced by parks, refuges, nature centers, and other informal science education sites across the US. Key findings from this research documented low participation rates in ISE by Latinos, and that

Linking Classroom Environment with At-Risk Engagement in Science: A Mixed Method Approach

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Collins, Stephen Craig

This explanatory sequential mixed-method study analyzed how the teacher created learning environment links to student engagement for students at-risk across five science classroom settings. The learning environment includes instructional strategies, differentiated instruction, positive learning environment, and an academically challenging environment. Quantitative and qualitative data were gathered in the form of self-reporting surveys and a follow-up interview. The researcher aimed to use the qualitative results to explain the quantitative data. The general research question was "What are the factors of the teacher-created learning environment that were best suited to maximize engagement of students at-risk?" Specifically explaining, (1) How do the measured level of teacher created learning environment link to the engagement level of students at-risk in science class? and (2) What relationship exists between the student perception of the science classroom environment and the level of behavioral, cognitive, emotional, and social engagement for students at-risk in science class? This study took place within a large school system with more than 20 high schools, most having 2000-3000 students. Participating students were sent to a panel hearing that determined them unfit for the regular educational setting, and were given the option of attending one of the two alternative schools within the county. Students in this alternative school were considered at-risk due to the fact that 98% received free and reduced lunch, 97% were minority population, and all have been suspended from the regular educational setting. Pairwise comparisons of the SPS questions between teachers using t-test from 107 students at-risk and 40 interviews suggest that each category of the learning environment affects the level of behavioral, cognitive, emotional, and social engagement in science class for students at-risk in an alternative school setting. Teachers with higher student perceptions of

Cas9, Cpf1 and C2c1/2/3-What's next?

Science.gov (United States)

Nakade, Shota; Yamamoto, Takashi; Sakuma, Tetsushi

2017-05-04

Since the rapid emergence of clustered regulatory interspaced short palindromic repeats (CRISPR)-CRISPR-associated protein 9 (Cas9) system, developed as a genome engineering tool in 2012-2013, most researchers in the life science field have had a fixated interest in this fascinating technology. CRISPR-Cas9 is an RNA-guided DNA endonuclease system, which consists of Cas9 nuclease defining a few targeting base via protospacer adjacent motif complexed with easily customizable single guide RNA targeting around 20-bp genomic sequence. Although Streptococcus pyogenes Cas9 (SpCas9), one of the Cas9 proteins that applications in genome engineering were first demonstrated, still has wide usage because of its high nuclease activity and broad targeting range, there are several limitations such as large molecular weight and potential off-target effect. In this commentary, we describe various improvements and alternatives of CRISPR-Cas systems, including engineered Cas9 variants, Cas9 homologs, and novel Cas proteins other than Cas9. These variations enable flexible genome engineering with high efficiency and specificity, orthogonal genetic control at multiple gene loci, gene knockdown, or fluorescence imaging of transcripts mediated by RNA targeting, and beyond.

Neoliberal ideology, global capitalism, and science education: engaging the question of subjectivity

Science.gov (United States)

Bazzul, Jesse

2012-12-01

This paper attempts to add to the multifaceted discussion concerning neoliberalism and globalization out of two Cultural Studies of Science Education journal issues along with the recent Journal of Research in Science Teaching devoted to these topics. However, confronting the phenomena of globalization and neoliberalism will demand greater engagement with relevant sociopolitical thought in fields typically outside the purview of science education. Drawing from thinkers Michel Foucault, Jean Baudrillard, Judith Butler, and Louis Althusser this paper attempts to extend some key ideas coming from Ken Tobin, Larry Bencze, and Lyn Carter and advocates science educators taking up notions of ideology, discourse, and subjectivity to engage globalization and neoliberalism. Subjectivity (and its constitution in science education) is considered alongside two relevant textbook examples and also in terms of its importance in formulating political and culturally relevant questions in science education.

Outreach Inside the Library: Attracting and Engaging Millennial Engineering and Science Students

OpenAIRE

Shepherd, Susan

2009-01-01

This poster displays ways in which the Science & Engineering (S&E) Library at UC San Diego has capitalized on the values of Millennials to attract and engage undergraduates in science and engineering with inside-the-library exhibits and events. Appealing to characteristics of Millennials, the S&E Library showcases various types of student work, sponsors engaging and innovative library events, and freely experiments with new ways to draw students into the library.

Supporting cognitive engagement in a learning-by-doing learning environment: Case studies of participant engagement and social configurations in Kitchen Science Investigators

Science.gov (United States)

Gardner, Christina M.

Learning-by-doing learning environments support a wealth of physical engagement in activities. However, there is also a lot of variability in what participants learn in each enactment of these types of environments. Therefore, it is not always clear how participants are learning in these environments. In order to design technologies to support learning in these environments, we must have a greater understanding of how participants engage in learning activities, their goals for their engagement, and the types of help they need to cognitively engage in learning activities. To gain a greater understanding of participant engagement and factors and circumstances that promote and inhibit engagement, this dissertation explores and answers several questions: What are the types of interactions and experiences that promote and /or inhibit learning and engagement in learning-by-doing learning environments? What are the types of configurations that afford or inhibit these interactions and experiences in learning-by-doing learning environments? I explore answers to these questions through the context of two enactments of Kitchen Science Investigators (KSI), a learning-by-doing learning environment where middle-school aged children learn science through cooking from customizing recipes to their own taste and texture preferences. In small groups, they investigate effects of ingredients through the design of cooking and science experiments, through which they experience and learn about chemical, biological, and physical science phenomena and concepts (Clegg, Gardner, Williams, & Kolodner, 2006). The research reported in this dissertation sheds light on the different ways participant engagement promotes and/or inhibits cognitive engagement in by learning-by-doing learning environments through two case studies. It also provides detailed descriptions of the circumstances (social, material, and physical configurations) that promote and/or inhibit participant engagement in these

Science Center Public Forums: Engaging Lay-Publics in Resilience Deliberations Through Informal Science Education

Science.gov (United States)

Sittenfeld, D.; Choi, F.; Farooque, M.; Helmuth, B.

2017-12-01

Because climate hazards present a range of potential impacts and considerations for different kinds of stakeholders, community responses to increase resilience are best considered through the inclusion of diverse, informed perspectives. The Science Center Public Forums project has created multifaceted modules to engage diverse publics in substantive deliberations around four hazards: heat waves, drought, extreme precipitation, and sea level rise. Using a suite of background materials including visualization and narrative components, each of these daylong dialogues engage varied groups of lay-participants at eight US science centers in learning about hazard vulnerabilities and tradeoffs of proposed strategies for building resilience. Participants listen to and consider the priorities and perspectives of fellow residents and stakeholders, and work together to formulate detailed resilience plans reflecting both current science and informed public values. Deliverables for the project include visualizations of hazard vulnerabilities and strategies through immersive planetarium graphics and Google Earth, stakeholder perspective narratives, and detailed background materials for each project hazard. This session will: communicate the process for developing the hazard modules with input from subject matter experts, outline the process for iterative revisions based upon findings from formative focus groups, share results generated by participants of the project's first two pilot forums, and describe plans for broader implementation. These activities and outcomes could help to increase the capacity of informal science education institutions as trusted conveners for informed community dialogue by educating residents about vulnerabilities and engaging them in critical thinking about potential policy responses to critical climate hazards while sharing usable public values and priorities with civic planners.

Tools for Citizen-Science Recruitment and Student Engagement in Your Research and in Your Classroom

Directory of Open Access Journals (Sweden)

Sarah E. Council

2016-01-01

Full Text Available The field of citizen science is exploding and offers not only a great way to engage the general public in science literacy through primary research, but also an avenue for teaching professionals to engage their students in meaningful community research experiences. Though this field is expanding, there are many hurdles for researchers and participants, as well as challenges for teaching professionals who want to engage their students. Here we highlight one of our projects that engaged many citizens in Raleigh, NC, and across the world, and we use this as a case study to highlight ways to engage citizens in all kinds of research. Through the use of numerous tools to engage the public, we gathered citizen scientists to study skin microbes and their associated odors, and we offer valuable ideas for teachers to tap into resources for their own students and potential citizen-science projects.

Popular Theatre for Science Engagement: Audience Engagement with Human Cloning Following a Production of Caryl Churchill's "A Number"

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Donkers, Martina; Orthia, Lindy A.

2016-01-01

Research into the role of fiction in engaging people with science is a growing area, but a little studied medium in this respect is "popular theatre," or non-pedagogic theatre that exists primarily as a work of art. This study investigated audience engagement with human cloning issues after seeing a performance of Caryl Churchill's 2002…

The CAS Classroom

Science.gov (United States)

Garner, Sue

2004-01-01

The Victorian Curriculum and Assessment Authority (VCAA) Computer Algebra System (CAS)Pilot study (2001-2005) is monitoring the use of CAS in senior secondary mathematics. This article explores the author's experiences in the CAS classroom and delineates changes in teaching style, as a result of the introduction of CAS into the senior mathematics…

Engaging Students, Teachers, and the Public with NASA Astromaterials Research and Exploration Science (ARES) Assets

Science.gov (United States)

Graff, P. V.; Foxworth, S.; Kascak, A.; Luckey, M. K.; Mcinturff, B.; Runco, S.; Willis, K. J.

2016-01-01

Engaging students, teachers, and the public with NASA Astromaterials Research and Exploration Science (ARES) assets, including Science, Technology, Engineering and Mathematics (STEM) experts and NASA curation astromaterial samples, provides an extraordinary opportunity to connect citizens with authentic aspects unique to our nation's space program. Effective engagement can occur through both virtual connections such as webcasts and in-person connections at educator workshops and public outreach events. Access to NASA ARES assets combined with adaptable resources and techniques that engage and promote scientific thinking helps translate the science and research being facilitated through NASA exploration, elicits a curiosity that aims to carry over even after a given engagement, and prepares our next generation of scientific explorers.

What Do We Mean by Science Education for Civic Engagement?

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Rudolph, John L.; Horibe, Shusaku

2016-01-01

One of the most frequently cited goals for science education over the years has been to provide students with the understanding and skills necessary to engage in science-related civic issues. Despite the repeated insistence on the importance of this kind of democratic participation, there has been little effort in the research community either to…

Increasing Resilience Through Engagement In Sea Level Rise Community Science Initiatives.

Science.gov (United States)

Chilton, L. A.; Rindge, H.

2017-12-01

Science literate and engaged members of the public, including students, are critical to building climate resilient communities. USC Sea Grant facilitates programs that work to build and strengthen these connections. The Urban Tides Community Science Initiative (Urban Tides) and the Youth Exploring Sea Level Rise Science Program (YESS) engage communities across the boundaries of public engagement, K-12 education, and informal education. YESS is an experiential sea level rise education program that combines classroom learning, field investigations and public presentations. Students explore sea level rise using a new curricula, collect their own data on sea level rise, develop communication products, and present their findings to city governments, researchers, and others. Urban Tides engages community members, informal education centers, K-12 students, and local government leaders in a citizen science program photo- documenting extreme high tides, erosion and coastal flooding in Southern California. Images provide critical information to help calibrate scientific models used to identify locations vulnerable to damage from future sea level rise. These tools and information enable community leaders and local governments to set priorities, guidelines, and update policies as they plan strategies that will help the region adapt. The program includes a mobile app for data collection, an open database to view photos, a lesson plan, and community beach walks. Urban Tides has led to an increase in data and data-gathering capacity for regional scientists, an increase in public participation in science, and an increase in ocean and climate literacy among initiative participants. Both of these programs bring informed and diverse voices into the discussion of how to adapt and build climate resilient communities. USC Sea Grant will share impacts and lessons learned from these two unique programs.

To Trust or Not to Trust? What Drives Public Trust in Science in Social Media Engagement

Science.gov (United States)

Hwong, Y. L.; Oliver, C.; Van Kranendonk, M. J.

2017-12-01

The erosion of public trust in science is a serious concern today. This climate of distrust has real consequences, from the anti-vaccination movement to climate change denials. The age of social media promises opportunities for improved interactivity between scientists and the public, which experts hope will help improve public confidence in science. However, evidence linking social media engagement and public attitude towards science is scarce. Our study aimed to help fill this gap. We examined Twitter engagement and its impact on public trust in science, focusing on two related science issues: space science and climate change. Our datasets comprised of 10,000 randomly sampled tweets over a month's period in 2016. We used human annotation and machine learning to analyse the tweets. Results revealed the level of distrust was significantly higher in the climate change tweets. However, in the climate change network, people who engaged with science personalities trust science more than those who did not. This difference in trust levels was not present in the space science network. There the two clusters of people displayed similar levels of trust in science. Additionally, we used machine learning to predict the trust labels of tweets and conducted feature analysis to find the properties of trust-inspiring tweets. Our supervised learning algorithm was able to predict trust in science in our sample tweets with 84% accuracy. The strongest predictors of trust in science (as conveyed by tweets) were similarity, presence of URL and authenticity. Contrast this with the findings of our previous study investigating the features of highly engaging space science related social media messages, authenticity is the only feature that also inspires trust. This indicates that what works to promote engagement (e.g. `retweets', `Likes') does not necessarily build trust in science. Social media science communication is not as simple as `we engage, therefore they trust'. We suggest that

Moving Beyond Concepts: Getting Urban High School Students Engaged in Science through Cognitive Processes

Science.gov (United States)

Singh, Renu

In order to maintain its global position, the United States needs to increase the number of students opting for science careers. Science teachers face a formidable challenge. Students are not choosing science because they do not think coursework is interesting or applies to their lives. These problems often compound for adolescents in urban areas. This action research investigated an innovation aimed at engaging a group of adolescents in the science learning process through cognitive processes and conceptual understanding. It was hoped that this combination would increase students' engagement in the classroom and proficiency in science. The study was conducted with 28 juniors and sophomores in an Environmental Science class in an urban high school with a student body of 97% minority students and 86% students receiving free and reduced lunch. The study used a mixed-methods design. Instruments included a pre- and post-test, Thinking Maps, transcripts of student discourse, and a two-part Engagement Observation Instrument. Data analysis included basic descriptives and a grounded theory approach. Findings show students became engaged in activities when cognitive processes were taught prior to content. Furthermore it was discovered that Thinking Maps were perceived to be an easy tool to use to organize students' thinking and processing. Finally there was a significant increase in student achievement. From these findings implications for future practice and research are offered.

CasA mediates Cas3-catalyzed target degradation during CRISPR RNA-guided interference.

Science.gov (United States)

Hochstrasser, Megan L; Taylor, David W; Bhat, Prashant; Guegler, Chantal K; Sternberg, Samuel H; Nogales, Eva; Doudna, Jennifer A

2014-05-06

In bacteria, the clustered regularly interspaced short palindromic repeats (CRISPR)-associated (Cas) DNA-targeting complex Cascade (CRISPR-associated complex for antiviral defense) uses CRISPR RNA (crRNA) guides to bind complementary DNA targets at sites adjacent to a trinucleotide signature sequence called the protospacer adjacent motif (PAM). The Cascade complex then recruits Cas3, a nuclease-helicase that catalyzes unwinding and cleavage of foreign double-stranded DNA (dsDNA) bearing a sequence matching that of the crRNA. Cascade comprises the CasA-E proteins and one crRNA, forming a structure that binds and unwinds dsDNA to form an R loop in which the target strand of the DNA base pairs with the 32-nt RNA guide sequence. Single-particle electron microscopy reconstructions of dsDNA-bound Cascade with and without Cas3 reveal that Cascade positions the PAM-proximal end of the DNA duplex at the CasA subunit and near the site of Cas3 association. The finding that the DNA target and Cas3 colocalize with CasA implicates this subunit in a key target-validation step during DNA interference. We show biochemically that base pairing of the PAM region is unnecessary for target binding but critical for Cas3-mediated degradation. In addition, the L1 loop of CasA, previously implicated in PAM recognition, is essential for Cas3 activation following target binding by Cascade. Together, these data show that the CasA subunit of Cascade functions as an essential partner of Cas3 by recognizing DNA target sites and positioning Cas3 adjacent to the PAM to ensure cleavage.

The Engaged Microbiologist: Bringing the Microbiological Sciences to the K-12 Community.

Science.gov (United States)

Westenberg, David J

2016-03-01

Exposing K-12 students to cutting edge science that impacts their daily lives can bring classroom lessons to life. Citizen-science projects are an excellent way to bring high-level science to the classroom and help satisfy one of the cornerstone concepts of the Next Generation Science Standards (NGSS), "engaging in practices that scientists and engineers actually use." This can be a daunting task for teachers who may lack the background or resources to integrate these projects into the classroom. This is where scientific societies such as the American Society for Microbiology (ASM) can play a critical role. ASM encourages its members to engage with the K-12 community by providing networking opportunities and resources for ASM members and K-12 teachers to work together to bring microbiology into the classroom. Journal of Microbiology & Biology Education.

The Engaged Microbiologist: Bringing the Microbiological Sciences to the K–12 Community

Directory of Open Access Journals (Sweden)

David J. Westenberg

2015-12-01

Full Text Available Exposing K–12 students to cutting edge science that impacts their daily lives can bring classroom lessons to life. Citizen-science projects are an excellent way to bring high-level science to the classroom and help satisfy one of the cornerstone concepts of the Next Generation Science Standards (NGSS, “engaging in practices that scientists and engineers actually use.” This can be a daunting task for teachers who may lack the background or resources to integrate these projects into the classroom. This is where scientific societies such as the American Society for Microbiology (ASM can play a critical role. ASM encourages its members to engage with the K–12 community by providing networking opportunities and resources for ASM members and K–12 teachers to work together to bring microbiology into the classroom.

Informing, involving or engaging? Science communication, in the ages of atom-, bio- and nanotechnology.

Science.gov (United States)

Kurath, Monika; Gisler, Priska

2009-09-01

Science communication has shifted considerably in Europe over the last decades. Three technology controversies on atoms, genes, and nanoscale sciences and nanotechnologies (NST) turned the style of communication from one-way information, participation and dialogues to the idea of an early and more democratic engagement of the public. Analyzing science communication developing over the three controversies, this article shows that what happened in one technology field fed forward to and contributed to shaping the subsequent field and that communication was initiated at a progressively earlier stage of technology development. The article concludes with an empirical analysis of six public engagement projects in NST, saying that the shift towards more democratic engagement of the public hasn't been as profound and complete as has been thought. This is particularly due to the continuing adoption of a simplistic contrast structure that opposes science and the public as two self-contained, antagonistic social entities.

Expanding CRISPR/Cas9 Genome Editing Capacity in Zebrafish Using SaCas9

OpenAIRE

Feng, Yan; Chen, Cheng; Han, Yuxiang; Chen, Zelin; Lu, Xiaochan; Liang, Fang; Li, Song; Qin, Wei; Lin, Shuo

2016-01-01

The type II CRISPR/Cas9 system has been used widely for genome editing in zebrafish. However, the requirement for the 5′-NGG-3′ protospacer-adjacent motif (PAM) of Cas9 from Streptococcus pyogenes (SpCas9) limits its targeting sequences. Here, we report that a Cas9 ortholog from Staphylococcus aureus (SaCas9), and its KKH variant, successfully induced targeted mutagenesis with high frequency in zebrafish. Confirming previous findings, the SpCas9 variant, VQR, can also induce targeted mutation...

CosmoQuest: Training Educators and Engaging Classrooms in Citizen Science through a Virtual Research Facility

Science.gov (United States)

Buxner, Sanlyn; Bracey, Georgia; Summer, Theresa; Cobb, Whitney; Gay, Pamela L.; Finkelstein, Keely D.; Gurton, Suzanne; Felix-Strishock, Lisa; Kruse, Brian; Lebofsky, Larry A.; Jones, Andrea J.; Tweed, Ann; Graff, Paige; Runco, Susan; Noel-Storr, Jacob; CosmoQuest Team

2016-10-01

CosmoQuest is a Citizen Science Virtual Research Facility that engages scientists, educators, students, and the public in analyzing NASA images. Often, these types of citizen science activities target enthusiastic members of the public, and additionally engage students in K-12 and college classrooms. To support educational engagement, we are developing a pipeline in which formal and informal educators and facilitators use the virtual research facility to engage students in real image analysis that is framed to provide meaningful science learning. This work also contributes to the larger project to produce publishable results. Community scientists are being solicited to propose CosmoQuest Science Projects take advantage of the virtual research facility capabilities. Each CosmoQuest Science Project will result in formal education materials, aligned with Next Generation Science Standards including the 3-dimensions of science learning; core ideas, crosscutting concepts, and science and engineering practices. Participating scientists will contribute to companion educational materials with support from the CosmoQuest staff of data specialists and education specialists. Educators will be trained through in person and virtual workshops, and classrooms will have the opportunity to not only work with NASA data, but interface with NASA scientists. Through this project, we are bringing together subject matter experts, classrooms, and informal science organizations to share the excitement of NASA SMD science with future citizen scientists. CosmoQuest is funded through individual donations, through NASA Cooperative Agreement NNX16AC68A, and through additional grants and contracts that are listed on our website, cosmoquest.org.

Science Engagement and Literacy: A Retrospective Analysis for Indigenous and Non-Indigenous Students in Aotearoa New Zealand and Australia

Science.gov (United States)

Woods-McConney, Amanda; Oliver, Mary C.; McConney, Andrew; Maor, Dorit; Schibeci, Renato

2013-01-01

Previous research has underlined the importance of school students' engagement in science (including students' attitudes, interests and self beliefs). Engagement in science is important as a correlate of scientific literacy and attainment, and as an educational outcome in its own right. Students positively engaged with science are more likely to…

The Annual Ecsite Conference: An Engagement and Education Forum for Science Museums

Science.gov (United States)

Roche, Joseph; Davis, Nicola; Stanley, Jessica; Hurley, Mairéad

2018-01-01

The annual Ecsite conference is the largest conference in Europe for people working in science museums, science centers and other science engagement organizations. In 2017, the 28th Ecsite conference was held in Porto, Portugal, from the 15th-17th of June. This review includes a short history of Ecsite and its annual conference as well as critical…

Science Professionals Engaging Theologians in India: Towards a Dialogical model

Science.gov (United States)

Azhoni, A.; Vaiphei, S. S.

2017-12-01

Societies across the world have profoundly ambivalent attitudes towards science; exaggerated expectations to vigorous anti-science attitude abound whereby Science is perceived as the sole panacea for every societal problem to meddling with nature and creating environmental havoc. The rapid advancement in Sciences from the nineteenth century onwards had created a hype that organised religion will be a relic of the past by 21st century, which also unfortunately created an image of Science being hostile to religions. But this is not conducive for scientific progress. For good or for ill, religious beliefs continue to exert great influence with 87% of the world population, according to one survey, identifying themselves to be `part of a religion'. The scientific community cannot afford to ignore if they want to make a difference with their science. While India is often considered to be the most religious country in the world the ambivalent attitude towards science is perhaps not too dissimilar from other societies. This paper highlights the findings from a workshop conducted in India, by practicing scientists, and the follow-up responses from Christian theologians to a proposed curriculum revision on Science, Technology and Religion course being taught in mainline Christian Theological Seminaries in India. Feedbacks collected from the clergy/theologians based on the discussions regarding a) the nature, b) potentials and c) limits of science and technology, and, d) historical survey of the interaction between Science and Christian faith will be presented. Responses of Christian theologians in India regarding the new challenges and opportunities being thrown by Artificial Intelligence, Nanotechnology, Synthetic Biology and others will also be discussed. The paper concludes with the results of discussing four models of relating science and religion: conflict, independence, dialogue and integration discussed in the workshop to develop methods of meaningful engagements

Embedded Assessment as an Essential Method for Understanding Public Engagement in Citizen Science

Directory of Open Access Journals (Sweden)

Rachel Becker-Klein

2016-05-01

Full Text Available Citizen science is an important way of engaging a broad range of audiences in science inquiry by participating in research that asks novel questions and unearths new knowledge and new questioning. Though citizen science projects are quite diverse in their scientific pursuits, all projects share the common element of involving volunteers directly in some aspect of science inquiry. Thus, it is essential for citizen science projects to determine their participants’ capacity to learn and successfully perform science inquiry skills, such as making scientific observations, collecting and analyzing data, and sharing findings. Such skill gains are essential to (a ensure high quality data that can be used in meaningful scientific research, and (b achieve broader goals such as developing a participant’s identity as a contributor to science. However, we do not yet fully understand how improvement in participants’ inquiry skills through citizen science advances our knowledge of public engagement with science. In this essay, we offer embedded assessment as an effective method to capture participant skill gains, and encourage citizen science leaders, evaluators, and researchers to develop authentic methods that address the complexities of measuring skill development within the context of citizen science.

Engagement in Science and Engineering through Animal-Based Curricula

Science.gov (United States)

Mueller, Megan Kiely; Byrnes, Elizabeth M.; Buczek, Danielle; Linder, Deborah E.; Freeman, Lisa M.; Webster, Cynthia R. L.

2018-01-01

One of the persistent challenges in science, technology, engineering, and math (STEM) education is increasing interest, learning, and retention, particularly with regard to girls and students in underserved areas. Educational curricula that promote process and content knowledge development as well as interest and engagement in STEM are critical in…

Fragmentation of the CRISPR-Cas Type I-B signature protein Cas8b.

Science.gov (United States)

Richter, Hagen; Rompf, Judith; Wiegel, Julia; Rau, Kristina; Randau, Lennart

2017-11-01

CRISPR arrays are transcribed into long precursor RNA species, which are further processed into mature CRISPR RNAs (crRNAs). Cas proteins utilize these crRNAs, which contain spacer sequences that can be derived from mobile genetic elements, to mediate immunity during a reoccurring virus infection. Type I CRISPR-Cas systems are defined by the presence of different Cascade interference complexes containing large and small subunits that play major roles during target DNA selection. Here, we produce the protein and crRNA components of the Type I-B CRISPR-Cas complex of Clostridium thermocellum and Methanococcus maripaludis. The C. thermocellum Cascade complexes were reconstituted and analyzed via size-exclusion chromatography. Activity of the heterologous M. maripaludis CRISPR-Cas system was followed using phage lambda plaques assays. The reconstituted Type-I-B Cascade complex contains Cas7, Cas5, Cas6b and the large subunit Cas8b. Cas6b can be omitted from the reconstitution protocol. The large subunit Cas8b was found to be represented by two tightly associated protein fragments and a small C-terminal Cas8b segment was identified in recombinant complexes and C. thermocellum cell lysate. Production of Cas8b generates a small C-terminal fragment, which is suggested to fulfill the role of the missing small subunit. A heterologous, synthetic M. maripaludis Type I-B system is active in E. coli against phage lambda, highlighting a potential for genome editing using endogenous Type-I-B CRISPR-Cas machineries. This article is part of a Special Issue entitled "Biochemistry of Synthetic Biology - Recent Developments" Guest Editor: Dr. Ilka Heinemann and Dr. Patrick O'Donoghue. Copyright © 2017 Elsevier B.V. All rights reserved.

Science communication in transition: genomics hype, public engagement, education and commercialization pressures.

Science.gov (United States)

Bubela, T

2006-11-01

This essay reports on the final session of a 2-day workshop entitled 'Genetic Diversity and Science Communication', hosted by the CIHR Institute of Genetics in Toronto, April 2006. The first speaker, Timothy Caulfield, introduced the intersecting communities that promulgate a 'cycle of hype' of the timelines and expected outcomes of the Human Genome Project (HGP): scientists, the media and the public. Other actors also contribute to the overall hype, the social science and humanities communities, industry and politicians. There currently appears to be an abatement of the overblown rhetoric of the HGP. As pointed out by the second speaker, Sharon Kardia, there is broad recognition that most phenotypic traits, including disease susceptibility are multi-factorial. That said, George Davey-Smith reminded us that some direct genotype-phenotype associations may be useful for public health issues. The Mendelian randomization approach hopes to revitalize the discipline of epidemiology by strengthening causal influences about environmentally modifiable risk factors. A more realistic informational environment paves the way for greater public engagement in science policy. Two such initiatives were presented by Kardia and Jason Robert, and Peter Finegold emphasized that science education and professional development for science teachers are important components of later public engagement in science issues. However, pressures on public research institutions to commercialize and seek industry funding may have negative impacts in both encouraging scientists to inappropriately hype research and on diminishing public trust in the scientific enterprise. The latter may have a significant effect on public engagement processes, such as those proposed by Robert and Kardia.

Connecting Music, Art, and Science for Increased Creativity and Topic Engagement

Directory of Open Access Journals (Sweden)

Tamara L. McNealy

2013-08-01

Full Text Available ‘Attention spans have shortened,’ is a common phrase often used in reference to today’s college students. As faculty and instructors, we need to address this issue through the utilization of innovative and creative techniques that aid in making our subjects accessible to our students. Connecting a serious topic such as microbiology with a ‘fun’ activity can increase student engagement and learning. Ideas to maintain student attention on a subject include providing information in 15- to 20-minute blocks, giving one- to two-minute assignments, and providing an active learning activity at least once per hour. But what if we could also increase their engagement with science by connecting it to things they already think of outside of class, and, in addition, make science thinking interdisciplinary? I have recently introduced exercises that connect music and art to various microbiology topics in my class. The creative processes in art and science have much in common. Albert Einstein recognized that both science and art delve into the mysterious by stating, “The most beautiful thing we can experience is the mysterious. It is the source of all true art and all science” (1. Connecting these subjects in the minds of our students will help them realize the importance of technology, industry, and progress in science and simultaneously emphasize the importance of art, music, and the humanities. The tools presented here will encourage students to connect new science information through the music and art they already know and, therefore, provide increased engagement and retention of the new knowledge. These techniques used in a microbiology class increased the amount of time spent thinking about new information, increased engagement with the information being presented, and encouraged critical thinking of microbiology topics. These tools were used in an upper level microbiology course, but the techniques can be easily incorporated into any course

Spermatogenic Cell-Specific Gene Mutation in Mice via CRISPR-Cas9.

Science.gov (United States)

Bai, Meizhu; Liang, Dan; Wang, Yinghua; Li, Qing; Wu, Yuxuan; Li, Jinsong

2016-05-20

Tissue-specific knockout technology enables the analysis of the gene function in specific tissues in adult mammals. However, conventional strategy for producing tissue-specific knockout mice is a time- and labor-consuming process, restricting rapid study of the gene function in vivo. CRISPR-Cas9 system from bacteria is a simple and efficient gene-editing technique, which has enabled rapid generation of gene knockout lines in mouse by direct injection of CRISPR-Cas9 into zygotes. Here, we demonstrate CRISPR-Cas9-mediated spermatogenic cell-specific disruption of Scp3 gene in testes in one step. We first generated transgenic mice by pronuclear injection of a plasmid containing Hspa2 promoter driving Cas9 expression and showed Cas9 specific expression in spermatogenic cells. We then produced transgenic mice carrying Hspa2 promoter driven Cas9 and constitutive expressed sgRNA targeting Scp3 gene. Male founders were infertile due to developmental arrest of spermatogenic cells while female founders could produce progeny normally. Consistently, male progeny from female founders were infertile and females could transmit the transgenes to the next generation. Our study establishes a CRISPR-Cas9-based one-step strategy to analyze the gene function in adult tissues by a temporal-spatial pattern. Copyright © 2016 Institute of Genetics and Developmental Biology, Chinese Academy of Sciences, and Genetics Society of China. Published by Elsevier Ltd. All rights reserved.

The Inter-relationship of Science and Religion: A typology of engagement

Science.gov (United States)

Hanley, Pam; Bennett, Judith; Ratcliffe, Mary

2014-05-01

This study explores whether the religious background of students affects their opinions about and attitudes to engaging with scientific explanations of the origins of the universe and of life. The study took place in four English secondary schools representing three different contexts (Christian faith-based; non-faith with majority Muslim catchment; and non-faith, mixed catchment). It comprised questionnaires and focus groups with over 200 students aged 14-16, supplemented by teacher interviews. The analysis approach was informed by grounded theory and resulted in the development of an engagement typology, which has been set in the context of the cross-cultural border crossing literature. It divides students into categories depending on both the nature and amount of engagement they were prepared to have with the relationship between science and religion. The model takes into account where students sit on four dimensions. These assess whether a student's preferred knowledge base is belief-based or fact-based; their tolerance of uncertainty (do they have a need for resolution?); their open mindedness (are they unquestioning or inquiring?); and whether they conceptualise science and religion as being in conflict or harmony. Many Muslim students resisted engagement because of conflicting religious beliefs. Teachers did not always appreciate the extent to which this topic troubled some students who needed help to accommodate clashes between science and their religious beliefs. It is suggested that increased appreciation of the complexity represented by their students can guide a teacher towards an appropriate approach when covering potentially sensitive topics such as the theory of evolution.

Spacer capture and integration by a type I-F Cas1-Cas2-3 CRISPR adaptation complex.

Science.gov (United States)

Fagerlund, Robert D; Wilkinson, Max E; Klykov, Oleg; Barendregt, Arjan; Pearce, F Grant; Kieper, Sebastian N; Maxwell, Howard W R; Capolupo, Angela; Heck, Albert J R; Krause, Kurt L; Bostina, Mihnea; Scheltema, Richard A; Staals, Raymond H J; Fineran, Peter C

2017-06-27

CRISPR-Cas adaptive immune systems capture DNA fragments from invading bacteriophages and plasmids and integrate them as spacers into bacterial CRISPR arrays. In type I-E and II-A CRISPR-Cas systems, this adaptation process is driven by Cas1-Cas2 complexes. Type I-F systems, however, contain a unique fusion of Cas2, with the type I effector helicase and nuclease for invader destruction, Cas3. By using biochemical, structural, and biophysical methods, we present a structural model of the 400-kDa Cas1 4 -Cas2-3 2 complex from Pectobacterium atrosepticum with bound protospacer substrate DNA. Two Cas1 dimers assemble on a Cas2 domain dimeric core, which is flanked by two Cas3 domains forming a groove where the protospacer binds to Cas1-Cas2. We developed a sensitive in vitro assay and demonstrated that Cas1-Cas2-3 catalyzed spacer integration into CRISPR arrays. The integrase domain of Cas1 was necessary, whereas integration was independent of the helicase or nuclease activities of Cas3. Integration required at least partially duplex protospacers with free 3'-OH groups, and leader-proximal integration was stimulated by integration host factor. In a coupled capture and integration assay, Cas1-Cas2-3 processed and integrated protospacers independent of Cas3 activity. These results provide insight into the structure of protospacer-bound type I Cas1-Cas2-3 adaptation complexes and their integration mechanism.

Cas d'une loi exponentielle Bayesian predict

African Journals Online (AJOL)

DK

Avec des données groupées : Cas d'une loi exponentielle. Bayesian predictions of order statistics with grouped data: The case of an exponential law. Assia Chadli* & Asma Meradji. Laboratoire LaPS, Département de Mathématiques, Faculté des Sciences. Université Badji Mokhtar Annaba, BP 12, 23000, Annaba, Algérie.

The Art Of Planetary Science: An Exhibition - Bringing Together The Art And Science Communities To Engage The Public

Science.gov (United States)

Molaro, Jamie; Keane, Jamies; Peacock, Sarah; Schaefer, Ethan; Tanquary, Hannah

2014-11-01

The University of Arizona’s Lunar and Planetary Laboratory (LPL) presents the 2nd Annual The Art of Planetary Science: An Exhibition (TAPS) on 17-19 October 2014. This art exhibition and competition features artwork inspired by planetary science, alongside works created from scientific data. It is designed to connect the local art and science communities of Tucson, and engage the public together in celebration of the beauty and elegance of the universe. The exhibition is organized by a team of volunteer graduate students, with the help of LPL’s Space Imaging Center, and support from the LPL administration. Last year’s inaugural event featured over 150 works of art from 70 artists and scientists. A variety of mediums were represented, including paintings, photography, digital prints, sculpture, glasswork, textiles, film, and written word. Over 300 guests attended the opening. Art submission and event attendance are free, and open to anyone.The primary goal of the event is to present a different side of science to the public. Too often, the public sees science as dull or beyond their grasp. This event provides scientists the opportunity to demonstrate the beauty that they find in their science, by creating art out of their scientific data. These works utilized, for example, equations, simulations, visual representations of spacecraft data, and images of extra-terrestrial material samples. Viewing these works alongside more traditional artwork inspired by those same scientific ideas provided the audience a more complex, multifaceted view of the content that would not be possible viewing either alone. The event also provides a way to reach out specifically to the adult community. Most science outreach is targeted towards engaging children in STEM fields. While this is vital for the long term, adults have more immediate control over the perception of science and public policy that provides funding and research opportunities to scientists. We hope this event raises

To engage or not to engage: Public discussion of climate science in the age of the blogosphere

Science.gov (United States)

Meier, W.; Stroeve, J. C.; Leitzell, K.

2010-12-01

While science is ideally an objective and unbiased endeavor, in practice it often intersects with policy, ethics, and personal beliefs. It is clear that climate science today is at the nexus of objective science and subjective beliefs. Unfortunately, in today’s world, with the plethora of information resources, people can increasing obtain information, including scientific information, from potentially biased or uninformed sources that reinforce personal beliefs instead of accurately conveying scientific conclusions. Nowhere is this truer than in the blogosphere, where numerous climate blogs address climate science issues. Many such blog are run by people without a climate science background, or any formal science background at all. The recent scientific controversies (e.g., IPCC errors, CRU emails), even though they are much ado about nothing, have further entrenched viewpoints. Many people seem to be viewing only blog sites that support their viewpoint, even if the sites provide misleading, incomplete, or biased information. Thus good science is falling on deaf ears of people who are the most misinformed. The question for scientist is whether to engage with blogs that are misinformed or have a clear agenda. Do scientists ignore the slings and arrows that often come from such sites, or do they take up the arms of scientific information to battle misconceptions and erroneous information? There opportunities and pitfalls to either choice. The pitfalls are (1) it is unlikely to change entrenched viewpoints, (2) it takes time away from doing real science, and (3) it may lend an air of legitimacy to sites that are providing an unscientific view. On the other hand, since many people no longer seem to be accepting or even looking at legitimate science information, the only way to engage some people is through these “non-scientific” blog sites. Such an approach also addresses a common criticism of climate scientists by many people: that scientists are a cabal that

Cognitive abilities and motivational processes in high school students' science achievement and engagement

Science.gov (United States)

Lau, Shun

The dissertation presents two analytic approaches, a variable-centered and person-centered approach, to investigating holistic patterns of the cognitive, motivational, and affective correlates of science achievement and engagement in a sample of 491 10th and 11th grade high-school students. Building on Snow's (1989) idea of two pathways to achievement outcomes, Study 1 adopted a variable-centered approach to examining how cognitive and motivational factors associated with the performance and commitment pathways, respectively, contributed to the prediction of achievement outcomes in science. Results of hierarchical regression analyses showed that (a) students' cognitive abilities were the strongest predictors of their performance in science as measured by standardized test scores; (b) motivational processes enhanced the predictive validity for science test scores and grades beyond the variance accounted for by ability and demography; (c) motivational processes were the strongest predictors of students' commitment to science in the form of situational engagement and anticipated choices of science-related college majors and careers; and (d) competence beliefs served as a point of contact between the performance and commitment pathways. These results are consistent with Snow's (1989) conjecture that both performance and commitment pathway-related factors are necessary for understanding the full range of person-level inputs to achievement outcomes. Study 2 adopted a person-centered approach to examining holistic organizations of psychological factors within individuals and their relations to science achievement and engagement. Four types of students characterized by unique configurations of cognitive, motivational, and affective attributes were identified in both the male and female subsamples using inverse factor analysis. Type membership was found to distinguish students in various indicators of science achievement and engagement. Two of the four types were also found

Engaging a Rural Community with Science through a Science Café

Science.gov (United States)

Adams, P. E.

2012-12-01

Public awareness about science and science issues is often lacking in the general community; in a rural community there are even fewer options for an interested person to engage with others on science topics. One approach to address this issue is through the use of the Science Café model of citizen science at the local level. The Science Café concept, for the United States, originated in Boston (http://www.sciencecafes.org/). Science Café events are held in informal settings, such as restaurants, pubs, or coffee houses with presentations being provided by experts on the subject. The format is designed to promote discussion and questions. Fort Hays State University Science and Mathematics Institute (SMEI), located in Hays, KS, is now in its fifth year of hosting a science café in a community of 20,000 people. The program in Hays started as a grassroots effort from an area high school teacher asking SMEI to organize and support the program. Attendance at the Science Café has range from 14 to 75 people (fire code capacity!), with an average attendance of 30 people. The audience for our Science Café has been citizens, college students, high school students, and university faculty. The presenters at the Hays Science Café have ranged from scientists to engineers, high school students to hobbyists. Our topics have ranged from searching for life in the universe, wind energy, paleo-life in Kansas, climate change, honey bees, and planetary science. The program has developed a strong following in the community and has led to the formation of additional Science Café programs in Kansas. Selection of topics is based on community interest and timeliness. Publicity occurs through posters, e-mail, and social media outlets. Participants have found the sessions to be of interest and a place to learn more about the world and become informed about issues in the news. The Science Café in Hays has had a positive impact on the community.

Application of the nanobiotechnology with the system CRISP-Cas

OpenAIRE

Liceth Xiomara Sáenz-Castiblanco; Maritza Angarita-Merchán; Diana Paola Lopez-Velandia

2017-01-01

Introduction: Nanobiotechnology and synthetic biology are sciences that impact today with the launching of innovative and beneficial applications for the human being. These sciences have been amalgamated to manufacture new components for the construction of totally artificial cells and the creation of synthetic biomolecules. Objective: To know the applications of nanobiotechnology related to the use of the system CRISPR/Cas in the storage of bacterial DNA and therapeutic alternatives. Materia...

Techniques for Engaging the Public in Planetary Science

Science.gov (United States)

Shupla, Christine; Shaner, Andrew; Smith Hackler, Amanda

2017-10-01

Public audiences are often curious about planetary science. Scientists and education and public engagement specialists can leverage this interest to build scientific literacy. This poster will highlight research-based techniques the authors have tested with a variety of audiences, and are disseminating to planetary scientists through trainings.Techniques include:Make it personal. Audiences are interested in personal stories, which can capture the excitement, joy, and challenges that planetary scientists experience in their research. Audiences can learn more about the nature of science by meeting planetary scientists and hearing personal stories about their motivations, interests, and how they conduct research.Share relevant connections. Most audiences have very limited understanding of the solar system and the features and compositions of planetary bodies, but they enjoy learning about those objects they can see at night and factors that connect to their culture or local community.Demonstrate concepts. Some concepts can be clarified with analogies, but others can be demonstrated or modeled with materials. Demonstrations that are messy, loud, or that yield surprising results are particularly good at capturing an audience’s attention, but if they don’t directly relate to the key concept, they can serve as a distraction.Give them a role. Audience participation is an important engagement technique. In a presentation, scientists can invite the audience to respond to questions, pause to share their thoughts with a neighbor, or vote on an answer. Audiences can respond physically to prompts, raising hands, pointing, or clapping, or even moving to different locations in the room.Enable the audience to conduct an activity. People learn best by doing and by teaching others; simple hands-on activities in which the audience is discovering something themselves can be extremely effective at engaging audiences.This poster will cite examples of each technique, resources that

AGU, Science and Engagement with the Energy Industry

Science.gov (United States)

Leinen, M.; Davidson, E. A.

2016-12-01

The relationship between science and society evolves over time and the social, political, and economic factors shaping this relationship are complex. When problems facing society become more challenging, the public, NGOs, and policy makers call for science to more directly inform solutions, to assure accountability for the use of funds and to address conflicts of interest. But when policy solutions for such challenges require significant economic and societal tradeoffs, discussion of the science can become polarized and politicized. When this occurs, AGU's policies that uphold the highest standards of scientific integrity, address conflicts of interests and promote independence for members are even more important. These policies are implemented through processes for: a) control of science presented at meeting and in publications; b) requirements for data cited in publications to be publicly accessible, and c) an organizational support policy that prohibits sponsors from influencing science presented in AGU programs. The private sector wields vast influence on human behavior and governmental policy through commerce and lobbying. These actions can be controversial when the profit motive appears incongruent with other societal opinions of what is in the public interest. Climate change is an example of this tension, where the economic exploitation of fossil fuels has complex effects on food and energy security as well as on the environment. Nonetheless, the AGU Board unanimously agreed that given our mission to advance science to create a more sustainable earth, engagement of the private sector rather than disengagement is the best way to influence decision makers on all sides because we believe that the private sector needs to be part of any solutions. We plan to use our convening power and scientific authority to bring together diverse views on climate change solutions from the private, NGO, policy, decision-maker and scientific sectors to begin a substantial

CRISPR-Cas9: a promising genetic engineering approach in cancer research

Science.gov (United States)

Ratan, Zubair Ahmed; Son, Young-Jin; Uddin, Bhuiyan Mohammad Mahtab; Yusuf, Md. Abdullah; Zaman, Sojib Bin; Kim, Jong-Hoon; Banu, Laila Anjuman

2018-01-01

Bacteria and archaea possess adaptive immunity against foreign genetic materials through clustered regularly interspaced short palindromic repeat (CRISPR) systems. The discovery of this intriguing bacterial system heralded a revolutionary change in the field of medical science. The CRISPR and CRISPR-associated protein 9 (Cas9) based molecular mechanism has been applied to genome editing. This CRISPR-Cas9 technique is now able to mediate precise genetic corrections or disruptions in in vitro and in vivo environments. The accuracy and versatility of CRISPR-Cas have been capitalized upon in biological and medical research and bring new hope to cancer research. Cancer involves complex alterations and multiple mutations, translocations and chromosomal losses and gains. The ability to identify and correct such mutations is an important goal in cancer treatment. In the context of this complex cancer genomic landscape, there is a need for a simple and flexible genetic tool that can easily identify functional cancer driver genes within a comparatively short time. The CRISPR-Cas system shows promising potential for modeling, repairing and correcting genetic events in different types of cancer. This article reviews the concept of CRISPR-Cas, its application and related advantages in oncology. PMID:29434679

The association between academic engagement and achievement in health sciences students

Science.gov (United States)

2013-01-01

Background Educational institutions play an important role in encouraging student engagement, being necessary to know how engaged are students at university and if this factor is involved in student success point and followed. To explore the association between academic engagement and achievement. Methods Cross-sectional study. The sample consisted of 304 students of Health Sciences. They were asked to fill out an on-line questionnaire. Academic achievements were calculated using three types of measurement. Results Positive correlations were found in all cases. Grade point average was the academic rate most strongly associated with engagement dimensions and this association is different for male and female students. The independent variables could explain between 18.9 and 23.9% of the variance (p < 0.05) in the population of university students being analyzed. Conclusions Engagement has been shown to be one of the many factors, which are positively involved, in the academic achievements of college students. PMID:23446005

Cas9 versus Cas12a/Cpf1: Structure-function comparisons and implications for genome editing.

Science.gov (United States)

Swarts, Daan C; Jinek, Martin

2018-05-22

Cas9 and Cas12a are multidomain CRISPR-associated nucleases that can be programmed with a guide RNA to bind and cleave complementary DNA targets. The guide RNA sequence can be varied, making these effector enzymes versatile tools for genome editing and gene regulation applications. While Cas9 is currently the best-characterized and most widely used nuclease for such purposes, Cas12a (previously named Cpf1) has recently emerged as an alternative for Cas9. Cas9 and Cas12a have distinct evolutionary origins and exhibit different structural architectures, resulting in distinct molecular mechanisms. Here we compare the structural and mechanistic features that distinguish Cas9 and Cas12a, and describe how these features modulate their activity. We discuss implications for genome editing, and how they may influence the choice of Cas9 or Cas12a for specific applications. Finally, we review recent studies in which Cas12a has been utilized as a genome editing tool. This article is categorized under: RNA Interactions with Proteins and Other Molecules > Protein-RNA Interactions: Functional Implications Regulatory RNAs/RNAi/Riboswitches > Biogenesis of Effector Small RNAs RNA Interactions with Proteins and Other Molecules > RNA-Protein Complexes. © 2018 Wiley Periodicals, Inc.

Opportunities for Scientists to Engage the Public & Inspire Students in Science

Science.gov (United States)

Vaughan, R. G.; Worssam, J.; Vaughan, A. F.

2014-12-01

Increasingly, research scientists are learning that communicating science to broad, non-specialist audiences, particularly students, is just as important as communicating science to their peers via peer-reviewed scientific publications. This presentation highlights opportunities that scientists in Flagstaff, AZ have to foster public support of science & inspire students to study STEM disciplines. The goal here is to share ideas, personal experiences, & the rewards, for both students & research professionals, of engaging in science education & public outreach. Flagstaff, AZ, "America's First STEM Community," has a uniquely rich community of organizations engaged in science & engineering research & innovation, including the Flagstaff Arboretum, Coconino Community College, Gore Industries, Lowell Observatory, Museum of Northern Arizona, National Weather Service, National Park Service, National Forest Service, Northern Arizona University, Northern Arizona Center for Entrepreneurship & Technology, US Geological Survey, US Naval Observatory, & Willow Bend Environmental Education Center. These organizations connect with the Northern Arizona community during the yearly Flagstaff Festival of Science - the third oldest science festival in the world - a 10 day long, free, science festival featuring daily public lectures, open houses, interactive science & technology exhibits, field trips, & in-school speaker programs. Many research scientists from these organizations participate in these activities, e.g., public lectures, open houses, & in-school speaker programs, & also volunteer as mentors for science & engineering themed clubs in local schools. An example of a novel, innovative program, developed by a local K-12 science teacher, is the "Scientists-in-the-Classroom" mentor program, which pairs all 7th & 8th grade students with a working research scientist for the entire school year. Led by the student & guided by the mentor, they develop a variety of science / technology

Cool Science: Year 2 of Using Children's Artwork about Climate Change to Engage Riders on Mass Transit

Science.gov (United States)

Lustick, D. S.; Lohmeier, J.; Chen, R. F.

2014-12-01

A team of educators and scientists from the University of Massachusetts Lowell and the University of Massachusetts Boston will report on the second year of an informal science learning research project using mass transit spaces in Lowell, MA. Cool Science (CS) conducts a statewide art competition for K-12 students in the fall challenging them to express climate science understanding through the visual arts. An inter-disciplinary panel of judges evaluates entries and identifies the top 24 works of art. The best six student works of art are then put on public display throughout the spring on the Lowell Regional Transit Authority (LRTA). Displaying student artwork in Out of Home Multi-Media (OHMM) such as bus placards and posters is intended to engage riders with opportunities to learn informally. CS aims to promote and evaluate learning about climate change science among the general public and k-12 students/teachers. The goals of CS are: 1) Engage teachers, students, and parents in a climate change science communication competition. 2) Display the winning 6 artworks from K-12 students throughout the LRTA. 3) Assess the impact of Cool Science on the teaching and learning of climate science in K-12 formal education. 4) Assess the impact of Cool Science artwork on attitudes, awareness, and understanding of climate change among adult bus riders. A naturalistic inquiry employing a mixed methodology approach best describes our research design. The evaluation focuses on providing feedback regarding the potential learning outcomes for the K-12 students who create the media for the project and the general riding public who engage with the student artwork. To identify possible outcomes, data was collected in the several forms: survey, interviews, and online analytics. We see an urgent need to improve both the public's engagement with climate change science and to the profile of climate change science in formal education settings. The Cool Science (CS) project is an opportunity

The Deep River Science Academy: a unique and innovative program for engaging students in science

International Nuclear Information System (INIS)

Turner, C.W.; Didsbury, R.; Ingram, M.

2014-01-01

For 28 years, the Deep River Science Academy (DRSA) has been offering high school students the opportunity to engage in the excitement and challenge of professional scientific research to help nurture their passion for science and to provide them with the experience and the knowledge to make informed decisions regarding possible future careers in the fields of science, technology, engineering, and mathematics (STEM). The venue for the DRSA program has been a six-week summer science camp where students, working in pairs under the guidance of a university undergraduate tutor, contribute directly to an on-going research program under the supervision of a professional scientist or engineer. This concept has been expanded in recent years to reach students in classrooms year round by engaging students via the internet over a 12-week term in a series of interactive teaching sessions based on an on-going research project. Although the research projects for the summer program are offered primarily from the laboratories of Atomic Energy of Canada Limited at its Chalk River Laboratories site, projects for the year-round program can be based, in principle, in laboratories at universities and other research institutes located anywhere in Canada. This paper will describe the program in more detail using examples illustrating how the students become engaged in the research and the sorts of contributions they have been able to make over the years. The impact of the program on the students and the degree to which the DRSA has been able to meet its objective of encouraging students to choose careers in the fields of STEM and equipping them with the skills and experience to be successful will be assessed based on feedback from the students themselves. Finally, we will examine the program in the context of how well it helps to address the challenges faced by educators today in meeting the demands of students in a world where the internet provides instant access to information. (author)

The Deep River Science Academy: a unique and innovative program for engaging students in science

Energy Technology Data Exchange (ETDEWEB)

Turner, C.W., E-mail: carlrhonda.turner@sympatico.ca [Deep River Science Academy, Deep River, Ontario (Canada); Didsbury, R. [Atomic Energy of Canada Limited, Chalk River, Ontario (Canada); Ingram, M. [Deep River Science Academy, Deep River, Ontario (Canada)

2014-06-15

For 28 years, the Deep River Science Academy (DRSA) has been offering high school students the opportunity to engage in the excitement and challenge of professional scientific research to help nurture their passion for science and to provide them with the experience and the knowledge to make informed decisions regarding possible future careers in the fields of science, technology, engineering, and mathematics (STEM). The venue for the DRSA program has been a six-week summer science camp where students, working in pairs under the guidance of a university undergraduate tutor, contribute directly to an on-going research program under the supervision of a professional scientist or engineer. This concept has been expanded in recent years to reach students in classrooms year round by engaging students via the internet over a 12-week term in a series of interactive teaching sessions based on an on-going research project. Although the research projects for the summer program are offered primarily from the laboratories of Atomic Energy of Canada Limited at its Chalk River Laboratories site, projects for the year-round program can be based, in principle, in laboratories at universities and other research institutes located anywhere in Canada. This paper will describe the program in more detail using examples illustrating how the students become engaged in the research and the sorts of contributions they have been able to make over the years. The impact of the program on the students and the degree to which the DRSA has been able to meet its objective of encouraging students to choose careers in the fields of STEM and equipping them with the skills and experience to be successful will be assessed based on feedback from the students themselves. Finally, we will examine the program in the context of how well it helps to address the challenges faced by educators today in meeting the demands of students in a world where the internet provides instant access to information. (author)

The Elwha Science Education Project (ESEP): Engaging an Entire Community in Geoscience Education

Science.gov (United States)

Young, R. S.; Kinner, F.

2008-12-01

Native Americans are poorly represented in all science, technology and engineering fields. This under- representation results from numerous cultural, economic, and historical factors. The Elwha Science Education Project (ESEP), initiated in 2007, strives to construct a culturally-integrated, geoscience education program for Native American young people through engagement of the entire tribal community. The ESEP has developed a unique approach to informal geoscience education, using environmental restoration as a centerpiece. Environmental restoration is an increasingly important goal for tribes. By integrating geoscience activities with community tradition and history, project stakeholders hope to show students the relevance of science to their day-to-day lives. The ESEP's strength lies in its participatory structure and unique network of partners, which include Olympic National Park; the non-profit, educational center Olympic Park Institute (OPI); a geologist providing oversight and technical expertise; and the Lower Elwha Tribe. Lower Elwha tribal elders and educators share in all phases of the project, from planning and implementation to recruitment of students and discipline. The project works collaboratively with tribal scientists and cultural educators, along with science educators to develop curriculum and best practices for this group of students. Use of hands-on, place-based outdoor activities engage students and connect them with the science outside their back doors. Preliminary results from this summer's middle school program indicate that most (75% or more) students were highly engaged approximately 90% of the time during science instruction. Recruitment of students has been particularly successful, due to a high degree of community involvement. Preliminary evaluations of the ESEP's outcomes indicate success in improving the outlook of the tribe's youth towards the geosciences and science, in general. Future evaluation will be likewise participatory

Science Engagement and Literacy: A Retrospective Analysis for Students in Canada and Australia

Science.gov (United States)

Woods-McConney, Amanda; Oliver, Mary Colette; McConney, Andrew; Schibeci, Renato; Maor, Dorit

2014-01-01

Given international concerns about students' pursuit (or more correctly, non-pursuit) of courses and careers in science, technology, engineering and mathematics, this study is about achieving a better understanding of factors related to high school students' engagement in science. The study builds on previous secondary analyses of Programme for…

Building the capacity for public engagement with science in the United States.

Science.gov (United States)

Guston, David H

2014-01-01

This paper reviews efforts of the Center for Nanotechnology in Society at Arizona State University (CNS-ASU) to begin to build capacity for public engagement with science in the United States. First, the paper sets a context in the US of the current challenges to democracy and for science. It then reviews the literature on the accomplishments of the National Citizens' Technology Forum (NCTF) on nanotechnology and human enhancement, held in 2008, as well as some caveats that emerged from that enterprise. It concludes with a brief discussion of two kinds of activities - participation in the World Wide Views process organized by the Danish Board of Technology, and methodological innovations that include more concrete and experiential modes of engagement - that have spun off from the NCTF.

Restoration Science in New York Harbor: It takes a (large, diverse and engaged) village

Science.gov (United States)

Newton, R.; Birney, L.; Janis, S.; Groome, M.; Palmer, M.; Bone, E.; O'Neil, J. M.; Hill, J.; Dennison, W.; Malinowski, P.; Kohne, L.; Molina, M.; Moore, G.; Woods, N.

2015-12-01

The Curriculum + Community Enterprise for Restoration Science (CCE-RS) facilitates partnerships between scientists and middle school educators on ecological restoration and environmental monitoring projects. The educational model is designed to wrap around the student, including classroom instruction, field science, after-school programs and engagement with the student's community. Its pillars include: a teacher training fellowship at Pace University, student curriculum, a digital platform, afterschool and summer mentoring, and community exhibits. The digital platform includes a tablet app tailored to the project's field protocols and linked to a database shared across schools and partnering institutions. Through the digital platform, data is integrated into a single citizen-science monitoring project, teachers share curriculum and best practices, and students link directly to their peers at other schools. Curriculum development has been collaborative between scientists, science education specialists, and secondary school teachers. The CCE-RS is rooted in project-based learning: the New York Harbor School has engaged high school students in environmental monitoring and oyster restoration in the Harbor for about the last decade. The science partners (U. of Maryland and Columbia) have been working with students and other citizen scientists in outdoor science over about the last decade. Local partners in outside-the-classroom education include the New York Academy of Sciences, The River Project, which will provide field education services, and Good Shepherd Services, which provides after-school programming in schools serving primarily poor families. Scientists on the project engage directly with teachers and informal educators in curriculum development and citizen-science outreach. We present the lessons learned from our first cohort of Fellows, the pedagogical model, and the digital platform, which is extensible to other ecological restoration settings.

Engaging Scientists with the CosmoQuest Citizen Science Virtual Research Facility

Science.gov (United States)

Grier, Jennifer A.; Gay, Pamela L.; Buxner, Sanlyn; Noel-Storr, Jacob; CosmoQuest Team

2016-10-01

NASA Science Mission Directorate missions and research return more data than subject matter experts (SMEs - scientists and engineers) can effectively utilize. Citizen scientist volunteers represent a robust pool of energy and talent that SMEs can draw upon to advance projects that require the processing of large quantities of images, and other data. The CosmoQuest Virtual Research Facility has developed roles and pathways to engage SMEs in ways that advance the education of the general public while producing science results publishable in peer-reviewed journals, including through the CosmoQuest Facility Small Grants Program and CosmoAcademy. Our Facility Small Grants Program is open to SMEs to fund them to work with CosmoQuest and engage the public in analysis. Ideal projects have a specific and well-defined need for additional eyes and minds to conduct basic analysis and data collection (such as crater counting, identifying lineaments, etc.) Projects selected will undergo design and implementation as Citizen Science Portals, and citizen scientists will be recruited and trained to complete the project. Users regularly receive feedback on the quality of their data. Data returned will be analyzed by the SME and the CQ Science Team for joint publication in a peer-reviewed journal. SMEs are also invited to consider presenting virtual learning courses in the subjects of their choice in CosmoAcademy. The audience for CosmoAcademy are lifelong-learners and education professionals. Classes are capped at 10, 15, or 20 students. CosmoAcademy can also produce video material to archive seminars long-term. SMEs function as advisors in many other areas of CosmoQuest, including the Educator's Zone (curricular materials for K-12 teachers), Science Fair Projects, and programs that partner to produce material for podcasts and planetaria. Visit the CosmoQuest website at cosmoquest.org to learn more, and to investigate current opportunities to engage with us. CosmoQuest is funded

The expanding footprint of CRISPR/Cas9 in the plant sciences

Science.gov (United States)

CRISPR/Cas9 has evolved and transformed the field of biology at an unprecedented pace. From the initial purpose of introducing a site specific mutation within a genome of choice, this technology has morphed into enabling a wide array of molecular applications, including site-specific transgene inser...

NASA’s Universe of Learning: Engaging Subject Matter Experts to Support Museum Alliance Science Briefings

Science.gov (United States)

Marcucci, Emma; Slivinski, Carolyn; Lawton, Brandon L.; Smith, Denise A.; Squires, Gordon K.; Biferno, Anya A.; Lestition, Kathleen; Cominsky, Lynn R.; Lee, Janice C.; Rivera, Thalia; Walker, Allyson; Spisak, Marilyn

2018-06-01

NASA's Universe of Learning creates and delivers science-driven, audience-driven resources and experiences designed to engage and immerse learners of all ages and backgrounds in exploring the universe for themselves. The project is a unique partnership between the Space Telescope Science Institute, Caltech/IPAC, Jet Propulsion Laboratory, Smithsonian Astrophysical Observatory, and Sonoma State University and is part of the NASA SMD Science Activation Collective. The NASA’s Universe of Learning projects pull on the expertise of subject matter experts (scientist and engineers) from across the broad range of NASA Astrophysics themes and missions. One such project, which draws strongly on the expertise of the community, is the NASA’s Universe of Learning Science Briefings, which is done in collaboration with the NASA Museum Alliance. This collaboration presents a monthly hour-long discussion on relevant NASA astrophysics topics or events to an audience composed largely of informal educators from informal learning environments. These professional learning opportunities use experts and resources within the astronomical community to support increased interest and engagement of the informal learning community in NASA Astrophysics-related concepts and events. Briefings are designed to create a foundation for this audience using (1) broad science themes, (2) special events, or (3) breaking science news. The NASA’s Universe of Learning team engages subject matter experts to be speakers and present their science at these briefings to provide a direct connection to NASA Astrophysics science and provide the audience an opportunity to interact directly with scientists and engineers involved in NASA missions. To maximize the usefulness of the Museum Alliance Science Briefings, each briefing highlights resources related to the science theme to support informal educators in incorporating science content into their venues and/or interactions with the public. During this

Engaging in Effective Science Communication: A Response to Blancke et al. on Deproblematizing GMOs.

Science.gov (United States)

Landrum, Asheley R; Hallman, William K

2017-05-01

As science communication scholars, we encourage interdisciplinary efforts such as those by Blancke, Grunewald, and De Jaeger to engage with the public on GMOs and genetic engineering broadly. We extend the advice given by these scholars with tips based on what we know from the science of science communication. Copyright © 2017 Elsevier Ltd. All rights reserved.

Validating a Scale That Measures Scientists' Self-Efficacy for Public Engagement with Science

Science.gov (United States)

Robertson Evia, Jane; Peterman, Karen; Cloyd, Emily; Besley, John

2018-01-01

Self-efficacy, or the beliefs people hold about their ability to succeed in certain pursuits, is a long-established construct. Self-efficacy for science communication distinguishes scientists who engage with the public and relates to scientists' attitudes about the public. As such, self-efficacy for public engagement has the potential to serve as…

CRISPR/Cas9 Technology as an Emerging Tool for Targeting Amyotrophic Lateral Sclerosis (ALS).

Science.gov (United States)

Kruminis-Kaszkiel, Ewa; Juranek, Judyta; Maksymowicz, Wojciech; Wojtkiewicz, Joanna

2018-03-19

The clustered regularly interspaced short palindromic repeats (CRISPR)/CRISPR-associated protein-9 nuclease (Cas9) is a genome editing tool that has recently caught enormous attention due to its novelty, feasibility, and affordability. This system naturally functions as a defense mechanism in bacteria and has been repurposed as an RNA-guided DNA editing tool. Unlike zinc-finger nucleases (ZFNs) and transcription activator-like effector nucleases (TALENs), CRISPR/Cas9 takes advantage of an RNA-guided DNA endonuclease enzyme, Cas9, which is able to generate double-strand breaks (DSBs) at specific genomic locations. It triggers cellular endogenous DNA repair pathways, contributing to the generation of desired modifications in the genome. The ability of the system to precisely disrupt DNA sequences has opened up new avenues in our understanding of amyotrophic lateral sclerosis (ALS) pathogenesis and the development of new therapeutic approaches. In this review, we discuss the current knowledge of the principles and limitations of the CRISPR/Cas9 system, as well as strategies to improve these limitations. Furthermore, we summarize novel approaches of engaging the CRISPR/Cas9 system in establishing an adequate model of neurodegenerative disease and in the treatment of SOD1-linked forms of ALS. We also highlight possible applications of this system in the therapy of ALS, both the inherited type as well as ALS of sporadic origin.

Unification of Cas protein families and a simple scenario for the origin and evolution of CRISPR-Cas systems

Directory of Open Access Journals (Sweden)

Wolf Yuri I

2011-07-01

Full Text Available Abstract Background The CRISPR-Cas adaptive immunity systems that are present in most Archaea and many Bacteria function by incorporating fragments of alien genomes into specific genomic loci, transcribing the inserts and using the transcripts as guide RNAs to destroy the genome of the cognate virus or plasmid. This RNA interference-like immune response is mediated by numerous, diverse and rapidly evolving Cas (CRISPR-associated proteins, several of which form the Cascade complex involved in the processing of CRISPR transcripts and cleavage of the target DNA. Comparative analysis of the Cas protein sequences and structures led to the classification of the CRISPR-Cas systems into three Types (I, II and III. Results A detailed comparison of the available sequences and structures of Cas proteins revealed several unnoticed homologous relationships. The Repeat-Associated Mysterious Proteins (RAMPs containing a distinct form of the RNA Recognition Motif (RRM domain, which are major components of the CRISPR-Cas systems, were classified into three large groups, Cas5, Cas6 and Cas7. Each of these groups includes many previously uncharacterized proteins now shown to adopt the RAMP structure. Evidence is presented that large subunits contained in most of the CRISPR-Cas systems could be homologous to Cas10 proteins which contain a polymerase-like Palm domain and are predicted to be enzymatically active in Type III CRISPR-Cas systems but inactivated in Type I systems. These findings, the fact that the CRISPR polymerases, RAMPs and Cas2 all contain core RRM domains, and distinct gene arrangements in the three types of CRISPR-Cas systems together provide for a simple scenario for origin and evolution of the CRISPR-Cas machinery. Under this scenario, the CRISPR-Cas system originated in thermophilic Archaea and subsequently spread horizontally among prokaryotes. Conclusions Because of the extreme diversity of CRISPR-Cas systems, in-depth sequence and structure

Reaching out to the hard to reach: using a science centre model to deliver public engagement with research.

Science.gov (United States)

Gagen, M.; Allton, C.; Bryan, W. A.; O'Leary, M.

2017-12-01

Science communication is at an all-time high but public faith in expertise is low. However, within this climate of suspicion, research scientists remain a publicly trusted expert group. While there is both academic and public appetite for Public Engagement with Research (PER), there are barriers to reaching a wide range of publics. Attempts to connect the public with research often end up targeting the `already engaged'; the hard-to-reach remain just that. Engaging scientific curiosity in a wider demographic is crucial to promote scientific curiosity, itself known to profoundly counter the politically motivated reasoning that threatens informed debate around contemporary environmental issues. This requires the creation of opportunities for the public to engage with research in places in which they feel they belong. We report here on an 8 month pilot of a science centre model for PER. Oriel Science (www.orielscience.co.uk) is a research-led science exhibition in Swansea city centre delivering Swansea University's PER and run by academics and student ambassadors. Oriel Science (Oriel is Gallery in Welsh) received 16,000 visitors in 8 months, 40% of whom had no previous interaction with the university or its research and >40% of whom came from socio-economically deprived areas. We report on the public engagement leadership we enabled, working with 18 research groups over 8 months and our achievements in giving a broad range of publics the most direct access to participate in contemporary science.

The PERFORM project: using performing arts to increase engagement and understanding of science.

Science.gov (United States)

James, Jon

2017-04-01

This commentary describes some of the current challenges for science education in the UK and how an EU educational project (PERFORM) is seeking to use performing arts to engage young people with science, its values and the processes of research. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

A Review of Patti Lather's "Engaging Science Policy from the Side of the Messy"

Science.gov (United States)

Rosser, Sue V.

2011-01-01

In "Engaging Science Policy from the Side of the Messy," Patti Lather explores the relationship between science and policy. In this review Rosser explores how Lather argues for the use of all forms of research to make policy that is democratic, complex and messy.

Engagement, Persistence, and Gender in Computer Science: Results of a Smartphone ESM Study.

Science.gov (United States)

Milesi, Carolina; Perez-Felkner, Lara; Brown, Kevin; Schneider, Barbara

2017-01-01

While the underrepresentation of women in the fast-growing STEM field of computer science (CS) has been much studied, no consensus exists on the key factors influencing this widening gender gap. Possible suspects include gender differences in aptitude, interest, and academic environment. Our study contributes to this literature by applying student engagement research to study the experiences of college students studying CS, to assess the degree to which differences in men and women's engagement may help account for gender inequity in the field. Specifically, we use the Experience Sampling Method (ESM) to evaluate in real-time the engagement of college students during varied activities and environments. Over the course of a full week in fall semester and a full week in spring semester, 165 students majoring in CS at two Research I universities were "beeped" several times a day via a smartphone app prompting them to fill out a short questionnaire including open-ended and scaled items. These responses were paired with administrative and over 2 years of transcript data provided by their institutions. We used mean comparisons and logistic regression analysis to compare enrollment and persistence patterns among CS men and women. Results suggest that despite the obstacles associated with women's underrepresentation in computer science, women are more likely to continue taking computer science courses when they felt challenged and skilled in their initial computer science classes. We discuss implications for further research.

Engagement, Persistence, and Gender in Computer Science: Results of a Smartphone ESM Study

Science.gov (United States)

Milesi, Carolina; Perez-Felkner, Lara; Brown, Kevin; Schneider, Barbara

2017-01-01

While the underrepresentation of women in the fast-growing STEM field of computer science (CS) has been much studied, no consensus exists on the key factors influencing this widening gender gap. Possible suspects include gender differences in aptitude, interest, and academic environment. Our study contributes to this literature by applying student engagement research to study the experiences of college students studying CS, to assess the degree to which differences in men and women's engagement may help account for gender inequity in the field. Specifically, we use the Experience Sampling Method (ESM) to evaluate in real-time the engagement of college students during varied activities and environments. Over the course of a full week in fall semester and a full week in spring semester, 165 students majoring in CS at two Research I universities were “beeped” several times a day via a smartphone app prompting them to fill out a short questionnaire including open-ended and scaled items. These responses were paired with administrative and over 2 years of transcript data provided by their institutions. We used mean comparisons and logistic regression analysis to compare enrollment and persistence patterns among CS men and women. Results suggest that despite the obstacles associated with women's underrepresentation in computer science, women are more likely to continue taking computer science courses when they felt challenged and skilled in their initial computer science classes. We discuss implications for further research. PMID:28487664

Engagement, Persistence, and Gender in Computer Science: Results of a Smartphone ESM Study

Directory of Open Access Journals (Sweden)

Carolina Milesi

2017-04-01

Full Text Available While the underrepresentation of women in the fast-growing STEM field of computer science (CS has been much studied, no consensus exists on the key factors influencing this widening gender gap. Possible suspects include gender differences in aptitude, interest, and academic environment. Our study contributes to this literature by applying student engagement research to study the experiences of college students studying CS, to assess the degree to which differences in men and women's engagement may help account for gender inequity in the field. Specifically, we use the Experience Sampling Method (ESM to evaluate in real-time the engagement of college students during varied activities and environments. Over the course of a full week in fall semester and a full week in spring semester, 165 students majoring in CS at two Research I universities were “beeped” several times a day via a smartphone app prompting them to fill out a short questionnaire including open-ended and scaled items. These responses were paired with administrative and over 2 years of transcript data provided by their institutions. We used mean comparisons and logistic regression analysis to compare enrollment and persistence patterns among CS men and women. Results suggest that despite the obstacles associated with women's underrepresentation in computer science, women are more likely to continue taking computer science courses when they felt challenged and skilled in their initial computer science classes. We discuss implications for further research.

New Media and Models for Engaging Under-Represented Students in Science

Science.gov (United States)

Mayhew, Laurel M.; Finkelstein, Noah D.

2008-10-01

We describe the University of Colorado Partnerships for Informal Science Education in the Community (PISEC) program in which university students participate in classroom and after school science activities with local precollege children. Across several different formal and informal educational environments, we use new technological tools, such as stop action motion (SAM) movies [1] to engage children so that they may develop an understanding of science through play and "show and tell". This approach provides a complementary avenue for reaching children who are otherwise underrepresented in science and under-supported in more formal educational settings. We present the model of university community partnership and demonstrate its utility in a case study involving an African American third grade student learning about velocity and acceleration.

CRISPR-Cas9 System as a Versatile Tool for Genome Engineering in Human Cells

Directory of Open Access Journals (Sweden)

Xuelian Wang

2016-01-01

Full Text Available Targeted nucleases are influential instruments for intervening in genome revision with great accuracy. RNA-guided Cas9 nucleases produced from clustered regularly interspaced short palindromic repeats (CRISPR-Cas systems have noticeably altered the means to modify the genomes of distinct organisms. They can be notably used to facilitate effective genome manipulation in eukaryotic cells by clearly detailing a 20-nt targeting sequence inside its directed RNA. We discuss the most recent advancements in the molecular basis of the type II CRISPR/Cas system and encapsulate applications and elements affecting its use in human cells. We also propose possible applications covering its uses ranging from basic science to implementation in the clinic.

CRISPR-Cas9: tool for qualitative and quantitative plant genome editing

Directory of Open Access Journals (Sweden)

Ali Noman

2016-11-01

Full Text Available Genome editing advancements have made many unachievable ideas practical. Increased adoption of genome editing has been geared by swiftly developing CRISPR-Cas9 technology. This technique is appearing as driving force for innovative utilization in diverse branches of plant biology. CRISPR mediated genome editing is being used for rapid, easy and efficient alteration of indigenous genes among diverse plant species. With approximate completion of conceptual work about CRISPR/Cas9, plant scientists are applying this genome editing tool for crop attributes enhancement. The capability of CRISPR-Cas9 systems for performing targeted and efficient modifications in genome sequence as well as gene expression will certainly spur novel developments not only in model plants but also in crop plants. Additionally, due to non-involvement of foreign DNA, this technique may help alleviating regulatory issues associated with GM Plants. We expect that prevailing challenges in plant science like genomic region manipulation, crop specific vectors etc. will be addressed along with sustained growth of this genome editing tool. In this review, recent progress of CRISPR/Cas9 technology in plants has been summarized and discussed. We review potential of CRISPR/Cas9 for different aspects of plant life. It also covers strengths of this technique in comparison with other genome editing techniques e.g. ZFNs and TALENs and potential challenges in coming decades have been described.

Are Comic Books an Effective Way to Engage Nonmajors in Learning and Appreciating Science?

Science.gov (United States)

Hosler, Jay; Boomer, K. B.

2011-01-01

Comic books employ a complex interplay of text and images that gives them the potential to effectively convey concepts and motivate student engagement. This makes comics an appealing option for educators trying to improve science literacy about pressing societal issues involving science and technology. Here, we report results from the first…

CAS Introduction to Accelerator Physics in Bulgaria

CERN Multimedia

CERN Bulletin

2010-01-01

The CERN Accelerator School (CAS) and the Institute for Nuclear Research & Nuclear Energy (INRNE – Bulgarian Academy of Sciences) jointly organised a course on Introduction to Accelerators, at the Grand Hotel Varna, Bulgaria, from 19 September to 1 October, 2010.   CERN Accelerator School group photo. The course was extremely well attended with 109 participants representing 34 different nationalities, coming from countries as far away as Australia, Canada and Vietnam. The intensive programme comprised 39 lectures, 3 seminars, 4 tutorials where the students were split into three groups, a poster session where students could present their own work, and 7 hours of guided and private study. Feedback from the participants was extremely positive, praising the expertise and enthusiasm of the lecturers, as well as the high standard and excellent quality of their lectures. For the first time at CAS, the CERN Director-General, Rolf Heuer, visited the school and presented a seminar entitled...

A newly discovered Bordetella species carries a transcriptionally active CRISPR-Cas with a small Cas9 endonuclease

Science.gov (United States)

The Cas9 endonuclease of the Type II-a clustered regularly interspersed short palindromic repeats (CRISPR), of Streptococcus pyogenes (SpCas9) has been adapted as a widely used tool for genome editing and genome engineering. Herein, we describe a gene encoding a novel Cas9 ortholog (BpsuCas9) and th...

Girl Scout Camps and Badges: Engaging Girls in NASA Science

Science.gov (United States)

Harman, P. K.; DeVore, E. K.

2017-12-01

Reaching for the Stars: NASA Science for Girl Scouts (Girl Scout Stars) disseminates NASA STEM education-related resources, fosters interaction between Girl Scouts and NASA Subject Matter Experts (SMEs), and engages Girl Scouts in NASA science and programs through space science badges and summer camps. A space science badge is in development for each of the six levels of Girl Scouts: Daisies, Grades K - 1; Brownies, Grades 2 -3; Juniors, Grades 4 -5; Cadettes, Grades 6 -8; Seniors, Grades 9 -10: and Ambassadors, Grades 11 -12. Daisy badge will be accomplished by following three steps with two choices each. Brownie to Ambassador badges will be awarded by completing five steps with three choices for each. The badges are interwoven with science activities, role models (SMEs), and steps that lead girls to explore NASA missions. External evaluators monitor three rounds of field-testing and deliver formative assessment reports. Badges will be released in Fall of 2018 and 2019. Girl Scout Stars supports two unique camp experiences. The University of Arizona holds an Astronomy Destination, a travel and immersion adventure for individual girls ages 13 and older, which offers dark skies and science exploration using telescopes, and interacting with SMEs. Girls lean about motion of celestial objects and become astronomers. Councils send teams of two girls, a council representative and an amateur astronomer to Astronomy Camp at Goddard Space Flight Center. The teams were immersed in science content and activities, and a star party; and began to plan their new Girl Scout Astronomy Clubs. The girls will lead the clubs, aided by the council and amateur astronomer. Camps are evaluated by the Girl Scouts Research Institute. In Girl Scouting, girls discover their skills, talents and what they care about; connect with other Girl Scouts and people in their community; and take action to change the world. This is called the Girl Scout Leadership Experience. With girl-led, hands on

Health Extension and Clinical and Translational Science: An Innovative Strategy for Community Engagement.

Science.gov (United States)

Kaufman, Arthur; Rhyne, Robert L; Anastasoff, Juliana; Ronquillo, Francisco; Nixon, Marnie; Mishra, Shiraz; Poola, Charlene; Page-Reeves, Janet; Nkouaga, Carolina; Cordova, Carla; Larson, Richard S

Health Extension Regional Officers (HEROs) through the University of New Mexico Health Sciences Center (UNMHSC) help to facilitate university-community engagement throughout New Mexico. HEROs, based in communities across the state, link priority community health needs with university resources in education, service, and research. Researchers' studies are usually aligned with federal funding priorities rather than with health priorities expressed by communities. To help overcome this misalignment, the UNM Clinical and Translational Science Center (CTSC) provides partial funding for HEROs to bridge the divide between research priorities of UNMHSC and health priorities of the state's communities. A bidirectional partnership between HEROs and CTSC researchers was established, which led to: 1) increased community engaged studies through the CTSC, 2) the HERO model itself as a subject of research, 3) a HERO-driven increase in local capacity in scholarship and grant writing, and 4) development of training modules for investigators and community stakeholders on community-engaged research. As a result, 5 grants were submitted, 4 of which were funded, totaling $7,409,002.00, and 3 research articles were published. Health extension can serve as a university-funded, community-based bridge between community health needs and Clinical and Translational Science Award (CTSA) research capacity, opening avenues for translational research. © Copyright 2017 by the American Board of Family Medicine.

A Pedagogy of Civic Engagement for the Undergraduate Political Science Classroom

Science.gov (United States)

DeLaet, Debra L.

2016-01-01

This article provides an overview of a classroom project, titled the Priorities Project, which is designed to promote responsible and informed civic engagement on the part of students in upper level political science courses at Drake University. It provides an overview of the Priorities Project, a brief summary highlighting the process and results…

[Detection of CRSPR-Cas system in Streptococcus thermophiles].

Science.gov (United States)

Li, Wan; Liang, Hongzhang; Zhang, Danqing; Wang, Nana; Tang, Yaru; Li, Bailiang; Huo, Guicheng

2016-04-14

We aimed to detect the CRSPR-Cas system of six Streptococcus thermophilus. Bioinformatics method was used to predict CRSPR-Cas system of nine S. thermophilus that published in National Center for Biotechnology Information. Four primers were designed according to the flanking sequences of standard strains and the CRISPR-Cas system of six S. thermophilus have been detected by PCR method. S. thermophilus S4 had a Cas9 gene, others all had Cas9 gene, Cas10 gene and Cas9* gene. In addition, 79 and KLDS3.0207 still had Cas3 gene. Signature genes amplification of CRSPR-Cas system could predict the type of CRSPR-Cas system in unsequenced strains, these findings will help establish the foundation for the study of CRSPR-Cas system in lactic acid bacteria.

Engaging Students In The Science Of Climate Change

Science.gov (United States)

Rhew, R. C.; Halversen, C.; Weiss, E.; Pedemonte, S.; Weirman, T.

2013-12-01

Climate change is arguably the defining environmental issue of our generation. It is thus increasingly necessary for every member of the global community to understand the basic underlying science of Earth's climate system and how it is changing in order to make informed, evidence-based decisions about how we will respond individually and as a society. Through exploration of the inextricable interconnection between Earth's ocean, atmosphere and climate, we believe students will be better prepared to tackle the complex issues surrounding the causes and effects of climate change and evaluate possible solutions. If students are also given opportunities to gather evidence from real data and use scientific argumentation to make evidence-based explanations about climate change, not only will they gain an increased understanding of the science concepts and science practices, the students will better comprehend the nature of climate change science. Engaging in argument from evidence is a scientific practice not only emphasized in the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS), but also emphasized in the Common Core State Standards for English Language Arts & Literacy in History/Social Studies and Science (CCSS). This significant overlap between NGSS and CCSS has implications for science and language arts classrooms, and should influence how we support and build students' expertise with this practice of sciences. The featured exemplary curricula supports middle school educators as they address climate change in their classrooms. The exemplar we will use is the NOAA-funded Ocean Sciences Sequence (OSS) for Grades 6-8: The ocean-atmosphere connection and climate change, which are curriculum units that deliver rich science content correlated to the Next Generation Science Standards (NGSS) Disciplinary Core Ideas and an emphasis on the Practices of Science, as called for in NGSS and the Framework. Designed in accordance with the latest

Best practice in communications training for public engagement with science, technology, engineering and mathematics

Directory of Open Access Journals (Sweden)

Karen Bultitude

2009-05-01

Full Text Available Effective training in key communications skills is critical for successful public engagement. However, what are the secrets to designing and delivering an effectual training course? This paper outlines key findings from a research study into communication training programmes for public engagement with STEM (science, technology, engineering and mathematics. The research focused on training in direct communication methods, (as separate from media training and encompassed both trainers and trainees, the latter group spanning across both scientists and explainers. The findings indicated that training courses are effective at increasing involvement in science communication events and trainees feel more confident and able to engage due to training. An interactive style was found to be a key element of training courses. Demonstrations of good practice followed by own performance with feedback were also important, preferably involving a ‘real’ audience. A list of guidelines on best practice has been developed which offers practical advice.

The Humans in Space Art Program - Engaging the Mind, and the Heart, in Science

Science.gov (United States)

McPhee, J. C.

2017-12-01

How can we do a better job communicating about space, science and technology, getting more people engaged, understanding the impact that future space exploration will have on their lives, and thinking about how they can contribute? Humans naturally express their visions and interests through various forms of artistic expression because art is inherently capable of expressing not only the "what and how" but also the "why" of ideas. Offering opportunities that integrate space, science and technology with art allows more people to learn about space, relay their visions of the future, and discuss why exploration and research are important. The Humans in Space Art Program, managed by the nonprofit SciArt Exchange, offers a science-integrated-with-art opportunity. Through international online competitions, we invite participants to share their visions of the future using visual, literary, musical and video art. We then use their artwork in multi-media displays and live performances online, locally worldwide, and in space to engage listeners and viewers. The Program has three projects, targeting different types of participants: the Youth Competition (ages 10-18), the Challenge (college and early career) and Celebrity Artist-Fed Engagement (CAFÉ: professional artists). To date, the Program has received 3400 artworks from over 52 countries and displayed the artwork in 110 multi-media events worldwide, on the International Space Station and bounced off the Moon. 100,000's have thus viewed artwork considering topics such as: why we explore; where and how we will go and when; and what we will do when we arrive. The Humans in Space Art Program is a flexible public engagement model applicable to multiple settings, including classrooms, art and entertainment events, and scientific conferences. It provides a system to accessibly inspire all ages about space, science and technology, making them hungry to learn more and to take a personal role.

CRISPR/Cas-mediated targeted mutagenesis in Daphnia magna.

Directory of Open Access Journals (Sweden)

Takashi Nakanishi

Full Text Available The water flea Daphnia magna has been used as an animal model in ecology, evolution, and environmental sciences. Thanks to the recent progress in Daphnia genomics, genetic information such as the draft genome sequence and expressed sequence tags (ESTs is now available. To investigate the relationship between phenotypes and the available genetic information about Daphnia, some gene manipulation methods have been developed. However, a technique to induce targeted mutagenesis into Daphnia genome remains elusive. To overcome this problem, we focused on an emerging genome editing technique mediated by the clustered regularly interspaced short palindromic repeats/CRISPR-associated (CRISPR/Cas system to introduce genomic mutations. In this study, we targeted a functionally conserved regulator of eye development, the eyeless gene in D. magna. When we injected Cas9 mRNAs and eyeless-targeting guide RNAs into eggs, 18-47% of the survived juveniles exhibited abnormal eye morphology. After maturation, up to 8.2% of the adults produced progenies with deformed eyes, which carried mutations in the eyeless loci. These results showed that CRISPR/Cas system could introduce heritable mutations into the endogenous eyeless gene in D. magna. This is the first report of a targeted gene knockout technique in Daphnia and will be useful in uncovering Daphnia gene functions.

A newly discovered Bordetella species carries a transcriptionally active CRISPR-Cas with a small Cas9 endonuclease.

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Ivanov, Yury V; Shariat, Nikki; Register, Karen B; Linz, Bodo; Rivera, Israel; Hu, Kai; Dudley, Edward G; Harvill, Eric T

2015-10-26

Clustered regularly interspaced short palindromic repeats (CRISPR) and CRISPR-associated genes (cas) are widely distributed among bacteria. These systems provide adaptive immunity against mobile genetic elements specified by the spacer sequences stored within the CRISPR. The CRISPR-Cas system has been identified using Basic Local Alignment Search Tool (BLAST) against other sequenced and annotated genomes and confirmed via CRISPRfinder program. Using Polymerase Chain Reactions (PCR) and Sanger DNA sequencing, we discovered CRISPRs in additional bacterial isolates of the same species of Bordetella. Transcriptional activity and processing of the CRISPR have been assessed via RT-PCR. Here we describe a novel Type II-C CRISPR and its associated genes-cas1, cas2, and cas9-in several isolates of a newly discovered Bordetella species. The CRISPR-cas locus, which is absent in all other Bordetella species, has a significantly lower GC-content than the genome-wide average, suggesting acquisition of this locus via horizontal gene transfer from a currently unknown source. The CRISPR array is transcribed and processed into mature CRISPR RNAs (crRNA), some of which have homology to prophages found in closely related species B. hinzii. Expression of the CRISPR-Cas system and processing of crRNAs with perfect homology to prophages present in closely related species, but absent in that containing this CRISPR-Cas system, suggest it provides protection against phage predation. The 3,117-bp cas9 endonuclease gene from this novel CRISPR-Cas system is 990 bp smaller than that of Streptococcus pyogenes, the 4,017-bp allele currently used for genome editing, and which may make it a useful tool in various CRISPR-Cas technologies.

Personal, Informal and Relatable: Engaging Wide Audiences in Climate Science with Nasa's Earth Right Now Blog

Science.gov (United States)

Tenenbaum, L. F.; Shaftel, H.; Jackson, R.

2014-12-01

There is no such thing as a non-scientist, but there are some who have yet to acknowledge their inner science spark. Aiming to ignite and fan the flame of curiosity, promote dialogue and attempt to make climate science personal and relevant to everyday life, NASA's Global Climate Change website http://climate.nasa.gov/ and Earth Right Now campaign http://www.nasa.gov/content/earth-right-now/ partnered together this year to launch the Earth Right Now blog http://climate.nasa.gov/blog. It quickly became one of the most popular blogs in all of NASA social media, receiving thousands of likes per week, and frequent comments as well as thoughtful and respectful discussions about climate change. Social media platforms such as blogs have become popular vehicles for engaging large swaths of the public in new exciting ways. NASA's Earth Right Now blog has become a powerful platform for engaging both scientists and the science-curious in constructive, fruitful conversations about the complex topic of climate science. We continue to interact and have ongoing dialogue with our readers by making the scientific content both accessible and engaging for diverse populations.

All-in-One CRISPR-Cas9/FokI-dCas9 Vector-Mediated Multiplex Genome Engineering in Cultured Cells.

Science.gov (United States)

Sakuma, Tetsushi; Sakamoto, Takuya; Yamamoto, Takashi

2017-01-01

CRISPR-Cas9 enables highly convenient multiplex genome engineering in cultured cells, because it utilizes generic Cas9 nuclease and an easily customizable single-guide RNA (sgRNA) for site-specific DNA double-strand break induction. We previously established a multiplex CRISPR-Cas9 assembly system for constructing an all-in-one vector simultaneously expressing multiple sgRNAs and Cas9 nuclease or other Cas9 variants including FokI-dCas9, which supersedes the wild-type Cas9 with regard to high specificity. In this chapter, we describe a streamlined protocol to design and construct multiplex CRISPR-Cas9 or FokI-dCas9 vectors, to introduce them into cultured cells by lipofection or electroporation, to enrich the genomically edited cells with a transient puromycin selection, to validate the mutation efficiency by Surveyor nuclease assay, and to perform off-target analyses. We show that our protocol enables highly efficient multiplex genome engineering even in hard-to-transfect HepG2 cells.

Crystal Structure of the Minimal Cas9 from Campylobacter jejuni Reveals the Molecular Diversity in the CRISPR-Cas9 Systems.

Science.gov (United States)

Yamada, Mari; Watanabe, Yuto; Gootenberg, Jonathan S; Hirano, Hisato; Ran, F Ann; Nakane, Takanori; Ishitani, Ryuichiro; Zhang, Feng; Nishimasu, Hiroshi; Nureki, Osamu

2017-03-16

The RNA-guided endonuclease Cas9 generates a double-strand break at DNA target sites complementary to the guide RNA and has been harnessed for the development of a variety of new technologies, such as genome editing. Here, we report the crystal structures of Campylobacter jejuni Cas9 (CjCas9), one of the smallest Cas9 orthologs, in complex with an sgRNA and its target DNA. The structures provided insights into a minimal Cas9 scaffold and revealed the remarkable mechanistic diversity of the CRISPR-Cas9 systems. The CjCas9 guide RNA contains a triple-helix structure, which is distinct from known RNA triple helices, thereby expanding the natural repertoire of RNA triple helices. Furthermore, unlike the other Cas9 orthologs, CjCas9 contacts the nucleotide sequences in both the target and non-target DNA strands and recognizes the 5'-NNNVRYM-3' as the protospacer-adjacent motif. Collectively, these findings improve our mechanistic understanding of the CRISPR-Cas9 systems and may facilitate Cas9 engineering. Copyright © 2017 Elsevier Inc. All rights reserved.

A Broad-Spectrum Inhibitor of CRISPR-Cas9.

Science.gov (United States)

Harrington, Lucas B; Doxzen, Kevin W; Ma, Enbo; Liu, Jun-Jie; Knott, Gavin J; Edraki, Alireza; Garcia, Bianca; Amrani, Nadia; Chen, Janice S; Cofsky, Joshua C; Kranzusch, Philip J; Sontheimer, Erik J; Davidson, Alan R; Maxwell, Karen L; Doudna, Jennifer A

2017-09-07

CRISPR-Cas9 proteins function within bacterial immune systems to target and destroy invasive DNA and have been harnessed as a robust technology for genome editing. Small bacteriophage-encoded anti-CRISPR proteins (Acrs) can inactivate Cas9, providing an efficient off switch for Cas9-based applications. Here, we show that two Acrs, AcrIIC1 and AcrIIC3, inhibit Cas9 by distinct strategies. AcrIIC1 is a broad-spectrum Cas9 inhibitor that prevents DNA cutting by multiple divergent Cas9 orthologs through direct binding to the conserved HNH catalytic domain of Cas9. A crystal structure of an AcrIIC1-Cas9 HNH domain complex shows how AcrIIC1 traps Cas9 in a DNA-bound but catalytically inactive state. By contrast, AcrIIC3 blocks activity of a single Cas9 ortholog and induces Cas9 dimerization while preventing binding to the target DNA. These two orthogonal mechanisms allow for separate control of Cas9 target binding and cleavage and suggest applications to allow DNA binding while preventing DNA cutting by Cas9. Copyright © 2017 Elsevier Inc. All rights reserved.

Engaging science communication that are time-saving for scientists using new online technology

Science.gov (United States)

Lilja Bye, Bente

2016-04-01

Science communication is a time consuming and challenging task. Communicating scientific results comes on top of doing science itself and the administrative work the modern day scientists have to cope with. The competition on peoples time and attention is also fierce. In order to get peoples attention and interest, it is today often required that there is a two-way communication. The audience needs and wants to be engaged, even in real-time. The skills and times required to do that is normally not included in the university curricula. In this presentation we will look at new technologies that can help scientists overcome some of those skills and time challenges. The new online technologies that has been tested and developed in other societal areas, can be of great use for research and the important science communication. We will illustrate this through an example from biodiversity, wetlands and these fields use of Earth observations. Both the scientists themselves representing different fields of research and the general public are being engaged effectively and efficiently through specifically designed online events/seminars/workshops. The scientists are able to learn from each other while also engaging in live dialogues with the audience. A cooperation between the Group of Earth Observations and the Ramsar Convention of Wetlands will be used to illustrate the method. Within the global Earth observation community, where this example comes from, there is a great potential for efficient capacity building, targeting both experts, decision-makers and the general public. The method presented is demonstrating one way of tapping into that potential using new online technologies and it can easily be transferred to other fields of geoscience and science in general.

Annotation and Classification of CRISPR-Cas Systems.

Science.gov (United States)

Makarova, Kira S; Koonin, Eugene V

2015-01-01

The clustered regularly interspaced short palindromic repeats (CRISPR)-Cas (CRISPR-associated proteins) is a prokaryotic adaptive immune system that is represented in most archaea and many bacteria. Among the currently known prokaryotic defense systems, the CRISPR-Cas genomic loci show unprecedented complexity and diversity. Classification of CRISPR-Cas variants that would capture their evolutionary relationships to the maximum possible extent is essential for comparative genomic and functional characterization of this theoretically and practically important system of adaptive immunity. To this end, a multipronged approach has been developed that combines phylogenetic analysis of the conserved Cas proteins with comparison of gene repertoires and arrangements in CRISPR-Cas loci. This approach led to the current classification of CRISPR-Cas systems into three distinct types and ten subtypes for each of which signature genes have been identified. Comparative genomic analysis of the CRISPR-Cas systems in new archaeal and bacterial genomes performed over the 3 years elapsed since the development of this classification makes it clear that new types and subtypes of CRISPR-Cas need to be introduced. Moreover, this classification system captures only part of the complexity of CRISPR-Cas organization and evolution, due to the intrinsic modularity and evolutionary mobility of these immunity systems, resulting in numerous recombinant variants. Moreover, most of the cas genes evolve rapidly, complicating the family assignment for many Cas proteins and the use of family profiles for the recognition of CRISPR-Cas subtype signatures. Further progress in the comparative analysis of CRISPR-Cas systems requires integration of the most sensitive sequence comparison tools, protein structure comparison, and refined approaches for comparison of gene neighborhoods.

Annotation and Classification of CRISPR-Cas Systems

Science.gov (United States)

Makarova, Kira S.; Koonin, Eugene V.

2018-01-01

The clustered regularly interspaced short palindromic repeats (CRISPR)-Cas (CRISPR-associated proteins) is a prokaryotic adaptive immune system that is represented in most archaea and many bacteria. Among the currently known prokaryotic defense systems, the CRISPR-Cas genomic loci show unprecedented complexity and diversity. Classification of CRISPR-Cas variants that would capture their evolutionary relationships to the maximum possible extent is essential for comparative genomic and functional characterization of this theoretically and practically important system of adaptive immunity. To this end, a multipronged approach has been developed that combines phylogenetic analysis of the conserved Cas proteins with comparison of gene repertoires and arrangements in CRISPR-Cas loci. This approach led to the current classification of CRISPR-Cas systems into three distinct types and ten subtypes for each of which signature genes have been identified. Comparative genomic analysis of the CRISPR-Cas systems in new archaeal and bacterial genomes performed over the 3 years elapsed since the development of this classification makes it clear that new types and subtypes of CRISPR-Cas need to be introduced. Moreover, this classification system captures only part of the complexity of CRISPR-Cas organization and evolution, due to the intrinsic modularity and evolutionary mobility of these immunity systems, resulting in numerous recombinant variants. Moreover, most of the cas genes evolve rapidly, complicating the family assignment for many Cas proteins and the use of family profiles for the recognition of CRISPR-Cas subtype signatures. Further progress in the comparative analysis of CRISPR-Cas systems requires integration of the most sensitive sequence comparison tools, protein structure comparison, and refined approaches for comparison of gene neighborhoods. PMID:25981466

A phenomenological case study concerning science teacher educators' beliefs and teaching practices about culturally relevant pedagogy and preparing K-12 science teachers to engage African American students in K-12 science

Science.gov (United States)

Underwood, Janice Bell

Due to the rising diversity in today's schools, science teacher educators (STEs) suggest that K-12 teachers must be uniquely prepared to engage these students in science classrooms. Yet, in light of the increasing white-black science achievement gap, it is unclear how STEs prepare preservice teachers to engage diverse students, and African Americans in particular. Therefore, the purpose of this study was to find out how STEs prepare preservice teachers to engage African American students in K-12 science. Thus, using the culturally relevant pedagogy (CRP) framework, this phenomenological case study explored beliefs about culturally relevant science teaching and the influence of reported beliefs and experiences related to race on STEs' teaching practices. In the first phase, STE's in a mid-Atlantic state were invited to participate in an electronic survey. In the second phase, four participants, who were identified as exemplars, were selected from the survey to participate in three semi-structured interviews. The data revealed that STEs were more familiar with culturally responsive pedagogy (CResP) in the context of their post-secondary classrooms as opposed to CRP. Further, most of the participants in part one and two described modeling conventional ways they prepare their preservice teachers to engage K-12 students, who represent all types of diversity, without singling out any specific race. Lastly, many of the STEs' in this study reported formative experiences related to race and beliefs in various manifestations of racism have impacted their teaching beliefs and practices. The findings of this study suggest STEs do not have a genuine understanding of the differences between CRP and CResP and by in large embrace CResP principles. Secondly, in regards to preparing preservice teachers to engage African American students in science, the participants in this study seemed to articulate the need for ideological change, but were unable to demonstrate pedagogical changes

Popular Science as a Means of Emotional Engagement with the Scientific Community

Directory of Open Access Journals (Sweden)

Olga A P ILKINGTON

2016-03-01

Full Text Available This article explores a debate (and its origins which is taking place around the issue of science popularization. Although the participants are all describing popularization in various ways, the heart is in what makes a good popularization. The notion of this has changed from the 19th century view, which called for a simple and easy - to - understand text, to a more modern view, which suggests a good popularization engages the reader emotionally. This discussion might also be seen in a context of a more profou nd debate of science experts versus general public and what science and scientific knowledge mean to each group. The exploration of this relationship suggests a shift in the role lay public plays in science.

Improving Public Engagement With Climate Change: Five "Best Practice" Insights From Psychological Science.

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van der Linden, Sander; Maibach, Edward; Leiserowitz, Anthony

2015-11-01

Despite being one of the most important societal challenges of the 21st century, public engagement with climate change currently remains low in the United States. Mounting evidence from across the behavioral sciences has found that most people regard climate change as a nonurgent and psychologically distant risk-spatially, temporally, and socially-which has led to deferred public decision making about mitigation and adaptation responses. In this article, we advance five simple but important "best practice" insights from psychological science that can help governments improve public policymaking about climate change. Particularly, instead of a future, distant, global, nonpersonal, and analytical risk that is often framed as an overt loss for society, we argue that policymakers should (a) emphasize climate change as a present, local, and personal risk; (b) facilitate more affective and experiential engagement; (c) leverage relevant social group norms; (d) frame policy solutions in terms of what can be gained from immediate action; and (e) appeal to intrinsically valued long-term environmental goals and outcomes. With practical examples we illustrate how these key psychological principles can be applied to support societal engagement and climate change policymaking. © The Author(s) 2015.

Engaging Karen refugee students in science learning through a cross-cultural learning community

Science.gov (United States)

Harper, Susan G.

2017-02-01

This research explored how Karen (first-generation refugees from Burma) elementary students engaged with the Next Generation Science Standards (NGSS) practice of constructing scientific explanations based on evidence within the context of a cross-cultural learning community. In this action research, the researcher and a Karen parent served as co-teachers for fourth- and fifth-grade Karen and non-Karen students in a science and culture after-school programme in a public elementary school in the rural southeastern United States. Photovoice provided a critical platform for students to create their own cultural discourses for the learning community. The theoretical framework of critical pedagogy of place provided a way for the learning community to decolonise and re-inhabit the learning spaces with knowledge they co-constructed. Narrative analysis of video transcripts of the after-school programme, ethnographic interviews, and focus group discussions from Photovoice revealed a pattern of emerging agency by Karen students in the scientific practice of constructing scientific explanations based on evidence and in Karen language lessons. This evidence suggests that science learning embedded within a cross-cultural learning community can empower refugee students to construct their own hybrid cultural knowledge and leverage that knowledge to engage in a meaningful way with the epistemology of science.

New CRISPR-Cas systems from uncultivated microbes

Science.gov (United States)

Burstein, David; Harrington, Lucas B.; Strutt, Steven C.; Probst, Alexander J.; Anantharaman, Karthik; Thomas, Brian C.; Doudna, Jennifer A.; Banfield, Jillian F.

2017-02-01

CRISPR-Cas systems provide microbes with adaptive immunity by employing short DNA sequences, termed spacers, that guide Cas proteins to cleave foreign DNA. Class 2 CRISPR-Cas systems are streamlined versions, in which a single RNA-bound Cas protein recognizes and cleaves target sequences. The programmable nature of these minimal systems has enabled researchers to repurpose them into a versatile technology that is broadly revolutionizing biological and clinical research. However, current CRISPR-Cas technologies are based solely on systems from isolated bacteria, leaving the vast majority of enzymes from organisms that have not been cultured untapped. Metagenomics, the sequencing of DNA extracted directly from natural microbial communities, provides access to the genetic material of a huge array of uncultivated organisms. Here, using genome-resolved metagenomics, we identify a number of CRISPR-Cas systems, including the first reported Cas9 in the archaeal domain of life, to our knowledge. This divergent Cas9 protein was found in little-studied nanoarchaea as part of an active CRISPR-Cas system. In bacteria, we discovered two previously unknown systems, CRISPR-CasX and CRISPR-CasY, which are among the most compact systems yet discovered. Notably, all required functional components were identified by metagenomics, enabling validation of robust in vivo RNA-guided DNA interference activity in Escherichia coli. Interrogation of environmental microbial communities combined with in vivo experiments allows us to access an unprecedented diversity of genomes, the content of which will expand the repertoire of microbe-based biotechnologies.

The Relationships among Adult Affective Factors, Engagement in Science, and Scientific Competencies

Science.gov (United States)

Tsai, Chun-Yen; Li, Yuh-Yuh; Cheng, Ying-Yao

2017-01-01

This study investigated the relationship among adult affective factors, engagement in science, and scientific competencies. Probability proportional to size sampling was used to select 504 participants between the ages of 18 and 70 years. Data were collected through individual face-to-face interviews. The results of hierarchical regression…

Engaging Oral Health Students in Learning Basic Science Through Assessment That Weaves in Personal Experience.

Science.gov (United States)

Leadbeatter, Delyse; Gao, Jinlong

2018-04-01

Learning basic science forms an essential foundation for oral health therapy and dentistry, but frequently students perceive it as difficult, dry, and disconnected from clinical practice. This perception is encouraged by assessment methods that reward fact memorization, such as objective examinations. This study evaluated use of a learner-centered assessment portfolio designed to increase student engagement with basic science in an oral health therapy program at the University of Sydney, Australia. The aim of this qualitative study based on focus groups was to investigate students' engagement with basic science courses following introduction of the portfolio. Three assessments were conducted in three subsequent semesters: one based on students' interest in everyday phenomena (one student, for example, explored why she had red hair); the second focussed on scientific evidence and understanding of systemic diseases; and the third explored relations between oral and general health. Students were encouraged to begin with issues from their personal experience or patient care, to focus on what they were curious about, and to ask questions they really cared about. Each student prepared a written report and gave an oral presentation to the entire cohort. After the portfolios were completed, the authors held focus groups with two cohorts of students (N=21) in 2016 and analyzed the results using Zepke's framework for student engagement research. The results showed that the students successfully interweaved personal experience into their studies and that it provided significant motivation for learning. The students described their learning in terms of connection to themselves, their peer community, and their profession. Many additional benefits were identified, from increased student engagement in all courses to appreciation of the relevance of basic science. The findings should encourage dental and allied dental educators to reconsider the effects of assessments and seek

Naturally Occurring Off-Switches for CRISPR-Cas9.

Science.gov (United States)

Pawluk, April; Amrani, Nadia; Zhang, Yan; Garcia, Bianca; Hidalgo-Reyes, Yurima; Lee, Jooyoung; Edraki, Alireza; Shah, Megha; Sontheimer, Erik J; Maxwell, Karen L; Davidson, Alan R

2016-12-15

CRISPR-Cas9 technology would be enhanced by the ability to inhibit Cas9 function spatially, temporally, or conditionally. Previously, we discovered small proteins encoded by bacteriophages that inhibit the CRISPR-Cas systems of their host bacteria. These "anti-CRISPRs" were specific to type I CRISPR-Cas systems that do not employ the Cas9 protein. We posited that nature would also yield Cas9 inhibitors in response to the evolutionary arms race between bacteriophages and their hosts. Here, we report the discovery of three distinct families of anti-CRISPRs that specifically inhibit the CRISPR-Cas9 system of Neisseria meningitidis. We show that these proteins bind directly to N. meningitidis Cas9 (NmeCas9) and can be used as potent inhibitors of genome editing by this system in human cells. These anti-CRISPR proteins now enable "off-switches" for CRISPR-Cas9 activity and provide a genetically encodable means to inhibit CRISPR-Cas9 genome editing in eukaryotes. VIDEO ABSTRACT. Copyright © 2016 Elsevier Inc. All rights reserved.

Successfully Engaging Family and Student Audiences in Climate Science Workshops in an Informal Learning Venue

Science.gov (United States)

DeFrancis, G.; Haynes, R.; Schroer, K.

2017-12-01

The Montshire Museum of Science, a regional science center serving families, teachers, and students in rural Vermont and New Hampshire, has been actively engaged in in climate literacy initiatives for over 10 years. The Museum's visitor evaluation data shows that before audiences can be engaged in conversations around climate change, they need to be introduced to the underlying earth processes that drive climate, and to the nature of how climate science is done. Through this work, the Museum has developed a suite of climate science programs that can be incorporated in informal science programming at museums, science centers, and libraries, and in the formal K-8 classroom environment. Front-end and formative evaluation data was used in the program design, and summative evaluation showed an increase in concept understanding in the topic presented. Family science and student workshops developed focused on Albedo and the Earth's energy budget, properties and characteristics of sea ice, sediment cores and ice cores to study changes in the climate over time, and the geography of the polar regions. We found that successful climate literacy learning experiences require meaningful hands-on, inquiry-based activities focused on a single earth process, and leads to an increase in science talk and conversation about climate change between the program instructor and audience members as learners begin to understand how these processes interact in the Earth's climate system.

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

... Chinese Academy of Sciences (CAS), Lanzhou 730000, China. University of Chinese Academy of Sciences, Beijing 100049, China. Geography and Environment College of Northwest Normal University, Lanzhou 730070, China. School of Urban Economics and Tourism Culture, Lanzhou City University, Lanzhou 730070, ...

University student’s engagement: development of the University Student Engagement Inventory (USEI

Directory of Open Access Journals (Sweden)

João Maroco

2016-01-01

Full Text Available Abstract Student engagement is a key factor in academic achievement and degree completion, though there is much debate about the operationalization and dimensionality of this construct. The goal of this paper is to describe the development of an psycho-educational oriented measure – the University Student Engagement Inventory (USEI. This measure draws on the conceptualization of engagement as a multidimensional construct, including cognitive, behavioural and emotional engagement. Participants were 609 Portuguese University students (67 % female majoring in Social Sciences, Biological Sciences or Engineering and Exact Sciences. The content, construct and predictive validity, and reliability of the USEI were tested. The validated USEI was composed of 15 items, and supported the tri-factorial structure of student engagement. We documented evidence of adequate reliability, factorial, convergent and discriminant validities. USEI’s concurrent validity, with the Utrecht Work Engagement Scale-Student Survey, and the predictive validity for self-reported academic achievement and intention to dropout from school were also observed.

Information visualisation for science and policy: engaging users and avoiding bias.

Science.gov (United States)

McInerny, Greg J; Chen, Min; Freeman, Robin; Gavaghan, David; Meyer, Miriah; Rowland, Francis; Spiegelhalter, David J; Stefaner, Moritz; Tessarolo, Geizi; Hortal, Joaquin

2014-03-01

Visualisations and graphics are fundamental to studying complex subject matter. However, beyond acknowledging this value, scientists and science-policy programmes rarely consider how visualisations can enable discovery, create engaging and robust reporting, or support online resources. Producing accessible and unbiased visualisations from complicated, uncertain data requires expertise and knowledge from science, policy, computing, and design. However, visualisation is rarely found in our scientific training, organisations, or collaborations. As new policy programmes develop [e.g., the Intergovernmental Platform on Biodiversity and Ecosystem Services (IPBES)], we need information visualisation to permeate increasingly both the work of scientists and science policy. The alternative is increased potential for missed discoveries, miscommunications, and, at worst, creating a bias towards the research that is easiest to display. Copyright © 2014 Elsevier Ltd. All rights reserved.

Comparison of Various Nuclear Localization Signal-Fused Cas9 Proteins and Cas9 mRNA for Genome Editing in Zebrafish.

Science.gov (United States)

Hu, Peinan; Zhao, Xueying; Zhang, Qinghua; Li, Weiming; Zu, Yao

2018-03-02

The clustered regularly interspaced short palindromic repeats (CRISPR)/Cas9 system has been proven to be an efficient and precise genome editing technology in various organisms. However, the gene editing efficiencies of Cas9 proteins with a nuclear localization signal (NLS) fused to different termini and Cas9 mRNA have not been systematically compared. Here, we compared the ability of Cas9 proteins with NLS fused to the N-, C-, or both the N- and C-termini and N-NLS-Cas9-NLS-C mRNA to target two sites in the tyr gene and two sites in the gol gene related to pigmentation in zebrafish. Phenotypic analysis revealed that all types of Cas9 led to hypopigmentation in similar proportions of injected embryos. Genome analysis by T7 Endonuclease I (T7E1) assays demonstrated that all types of Cas9 similarly induced mutagenesis in four target sites. Sequencing results further confirmed that a high frequency of indels occurred in the target sites ( tyr1 > 66%, tyr2 > 73%, gol1 > 50%, and gol2 > 35%), as well as various types (more than six) of indel mutations observed in all four types of Cas9-injected embryos. Furthermore, all types of Cas9 showed efficient targeted mutagenesis on multiplex genome editing, resulting in multiple phenotypes simultaneously. Collectively, we conclude that various NLS-fused Cas9 proteins and Cas9 mRNAs have similar genome editing efficiencies on targeting single or multiple genes, suggesting that the efficiency of CRISPR/Cas9 genome editing is highly dependent on guide RNAs (gRNAs) and gene loci. These findings may help to simplify the selection of Cas9 for gene editing using the CRISPR/Cas9 system. Copyright © 2018 Hu et al.

Are comic books an effective way to engage nonmajors in learning and appreciating science?

Science.gov (United States)

Hosler, Jay; Boomer, K B

2011-01-01

Comic books employ a complex interplay of text and images that gives them the potential to effectively convey concepts and motivate student engagement. This makes comics an appealing option for educators trying to improve science literacy about pressing societal issues involving science and technology. Here, we report results from the first systematic assessment of how a science comic book can affect student learning and attitudes about biology. We used pre- and postinstruction instruments to measure students' attitudes about biology, attitudes about comics, and content knowledge about evolution before and after using the science comic book Optical Allusions in their classes. On the preinstruction instrument, nonmajors reported the lowest scores on the content test and attitude surveys relative to the other groups. However, on the postinstruction instrument, nonmajors' content scores and attitudes showed a statistically significant improvement after using the comic book, particularly among those with lower content knowledge at the start of the semester. The improvement in attitudes about biology was correlated to attitudes about comics, suggesting that the comic may have played a role in engaging and shaping student attitudes in a positive way.

Not all predicted CRISPR-Cas systems are equal: isolated cas genes and classes of CRISPR like elements.

Science.gov (United States)

Zhang, Quan; Ye, Yuzhen

2017-02-06

The CRISPR-Cas systems in prokaryotes are RNA-guided immune systems that target and deactivate foreign nucleic acids. A typical CRISPR-Cas system consists of a CRISPR array of repeat and spacer units, and a locus of cas genes. The CRISPR and the cas locus are often located next to each other in the genomes. However, there is no quantitative estimate of the co-location. In addition, ad-hoc studies have shown that some non-CRISPR genomic elements contain repeat-spacer-like structures and are mistaken as CRISPRs. Using available genome sequences, we observed that a significant number of genomes have isolated cas loci and/or CRISPRs. We found that 11%, 22% and 28% of the type I, II and III cas loci are isolated (without CRISPRs in the same genomes at all or with CRISPRs distant in the genomes), respectively. We identified a large number of genomic elements that superficially reassemble CRISPRs but don't contain diverse spacers and have no companion cas genes. We called these elements false-CRISPRs and further classified them into groups, including tandem repeats and Staphylococcus aureus repeat (STAR)-like elements. This is the first systematic study to collect and characterize false-CRISPR elements. We demonstrated that false-CRISPRs could be used to reduce the false annotation of CRISPRs, therefore showing them to be useful for improving the annotation of CRISPR-Cas systems.

The Europlanet Prize for Public Engagement with Planetary Science: three years of honouring outstanding achievements

Science.gov (United States)

Fouchet, T.; Chatzichristou, E.; Heward, A.

2012-09-01

Europlanet launched an annual Prize for Public Engagement with Planetary Sciences at the European Planetary Science Congress (EPSC) in 2009. At EPSC 2012, the prize will be presented for the third time. To date, the prize has been awarded to: • 2010 - Dr Jean Lilensten of the Laboratoire de Planétologie de Grenoble for his development and dissemination of his 'planeterrella' experiment; • 2011 - The Austrian Space Forum for their coordinated programme of outreach activities, which range from simple classroom presentations to space exhibitions reaching 15 000 visitors; • 2012 - Yaël Nazé, for the diverse outreach programme she has individually initiated over the years, carefully tailored to audiences across the spectrum of society, including children, artists and elderly people. These three prizes cover a spectrum of different approaches to outreach and provide inspiration for anyone wishing to become engaged in public engagement, whether at an individual and institutional level.

Families' engagement with young children's science and technology learning at home

Science.gov (United States)

Hall, Robin L.; Schaverien, Lynette

2001-07-01

There is accumulating evidence of the worth of involving families in young children's learning in informal contexts. By exploring families' engagement with their children's science and technology learning at home over a 6-month period, the present investigation sought to illuminate both the nature and the educational significance of what families do. Initially, in order to seed scientific and technological inquiry in homes, kindergarten and year-one children investigated flashlights with family members at school. Each day, equipment was available to take home. Using established anthropological methods, one of the researchers investigated children's further inquiries beyond the classroom in diverse ways; for example, by visiting homes and conversing via telephone and facsimile. The findings showed that families engaged with children's inquiries at home in many ways - by providing resources, conversing, and investigating collaboratively with children. Moreover, when families pursued inquiries together and when children conducted their own sustained intellectual searches, children's ideas deepened. Such evidence of the educational significance of what families do suggests that early science and technology education might be made more effective if it were aligned with the ways people learn together outside formal institutions.

Understanding the psychology of seeking support to increase Health Science student engagement in academic support services. A Practice Report

Directory of Open Access Journals (Sweden)

Gerard Francis Hoyne

2013-04-01

Full Text Available Increasing student engagement within higher education academic support services is a constant challenge. Whilst engagement with support is positively associated with successful retention, and non-engagement connected to attrition, the most vulnerable students are often the least likely to engage. Our data has shown that Health Science students are reluctant to engage with academic support services despite being made aware of their academic deficiencies. The “psychology of seeking support” was used as a lens to identify some of the multifaceted issues around student engagement. The School of Health Sciences made attendance at support courses compulsory for those students who were below the benchmark score in a post entrance literacy test. Since the policy change was implemented, there has been a 50% reduction in the fail rate of “at risk” students in a core literacy unit. These findings are encouraging and will help reduce student attrition in the long term.

Constituting Public Engagement

DEFF Research Database (Denmark)

Davies, Sarah Rachael

2013-01-01

understanding of science to those of public engagement with science and technology (PEST), and the histories, or genealogies, of such models. Data from two qualitative studies-a case study of one of the United Kingdom'ssix Beacons for Public Engagement and a study of contract research staff-are used......This article uses data from two U.K. studies in order to explore the meanings attached to public engagement. It focuses on two issues of importance to contemporary discussions of science communication: the degree to which there has been a smooth transition, in practice, from models of public...... to characterize the ways in which U.K. academic communities understand PEST. It is argued that engagement is construed as multiple, relational, and outcomes oriented, with seven key outcomes ranging from better research to empowered individuals. These differences are traced to personal and professional...

Promoting Civic Engagement, Critical Thinking and the Science of Photography through Photovoice

Directory of Open Access Journals (Sweden)

Julie Tritz

2011-12-01

Full Text Available Photovoice is part of a growing interest in using creative tools with youth groups as a means to increase involvement in the positive development of local communities. The goal of Photovoice is to allow youth to record, reflect and act on issues of importance to them through the production of still photographs. The methodology holds promise for youth development professionals in several ways. It teaches soft skills such as teamwork and critical thinking; fosters civic engagement and engages youth in learning about the science of photography. The article concludes with considerations and ideas for emulating the methodology in a local community.

Taking the Plunge: Next Steps in Engaged Learning: Project Kaleidoscope-Connecticut Conference of Independent Colleges Conference for Science Educators.

Science.gov (United States)

Frederick, Jennifer

2010-09-01

College and university science educators from across Connecticut gathered at Yale's West Campus in April 2010 for a Project Kaleidoscope (PKAL) program entitled "Taking the Plunge: Next Steps in Engaged Learning." Funded by the National Science Foundation (NSF) and co-sponsored by the Connecticut Conference of Independent Colleges (CCIC) and Yale's McDougal Graduate Teaching Center, the event was the latest in a PKAL series of one-day conferences aimed at equipping science, technology, engineering, and math (STEM) instructors with effective approaches to engaging students and training future scientists.

"Can We Do That Again?" Engaging Learners and Developing beyond the "Wow" Factor in Science

Science.gov (United States)

Astall, Chris; Bruce, Warren

2010-01-01

Adding Mentos to an open bottle of Diet Coke can produce a fountain of liquid and froth extending several metres high. This activity can engage a wide audience of learners in a relevant and meaningful way, provide a model for creative science teaching, and help to develop learners' attitudes towards school science as a subject. In this paper, the…

Enhancing Teacher and Student Engagement and Understanding of Marine Science Through Classroom Citizen Science Projects

Science.gov (United States)

Goodale, T. A.

2016-02-01

Overview This paper presentation shares findings from a granted funded project that sought to expand teacher content knowledge and pedagogy within the fields of marine science and coastal resource management through the implementation of classroom citizen science projects. A secondary goal was to increase middle and high school student interest and participation in marine science and natural resources research. Background A local science & engineering fair has seen a rapid decline in secondary student participants in the past four years. Research has demonstrated that when students are a part of a system of knowledge production (citizen science) they become much more aware, involved and conscious of scientific concepts compared to traditional school laboratory and nature of science activities. This project's primary objectives were to: (a) enhance teacher content expertise in marine science, (b) enrich teacher professional learning, (c) support citizen science classroom projects and inspire student activism and marine science engagement. Methods Project goals were addressed through classroom and meaningful outdoor educational experiences that put content knowledge into field based practices. Teachers learned to apply thier expanded content knowlege through classroom citizen science projects that focus on marine resource conservation issues such as fisheries management, water quality, turtle nesting and biodiversity of coastal ecosystems. These projects would eventually become potential topics of citizen science research topics for their students to pursue. Upon completion of their professional development, participants were urged to establish student Marine Science clubs with the goal of mentoring student submissions into the local science fair. Supplemental awards were possible for the students of project participants. Findings Based on project measures participants significantly increased their knowledge and awareness of presented material marine science and

Asteroid named after CAS scientist

Institute of Scientific and Technical Information of China (English)

无

2007-01-01

@@ An asteroid has been named after CAS astronomy historian XI Zezong with the approval of the International Minor Planet Nomenclature Committee (IMPNC), announced China's National Astronomical Observatories at CAS (NAOC) on 17 August.

High school student's motivation to engage in conceptual change-learning in science

Science.gov (United States)

Barlia, Lily

1999-11-01

This study investigated motivational factors that are related to engaging in conceptual change learning. While previous studies have recognized the resistance of students' scientific conception to change, few have investigated the role that non-cognitive factors might play when students are exposed to conceptual change instruction. Three research questions were examined: (a) What instructional strategies did the teacher use to both promote students' learning for conceptual change and increase their motivation in learning science? (b) What are the patterns of students' motivation to engage in conceptual change learning? And (c) what individual profiles can be constructed from the four motivational factors (i.e., goals, values, self-efficacy, and control beliefs) and how are these profiles linked to engagement (i.e., behavioral and cognitive engagement) in conceptual change learning of science? Eleven twelfth grade students (senior students) and the teacher in which conceptual change approach to teaching was used in daily activities were selected. Data collection for this study included student's self-reported responses to the Motivated Strategies for Learning Questionnaire (MSLQ), classroom observation of students and the teacher, and structured interviews. Analysis of these data resulted in a motivational factor profile for each student and cross case analysis for entire group. Results from this study indicate that each student has different motivation factors that are mostly influenced individual student to learn science. Among these motivation factors, task value and control beliefs were most important for students. The implication of these findings are that teachers need to encourage students to find learning for conceptual change a valuable task, and that students need to find applications for their new conceptions within their everyday lives. In addition, teachers need to encourage students to develop learning strategies for conceptual understanding

Crafting interactivity for stakeholder engagement: transforming assumptions about communication in science and policy.

Science.gov (United States)

Aakhus, Mark

2011-11-01

The International Radiation Protection Association's guiding principles for stakeholder engagement focus on fostering, facilitating, and enabling interaction among stakeholders that is inclusive and fosters competent decision making. Implicit in these standards is a call to cultivate knowledge and competence in designing communication for stakeholder engagement among radiation protection professionals. Communication as design is an approach to risk communication in science and policy that differs from, yet complements, the more well-known communication practices of informing and persuading. Design focuses on the recurring practical problem faced by professionals in making communication possible among stakeholders where it has otherwise been difficult, impossible, or even unimagined. The knowledge and competence associated with design involves principles for crafting interactivity across a variety of mediated and non-mediated encounters among stakeholders. Risk communication can be improved by cultivating expertise in scalable communication design that embraces the demands of involvement without abandoning the need for competence in science and policy communication.

Using CRISPR-Cas systems as antimicrobials.

Science.gov (United States)

Bikard, David; Barrangou, Rodolphe

2017-06-01

Although CRISPR-Cas systems naturally evolved to provide adaptive immunity in bacteria and archaea, Cas nucleases can be co-opted to target chromosomal sequences rather than invasive genetic elements. Although genome editing is the primary outcome of self-targeting using CRISPR-based technologies in eukaryotes, self-targeting by CRISPR is typically lethal in bacteria. Here, we discuss how DNA damage introduced by Cas nucleases in bacteria can efficiently and specifically lead to plasmid curing or drive cell death. Specifically, we discuss how various CRISPR-Cas systems can be engineered and delivered using phages or phagemids as vectors. These principles establish CRISPR-Cas systems as potent and programmable antimicrobials, and open new avenues for the development of CRISPR-based tools for selective removal of bacterial pathogens and precise microbiome composition alteration. Copyright © 2017 Elsevier Ltd. All rights reserved.

Engineered CRISPR-Cas9 nucleases with altered PAM specificities.

Science.gov (United States)

Kleinstiver, Benjamin P; Prew, Michelle S; Tsai, Shengdar Q; Topkar, Ved V; Nguyen, Nhu T; Zheng, Zongli; Gonzales, Andrew P W; Li, Zhuyun; Peterson, Randall T; Yeh, Jing-Ruey Joanna; Aryee, Martin J; Joung, J Keith

2015-07-23

Although CRISPR-Cas9 nucleases are widely used for genome editing, the range of sequences that Cas9 can recognize is constrained by the need for a specific protospacer adjacent motif (PAM). As a result, it can often be difficult to target double-stranded breaks (DSBs) with the precision that is necessary for various genome-editing applications. The ability to engineer Cas9 derivatives with purposefully altered PAM specificities would address this limitation. Here we show that the commonly used Streptococcus pyogenes Cas9 (SpCas9) can be modified to recognize alternative PAM sequences using structural information, bacterial selection-based directed evolution, and combinatorial design. These altered PAM specificity variants enable robust editing of endogenous gene sites in zebrafish and human cells not currently targetable by wild-type SpCas9, and their genome-wide specificities are comparable to wild-type SpCas9 as judged by GUIDE-seq analysis. In addition, we identify and characterize another SpCas9 variant that exhibits improved specificity in human cells, possessing better discrimination against off-target sites with non-canonical NAG and NGA PAMs and/or mismatched spacers. We also find that two smaller-size Cas9 orthologues, Streptococcus thermophilus Cas9 (St1Cas9) and Staphylococcus aureus Cas9 (SaCas9), function efficiently in the bacterial selection systems and in human cells, suggesting that our engineering strategies could be extended to Cas9s from other species. Our findings provide broadly useful SpCas9 variants and, more importantly, establish the feasibility of engineering a wide range of Cas9s with altered and improved PAM specificities.

Cas3 is a single-stranded DNA nuclease and ATP-dependent helicase in the CRISPR/Cas immune system.

Science.gov (United States)

Sinkunas, Tomas; Gasiunas, Giedrius; Fremaux, Christophe; Barrangou, Rodolphe; Horvath, Philippe; Siksnys, Virginijus

2011-04-06

Clustered regularly interspaced short palindromic repeat (CRISPR) is a recently discovered adaptive prokaryotic immune system that provides acquired immunity against foreign nucleic acids by utilizing small guide crRNAs (CRISPR RNAs) to interfere with invading viruses and plasmids. In Escherichia coli, Cas3 is essential for crRNA-guided interference with virus proliferation. Cas3 contains N-terminal HD phosphohydrolase and C-terminal Superfamily 2 (SF2) helicase domains. Here, we provide the first report of the cloning, expression, purification and in vitro functional analysis of the Cas3 protein of the Streptococcus thermophilus CRISPR4 (Ecoli subtype) system. Cas3 possesses a single-stranded DNA (ssDNA)-stimulated ATPase activity, which is coupled to unwinding of DNA/DNA and RNA/DNA duplexes. Cas3 also shows ATP-independent nuclease activity located in the HD domain with a preference for ssDNA substrates. To dissect the contribution of individual domains, Cas3 separation-of-function mutants (ATPase(+)/nuclease(-) and ATPase(-)/nuclease(+)) were obtained by site-directed mutagenesis. We propose that the Cas3 ATPase/helicase domain acts as a motor protein, which assists delivery of the nuclease activity to Cascade-crRNA complex targeting foreign DNA.

Synthesizing Marketing, Community Engagement, and Systems Science Approaches for Advancing Translational Research.

Science.gov (United States)

Kneipp, Shawn M; Leeman, Jennifer; McCall, Pamela; Hassmiller-Lich, Kristen; Bobashev, Georgiy; Schwartz, Todd A; Gilmore, Robert; Riggan, Scott; Gil, Benjamin

2015-01-01

The adoption and implementation of evidence-based interventions (EBIs) are the goals of translational research; however, potential end-users' perceptions of an EBI value have contributed to low rates of adoption. In this article, we describe our application of emerging dissemination and implementation science theoretical perspectives, community engagement, and systems science principles to develop a novel EBI dissemination approach. Using consumer-driven, graphics-rich simulation, the approach demonstrates predicted implementation effects on health and employment outcomes for socioeconomically disadvantaged women at the local level and is designed to increase adoption interest of county program managers accountable for improving these outcomes in their communities.

Geophysicists' views about public engagement

Science.gov (United States)

Besley, J. C.; Dudo, A.; Yuan, S.

2016-12-01

The proposed talk would present the results of 2016 survey of American Geophysical Union members (n = 2040) about public engagement. This survey took place as part of a broader, NSF funded, study of engagement views across eight different U.S.-based scientific societies. The presentation would include data about geophysicists' past engagement behavior and willingness to engage alongside data about engagement attitudes, perceived norms (i.e. beliefs about whether peers engage and value engagement), and perceived efficacy (i.e., scientists' beliefs about their own communication skills and the impact of engagement). The presentation would also include results that describe scientists' overall goals for engagement (e.g., increasing support for specific policy positions, changing citizen behavior, etc.), as well as their communication-specific objectives (e.g., increasing knowledge, increase excitement, etc.). All of the results would be put in the context of equivalent results from scientists from seven other societies across a variety of fields, including chemistry, biology, and the social sciences. Three themes that would be emphasized in the presentation include (1) the fact that there are substantial commonalities in engagement views across scientific fields, (2) the important role that perceived engagement skill (efficacy) appears to play in predicting engagement willingness, and (3) a lack of evidence that scientists are thinking about engagement in strategic ways. Strategic engagement, in this regard, would involve setting clear goals and then choosing activities that the social science of science communication suggests might allow one to achieve those goals. The presentation would conclude with thoughts about what might be done to improve the effectiveness of science communication training.

Science Students Creating Hybrid Spaces when Engaging in an Expo Investigation Project

Science.gov (United States)

Ramnarain, Umesh; de Beer, Josef

2013-02-01

In this paper, we report on the experiences of three 9th-grade South African students (13-14 years) in doing open science investigation projects for a science expo. A particular focus of this study was the manner in which these students merge the world of school science with their social world to create a hybrid space by appropriating knowledge and resources of the school and home. Within this hybrid space they experienced a deeper, more meaningful and authentic engagement in science practical work. This hybrid space redefined the landscape of the science learning experience for these students, as they could derive the twofold benefit of appropriating support when necessary and at the same time maintain their autonomy over the investigation. For South Africa and quite probably other countries; these findings serve as a guideline as to how opportunities can be created for students to do open science investigations, against prevailing school factors such as large classes, a lack of physical resources, the lack of time for practical work and the demands of syllabus coverage.

Lunar and Planetary Science XXXV: Engaging K-12 Educators, Students, and the General Public in Space Science Exploration

Science.gov (United States)

2004-01-01

The session "Engaging K-12 Educators, Students, and the General Public in Space Science Exploration" included the following reports:Training Informal Educators Provides Leverage for Space Science Education and Public Outreach; Teacher Leaders in Research Based Science Education: K-12 Teacher Retention, Renewal, and Involvement in Professional Science; Telling the Tale of Two Deserts: Teacher Training and Utilization of a New Standards-based, Bilingual E/PO Product; Lindstrom M. M. Tobola K. W. Stocco K. Henry M. Allen J. S. McReynolds J. Porter T. T. Veile J. Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes -- Update; Utilizing Mars Data in Education: Delivering Standards-based Content by Exposing Educators and Students to Authentic Scientific Opportunities and Curriculum; K. E. Little Elementary School and the Young Astronaut Robotics Program; Integrated Solar System Exploration Education and Public Outreach: Theme, Products and Activities; and Online Access to the NEAR Image Collection: A Resource for Educators and Scientists.

Evolution and classification of the CRISPR-Cas systems

Science.gov (United States)

S. Makarova, Kira; H. Haft, Daniel; Barrangou, Rodolphe; J. J. Brouns, Stan; Charpentier, Emmanuelle; Horvath, Philippe; Moineau, Sylvain; J. M. Mojica, Francisco; I. Wolf, Yuri; Yakunin, Alexander F.; van der Oost, John; V. Koonin, Eugene

2012-01-01

The CRISPR–Cas (clustered regularly interspaced short palindromic repeats–CRISPR-associated proteins) modules are adaptive immunity systems that are present in many archaea and bacteria. These defence systems are encoded by operons that have an extraordinarily diverse architecture and a high rate of evolution for both the cas genes and the unique spacer content. Here, we provide an updated analysis of the evolutionary relationships between CRISPR–Cas systems and Cas proteins. Three major types of CRISPR–Cas system are delineated, with a further division into several subtypes and a few chimeric variants. Given the complexity of the genomic architectures and the extremely dynamic evolution of the CRISPR–Cas systems, a unified classification of these systems should be based on multiple criteria. Accordingly, we propose a `polythetic' classification that integrates the phylogenies of the most common cas genes, the sequence and organization of the CRISPR repeats and the architecture of the CRISPR–cas loci. PMID:21552286

Student Perceptions of Interest, Learning, and Engagement from an Informal Traveling Science Museum

Science.gov (United States)

Sample McMeeking, Laura B.; Weinberg, Andrea E.; Boyd, Kathryn J.; Balgopal, Meena M.

2016-01-01

Informal Science Education (ISE) programs have been increasing in popularity in recent years. The National Research Council has laid out six strands that ISE programs should try to address, including increasing interest, knowledge, and allowing participants to engage in scientific activities. Past research suggests that informal settings can…

Engaging Karen Refugee Students in Science Learning through a Cross-Cultural Learning Community

Science.gov (United States)

Harper, Susan G.

2017-01-01

This research explored how Karen (first-generation refugees from Burma) elementary students engaged with the Next Generation Science Standards (NGSS) practice of constructing scientific explanations based on evidence within the context of a cross-cultural learning community. In this action research, the researcher and a Karen parent served as…

Social media as a platform for science and health engagement: challenges and opportunities.

Science.gov (United States)

Dixon, Graham

2016-01-01

Social media has become a major platform for debates on science and health. This commentary argues that while social media can present challenges to communicating important health matters, it can also provide health experts a unique opportunity to engage with and build trust among members of the public.

Cas4 Facilitates PAM-Compatible Spacer Selection during CRISPR Adaptation

OpenAIRE

Sebastian N. Kieper; Cristóbal Almendros; Juliane Behler; Rebecca E. McKenzie; Franklin L. Nobrega; Anna C. Haagsma; Jochem N.A. Vink; Wolfgang R. Hess; Stan J.J. Brouns

2018-01-01

Summary: CRISPR-Cas systems adapt their immunological memory against their invaders by integrating short DNA fragments into clustered regularly interspaced short palindromic repeat (CRISPR) loci. While Cas1 and Cas2 make up the core machinery of the CRISPR integration process, various class I and II CRISPR-Cas systems encode Cas4 proteins for which the role is unknown. Here, we introduced the CRISPR adaptation genes cas1, cas2, and cas4 from the type I-D CRISPR-Cas system of Synechocystis sp....

CRISPR-Cas9 Structures and Mechanisms.

Science.gov (United States)

Jiang, Fuguo; Doudna, Jennifer A

2017-05-22

Many bacterial clustered regularly interspaced short palindromic repeats (CRISPR)-CRISPR-associated (Cas) systems employ the dual RNA-guided DNA endonuclease Cas9 to defend against invading phages and conjugative plasmids by introducing site-specific double-stranded breaks in target DNA. Target recognition strictly requires the presence of a short protospacer adjacent motif (PAM) flanking the target site, and subsequent R-loop formation and strand scission are driven by complementary base pairing between the guide RNA and target DNA, Cas9-DNA interactions, and associated conformational changes. The use of CRISPR-Cas9 as an RNA-programmable DNA targeting and editing platform is simplified by a synthetic single-guide RNA (sgRNA) mimicking the natural dual trans-activating CRISPR RNA (tracrRNA)-CRISPR RNA (crRNA) structure. This review aims to provide an in-depth mechanistic and structural understanding of Cas9-mediated RNA-guided DNA targeting and cleavage. Molecular insights from biochemical and structural studies provide a framework for rational engineering aimed at altering catalytic function, guide RNA specificity, and PAM requirements and reducing off-target activity for the development of Cas9-based therapies against genetic diseases.

CRISPR-Cas: biology, mechanisms and relevance

Science.gov (United States)

Hille, Frank

2016-01-01

Prokaryotes have evolved several defence mechanisms to protect themselves from viral predators. Clustered regularly interspaced short palindromic repeats (CRISPR) and their associated proteins (Cas) display a prokaryotic adaptive immune system that memorizes previous infections by integrating short sequences of invading genomes—termed spacers—into the CRISPR locus. The spacers interspaced with repeats are expressed as small guide CRISPR RNAs (crRNAs) that are employed by Cas proteins to target invaders sequence-specifically upon a reoccurring infection. The ability of the minimal CRISPR-Cas9 system to target DNA sequences using programmable RNAs has opened new avenues in genome editing in a broad range of cells and organisms with high potential in therapeutical applications. While numerous scientific studies have shed light on the biochemical processes behind CRISPR-Cas systems, several aspects of the immunity steps, however, still lack sufficient understanding. This review summarizes major discoveries in the CRISPR-Cas field, discusses the role of CRISPR-Cas in prokaryotic immunity and other physiological properties, and describes applications of the system as a DNA editing technology and antimicrobial agent. This article is part of the themed issue ‘The new bacteriology’. PMID:27672148

A guild of 45 CRISPR-associated (Cas protein families and multiple CRISPR/Cas subtypes exist in prokaryotic genomes.

Directory of Open Access Journals (Sweden)

Daniel H Haft

2005-11-01

Full Text Available Clustered regularly interspaced short palindromic repeats (CRISPRs are a family of DNA direct repeats found in many prokaryotic genomes. Repeats of 21-37 bp typically show weak dyad symmetry and are separated by regularly sized, nonrepetitive spacer sequences. Four CRISPR-associated (Cas protein families, designated Cas1 to Cas4, are strictly associated with CRISPR elements and always occur near a repeat cluster. Some spacers originate from mobile genetic elements and are thought to confer "immunity" against the elements that harbor these sequences. In the present study, we have systematically investigated uncharacterized proteins encoded in the vicinity of these CRISPRs and found many additional protein families that are strictly associated with CRISPR loci across multiple prokaryotic species. Multiple sequence alignments and hidden Markov models have been built for 45 Cas protein families. These models identify family members with high sensitivity and selectivity and classify key regulators of development, DevR and DevS, in Myxococcus xanthus as Cas proteins. These identifications show that CRISPR/cas gene regions can be quite large, with up to 20 different, tandem-arranged cas genes next to a repeat cluster or filling the region between two repeat clusters. Distinctive subsets of the collection of Cas proteins recur in phylogenetically distant species and correlate with characteristic repeat periodicity. The analyses presented here support initial proposals of mobility of these units, along with the likelihood that loci of different subtypes interact with one another as well as with host cell defensive, replicative, and regulatory systems. It is evident from this analysis that CRISPR/cas loci are larger, more complex, and more heterogeneous than previously appreciated.

International Observe the Moon Night: Eight Years of Engaging Scientists, Educators, and Citizen Enthusiasts in NASA Science

Science.gov (United States)

Buxner, Sanlyn; Jones, Andrea; Bleacher, Lora; Wasser, Molly; Day, Brian; Bakerman, Maya; Shaner, Andrew; Joseph, Emily; International Observe the Moon Night Coordinating Committee

2018-01-01

International Observe the Moon Night (InOMN) is an annual worldwide event, held in the fall, that celebrates lunar and planetary science and exploration. InOMN is sponsored by NASA’s Lunar Reconnaissance Orbiter (LRO) in collaboration with NASA’s Solar System Exploration Research Virtual Institute (SSERVI), the NASA’s Heliophysics Education Consortium, CosmoQuest, Night Sky Network, and Science Festival Alliance. Other key partners include the NASA Museum Alliance, Night Sky Network, and NASA Solar System Ambassadors.In 2017 InOMN will be held on October 28th, and will engage thousands of people across the globe to observe and learn about the Moon and its connection to planetary science. This year, we have partnered with the NASA Science Mission Directorate total solar eclipse team to highlight InOMN as an opportunity to harness and sustain the interest and momentum in space science and observation following the August 21st eclipse. Since 2010, over 3,800 InOMN events have been registered engaging over 550,000 visitors worldwide. Most InOMN events are held in the United States, with strong representation from many other countries. We will present current results from the 2017 InOMN evaluation.Through InOMN, we annually provide resources such as event-specific Moon maps, presentations, advertising materials, and certificates of participation. Additionally, InOMN highlights partner resources such as online interfaces including Moon Trek (https://moontrek.jpl.nasa.gov) and CosmoQuest (https://cosmoquest.org/x/) to provide further opportunities to engage with NASA science.Learn more about InOMN at http://observethemoonnight.org.

Rational Design of Mini-Cas9 for Transcriptional Activation.

Science.gov (United States)

Ma, Dacheng; Peng, Shuguang; Huang, Weiren; Cai, Zhiming; Xie, Zhen

2018-04-20

Nuclease dead Cas9 (dCas9) has been widely used for modulating gene expression by fusing with different activation or repression domains. However, delivery of the CRISPR/Cas system fused with various effector domains in a single adeno-associated virus (AAV) remains challenging due to the payload limit. Here, we engineered a set of downsized variants of Cas9 including Staphylococcus aureus Cas9 (SaCas9) that retained DNA binding activity by deleting conserved functional domains. We demonstrated that fusing FokI nuclease domain to the N-terminal of the minimal SaCas9 (mini-SaCas9) or to the middle of the split mini-SaCas9 can trigger efficient DNA cleavage. In addition, we constructed a set of compact transactivation domains based on the tripartite VPR activation domain and self-assembled arrays of split SpyTag:SpyCatch peptides, which are suitable for fusing to the mini-SaCas9. Lastly, we produced a single AAV containing the mini-SaCas9 fused with a downsized transactivation domain along with an optimized gRNA expression cassette, which showed efficient transactivation activity. Our results highlighted a practical approach to generate down-sized CRISPR/Cas9 and gene activation systems for in vivo applications.

The four cultures: Public engagement with science only, art only, neither, or both museums.

Science.gov (United States)

Shein, Paichi Pat; Li, Yuh-Yuh; Huang, Tai-Chu

2015-11-01

This study uses an art-and-science comparative lens to understand the science culture, particularly the public engagement with science museums. A representational Taiwanese sample of 1863 subjects was categorized into "four cultures," who visit science only, art only, neither, or both museums, resulting in six multivariate logistic regression models. Knowledge of science, interests in scientific and social issues, and socio-demographic variables were considered in the models. Adults with children and males prefer science museums, females prefer art museums, and the young and urban intellects show no strong preference, appearing to be open to both science and art museums. The findings show the complex decisions the public make in visiting museums. It is no longer a strictly science or art decision, as framed by Snow's "The Two Cultures" argument; rather, the possibility of visiting both museums has emerged, a phenomenon we describe as cognitive polyphasia. © The Author(s) 2015.

Are Comic Books an Effective Way to Engage Nonmajors in Learning and Appreciating Science?1

Science.gov (United States)

Hosler, Jay; Boomer, K. B.

2011-01-01

Comic books employ a complex interplay of text and images that gives them the potential to effectively convey concepts and motivate student engagement. This makes comics an appealing option for educators trying to improve science literacy about pressing societal issues involving science and technology. Here, we report results from the first systematic assessment of how a science comic book can affect student learning and attitudes about biology. We used pre- and postinstruction instruments to measure students’ attitudes about biology, attitudes about comics, and content knowledge about evolution before and after using the science comic book Optical Allusions in their classes. On the preinstruction instrument, nonmajors reported the lowest scores on the content test and attitude surveys relative to the other groups. However, on the postinstruction instrument, nonmajors’ content scores and attitudes showed a statistically significant improvement after using the comic book, particularly among those with lower content knowledge at the start of the semester. The improvement in attitudes about biology was correlated to attitudes about comics, suggesting that the comic may have played a role in engaging and shaping student attitudes in a positive way. PMID:21885827

Audience, Purpose, and Civic Engagement: A Reassessment of Writing Instruction in Political Science

Science.gov (United States)

Anson, Ian G.

2017-01-01

In the present study I examine meaning-making as an integral aspect of successful writing assignments in political science. Results of a semester-long quasi-experimental pilot study show that meaning-making writing tasks help students in Introduction to American Politics courses become more politically engaged through the inculcation of civic…

Tenth anniversary of CAS ONLINE service : What CAS services should be in the new era of chemical information

Science.gov (United States)

Kostakos, Charles N.

Chemical Abstracts Service celebrated 10th anniversary of CAS online information service in 1990. A speech given on the occasion reviewed history of the CAS ONLINE, in relation to its most important benefits for scientists and engineers. The development of STN international, the network through which CAS ONLINE is accessible around the world, was also discussed in the speech. The CAS ONLINE now contains a wide variety of files relating to chemical field including CA file, Registry file. CA previews,. CASREACT, CIN. MARPAT, etc for supplying chemical information worldwide.

152 Etude de cas sur l'impact des amendements organiques vis-à ...

African Journals Online (AJOL)

john mukalay

Etude de cas sur l'impact des amendements organiques vis-à-vis de la salinité en culture de bananier. Michel Mazinga KWEY1, Séverin Kalala BANZE2 et John Banza MUKALAY2*. 1Laboratoire des cultures in vitro, Département de phytotechnie, Faculté des sciences agronomiques,. Université de Lubumbashi, BP 1825, ...

Engaging Montana high school students in optical sciences with a polarization photo contest

Science.gov (United States)

Tauc, Martin Jan; Boger, James K.; Hohne, Andrew; Dahl, Laura M.; Nugent, Paul W.; Riesland, David W.; Moon, Benjamin; Baumbauer, Carol L.; Boese, Orrin; Shaw, Joseph A.; Nakagawa, Wataru

2017-08-01

Getting students interested in science, specifically in optics and photonics, is a worthwhile challenge. We developed and implemented an outreach campaign that sought to engage high school students in the science of polarized light. We traveled to Montana high schools and presented on the physics of light, the ways that it becomes polarized, how polarization is useful, and how to take pictures with linear polarizers to see polarization. Students took pictures that showed polarization in either a natural setting or a contrived scene. We visited 13 high schools, and presented live to approximately 450 students.

The importance of symbolic and engaged participation in evidence-based quality improvement in a complex integrated healthcare system: response to "The science of stakeholder engagement in research".

Science.gov (United States)

Hamilton, Alison B; Yano, Elizabeth M

2017-09-01

In this commentary, we respond to the commentary provided by Goodman and Sanders Thompson regarding our paper on multilevel stakeholder engagement in a VA implementation trial of evidence-based quality improvement (EBQI) in women's health primary care. We clarify our overall approach to engagement (comprised of both symbolic and engaged participation, according to the authors' classification rubric), highlighting that symbolic participation is of more import and value than the authors suggest, especially in the context of a hierarchical healthcare system. We contend that the issue of power-and how power matters in stakeholder engagement-needs to be considered in this context rather than in global "community" terms. In response to the authors' call for greater detail, we clarify our planning processes as well as our approach to veteran engagement. We concur with Goodman and Sanders Thompson that the science of stakeholder engagement necessitates a broader understanding of best practices as well as the impact of engagement on implementation outcomes.

Engagement and Empathy Discourses in Corporate Communication: The Case of “The Science of Engagement”

Directory of Open Access Journals (Sweden)

Liz Yeomans

2015-12-01

Full Text Available This paper analyzes engagement and empathy discourse in a corporate document The Science of Engagement published online by a leading UK PR agency. The method used was a critical discourse analysis (CDA of the document, and the findings reveal that the engagement discourse in this document positions the consumer as a passive, compulsive purchaser, while the empathy discourse largely frames the consumer as young and more empathic than previous generations, and thus an easily accessible target for brands to appeal to, using emotional communication on social media. The conclusion of the paper is that in contrast to conceptual understandings of engagement as two-way and empathy as other-oriented, the Agency relies on early understanding of engagement as a cognitive process based on instincts and persuasive communication, and not as a concept of social communication that will be dependent on cultural and social differences, individual approach, and trust. This practice goes against the already acknowledged view of engagement and empathy as more than just cognitive responses by consumers, and presents an outdated understanding of these increasingly debated concepts.

Elementary Science Instruction: Examining a Virtual Environment for Evidence of Learning, Engagement, and 21st Century Competencies

Directory of Open Access Journals (Sweden)

Terry K. Smith

2014-03-01

Full Text Available This mixed methods study examined the effectiveness of a virtual world curriculum for teaching elementary students complex science concepts and skills. Data were collected using pre- and post-content tests and a student survey of engaged learning, An additional survey collected teacher observations of 21st century competencies conducive to learning. The study involved a five-day intervention of fifteen 4th grade students in a small Midwestern school using a virtual science computer game from Arizona State University. Thirty elementary teachers from Australia, England, and the United States were surveyed on classroom observations of their elementary students working in the virtual world environment. Research questions guiding the virtual learning study were: (1 do pre- and post-content tests show significant learning in the virtual environment; (2 are students academically engaged during the learning process; and (3 are students actively demonstrating relevant 21st century competencies. The study supports prior research in game-based learning showing measureable learning results, highly engaged, motivated students, and observations of student behaviors conducive to learning science in school, namely collaboration, problem solving, critical thinking/inquiry, global awareness, and technology use.

The Contribution of Perceived Classroom Learning Environment and Motivation to Student Engagement in Science

Science.gov (United States)

Tas, Yasemin

2016-01-01

This study investigated middle school students' engagement in science in relation to students' perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical…

Undergraduate Research in Earth Science Classes: Engaging Students in the First Two Years

Science.gov (United States)

Mogk, D. W.; Wysession, M. E.; Beauregard, A.; Reinen, L. A.; Surpless, K.; O'Connell, K.; McDaris, J. R.

2014-12-01

The recent PCAST report (2012), Engage to Excel, calls for a major shift in instructional modes in introductory (geo)science courses by "replacing standard laboratory courses with discovery-based research courses". An increased emphasis is recommended to engage students in experiments with the possibility of true discovery and expanded use of scientific research courses in the first two years. To address this challenge, the On the Cutting Edge program convened a workshop of geoscience faculty to explore the many ways that true research experiences can be built into introductory geoscience courses. The workshop goals included: consideration of the opportunities, strategies and methods used to provide research experiences for students in lower division geoscience courses; examination of ways to develop students' "geoscience habits of mind" through participation in authentic research activities; exploration of ways that student research projects can be designed to contribute to public science literacy with applications to a range of issues facing humanity; and development of strategies to obtain funding for these research projects, to make these programs sustainable in departments and institutions, and to scale-up these programs so that all students may participate. Access to Earth data, information technology, lab and field-based instrumentation, and field experiences provide unprecedented opportunities for students to engage in authentic research at early stages in their careers. Early exposure to research experiences has proven to be effective in the recruitment of students to the geoscience disciplines, improved retention and persistence in degree programs, motivation for students to learn and increase self-efficacy, improved attitudes and values about science, and overall increased student success. Workshop outcomes include an online collection of tested research projects currently being used in geoscience classes, resources related to effective design

Meaningful experiences in science education: Engaging the space researcher in a cultural transformation to greater science literacy

Science.gov (United States)

Morrow, Cherilynn A.

1993-01-01

The visceral appeal of space science and exploration is a very powerful emotional connection to a very large and diverse collection of people, most of whom have little or no perspective about what it means to do science and engineering. Therein lies the potential of space for a substantially enhanced positive impact on culture through education. This essay suggests that through engaging more of the space research and development community in enabling unique and 'meaningful educational experiences' for educators and students at the pre-collegiate levels, space science and exploration can amplify its positive feedback on society and act as an important medium for cultural transformation to greater science literacy. I discuss the impact of space achievements on people and define what is meant by a 'meaningful educational experience,' all of which points to the need for educators and students to be closer to the practice of real science. I offer descriptions of two nascent science education programs associated with NASA which have the needed characteristics for providing meaningful experiences that can cultivate greater science literacy. Expansion of these efforts and others like it will be needed to have the desired impact on culture, but I suggest that the potential for the needed resources is there in the scientific research communities. A society in which more people appreciate and understand science and science methods would be especially conducive to human progress in space and on Earth.

Tools for Engaging Scientists in Education and Public Outreach: Resources from NASA's Science Mission Directorate Forums

Science.gov (United States)

Buxner, S.; Grier, J.; Meinke, B. K.; Gross, N. A.; Woroner, M.

2014-12-01

The NASA Science Education and Public Outreach (E/PO) Forums support the NASA Science Mission Directorate (SMD) and its E/PO community by enhancing the coherency and efficiency of SMD-funded E/PO programs. The Forums foster collaboration and partnerships between scientists with content expertise and educators with pedagogy expertise. We will present tools to engage and resources to support scientists' engagement in E/PO efforts. Scientists can get connected to educators and find support materials and links to resources to support their E/PO work through the online SMD E/PO community workspace (http://smdepo.org) The site includes resources for scientists interested in E/PO including one page guides about "How to Get Involved" and "How to Increase Your Impact," as well as the NASA SMD Scientist Speaker's Bureau to connect scientists to audiences across the country. Additionally, there is a set of online clearinghouses that provide ready-made lessons and activities for use by scientists and educators: NASA Wavelength (http://nasawavelength.org/) and EarthSpace (http://www.lpi.usra.edu/earthspace/). The NASA Forums create and partner with organizations to provide resources specifically for undergraduate science instructors including slide sets for Earth and Space Science classes on the current topics in astronomy and planetary science. The Forums also provide professional development opportunities at professional science conferences each year including AGU, LPSC, AAS, and DPS to support higher education faculty who are teaching undergraduate courses. These offerings include best practices in instruction, resources for teaching planetary science and astronomy topics, and other special topics such as working with diverse students and the use of social media in the classroom. We are continually soliciting ways that we can better support scientists' efforts in effectively engaging in E/PO. Please contact Sanlyn Buxner (buxner@psi.edu) or Jennifer Grier (jgrier@psi.edu) to

Sulfonamide inhibition studies of two β-carbonic anhydrases from the ascomycete fungus Sordaria macrospora, CAS1 and CAS2.

Science.gov (United States)

Vullo, Daniela; Lehneck, Ronny; Pöggeler, Stefanie; Supuran, Claudiu T

2018-12-01

The two β-carbonic anhydrases (CAs, EC 4.2.1.1) recently cloned and purified from the ascomycete fungus Sordaria macrospora, CAS1 and CAS2, were investigated for their inhibition with a panel of 39 aromatic, heterocyclic, and aliphatic sulfonamides and one sulfamate, many of which are clinically used agents. CAS1 was efficiently inhibited by tosylamide, 3-fluorosulfanilamide, and 3-chlorosulfanilamide (K I s in the range of 43.2-79.6 nM), whereas acetazolamide, methazolamide, topiramate, ethoxzolamide, dorzolamide, and brinzolamide were medium potency inhibitors (K I s in the range of 360-445 nM). CAS2 was less sensitive to sulfonamide inhibitors. The best CAS2 inhibitors were 5-amino-1,3,4-thiadiazole-2-sulfonamide (the deacetylated acetazolamide precursor) and 4-hydroxymethyl-benzenesulfonamide, with K I s in the range of 48.1-92.5 nM. Acetazolamide, dorzolamide, ethoxzolamide, topiramate, sulpiride, indisulam, celecoxib, and sulthiame were medium potency CAS2 inhibitors (K I s of 143-857 nM). Many other sulfonamides showed affinities in the high micromolar range or were ineffective as CAS1/2 inhibitors. Small changes in the structure of the inhibitor led to important differences of the activity. As these enzymes may show applications for the removal of anthropically generated polluting gases, finding modulators of their activity may be crucial for designing environmental-friendly CO 2 capture processes.

[CRISPR/CAS9, the King of Genome Editing Tools].

Science.gov (United States)

Bannikov, A V; Lavrov, A V

2017-01-01

The discovery of CRISPR/Cas9 brought a hope for having an efficient, reliable, and readily available tool for genome editing. CRISPR/Cas9 is certainly easy to use, while its efficiency and reliability remain the focus of studies. The review describes the general principles of the organization and function of Cas nucleases and a number of important issues to be considered while planning genome editing experiments with CRISPR/Cas9. The issues include evaluation of the efficiency and specificity for Cas9, sgRNA selection, Cas9 variants designed artificially, and use of homologous recombination and nonhomologous end joining in DNA editing.

Science Engagement Through Hands-On Activities that Promote Scientific Thinking and Generate Excitement and Awareness of NASA Assets, Missions, and Science

Science.gov (United States)

Graff, P. V.; Foxworth, S.; Miller, R.; Runco, S.; Luckey, M. K.; Maudlin, E.

2018-01-01

The public with hands-on activities that infuse content related to NASA assets, missions, and science and reflect authentic scientific practices promotes understanding and generates excitement about NASA science, research, and exploration. These types of activities expose our next generation of explorers to science they may be inspired to pursue as a future STEM career and expose people of all ages to unique, exciting, and authentic aspects of NASA exploration. The activities discussed here (Blue Marble Matches, Lunar Geologist Practice, Let's Discover New Frontiers, Target Asteroid, and Meteorite Bingo) have been developed by Astromaterials Research and Exploration Science (ARES) Science Engagement Specialists in conjunction with ARES Scientists at the NASA Johnson Space Center. Activities are designed to be usable across a variety of educational environments (formal and informal) and reflect authentic scientific content and practices.

Perceived impact on student engagement when learning middle school science in an outdoor setting

Science.gov (United States)

Abbatiello, James

Human beings have an innate need to spend time outside, but in recent years children are spending less time outdoors. It is possible that this decline in time spent outdoors could have a negative impact on child development. Science teachers can combat the decline in the amount of time children spend outside by taking their science classes outdoors for regular classroom instruction. This study identified the potential impacts that learning in an outdoor setting might have on student engagement when learning middle school science. One sixth-grade middle school class participated in this case study, and students participated in outdoor intervention lessons where the instructional environment was a courtyard on the middle school campus. The outdoor lessons consisted of the same objectives and content as lessons delivered in an indoor setting during a middle school astronomy unit. Multiple sources of data were collected including questionnaires after each lesson, a focus group, student work samples, and researcher observations. The data was triangulated, and a vignette was written about the class' experiences learning in an outdoor setting. This study found that the feeling of autonomy and freedom gained by learning in an outdoor setting, and the novelty of the outdoor environment did increase student engagement for learning middle school science. In addition, as a result of this study, more work is needed to identify how peer to peer relationships are impacted by learning outdoors, how teachers could best utilize the outdoor setting for regular science instruction, and how learning in an outdoor setting might impact a feeling of stewardship for the environment in young adults.

Red Science: China's Scientific Capital and the Future of the Chinese Academy of Sciences

Directory of Open Access Journals (Sweden)

Arturo Salazar

2008-10-01

Full Text Available The Chinese Academy of Sciences (CAS produces the scientific and technological breakthroughs that place China among the major players in scientific innovation. However, the control that the Chinese government exerts over the Academy and the tradition of guanxi among its members prevent the CAS from take-off and securing a free environment to conduct original research. The article assesses the economic logic of scientific control and its effects within the Chinese Academy of Sciences. The paper’s aim is to derive to what extent the CAS will remain as China’s main provider of scientific innovation. The “national innovation systems” approach and the cultural traditions rooted in Confucianism are revised in detail to provide an accurate perspective. The paper concludes that the CAS’ international reputation as a center of scientific and technological innovation might be at stake unless the Chinese government makes some critical reforms.

Mobilisation for public engagement: Benchmarking the practices of research institutes.

Science.gov (United States)

Entradas, Marta; Bauer, Martin M

2017-10-01

Studies on scientists' practices of public engagement have pointed to variations between disciplines. If variations at the individual level are reflected at the institutional level, then research institutes in Social Sciences (and Humanities) should perform higher in public engagement and be more involved in dialogue with the public. Using a nearly complete sample of research institutes in Portugal 2014 ( n = 234, 61% response rate), we investigate how public engagement varies in intensity, type of activities and target audiences across scientific areas. Three benchmark findings emerge. First, the Social Sciences and the Humanities profile differently in public engagement highlighting the importance of distinguishing between these two scientific areas often conflated in public engagement studies. Second, the Social Sciences overall perform more public engagement activities, but the Natural Sciences mobilise more effort for public engagement. Third, while the Social Sciences play a greater role in civic public engagement, the Natural Sciences are more likely to perform educational activities. Finally, this study shows that the overall size of research institutes, available public engagement funding and public engagement staffing make a difference in institutes' public engagement.

CRISPR/Cas9 for cancer research and therapy.

Science.gov (United States)

Zhan, Tianzuo; Rindtorff, Niklas; Betge, Johannes; Ebert, Matthias P; Boutros, Michael

2018-04-16

CRISPR/Cas9 has become a powerful method for making changes to the genome of many organisms. First discovered in bacteria as part of an adaptive immune system, CRISPR/Cas9 and modified versions have found a widespread use to engineer genomes and to activate or to repress the expression of genes. As such, CRISPR/Cas9 promises to accelerate cancer research by providing an efficient technology to dissect mechanisms of tumorigenesis, identify targets for drug development, and possibly arm cells for cell-based therapies. Here, we review current applications of the CRISPR/Cas9 technology for cancer research and therapy. We describe novel Cas9 variants and how they are used in functional genomics to discover novel cancer-specific vulnerabilities. Furthermore, we highlight the impact of CRISPR/Cas9 in generating organoid and mouse models of cancer. Finally, we provide an overview of the first clinical trials that apply CRISPR/Cas9 as a therapeutic approach against cancer. Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

Can the implementation of aerospace science in elementary school help girls maintain their confidence and engagement in science as they transition to middle school?

Science.gov (United States)

Solberg, Margot

2018-06-01

There is a global crisis due to a lack of qualified applicants entering STEM careers, especially in science. Add the fact that women are greatly underrepresented in science, and the solution becomes obvious. Go to the source, and find out why girls as young as 12 years old are losing an interest in scientific endeavors that they once found to be captivating. This action research project sought to find out if the implementation of aerospace science, embedded both in the classroom and in an after school Space Club, could assist girls in maintaining their confidence and engagement in science overall as they transition to middle school. Furthermore, girls in fifth through seventh grade, who had previously been the teacher researcher's students, were included in the study in order to discover if their previous participation in a variety of authentic and ongoing aerospace activities had any impact upon their engagement in science as they entered the notable years of declined interest. The research took place at an international American school, Academia Cotopaxi, in Quito, Ecuador from September 2015 through April 2016. Data was collected through both qualitative and quantitative sources, and included attitude surveys, parent questionnaires, a writing prompt, photos, video, interviews and observations. Additionally, a control group was utilized in grades five to seven for purposes of comparison. Innovative activities included engaging and first-hand experiences with the Ecuadorian Civilian Space Agency (EXA), the National Aeronautics Space Administration (NASA), Space X and the Canadian Space Agency (CSA). Inquiry-based activities included, but were not limited to, experiences with: speaking live with both astronauts and cosmonauts on the International Space Station, robotics, rocketry, Skype chats with aerospace professionals, utilizing the Design Process, online resources and more. Findings suggested that embedding aerospace science in grade four, both during and after

Examination of CRISPR/Cas9 design tools and the effect of target site accessibility on Cas9 activity.

Science.gov (United States)

Lee, Ciaran M; Davis, Timothy H; Bao, Gang

2018-04-01

What is the topic of this review? In this review, we analyse the performance of recently described tools for CRISPR/Cas9 guide RNA design, in particular, design tools that predict CRISPR/Cas9 activity. What advances does it highlight? Recently, many tools designed to predict CRISPR/Cas9 activity have been reported. However, the majority of these tools lack experimental validation. Our analyses indicate that these tools have poor predictive power. Our preliminary results suggest that target site accessibility should be considered in order to develop better guide RNA design tools with improved predictive power. The recent adaptation of the clustered regulatory interspaced short palindromic repeats (CRISPR)/CRISPR-associated protein 9 (Cas9) system for targeted genome engineering has led to its widespread application in many fields worldwide. In order to gain a better understanding of the design rules of CRISPR/Cas9 systems, several groups have carried out large library-based screens leading to some insight into sequence preferences among highly active target sites. To facilitate CRISPR/Cas9 design, these studies have spawned a plethora of guide RNA (gRNA) design tools with algorithms based solely on direct or indirect sequence features. Here, we demonstrate that the predictive power of these tools is poor, suggesting that sequence features alone cannot accurately inform the cutting efficiency of a particular CRISPR/Cas9 gRNA design. Furthermore, we demonstrate that DNA target site accessibility influences the activity of CRISPR/Cas9. With further optimization, we hypothesize that it will be possible to increase the predictive power of gRNA design tools by including both sequence and target site accessibility metrics. © 2017 The Authors. Experimental Physiology © 2017 The Physiological Society.

Cas9-triggered chain ablation of cas9 as a gene drive brake

OpenAIRE

Wu, Bing; Luo, Liqun; Gao, Xiaojing J.

2016-01-01

With the advent of clustered, regularly interspaced, short palindromic repeats (CRISPR)–CRISPR-associated protein 9 (Cas9) technology, researchers can construct gene drives that can bias the inheritance of edited alleles to alter entire populations. As demonstrated with the mutagenic chain reaction in Drosophila4, the CRISPR-Cas9 system can propagate genomic modification together with the genome-editing machinery itself. Although gene drives might have the potential to control insect-borne di...

Relations among Grade 4 Students' Perceptions of Autonomy, Engagement in Science, and Reading Motivation

Science.gov (United States)

Taboada Barber, Ana; Buehl, Michelle M.

2013-01-01

The authors extend previous work on students' perceptions of teachers' autonomy-enhancing and autonomy-suppressing behaviors in relation to students' engagement to a more situated context (i.e., two Grade 4 science instructional conditions instead of school in general) and a linguistically diverse population (i.e., Hispanic students). They also…

Technological and Traditional Drawing Approaches Encourage Active Engagement in Histology Classes for Science Undergraduates

Science.gov (United States)

Cogdell, Barbara; Torsney, Ben; Stewart, Katherine; Smith, Robert A.

2012-01-01

In order to promote more active engagement of science undergraduates in histology practical classes some technology-based innovations were introduced. First, an interactive pre-lab tutorial was set up using an electronic handset voting system, where guidance on tissue analysis was given. Second, a web-based resource where students could access…

PERARES: Public Engagement with Research and Research Engagement with Society

NARCIS (Netherlands)

Steinhaus, Norbert; Mulder, Henk A.J.

2014-01-01

PERARES is a four-year project funded by the European Community's Seventh Framework Programme which started in 2010. The acronym stands for "Public Engagement with Research and Research Engagement with Society”. The project brings together Science Shops, Civil Society Organisations (CSOs) and

CRISPR-Cas9 Based Engineering of Actinomycetal Genomes

DEFF Research Database (Denmark)

Tong, Yaojun; Charusanti, Pep; Zhang, Lixin

2015-01-01

. To facilitate the genetic manipulation of actinomycetes, we developed a highly efficient CRISPR-Cas9 system to delete gene(s) or gene cluster(s), implement precise gene replacements, and reversibly control gene expression in actinomycetes. We demonstrate our system by targeting two genes, actIORF1 (SCO5087......) and actVB (SCO5092), from the actinorhodin biosynthetic gene cluster in Streptomyces coelicolor A3(2). Our CRISPR-Cas9 system successfully inactivated the targeted genes. When no templates for homology-directed repair (HDR) were present, the site-specific DNA double-strand breaks (DSBs) introduced by Cas9....... Moreover, we developed a system to efficiently and reversibly control expression of target genes, deemed CRISPRi, based on a catalytically dead variant of Cas9 (dCas9). The CRISPR-Cas9 based system described here comprises a powerful and broadly applicable set of tools to manipulate actinomycetal genomes....

Recent Advances in Genome Editing Using CRISPR/Cas9

Science.gov (United States)

Ding, Yuduan; Li, Hong; Chen, Ling-Ling; Xie, Kabin

2016-01-01

The CRISPR (clustered regularly interspaced short palindromic repeat)-Cas9 (CRISPR-associated nuclease 9) system is a versatile tool for genome engineering that uses a guide RNA (gRNA) to target Cas9 to a specific sequence. This simple RNA-guided genome-editing technology has become a revolutionary tool in biology and has many innovative applications in different fields. In this review, we briefly introduce the Cas9-mediated genome-editing method, summarize the recent advances in CRISPR/Cas9 technology, and discuss their implications for plant research. To date, targeted gene knockout using the Cas9/gRNA system has been established in many plant species, and the targeting efficiency and capacity of Cas9 has been improved by optimizing its expression and that of its gRNA. The CRISPR/Cas9 system can also be used for sequence-specific mutagenesis/integration and transcriptional control of target genes. We also discuss off-target effects and the constraint that the protospacer-adjacent motif (PAM) puts on CRISPR/Cas9 genome engineering. To address these problems, a number of bioinformatic tools are available to help design specific gRNAs, and new Cas9 variants and orthologs with high fidelity and alternative PAM specificities have been engineered. Owing to these recent efforts, the CRISPR/Cas9 system is becoming a revolutionary and flexible tool for genome engineering. Adoption of the CRISPR/Cas9 technology in plant research would enable the investigation of plant biology at an unprecedented depth and create innovative applications in precise crop breeding. PMID:27252719

Highly specific targeted mutagenesis in plants using Staphylococcus aureus Cas9

OpenAIRE

Hidetaka Kaya; Masafumi Mikami; Akira Endo; Masaki Endo; Seiichi Toki

2016-01-01

The CRISPR/Cas9 system is an efficient and convenient tool for genome editing in plants. Cas9 nuclease derived from Streptococcus pyogenes (Sp) is commonly used in this system. Recently, Staphylococcus aureus Cas9 (SaCas9)-mediated genome editing was reported in human cells and Arabidopsis. Because SaCas9 (1053 a.a.) is smaller than SpCas9 (1368 a.a.), SaCas9 could have substantial advantages for delivering and expressing Cas9 protein, especially using virus vectors. Since the protospacer adj...

Education, outreach, and inclusive engagement: Towards integrated indicators of successful program outcomes in participatory science.

Science.gov (United States)

Haywood, Benjamin K; Besley, John C

2014-01-01

The use and utility of science in society is often influenced by the structure, legitimacy, and efficacy of the scientific research process. Public participation in scientific research (PPSR) is a growing field of practice aimed at enhancing both public knowledge and understanding of science (education outreach) and the efficacy and responsiveness of scientific research, practice, and policy (participatory engagement). However, PPSR objectives focused on "education outreach" and "participatory engagement" have each emerged from diverse theoretical traditions that maintain distinct indicators of success used for program development and evaluation. Although areas of intersection and overlap among these two traditions exist in theory and practice, a set of comprehensive standards has yet to coalesce that supports the key principles of both traditions in an assimilated fashion. To fill this void, a comprehensive indicators framework is proposed with the goal of promoting a more integrative and synergistic PPSR program development and assessment process.

Production of Purified CasRNPs for Efficacious Genome Editing.

Science.gov (United States)

Lingeman, Emily; Jeans, Chris; Corn, Jacob E

2017-10-02

CRISPR-Cas systems have been harnessed as modular genome editing reagents for functional genomics and show promise to cure genetic diseases. Directed by a guide RNA, a Cas effector introduces a double stranded break in DNA and host cell DNA repair leads to the introduction of errors (e.g., to knockout a gene) or a programmed change. Introduction of a Cas effector and guide RNA as a purified Cas ribonucleoprotein complex (CasRNP) has recently emerged as a powerful approach to alter cell types and organisms. Not only does CasRNP editing exhibit increased efficacy and specificity, it avoids optimization and iteration of species-specific factors such as codon usage, promoters, and terminators. CasRNP editing has been rapidly adopted for research use in many contexts and is quickly becoming a popular method to edit primary cells for therapeutic application. This article describes how to make a Cas9 RNP and outlines its use for gene editing in human cells. © 2017 by John Wiley & Sons, Inc. Copyright © 2017 John Wiley & Sons, Inc.

A Cas9 transgenic Plasmodium yoelii parasite for efficient gene editing.

Science.gov (United States)

Qian, Pengge; Wang, Xu; Yang, Zhenke; Li, Zhenkui; Gao, Han; Su, Xin-Zhuan; Cui, Huiting; Yuan, Jing

2018-06-01

The RNA-guided endonuclease Cas9 has applied as an efficient gene-editing method in malaria parasite Plasmodium. However, the size (4.2 kb) of the commonly used Cas9 from Streptococcus pyogenes (SpCas9) limits its utility for genome editing in the parasites only introduced with cas9 plasmid. To establish the endogenous and constitutive expression of Cas9 protein in the rodent malaria parasite P. yoelii, we replaced the coding region of an endogenous gene sera1 with the intact SpCas9 coding sequence using the CRISPR/Cas9-mediated genome editing method, generating the cas9-knockin parasite (PyCas9ki) of the rodent malaria parasite P. yoelii. The resulted PyCas9ki parasite displays normal progression during the whole life cycle and possesses the Cas9 protein expression in asexual blood stage. By introducing the plasmid (pYCs) containing only sgRNA and homologous template elements, we successfully achieved both deletion and tagging modifications for different endogenous genes in the genome of PyCas9ki parasite. This cas9-knockin PyCas9ki parasite provides a new platform facilitating gene functions study in the rodent malaria parasite P. yoelii. Copyright © 2018 Elsevier B.V. All rights reserved.

CRISPR/Cas9 in Genome Editing and Beyond.

Science.gov (United States)

Wang, Haifeng; La Russa, Marie; Qi, Lei S

2016-06-02

The Cas9 protein (CRISPR-associated protein 9), derived from type II CRISPR (clustered regularly interspaced short palindromic repeats) bacterial immune systems, is emerging as a powerful tool for engineering the genome in diverse organisms. As an RNA-guided DNA endonuclease, Cas9 can be easily programmed to target new sites by altering its guide RNA sequence, and its development as a tool has made sequence-specific gene editing several magnitudes easier. The nuclease-deactivated form of Cas9 further provides a versatile RNA-guided DNA-targeting platform for regulating and imaging the genome, as well as for rewriting the epigenetic status, all in a sequence-specific manner. With all of these advances, we have just begun to explore the possible applications of Cas9 in biomedical research and therapeutics. In this review, we describe the current models of Cas9 function and the structural and biochemical studies that support it. We focus on the applications of Cas9 for genome editing, regulation, and imaging, discuss other possible applications and some technical considerations, and highlight the many advantages that CRISPR/Cas9 technology offers.

Grassroots Engagement and the University of Washington: Evaluating Science Communication Training Created by Graduate Students for Graduate Students

Science.gov (United States)

Rohde, J. A.; Clarkson, M.; Houghton, J.; Chen, W.

2016-12-01

Science graduate students increasingly seek science communication training, yet many do not have easy access to training programs. Students often rely on a "do it yourself" approach to gaining communication skills, and student created science communication programs are increasingly found at universities and institutions across the U.S. In 2010, graduate students at the University of Washington led a grassroots effort to improve their own communication and outreach by creating "The Engage Program." With a focus on storytelling and public speaking, this graduate level course not only trains students in science communication but also gives them real world experience practicing that training at a public speaker series at Town Hall Seattle. The Engage Program was fortunate in that it was able to find institutional champions at University of Washington and secure funding to sustain the program over the long-term. However, many grassroots communication programs find it difficult to gain institutional support if there is a perceived lack of alignment with university priorities or lack of return on investment. In order to justify and incentivize institutional support for instruction in science communication, student leaders within the program initiated, designed and carried out an evaluation of their own program focused on assessing the impact of student communication, evaluating the effectiveness of the program in teaching communication skills, and quantifying the benefits of communication training to both the students and their institution. Project leaders created the opportunity for this evaluation by initiating a crowdfunding campaign, which has helped to further engage public support of science communication and incentivized student participation in the program, and may also inspire future program leaders to pursue similar program optimizations.

The Role of Emotional Factors in Building Public Scientific Literacy and Engagement with Science

Science.gov (United States)

Lin, Huann-shyang; Hong, Zuway-R.; Huang, Tai-Chu

2012-01-01

This study uses the database from an extensive international study on 15-year-old students (N = 8,815) to analyze the relationship between emotional factors and students' scientific literacy and explore the potential link between the emotions of the students and subsequent public engagement with science. The results revealed that students'…

The Revolution Continues: Newly Discovered Systems Expand the CRISPR-Cas Toolkit.

Science.gov (United States)

Murugan, Karthik; Babu, Kesavan; Sundaresan, Ramya; Rajan, Rakhi; Sashital, Dipali G

2017-10-05

CRISPR-Cas systems defend prokaryotes against bacteriophages and mobile genetic elements and serve as the basis for revolutionary tools for genetic engineering. Class 2 CRISPR-Cas systems use single Cas endonucleases paired with guide RNAs to cleave complementary nucleic acid targets, enabling programmable sequence-specific targeting with minimal machinery. Recent discoveries of previously unidentified CRISPR-Cas systems have uncovered a deep reservoir of potential biotechnological tools beyond the well-characterized Type II Cas9 systems. Here we review the current mechanistic understanding of newly discovered single-protein Cas endonucleases. Comparison of these Cas effectors reveals substantial mechanistic diversity, underscoring the phylogenetic divergence of related CRISPR-Cas systems. This diversity has enabled further expansion of CRISPR-Cas biotechnological toolkits, with wide-ranging applications from genome editing to diagnostic tools based on various Cas endonuclease activities. These advances highlight the exciting prospects for future tools based on the continually expanding set of CRISPR-Cas systems. Copyright © 2017 Elsevier Inc. All rights reserved.

Emerging Role of CRISPR/Cas9 Technology for MicroRNAs Editing in Cancer Research.

Science.gov (United States)

Aquino-Jarquin, Guillermo

2017-12-15

MicroRNAs (miRNA) are small, noncoding RNA molecules with a master role in the regulation of important tasks in different critical processes of cancer pathogenesis. Because there are different miRNAs implicated in all the stages of cancer, for example, functioning as oncogenes, this makes these small molecules suitable targets for cancer diagnosis and therapy. RNA-mediated interference has been one major approach for sequence-specific regulation of gene expression in eukaryotic organisms. Recently, the CRISPR (clustered regularly interspaced short palindromic repeats)/Cas9 system, first identified in bacteria and archaea as an adaptive immune response to invading genetic material, has been explored as a sequence-specific molecular tool for editing genomic sequences for basic research in life sciences and for therapeutic purposes. There is growing evidence that small noncoding RNAs, including miRNAs, can be targeted by the CRISPR/Cas9 system despite their lacking an open reading frame to evaluate functional loss. Thus, CRISPR/Cas9 technology represents a novel gene-editing strategy with compelling robustness, specificity, and stability for the modification of miRNA expression. Here, I summarize key features of current knowledge of genomic editing by CRISPR/Cas9 technology as a feasible strategy for globally interrogating miRNA gene function and miRNA-based therapeutic intervention. Alternative emerging strategies for nonviral delivery of CRISPR/Cas9 core components into human cells in a clinical context are also analyzed critically. Cancer Res; 77(24); 6812-7. ©2017 AACR . ©2017 American Association for Cancer Research.

Cas4-Dependent Prespacer Processing Ensures High-Fidelity Programming of CRISPR Arrays.

Science.gov (United States)

Lee, Hayun; Zhou, Yi; Taylor, David W; Sashital, Dipali G

2018-04-05

CRISPR-Cas immune systems integrate short segments of foreign DNA as spacers into the host CRISPR locus to provide molecular memory of infection. Cas4 proteins are widespread in CRISPR-Cas systems and are thought to participate in spacer acquisition, although their exact function remains unknown. Here we show that Bacillus halodurans type I-C Cas4 is required for efficient prespacer processing prior to Cas1-Cas2-mediated integration. Cas4 interacts tightly with the Cas1 integrase, forming a heterohexameric complex containing two Cas1 dimers and two Cas4 subunits. In the presence of Cas1 and Cas2, Cas4 processes double-stranded substrates with long 3' overhangs through site-specific endonucleolytic cleavage. Cas4 recognizes PAM sequences within the prespacer and prevents integration of unprocessed prespacers, ensuring that only functional spacers will be integrated into the CRISPR array. Our results reveal the critical role of Cas4 in maintaining fidelity during CRISPR adaptation, providing a structural and mechanistic model for prespacer processing and integration. Copyright © 2018 Elsevier Inc. All rights reserved.

Using Assistive Technology to Increase Vocabulary Acquisition and Engagement for Students with Learning Disabilities in the High School Science Classroom

Science.gov (United States)

Slemrod, Tal

There is a growing recognition of the importance and effectiveness of instruction in the STEM subjects, including science. The movement towards increased requirements and expectations in science presents a challenge to both students and teachers as many students with Learning Disabilities (LD) often particularly struggle in their science classes. The purpose of this study was to investigate the use of an assistive technology (AT) intervention targeting the acquisition of science vocabulary for adolescents with LD in a general education secondary biology classroom. Participants for this study included 3 secondary students with LD who were enrolled in a biology class. An alternating treatment design was used to compare the effects of a keyword mnemonic vocabulary intervention via index cards or iPod touch on student, vocabulary acquisition, academic engagement and disruptive behavior. All students' acquired the content vocabulary equally well during both conditions. When using the AT, students' engagement increased compared to baseline conditions. It was clear that the students had a strong interest in using AT to increase their grades and engagement, however the teachers had little access and training on using AT to support their students with disabilities.

CRISPR/Cas9: at the cutting edge of hepatology

Science.gov (United States)

Pankowicz, Francis P; Jarrett, Kelsey E; Lagor, William R; Bissig, Karl-Dimiter

2018-01-01

Clustered Regularly Interspaced Short Palindromic Repeats (CRISPR)/Cas9 genome engineering has revolutionised biomedical science and we are standing on the cusp of medical transformation. The therapeutic potential of this technology is tremendous, however, its translation to the clinic will be challenging. In this article, we review recent progress using this genome editing technology and explore its potential uses in studying and treating diseases of the liver. We discuss the development of new research tools and animal models as well as potential clinical applications, strategies and challenges. PMID:28487442

Nucleosome breathing and remodeling constrain CRISPR-Cas9 function

Science.gov (United States)

Isaac, R Stefan; Jiang, Fuguo; Doudna, Jennifer A; Lim, Wendell A; Narlikar, Geeta J; Almeida, Ricardo

2016-01-01

The CRISPR-Cas9 bacterial surveillance system has become a versatile tool for genome editing and gene regulation in eukaryotic cells, yet how CRISPR-Cas9 contends with the barriers presented by eukaryotic chromatin is poorly understood. Here we investigate how the smallest unit of chromatin, a nucleosome, constrains the activity of the CRISPR-Cas9 system. We find that nucleosomes assembled on native DNA sequences are permissive to Cas9 action. However, the accessibility of nucleosomal DNA to Cas9 is variable over several orders of magnitude depending on dynamic properties of the DNA sequence and the distance of the PAM site from the nucleosome dyad. We further find that chromatin remodeling enzymes stimulate Cas9 activity on nucleosomal templates. Our findings imply that the spontaneous breathing of nucleosomal DNA together with the action of chromatin remodelers allow Cas9 to effectively act on chromatin in vivo. DOI: http://dx.doi.org/10.7554/eLife.13450.001 PMID:27130520

CRISPR/Cas9 Based Genome Editing of Penicillium chrysogenum.

Science.gov (United States)

Pohl, C; Kiel, J A K W; Driessen, A J M; Bovenberg, R A L; Nygård, Y

2016-07-15

CRISPR/Cas9 based systems have emerged as versatile platforms for precision genome editing in a wide range of organisms. Here we have developed powerful CRISPR/Cas9 tools for marker-based and marker-free genome modifications in Penicillium chrysogenum, a model filamentous fungus and industrially relevant cell factory. The developed CRISPR/Cas9 toolbox is highly flexible and allows editing of new targets with minimal cloning efforts. The Cas9 protein and the sgRNA can be either delivered during transformation, as preassembled CRISPR-Cas9 ribonucleoproteins (RNPs) or expressed from an AMA1 based plasmid within the cell. The direct delivery of the Cas9 protein with in vitro synthesized sgRNA to the cells allows for a transient method for genome engineering that may rapidly be applicable for other filamentous fungi. The expression of Cas9 from an AMA1 based vector was shown to be highly efficient for marker-free gene deletions.

Interactive Multimodal Molecular Set – Designing Ludic Engaging Science Learning Content

DEFF Research Database (Denmark)

Thorsen, Tine Pinholt; Christiansen, Kasper Holm Bonde; Jakobsen Sillesen, Kristian

2014-01-01

This paper reports on an exploratory study investigating 10 primary school students’ interaction with an interactive multimodal molecular set fostering ludic engaging science learning content in primary schools (8th and 9th grade). The concept of the prototype design was to bridge the physical...... and virtual worlds with electronic tags and, through this, blend the familiarity of the computer and toys, to create a tool that provided a ludic approach to learning about atoms and molecules. The study was inspired by the participatory design and informant design methodologies and included design...

Increasing patient engagement in rehabilitation exercises using computer-based citizen science.

Science.gov (United States)

Laut, Jeffrey; Cappa, Francesco; Nov, Oded; Porfiri, Maurizio

2015-01-01

Patient motivation is an important factor to consider when developing rehabilitation programs. Here, we explore the effectiveness of active participation in web-based citizen science activities as a means of increasing participant engagement in rehabilitation exercises, through the use of a low-cost haptic joystick interfaced with a laptop computer. Using the joystick, patients navigate a virtual environment representing the site of a citizen science project situated in a polluted canal. Participants are tasked with following a path on a laptop screen representing the canal. The experiment consists of two conditions: in one condition, a citizen science component where participants classify images from the canal is included; and in the other, the citizen science component is absent. Both conditions are tested on a group of young patients undergoing rehabilitation treatments and a group of healthy subjects. A survey administered at the end of both tasks reveals that participants prefer performing the scientific task, and are more likely to choose to repeat it, even at the cost of increasing the time of their rehabilitation exercise. Furthermore, performance indices based on data collected from the joystick indicate significant differences in the trajectories created by patients and healthy subjects, suggesting that the low-cost device can be used in a rehabilitation setting for gauging patient recovery.

Single-stranded DNA cleavage by divergent CRISPR-Cas9 enzymes

Science.gov (United States)

Ma, Enbo; Harrington, Lucas B.; O’Connell, Mitchell R.; Zhou, Kaihong; Doudna, Jennifer A.

2015-01-01

Summary Double-stranded DNA (dsDNA) cleavage by Cas9 is a hallmark of type II CRISPR-Cas immune systems. Cas9–guide RNA complexes recognize 20-base-pair sequences in DNA and generate a site-specific double-strand break, a robust activity harnessed for genome editing. DNA recognition by all studied Cas9 enzymes requires a protospacer adjacent motif (PAM) next to the target site. We show that Cas9 enzymes from evolutionarily divergent bacteria can recognize and cleave single-stranded DNA (ssDNA) by an RNA-guided, PAM-independent recognition mechanism. Comparative analysis shows that in contrast to the type II-A S. pyogenes Cas9 that is widely used for genome engineering, the smaller type II-C Cas9 proteins have limited dsDNA binding and unwinding activity and promiscuous guide-RNA specificity. These results indicate that inefficiency of type II-C Cas9 enzymes for genome editing results from a limited ability to cleave dsDNA, and suggest that ssDNA cleavage was an ancestral function of the Cas9 enzyme family. PMID:26545076

CRISPR/Cas9-mediated viral interference in plants

KAUST Repository

Ali, Zahir

2015-11-11

Background The CRISPR/Cas9 system provides bacteria and archaea with molecular immunity against invading phages and conjugative plasmids. Recently, CRISPR/Cas9 has been used for targeted genome editing in diverse eukaryotic species. Results In this study, we investigate whether the CRISPR/Cas9 system could be used in plants to confer molecular immunity against DNA viruses. We deliver sgRNAs specific for coding and non-coding sequences of tomato yellow leaf curl virus (TYLCV) into Nicotiana benthamiana plants stably overexpressing the Cas9 endonuclease, and subsequently challenge these plants with TYLCV. Our data demonstrate that the CRISPR/Cas9 system targeted TYLCV for degradation and introduced mutations at the target sequences. All tested sgRNAs exhibit interference activity, but those targeting the stem-loop sequence within the TYLCV origin of replication in the intergenic region (IR) are the most effective. N. benthamiana plants expressing CRISPR/Cas9 exhibit delayed or reduced accumulation of viral DNA, abolishing or significantly attenuating symptoms of infection. Moreover, this system could simultaneously target multiple DNA viruses. Conclusions These data establish the efficacy of the CRISPR/Cas9 system for viral interference in plants, thereby extending the utility of this technology and opening the possibility of producing plants resistant to multiple viral infections.

Investigating engagement, thinking, and learning among culturally diverse, urban sixth graders experiencing an inquiry-based science curriculum, contextualized in the local environment

Science.gov (United States)

Kelley, Sybil Schantz

This mixed-methods study combined pragmatism, sociocultural perspectives, and systems thinking concepts to investigate students' engagement, thinking, and learning in science in an urban, K-8 arts, science, and technology magnet school. A grant-funded school-university partnership supported the implementation of an inquiry-based science curriculum, contextualized in the local environment through field experiences. The researcher worked as co-teacher of 3 sixth-grade science classes and was deeply involved in the daily routines of the school. The purposes of the study were to build a deeper understanding of the complex interactions that take place in an urban science classroom, including challenges related to implementing culturally-relevant instruction; and to offer insight into the role educational systems play in supporting teaching and learning. The central hypothesis was that connecting learning to meaningful experiences in the local environment can provide culturally accessible points of engagement from which to build science learning. Descriptive measures provided an assessment of students' engagement in science activities, as well as their levels of thinking and learning throughout the school year. Combined with analyses of students' work files and focus group responses, these findings provided strong evidence of engagement attributable to the inquiry-based curriculum. In some instances, degree of engagement was found to be affected by student "reluctance" and "resistance," terms defined but needing further examination. A confounding result showed marked increases in thinking levels coupled with stasis or decrease in learning. Congruent with past studies, data indicated the presence of tension between the diverse cultures of students and the mainstream cultures of school and science. Findings were synthesized with existing literature to generate the study's principal product, a grounded theory model representing the complex, interacting factors involved in

Toward actionable science: Empowering ecologists to engage in the process of translation through decision-maker and stakeholder partnerships

Science.gov (United States)

Enquist, C.; Jackson, S. T.; Garfin, G. M.

2017-12-01

Translational ecology is an approach by which ecologists, stakeholders, and decision-makers work collaboratively to develop and deliver ecological research that, ideally, results in actionable science that leads to improved environmental decision-making. We analyzed a diverse array of real-world case studies and distilled six principles that characterize the practice of translational ecology: communication, commitment, collaboration, engagement, process, and decision-framing. In this talk, we highlight a subset of the case studies that illustrate these principles. Notably, we found that translational ecology is distinct from both basic and applied ecological research. As a practice, the approach deliberately extends research beyond theory or opportunistic applications, motivated by a search for outcomes that directly serve the needs of natural resource managers and decision-makers. Translational ecology is also distinct from knowledge co-production in that it does not require deep engagement between collaborators, although incorporating differing modes of co-production relative to the decision context, associated time frame, and available financial resources can greatly enhance the translational approach. Although there is a need for incentives to pursue in this type of work, we found that the creativity and context-specific knowledge of resource managers, practitioners, and decision-makers informs and enriches the scientific process, helping shape actionable science. Moreover, the process of addressing research questions arising from on-the-ground management issues, rather than from the top-down or expert-oriented perspectives of traditional science, can foster the long-term trust and commitment that is critical for long-term, sustained engagement between partners. Now, perhaps more than ever, the climate and environmental issues facing society are complex, often politicized, and value-laden. We argue that ecological science should play a key role in informing

CAS at the Cockcroft Institute

CERN Multimedia

2007-01-01

The CERN Accelerator School (CAS) and the UK’s new centre for accelerator science, the Cockcroft Institute, jointly organised a course on General Accelerator Physics, at intermediate level, at the Cockcroft Institute, Daresbury, UK, from 16 to 28 September 2007. The venue took advantage of the excellent new facilities in the Institute and the existing infrastructure of the adjacent Daresbury Laboratory. The intermediate level course followed established practice, with lectures on core topics in the mornings and specialised courses in the afternoons. The latter provided "hands-on" education and experience in the three selected topics: "RF Measurements Techniques", "Beam Instrumentation and Diagnostics" and "Optics Design and Correction". These proved to be highly successful, with participants choosing one course and following the topic throughout the school. Guided studies, tutorials, seminars and a poster session completed the prog...

Talking Science in Multilingual Contexts in South Africa: Possibilities and challenges for engagement in learners home languages in high school classrooms

Science.gov (United States)

Msimanga, Audrey; Lelliott, Anthony

2014-05-01

This paper discusses the nature of learner engagement with science content during small group discussions in which learners use their home languages. We observed that learners reverted to their home languages in small group discussions, yet very little is known about the dynamics of learner engagement when they use their home languages in classroom discussions in South Africa and elsewhere. We analysed transcripts of discussions by three small groups in a Grade 10 Chemistry class. Contrary to teachers' fears that learners may not engage meaningfully with science content when talking in their home languages, all three groups spent over 90% of discussion time on task. Learners made and supported claims, challenged each others' ideas and questioned each others' thinking. Although the levels of critique varied between the groups, there was evidence of negotiation of understandings of the concepts. We argue that use of learners' home languages for engagement with difficult concepts may be a legitimate resource for science teachers to create opportunities for learner conceptual understanding. Further research is needed to understand the dynamics of teacher and learner use of their languages in science lessons, the best teaching strategies to achieve this, how teacher educators may model these strategies without undermining the need by both parents and learners' for English language proficiency to access social goods.

Editing plants for virus resistance using CRISPR-Cas.

Science.gov (United States)

Green, J C; Hu, J S

This minireview summarizes recent advancements using the clustered regularly interspaced palindromic repeats-associated nuclease systems (CRISPR-Cas) derived from prokaryotes to breed plants resistant to DNA and RNA viruses. The CRISPR-Cas system represents a powerful tool able to edit and insert novel traits into plants precisely at chosen loci offering enormous advantages to classical breeding. Approaches to engineering plant virus resistance in both transgenic and non-transgenic plants are discussed. Iterations of the CRISPR-Cas system, FnCas9 and C2c2 capable of editing RNA in eukaryotic cells offer a particular advantage for providing resistance to RNA viruses which represent the great majority of known plant viruses. Scientists have obtained conflicting results using gene silencing technology to produce transgenic plants resistant to geminiviruses. CRISPR-Cas systems engineered in plants to target geminiviruses have consistently reduced virus accumulation providing increased resistance to virus infection. CRISPR-Cas may provide novel and reliable approaches to control geminiviruses and other ssDNA viruses such as Banana bunchy top virus (BBTV).

Social networks as a tool for science communication and public engagement: focus on Twitter.

Science.gov (United States)

López-Goñi, Ignacio; Sánchez-Angulo, Manuel

2018-02-01

Social networks have been used to teach and engage people about the importance of science. The integration of social networks in the daily routines of faculties and scientists is strongly recommended to increase their personal brand, improve their skills, enhance their visibility, share and communicate science to society, promote scientific culture, and even as a tool for teaching and learning. Here we review the use of Twitter in science and comment on our previous experience of using this social network as a platform for a Massive Online Open Course (MOOC) in Spain and Latin America. We propose to extend this strategy to a pan-European Microbiology MOOC in the near future. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Versatile High-Throughput Fluorescence Assay for Monitoring Cas9 Activity.

Science.gov (United States)

Seamon, Kyle J; Light, Yooli K; Saada, Edwin A; Schoeniger, Joseph S; Harmon, Brooke

2018-06-05

The RNA-guided DNA nuclease Cas9 is now widely used for the targeted modification of genomes of human cells and various organisms. Despite the extensive use of Clustered Regularly Interspaced Palindromic Repeats (CRISPR) systems for genome engineering and the rapid discovery and engineering of new CRISPR-associated nucleases, there are no high-throughput assays for measuring enzymatic activity. The current laboratory and future therapeutic uses of CRISPR technology have a significant risk of accidental exposure or clinical off-target effects, underscoring the need for therapeutically effective inhibitors of Cas9. Here, we develop a fluorescence assay for monitoring Cas9 nuclease activity and demonstrate its utility with S. pyogenes (Spy), S. aureus (Sau), and C. jejuni (Cje) Cas9. The assay was validated by quantitatively profiling the species specificity of published anti-CRISPR (Acr) proteins, confirming the reported inhibition of Spy Cas9 by AcrIIA4 and Cje Cas9 by AcrIIC1 and no inhibition of Sau Cas9 by either anti-CRISPR. To identify drug-like inhibitors, we performed a screen of 189 606 small molecules for inhibition of Spy Cas9. Of 437 hits (0.2% hit rate), six were confirmed as Cas9 inhibitors in a direct gel electrophoresis secondary assay. The high-throughput nature of this assay makes it broadly applicable for the discovery of additional Cas9 inhibitors or the characterization of Cas9 enzyme variants.

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Author Affiliations. Wang Shijin1 Jiao Shitai2. State Key Laboratory of Cryospheric Sciences, Cold and Arid Region Environment and Engineering Research Institute, CAS, Lanzhou 730000, China. Department of Economics and Tourism Management, Baise University, Baise, Guangxi 533000, China.

The Role of Challenge in Students' Engagement and Competence in High School Science Classrooms: Hispanic and Non-Hispanic Whites Compared

Science.gov (United States)

Schmidt, Jennifer A.; Kackar-Cam, Hayal Z.; Strati, Anna D.; Shumow, Lee

2015-01-01

This study explores the associations of ethnicity and perceived challenge with high-school students' academic engagement and perceived competence in science. Data were collected through a variant of the Experience Sampling Method in which participants reported on their levels of engagement, perceived competence, and challenge while in science…

Programmable RNA recognition and cleavage by CRISPR/Cas9.

Science.gov (United States)

O'Connell, Mitchell R; Oakes, Benjamin L; Sternberg, Samuel H; East-Seletsky, Alexandra; Kaplan, Matias; Doudna, Jennifer A

2014-12-11

The CRISPR-associated protein Cas9 is an RNA-guided DNA endonuclease that uses RNA-DNA complementarity to identify target sites for sequence-specific double-stranded DNA (dsDNA) cleavage. In its native context, Cas9 acts on DNA substrates exclusively because both binding and catalysis require recognition of a short DNA sequence, known as the protospacer adjacent motif (PAM), next to and on the strand opposite the twenty-nucleotide target site in dsDNA. Cas9 has proven to be a versatile tool for genome engineering and gene regulation in a large range of prokaryotic and eukaryotic cell types, and in whole organisms, but it has been thought to be incapable of targeting RNA. Here we show that Cas9 binds with high affinity to single-stranded RNA (ssRNA) targets matching the Cas9-associated guide RNA sequence when the PAM is presented in trans as a separate DNA oligonucleotide. Furthermore, PAM-presenting oligonucleotides (PAMmers) stimulate site-specific endonucleolytic cleavage of ssRNA targets, similar to PAM-mediated stimulation of Cas9-catalysed DNA cleavage. Using specially designed PAMmers, Cas9 can be specifically directed to bind or cut RNA targets while avoiding corresponding DNA sequences, and we demonstrate that this strategy enables the isolation of a specific endogenous messenger RNA from cells. These results reveal a fundamental connection between PAM binding and substrate selection by Cas9, and highlight the utility of Cas9 for programmable transcript recognition without the need for tags.

Examining the Use of a Social Media Campaign to Increase Engagement for the American Heart Association 2017 Resuscitation Science Symposium.

Science.gov (United States)

Leary, Marion; McGovern, Shaun; Dainty, Katie N; Doshi, Ankur A; Blewer, Audrey L; Kurz, Michael C; Rittenberger, Jon C; Hazinski, Mary Fran; Reynolds, Joshua C

2018-04-13

The Resuscitation Science Symposium (ReSS) is the dedicated international forum for resuscitation science at the American Heart Association's Scientific Sessions. In an attempt to increase curated content and social media presence during ReSS 2017, the Journal of the American Heart Association (JAHA) coordinated an inaugural social media campaign. Before ReSS, 8 resuscitation science professionals were recruited from a convenience sample of attendees at ReSS 2017. Each blogger was assigned to either a morning or an afternoon session, responsible for "live tweeting" with the associated hashtags #ReSS17 and #AHA17. Twitter analytics from the 8 bloggers were collected from November 10 to 13, 2017. The primary outcome was Twitter impressions. Secondary outcomes included Twitter engagement and Twitter engagement rate. In total, 8 bloggers (63% male) generated 591 tweets that garnered 261 050 impressions, 8013 engagements, 928 retweets, 1653 likes, 292 hashtag clicks, and a median engagement rate of 2.4%. Total engagement, likes, and hashtag clicks were highest on day 2; total impressions were highest on day 3, and retweets were highest on day 4. Total impressions were highly correlated with the total number of tweets ( r =0.87; P =0.005) and baseline number of Twitter followers for each blogger ( r =0.78; P =0.02). In this inaugural social media campaign for the 2017 American Heart Association ReSS, the degree of online engagement with this content by end users was quite good when evaluated by social media standards. Benchmarks for end-user interactions in the scientific community are undefined and will require further study. © 2018 The Authors. Published on behalf of the American Heart Association, Inc., by Wiley.

MyMoon: Engaging the “Missing Link” in Lunar Science Exploration through New Media

Science.gov (United States)

Shaner, A.; Shupla, C.; Shipp, S. S.; Eriksson, A.

2009-12-01

NASA’s new scientific exploration of the Moon, coupled with the public’s interest in the Moon and innovative social networking approaches, is being leveraged to engage a fresh adult audience in lunar science and exploration. In July 2009 the Lunar and Planetary Institute (LPI) launched a lunar education new media portal, MyMoon. LPI is collaborating with lunar scientists, educators, artists - and the public - to populate the site with science content, diverse media exhibits, events, and opportunities for involvement. Through MyMoon, the general public interacts with lunar content that informs them about lunar science research and missions, and engages them in future plans for lunar exploration and eventual habitation. MyMoon’s objectives are to: 1) develop a dynamic, new media learning portal that will enable the general public, with a focus on adults ages 18-35; 2) host a growing, active audience that becomes further involved in NASA’s lunar exploration by sharing their ideas about lunar topics, creating their own materials, and participating in events and experiences; 3) build a community of enthusiasts through social networking media; 4) create a model for online engagement of audiences 18 to 35, and provide detailed evaluation data on best practices and strategies for success. Immersive new media technologies are changing the way that people interact, work, learn, and teach. These provide potentially high-impact opportunities for reaching an audience of young adults, age 18 to 35, that largely is not accessed by, or accessing, NASA (Dittmar, 2004). MyMoon strives to engage - and involve - this audience to build a community of enthusiasts for lunar scientific exploration through social networks and current and emerging new media platforms, including posting videos on YouTube, photo contests on Flickr, and sharing events and challenges on Facebook and Twitter. MyMoon features interactive exhibits that are audience driven and added on a quarterly basis

A thermostable Cas9 with increased lifetime in human plasma

OpenAIRE

Harrington, LB; Paez-Espino, D; Staahl, BT; Chen, JS; Ma, E; Kyrpides, NC; Doudna, JA

2017-01-01

© 2017 The Author(s). CRISPR-Cas9 is a powerful technology that has enabled genome editing in a wide range of species. However, the currently developed Cas9 homologs all originate from mesophilic bacteria, making them susceptible to degradation and unsuitable for applications requiring cleavage at elevated temperatures. Here, we show that the Cas9 protein from the thermophilic bacterium Geobacillus stearothermophilus (GeoCas9) catalyzes RNA-guided DNA cleavage at elevated temperatures. GeoCas...

Inconclusive studies on possible CRISPR-Cas off-targets should ...

Indian Academy of Sciences (India)

Sandeep Chakraborty

Published online: 30 April 2018. Keywords. ... in gene-editing technologies have resulted from the simplicity of the single effector (Cas9) class 2 CRISPR-Cas ... a Cas9/gRNA concentration dependence on off-target activity (Pattanayak et al.

Engaging High School Science Teachers in Field-Based Seismology Research: Opportunities and Challenges

Science.gov (United States)

Long, M. D.

2015-12-01

Research experiences for secondary school science teachers have been shown to improve their students' test scores, and there is a substantial body of literature about the effectiveness of RET (Research Experience for Teachers) or SWEPT (Scientific Work Experience Programs for Teachers) programs. RET programs enjoy substantial support, and several opportunities for science teachers to engage in research currently exist. However, there are barriers to teacher participation in research projects; for example, laboratory-based projects can be time consuming and require extensive training before a participant can meaningfully engage in scientific inquiry. Field-based projects can be an effective avenue for involving teachers in research; at its best, earth science field work is a fun, highly immersive experience that meaningfully contributes to scientific research projects, and can provide a payoff that is out of proportion to a relatively small time commitment. In particular, broadband seismology deployments provide an excellent opportunity to provide teachers with field-based research experience. Such deployments are labor-intensive and require large teams, with field tasks that vary from digging holes and pouring concrete to constructing and configuring electronics systems and leveling and orienting seismometers. A recently established pilot program, known as FEST (Field Experiences for Science Teachers) is experimenting with providing one week of summer field experience for high school earth science teachers in Connecticut. Here I report on results and challenges from the first year of the program, which is funded by the NSF-CAREER program and is being run in conjunction with a temporary deployment of 15 seismometers in Connecticut, known as SEISConn (Seismic Experiment for Imaging Structure beneath Connecticut). A small group of teachers participated in a week of field work in August 2015 to deploy seismometers in northern CT; this experience followed a visit of the

Facilitating interest and out-of-school engagement in science in secondary school girls: Increasing the effectiveness of the teaching for transformative experience in science model through parental involvement

Science.gov (United States)

Heddy, Benjamin Charles

This study investigated the impact of adding a parental involvement intervention to the Teaching for Transformative Experience in Science (TTES) model in science courses (biology and chemistry) in an all-girl middle and high school (N = 89). Specifically, the goal was to increase out-of-school engagement, interest, parental involvement, and achievement. Analysis showed that TTES with the addition of a parent intervention (TTES+PI) facilitated more out-of-school engagement and parent involvement than a comparison. Furthermore, a high initial level of situational and individual interest was maintained in the TTES+PI condition; whereas both forms of interest decreased in the comparison. A content analysis of transformative experience journal entries suggested that when parents showed value for science concepts, students' experiential value increased. The results provide evidence that the addition of a parent intervention may increase the effectiveness of TTES and maintain girl's interest in science, which has theoretical and practical implications.

The Engagement Gap

DEFF Research Database (Denmark)

Tartari, Valentina; Salter, Ammon

2013-01-01

Recently, debate on women in academic science has been extended to academics' engagement with industry. We suggest that women tend to engage less in industry collaboration than their male colleagues of similar status. We argue that differences are mitigated by the presence of other women and by s...

The role of Cas8 in type I CRISPR interference.

Science.gov (United States)

Cass, Simon D B; Haas, Karina A; Stoll, Britta; Alkhnbashi, Omer S; Sharma, Kundan; Urlaub, Henning; Backofen, Rolf; Marchfelder, Anita; Bolt, Edward L

2015-05-05

CRISPR (clustered regularly interspaced short palindromic repeat) systems provide bacteria and archaea with adaptive immunity to repel invasive genetic elements. Type I systems use 'cascade' [CRISPR-associated (Cas) complex for antiviral defence] ribonucleoprotein complexes to target invader DNA, by base pairing CRISPR RNA (crRNA) to protospacers. Cascade identifies PAMs (protospacer adjacent motifs) on invader DNA, triggering R-loop formation and subsequent DNA degradation by Cas3. Cas8 is a candidate PAM recognition factor in some cascades. We analysed Cas8 homologues from type IB CRISPR systems in archaea Haloferax volcanii (Hvo) and Methanothermobacter thermautotrophicus (Mth). Cas8 was essential for CRISPR interference in Hvo and purified Mth Cas8 protein responded to PAM sequence when binding to nucleic acids. Cas8 interacted physically with Cas5-Cas7-crRNA complex, stimulating binding to PAM containing substrates. Mutation of conserved Cas8 amino acid residues abolished interference in vivo and altered catalytic activity of Cas8 protein in vitro. This is experimental evidence that Cas8 is important for targeting Cascade to invader DNA. © 2015 Authors.

Exploiting CRISPR-Cas to manipulate Enterococcus faecalis populations.

Science.gov (United States)

Hullahalli, Karthik; Rodrigues, Marinelle; Palmer, Kelli L

2017-06-23

CRISPR-Cas provides a barrier to horizontal gene transfer in prokaryotes. It was previously observed that functional CRISPR-Cas systems are absent from multidrug-resistant (MDR) Enterococcus faecalis , which only possess an orphan CRISPR locus, termed CRISPR2, lacking cas genes. Here, we investigate how the interplay between CRISPR-Cas genome defense and antibiotic selection for mobile genetic elements shapes in vitro E. faecalis populations. We demonstrate that CRISPR2 can be reactivated for genome defense in MDR strains. Interestingly, we observe that E. faecalis transiently maintains CRISPR targets despite active CRISPR-Cas systems. Subsequently, if selection for the CRISPR target is present, toxic CRISPR spacers are lost over time, while in the absence of selection, CRISPR targets are lost over time. We find that forced maintenance of CRISPR targets induces a fitness cost that can be exploited to alter heterogeneous E. faecalis populations.

Science on Stage: Engaging and teaching scientific content through performance art

Science.gov (United States)

Posner, Esther

2016-04-01

Engaging teaching material through performance art and music can improve the long-term retention of scientific content. Additionally, the development of effective performance skills are a powerful tool to communicate scientific concepts and information to a broader audience that can have many positive benefits in terms of career development and the delivery of professional presentations. While arts integration has been shown to increase student engagement and achievement, relevant artistic materials are still required for use as supplemental activities in STEM (science, technology, engineering, mathematics) courses. I will present an original performance poem, "Tectonic Petrameter: A Journey Through Earth History," with instructions for its implementation as a play in pre-university and undergraduate geoscience classrooms. "Tectonic Petrameter" uses a dynamic combination of rhythm and rhyme to teach the geological time scale, fundamental concepts in geology and important events in Earth history. I propose that using performance arts, such as "Tectonic Petrameter" and other creative art forms, may be an avenue for breaking down barriers related to teaching students and the broader non-scientific community about Earth's long and complex history.

NSP-CAS Protein Complexes: Emerging Signaling Modules in Cancer.

Science.gov (United States)

Wallez, Yann; Mace, Peter D; Pasquale, Elena B; Riedl, Stefan J

2012-05-01

The CAS (CRK-associated substrate) family of adaptor proteins comprises 4 members, which share a conserved modular domain structure that enables multiple protein-protein interactions, leading to the assembly of intracellular signaling platforms. Besides their physiological role in signal transduction downstream of a variety of cell surface receptors, CAS proteins are also critical for oncogenic transformation and cancer cell malignancy through associations with a variety of regulatory proteins and downstream effectors. Among the regulatory partners, the 3 recently identified adaptor proteins constituting the NSP (novel SH2-containing protein) family avidly bind to the conserved carboxy-terminal focal adhesion-targeting (FAT) domain of CAS proteins. NSP proteins use an anomalous nucleotide exchange factor domain that lacks catalytic activity to form NSP-CAS signaling modules. Additionally, the NSP SH2 domain can link NSP-CAS signaling assemblies to tyrosine-phosphorylated cell surface receptors. NSP proteins can potentiate CAS function by affecting key CAS attributes such as expression levels, phosphorylation state, and subcellular localization, leading to effects on cell adhesion, migration, and invasion as well as cell growth. The consequences of these activities are well exemplified by the role that members of both families play in promoting breast cancer cell invasiveness and resistance to antiestrogens. In this review, we discuss the intriguing interplay between the NSP and CAS families, with a particular focus on cancer signaling networks.

Control of gene expression by CRISPR-Cas systems

Science.gov (United States)

2013-01-01

Clustered regularly interspaced short palindromic repeats (CRISPR) loci and their associated cas (CRISPR-associated) genes provide adaptive immunity against viruses (phages) and other mobile genetic elements in bacteria and archaea. While most of the early work has largely been dominated by examples of CRISPR-Cas systems directing the cleavage of phage or plasmid DNA, recent studies have revealed a more complex landscape where CRISPR-Cas loci might be involved in gene regulation. In this review, we summarize the role of these loci in the regulation of gene expression as well as the recent development of synthetic gene regulation using engineered CRISPR-Cas systems. PMID:24273648

Enhancing student engagement to positively impact mathematics anxiety, confidence and achievement for interdisciplinary science subjects

Science.gov (United States)

Everingham, Yvette L.; Gyuris, Emma; Connolly, Sean R.

2017-11-01

Contemporary science educators must equip their students with the knowledge and practical know-how to connect multiple disciplines like mathematics, computing and the natural sciences to gain a richer and deeper understanding of a scientific problem. However, many biology and earth science students are prejudiced against mathematics due to negative emotions like high mathematical anxiety and low mathematical confidence. Here, we present a theoretical framework that investigates linkages between student engagement, mathematical anxiety, mathematical confidence, student achievement and subject mastery. We implement this framework in a large, first-year interdisciplinary science subject and monitor its impact over several years from 2010 to 2015. The implementation of the framework coincided with an easing of anxiety and enhanced confidence, as well as higher student satisfaction, retention and achievement. The framework offers interdisciplinary science educators greater flexibility and confidence in their approach to designing and delivering subjects that rely on mathematical concepts and practices.

Science Teacher Educators’ Engagement with Pedagogical Content Knowledge and Scientific Inquiry in Predominantly Paper-Based Distance Learning Programs

Directory of Open Access Journals (Sweden)

William J. FRASER

2017-10-01

Full Text Available This article focuses on the dilemmas science educators face when having to introduce Pedagogical Content Knowledge (PCK to science student teachers in a predominantly paper-based distance learning environment. It draws on the premise that science education is bound by the Nature of Science (NOS, and by the Nature of Scientific Inquiry (NOSI. Furthermore, science educators’ own PCK, and the limitations of a predominantly paper-based distance education (DE model of delivery are challenges that they have to face when introducing PCK and authentic inquiry-based learning experiences. It deprives them and their students from optimal engagement in a science-oriented community of practice, and leaves little opportunity to establish flourishing communities of inquiry. This study carried out a contextual analysis of the tutorial material to assess the PCK that the student teachers had been exposed to. This comprised the ideas of a community of inquiry, a community of science, the conceptualization of PCK, scientific inquiry, and the 5E Instructional Model of the Biological Sciences Curriculum Study. The analysis confirmed that the lecturers had a good understanding of NOS, NOSI and science process skills, but found it difficult to design interventions to optimize the PCK development of students through communities of inquiry. Paper-based tutorials are ideal to share theory, policies and practices, but fail to monitor the engagement of learners in communities of inquiry. The article concludes with a number of suggestions to address the apparent lack of impact power of the paper-based mode of delivery, specifically in relation to inquiry-based teaching and learning (IBTL.

Functional Insights Revealed by the Kinetic Mechanism of CRISPR/Cas9.

Science.gov (United States)

Raper, Austin T; Stephenson, Anthony A; Suo, Zucai

2018-02-28

The discovery of prokaryotic adaptive immunity prompted widespread use of the RNA-guided clustered regularly interspaced short palindromic repeat (CRISPR)-associated (Cas) endonuclease Cas9 for genetic engineering. However, its kinetic mechanism remains undefined, and details of DNA cleavage are poorly characterized. Here, we establish a kinetic mechanism of Streptococcus pyogenes Cas9 from guide-RNA binding through DNA cleavage and product release. Association of DNA to the binary complex of Cas9 and guide-RNA is rate-limiting during the first catalytic turnover, while DNA cleavage from a pre-formed ternary complex of Cas9, guide-RNA, and DNA is rapid. Moreover, an extremely slow release of DNA products essentially restricts Cas9 to be a single-turnover enzyme. By simultaneously measuring the contributions of the HNH and RuvC nuclease activities of Cas9 to DNA cleavage, we also uncovered the kinetic basis by which HNH conformationally regulates the RuvC cleavage activity. Together, our results provide crucial kinetic and functional details regarding Cas9 which will inform gene-editing experiments, guide future research to understand off-target DNA cleavage by Cas9, and aid in the continued development of Cas9 as a biotechnological tool.

CRISPR/Cas9: Transcending the Reality of Genome Editing.

Science.gov (United States)

Chira, Sergiu; Gulei, Diana; Hajitou, Amin; Zimta, Alina-Andreea; Cordelier, Pierre; Berindan-Neagoe, Ioana

2017-06-16

With the expansion of the microbiology field of research, a new genome editing tool arises from the biology of bacteria that holds the promise of achieving precise modifications in the genome with a simplicity and versatility that surpasses previous genome editing methods. This new technique, commonly named CRISPR/Cas9, led to a rapid expansion of the biomedical field; more specifically, cancer characterization and modeling have benefitted greatly from the genome editing capabilities of CRISPR/Cas9. In this paper, we briefly summarize recent improvements in CRISPR/Cas9 design meant to overcome the limitations that have arisen from the nuclease activity of Cas9 and the influence of this technology in cancer research. In addition, we present challenges that might impede the clinical applicability of CRISPR/Cas9 for cancer therapy and highlight future directions for designing CRISPR/Cas9 delivery systems that might prove useful for cancer therapeutics. Copyright © 2017 The Author(s). Published by Elsevier Inc. All rights reserved.

Integrin αβ1, αvβ, α6β effectors p130Cas, Src and talin regulate carcinoma invasion and chemoresistance

International Nuclear Information System (INIS)

Sansing, Hope A.; Sarkeshik, Ali; Yates, John R.; Patel, Vyomesh; Gutkind, J. Silvio; Yamada, Kenneth M.; Berrier, Allison L.

2011-01-01

Research highlights: → Proteomics of clustered integrin αβ1, α v β, α 6 β receptors in oral carcinoma. → p130Cas, Dek, Src and talin regulate oral carcinoma invasion. → p130Cas, talin, Src and zyxin regulate oral carcinoma resistance to cisplatin. -- Abstract: Ligand engagement by integrins induces receptor clustering and formation of complexes at the integrin cytoplasmic face that controls cell signaling and cytoskeletal dynamics critical for adhesion-dependent processes. This study searches for a subset of integrin effectors that coordinates both tumor cell invasion and resistance to the chemotherapeutic drug cisplatin in oral carcinomas. Candidate integrin effectors were identified in a proteomics screen of proteins recruited to clustered integrin αβ1, α v β or α 6 β receptors in oral carcinomas. Proteins with diverse functions including microtubule and actin binding proteins, and factors involved in trafficking, transcription and translation were identified in oral carcinoma integrin complexes. Knockdown of effectors in the oral carcinoma HN12 cells revealed that p130Cas, Dek, Src and talin were required for invasion through Matrigel. Disruption of talin or p130Cas by RNA interference increased resistance to cisplatin, whereas targeting Dek, Src or zyxin reduced HN12 resistance to cisplatin. Analysis of the spreading of HN12 cells on collagen I and laminin I revealed that a decrease in p130Cas or talin expression inhibited spreading on both matrices. Interestingly, a reduction in zyxin expression enhanced spreading on laminin I and inhibited spreading on collagen I. Reduction of Dek, Src, talin or zyxin expression reduced HN12 proliferation by 30%. Proliferation was not affected by a reduction in p130Cas expression. We conclude that p130Cas, Src and talin function in both oral carcinoma invasion and resistance to cisplatin.

CRISPR-Cas9-Edited Site Sequencing (CRES-Seq): An Efficient and High-Throughput Method for the Selection of CRISPR-Cas9-Edited Clones.

Science.gov (United States)

Veeranagouda, Yaligara; Debono-Lagneaux, Delphine; Fournet, Hamida; Thill, Gilbert; Didier, Michel

2018-01-16

The emergence of clustered regularly interspaced short palindromic repeats-Cas9 (CRISPR-Cas9) gene editing systems has enabled the creation of specific mutants at low cost, in a short time and with high efficiency, in eukaryotic cells. Since a CRISPR-Cas9 system typically creates an array of mutations in targeted sites, a successful gene editing project requires careful selection of edited clones. This process can be very challenging, especially when working with multiallelic genes and/or polyploid cells (such as cancer and plants cells). Here we described a next-generation sequencing method called CRISPR-Cas9 Edited Site Sequencing (CRES-Seq) for the efficient and high-throughput screening of CRISPR-Cas9-edited clones. CRES-Seq facilitates the precise genotyping up to 96 CRISPR-Cas9-edited sites (CRES) in a single MiniSeq (Illumina) run with an approximate sequencing cost of $6/clone. CRES-Seq is particularly useful when multiple genes are simultaneously targeted by CRISPR-Cas9, and also for screening of clones generated from multiallelic genes/polyploid cells. © 2018 by John Wiley & Sons, Inc. Copyright © 2018 John Wiley & Sons, Inc.

Engagement and Uncertainty: Emerging Technologies Challenge the Work of Engagement

Science.gov (United States)

Eaton, Weston; Wright, Wynne; Whyte, Kyle; Gasteyer, Stephen P.; Gehrke, Pat J.

2014-01-01

Universities' increasing applications of science and technology to address a wide array of societal problems may serve to thwart democratic engagement strategies. For emerging technologies, such challenges are particularly salient, as knowledge is incomplete and application and impact are uncertain or contested. Insights from science and…

Interference activity of a minimal Type I CRISPR–Cas system from Shewanella putrefaciens

Science.gov (United States)

Dwarakanath, Srivatsa; Brenzinger, Susanne; Gleditzsch, Daniel; Plagens, André; Klingl, Andreas; Thormann, Kai; Randau, Lennart

2015-01-01

Type I CRISPR (Clustered Regularly Interspaced Short Palindromic Repeats)–Cas (CRISPR-associated) systems exist in bacterial and archaeal organisms and provide immunity against foreign DNA. The Cas protein content of the DNA interference complexes (termed Cascade) varies between different CRISPR-Cas subtypes. A minimal variant of the Type I-F system was identified in proteobacterial species including Shewanella putrefaciens CN-32. This variant lacks a large subunit (Csy1), Csy2 and Csy3 and contains two unclassified cas genes. The genome of S. putrefaciens CN-32 contains only five Cas proteins (Cas1, Cas3, Cas6f, Cas1821 and Cas1822) and a single CRISPR array with 81 spacers. RNA-Seq analyses revealed the transcription of this array and the maturation of crRNAs (CRISPR RNAs). Interference assays based on plasmid conjugation demonstrated that this CRISPR-Cas system is active in vivo and that activity is dependent on the recognition of the dinucleotide GG PAM (Protospacer Adjacent Motif) sequence and crRNA abundance. The deletion of cas1821 and cas1822 reduced the cellular crRNA pool. Recombinant Cas1821 was shown to form helical filaments bound to RNA molecules, which suggests its role as the Cascade backbone protein. A Cascade complex was isolated which contained multiple Cas1821 copies, Cas1822, Cas6f and mature crRNAs. PMID:26350210

CRISPR-Cas Technologies and Applications in Food Bacteria.

Science.gov (United States)

Stout, Emily; Klaenhammer, Todd; Barrangou, Rodolphe

2017-02-28

Clustered regularly interspaced short palindromic repeats (CRISPRs) and CRISPR-associated (Cas) proteins form adaptive immune systems that occur in many bacteria and most archaea. In addition to protecting bacteria from phages and other invasive mobile genetic elements, CRISPR-Cas molecular machines can be repurposed as tool kits for applications relevant to the food industry. A primary concern of the food industry has long been the proper management of food-related bacteria, with a focus on both enhancing the outcomes of beneficial microorganisms such as starter cultures and probiotics and limiting the presence of detrimental organisms such as pathogens and spoilage microorganisms. This review introduces CRISPR-Cas as a novel set of technologies to manage food bacteria and offers insights into CRISPR-Cas biology. It primarily focuses on the applications of CRISPR-Cas systems and tools in starter cultures and probiotics, encompassing strain-typing, phage resistance, plasmid vaccination, genome editing, and antimicrobial activity.

Cas5d Protein Processes Pre-crRNA and Assembles into a Cascade-like Interference Complex in Subtype I-C/Dvulg CRISPR-Cas System

Energy Technology Data Exchange (ETDEWEB)

Nam, Ki Hyun; Haitjema, Charles; Liu, Xueqi; Ding, Fran; Wang, Hongwei; DeLisa, Matthew P.; Ke, Ailong (Yale); (Cornell); (Tsinghua)

2012-10-10

Clustered regularly interspaced short palindromic repeats (CRISPRs), together with an operon of CRISPR-associated (Cas) proteins, form an RNA-based prokaryotic immune system against exogenous genetic elements. Cas5 family proteins are found in several type I CRISPR-Cas systems. Here, we report the molecular function of subtype I-C/Dvulg Cas5d from Bacillus halodurans. We show that Cas5d cleaves pre-crRNA into unit length by recognizing both the hairpin structure and the 3 single stranded sequence in the CRISPR repeat region. Cas5d structure reveals a ferredoxin domain-based architecture and a catalytic triad formed by Y46, K116, and H117 residues. We further show that after pre-crRNA processing, Cas5d assembles with crRNA, Csd1, and Csd2 proteins to form a multi-sub-unit interference complex similar to Escherichia coli Cascade (CRISPR-associated complex for antiviral defense) in architecture. Our results suggest that formation of a crRNA-presenting Cascade-like complex is likely a common theme among type I CRISPR subtypes.

Cas9 in Genetically Modified Food Is Unlikely to Cause Food Allergy.

Science.gov (United States)

Nakajima, Osamu; Nishimaki-Mogami, Tomoko; Kondo, Kazunari

2016-01-01

Genome editing has undergone rapid development during the last three years. It is anticipated that genetically modified organisms (GMOs) for food purposes will be widely produced using the clustered regularly interspaced short palindromic repeat/Cas9 (CRISPR)/Cas9 system in the near future. However, the Cas9 gene may then enter the genomes of GMOs for food if the breeding process is not strictly managed, which could lead to the Cas9 protein or associated peptides being produced within these organisms. A variety of peptides could theoretically be produced from the Cas9 gene by using open reading frames different from that of Cas9 in the GMOs. In this study, Cas9 and the peptides potentially encoded by Cas9 genes were studied regarding their immunogenicity, in terms of the digestibility of Cas9 and the homology of the peptides to food allergens. First, the digestibility and thermal stability of Cas9 were studied. Digestibility was tested with natural or heat-denatured Cas9 in simulated gastric fluid in vitro. The two types of Cas9 were digested rapidly. Cas9 was also gradually degraded during heat treatment. Second, the peptides potentially encoded by Cas9 genes were examined for their homology to food allergens. Specifically, an 8-mer exact match search and a sliding 80-mer window search were performed using allergen databases. One of the peptides was found to have homology with a food allergen.

Multiple mechanisms for CRISPR-Cas inhibition by anti-CRISPR proteins.

Science.gov (United States)

Bondy-Denomy, Joseph; Garcia, Bianca; Strum, Scott; Du, Mingjian; Rollins, MaryClare F; Hidalgo-Reyes, Yurima; Wiedenheft, Blake; Maxwell, Karen L; Davidson, Alan R

2015-10-01

The battle for survival between bacteria and the viruses that infect them (phages) has led to the evolution of many bacterial defence systems and phage-encoded antagonists of these systems. Clustered regularly interspaced short palindromic repeats (CRISPR) and the CRISPR-associated (cas) genes comprise an adaptive immune system that is one of the most widespread means by which bacteria defend themselves against phages. We identified the first examples of proteins produced by phages that inhibit a CRISPR-Cas system. Here we performed biochemical and in vivo investigations of three of these anti-CRISPR proteins, and show that each inhibits CRISPR-Cas activity through a distinct mechanism. Two block the DNA-binding activity of the CRISPR-Cas complex, yet do this by interacting with different protein subunits, and using steric or non-steric modes of inhibition. The third anti-CRISPR protein operates by binding to the Cas3 helicase-nuclease and preventing its recruitment to the DNA-bound CRISPR-Cas complex. In vivo, this anti-CRISPR can convert the CRISPR-Cas system into a transcriptional repressor, providing the first example-to our knowledge-of modulation of CRISPR-Cas activity by a protein interactor. The diverse sequences and mechanisms of action of these anti-CRISPR proteins imply an independent evolution, and foreshadow the existence of other means by which proteins may alter CRISPR-Cas function.

Public engagement on global health challenges.

Science.gov (United States)

Cohen, Emma R M; Masum, Hassan; Berndtson, Kathryn; Saunders, Vicki; Hadfield, Tom; Panjwani, Dilzayn; Persad, Deepa L; Minhas, Gunjeet S; Daar, Abdallah S; Singh, Jerome A; Singer, Peter A

2008-05-20

Experience with public engagement activities regarding the risks and benefits of science and technology (S&T) is growing, especially in the industrialized world. However, public engagement in the developing world regarding S&T risks and benefits to explore health issues has not been widely explored. This paper gives an overview about public engagement and related concepts, with a particular focus on challenges and benefits in the developing world. We then describe an Internet-based platform, which seeks to both inform and engage youth and the broader public on global water issues and their health impacts. Finally, we outline a possible course for future action to scale up this and similar online public engagement platforms. The benefits of public engagement include creating an informed citizenry, generating new ideas from the public, increasing the chances of research being adopted, increasing public trust, and answering ethical research questions. Public engagement also fosters global communication, enables shared experiences and methodology, standardizes strategy, and generates global viewpoints. This is especially pertinent to the developing world, as it encourages previously marginalized populations to participate on a global stage. One of the core issues at stake in public engagement is global governance of science and technology. Also, beyond benefiting society at large, public engagement in science offers benefits to the scientific enterprise itself. Successful public engagement with developing world stakeholders will be a critical part of implementing new services and technologies. Interactive engagement platforms, such as the Internet, have the potential to unite people globally around relevant health issues.

Public engagement on global health challenges

Directory of Open Access Journals (Sweden)

Minhas Gunjeet S

2008-05-01

Full Text Available Abstract Background Experience with public engagement activities regarding the risks and benefits of science and technology (S&T is growing, especially in the industrialized world. However, public engagement in the developing world regarding S&T risks and benefits to explore health issues has not been widely explored. Methods This paper gives an overview about public engagement and related concepts, with a particular focus on challenges and benefits in the developing world. We then describe an Internet-based platform, which seeks to both inform and engage youth and the broader public on global water issues and their health impacts. Finally, we outline a possible course for future action to scale up this and similar online public engagement platforms. Results The benefits of public engagement include creating an informed citizenry, generating new ideas from the public, increasing the chances of research being adopted, increasing public trust, and answering ethical research questions. Public engagement also fosters global communication, enables shared experiences and methodology, standardizes strategy, and generates global viewpoints. This is especially pertinent to the developing world, as it encourages previously marginalized populations to participate on a global stage. One of the core issues at stake in public engagement is global governance of science and technology. Also, beyond benefiting society at large, public engagement in science offers benefits to the scientific enterprise itself. Conclusion Successful public engagement with developing world stakeholders will be a critical part of implementing new services and technologies. Interactive engagement platforms, such as the Internet, have the potential to unite people globally around relevant health issues.

My Space- a collaboration between Arts & Science to create a suite of informal interactive public engagement initiatives.

Science.gov (United States)

Shaw, Niamh, , Dr.; McSweeney, Clair; Smith, Niall, , Dr.; O'Neill, Stephanie; Foley, Cathy; Crawley, Joanna; Phelan, Ronan; Colley, Dan; Henderson, Clare; Conroy, Lorraine

2015-04-01

A suite of informal interactive public engagement initiatives, entitled 'MySpace' was created, to promote the importance of Earth science and Space exploration, to ignite curiosity and discover new and engaging platforms for science in the Arts & in STEM Education, and to increase awareness of careers in Ireland's Space and Earth Science industries. Site visits to research centres in Ireland & abroad, interviews with scientists, engineers, and former astronauts were conducted over a 6 month period. A suite of performance pieces emerged from this development phase, based on Dr. Shaw's personal documented journey and the dissemination of her research. These included: 1. 'To Space'- A live multimedia theatre performance aimed at the general public & young adult. Initially presented as a 'Work In Progress' event at The Festival of Curiosity, the full theatre show 'To Space' premiered at Science Gallery, Dublin as part of Tiger Dublin Fringe Arts Festival. Response to the piece was very strong, indicated by audience response, box office sales and theatre reviews in national press and online. A national and international tour is in place for 2015. To Space was performed a total of 10 times and was seen by 680 audiences. 2. An adapted piece for 13-17 year old students -'ToSpace for Secondary Schools'- to increase awareness of Ireland's involvement in Space Exploration & to encourage school leavers to dream big. This show toured nationally as part of World Space week and Science week events in conjunction with ESERO Ireland, CIT Blackrock Castle Observatory, Cork, Armagh Planetarium & Dunsink Observatory. It was performed 12 times and was seen by 570 students. 3. 'My Place in Space', created for families from the very old (60 +) to the very young (3yrs +), this highly interactive workshop highlighted the appeal of science through the wonders of our planet and its place in Space. Presented at Festival of Curiosity, the Mallow Science Fair and at Science week 2014, this

The National Ocean Sciences Bowl: An Effective Model for Engaging High School Students in Ocean Science

Science.gov (United States)

Holloway, A. E.

2016-02-01

The National Ocean Sciences Bowl (NOSB) is an informal high school education program that engages students in ocean and environmental science and exposes them to the breadth of ocean-related careers. The NOSB strives to train the next generation of interdisciplinary capable scientists and build a STEM-literate society that harnesses the power of ocean and climate science to address environmental, economic, and societal issues. Through the NOSB, students not only learn scientific principles, but also apply them to compelling real-world problems. The NOSB provides a richer STEM education and exposes students to ocean science topics they may not otherwise study through classroom curriculum. A longitudinal study that began in 2007 has shown that NOSB participants have an enhanced interest in ocean-related hobbies and environmental stewardship and an increasing number of these students have remained in the STEM pipeline and workforce.While the NOSB is primarily an academic competition, it has evolved since its creation in 1998 to include a variety of practical and professional development components. One of the program enhancements, the Scientific Expert Briefing (SEB), gives students the opportunity to apply what they have studied and think critically about current and ongoing ocean science challenges. The SEB helps students connect their knowledge of ocean science with current and proposed policy initiatives. Students gain significant research, writing, and presentation skills, while enhancing their ability for collaboration and consensus building, all vital workforce skills. Ultimately, the SEB teaches students how to communicate complex scientific research into digestible information for decision-makers and the general public.This poster will examine the impact of the NOSB and its role in strengthening the workforce pipeline through a combination of independent learning, competition, and opportunities for communication skills development.

Interference activity of a minimal Type I CRISPR-Cas system from Shewanella putrefaciens.

Science.gov (United States)

Dwarakanath, Srivatsa; Brenzinger, Susanne; Gleditzsch, Daniel; Plagens, André; Klingl, Andreas; Thormann, Kai; Randau, Lennart

2015-10-15

Type I CRISPR (Clustered Regularly Interspaced Short Palindromic Repeats)-Cas (CRISPR-associated) systems exist in bacterial and archaeal organisms and provide immunity against foreign DNA. The Cas protein content of the DNA interference complexes (termed Cascade) varies between different CRISPR-Cas subtypes. A minimal variant of the Type I-F system was identified in proteobacterial species including Shewanella putrefaciens CN-32. This variant lacks a large subunit (Csy1), Csy2 and Csy3 and contains two unclassified cas genes. The genome of S. putrefaciens CN-32 contains only five Cas proteins (Cas1, Cas3, Cas6f, Cas1821 and Cas1822) and a single CRISPR array with 81 spacers. RNA-Seq analyses revealed the transcription of this array and the maturation of crRNAs (CRISPR RNAs). Interference assays based on plasmid conjugation demonstrated that this CRISPR-Cas system is active in vivo and that activity is dependent on the recognition of the dinucleotide GG PAM (Protospacer Adjacent Motif) sequence and crRNA abundance. The deletion of cas1821 and cas1822 reduced the cellular crRNA pool. Recombinant Cas1821 was shown to form helical filaments bound to RNA molecules, which suggests its role as the Cascade backbone protein. A Cascade complex was isolated which contained multiple Cas1821 copies, Cas1822, Cas6f and mature crRNAs. © The Author(s) 2015. Published by Oxford University Press on behalf of Nucleic Acids Research.

Item response theory analysis of the Utrecht Work Engagement Scale for Students (UWES-S) using a sample of Japanese university and college students majoring medical science, nursing, and natural science.

Science.gov (United States)

Tsubakita, Takashi; Shimazaki, Kazuyo; Ito, Hiroshi; Kawazoe, Nobuo

2017-10-30

The Utrecht Work Engagement Scale for Students has been used internationally to assess students' academic engagement, but it has not been analyzed via item response theory. The purpose of this study was to conduct an item response theory analysis of the Japanese version of the Utrecht Work Engagement Scale for Students translated by authors. Using a two-parameter model and Samejima's graded response model, difficulty and discrimination parameters were estimated after confirming the factor structure of the scale. The 14 items on the scale were analyzed with a sample of 3214 university and college students majoring medical science, nursing, or natural science in Japan. The preliminary parameter estimation was conducted with the two parameter model, and indicated that three items should be removed because there were outlier parameters. Final parameter estimation was conducted using the survived 11 items, and indicated that all difficulty and discrimination parameters were acceptable. The test information curve suggested that the scale better assesses higher engagement than average engagement. The estimated parameters provide a basis for future comparative studies. The results also suggested that a 7-point Likert scale is too broad; thus, the scaling should be modified to fewer graded scaling structure.

Cas9-nickase-mediated genome editing corrects hereditary tyrosinemia in rats.

Science.gov (United States)

Shao, Yanjiao; Wang, Liren; Guo, Nana; Wang, Shengfei; Yang, Lei; Li, Yajing; Wang, Mingsong; Yin, Shuming; Han, Honghui; Zeng, Li; Zhang, Ludi; Hui, Lijian; Ding, Qiurong; Zhang, Jiqin; Geng, Hongquan; Liu, Mingyao; Li, Dali

2018-05-04

Hereditary tyrosinemia type I (HTI) is a metabolic genetic disorder caused by mutation of fumarylacetoacetate hydrolase (FAH). Because of the accumulation of toxic metabolites, HTI causes severe liver cirrhosis, liver failure, and even hepatocellular carcinoma. HTI is an ideal model for gene therapy, and several strategies have been shown to ameliorate HTI symptoms in animal models. Although CRISPR/Cas9-mediated genome editing is able to correct the Fah mutation in mouse models, WT Cas9 induces numerous undesired mutations that have raised safety concerns for clinical applications. To develop a new method for gene correction with high fidelity, we generated a Fah mutant rat model to investigate whether Cas9 nickase (Cas9n)-mediated genome editing can efficiently correct the Fah First, we confirmed that Cas9n rarely induces indels in both on-target and off-target sites in cell lines. Using WT Cas9 as a positive control, we delivered Cas9n and the repair donor template/single guide (sg)RNA through adenoviral vectors into HTI rats. Analyses of the initial genome editing efficiency indicated that only WT Cas9 but not Cas9n causes indels at the on-target site in the liver tissue. After receiving either Cas9n or WT Cas9-mediated gene correction therapy, HTI rats gained weight steadily and survived. Fah-expressing hepatocytes occupied over 95% of the liver tissue 9 months after the treatment. Moreover, CRISPR/Cas9-mediated gene therapy prevented the progression of liver cirrhosis, a phenotype that could not be recapitulated in the HTI mouse model. These results strongly suggest that Cas9n-mediated genome editing is a valuable and safe gene therapy strategy for this genetic disease. © 2018 by The American Society for Biochemistry and Molecular Biology, Inc.

Increasing participation in the Earth sciences through engagement of K-12 educators in Earth system science analysis, inquiry and problem- based learning and teaching

Science.gov (United States)

Burrell, S.

2012-12-01

Given low course enrollment in geoscience courses, retention in undergraduate geoscience courses, and granting of BA and advanced degrees in the Earth sciences an effective strategy to increase participation in this field is necessary. In response, as K-12 education is a conduit to college education and the future workforce, Earth science education at the K-12 level was targeted with the development of teacher professional development around Earth system science, inquiry and problem-based learning. An NSF, NOAA and NASA funded effort through the Institute for Global Environmental Strategies led to the development of the Earth System Science Educational Alliance (ESSEA) and dissemination of interdisciplinary Earth science content modules accessible to the public and educators. These modules formed the basis for two teacher workshops, two graduate level courses for in-service teachers and two university course for undergraduate teacher candidates. Data from all three models will be presented with emphasis on the teacher workshop. Essential components of the workshop model include: teaching and modeling Earth system science analysis; teacher development of interdisciplinary, problem-based academic units for implementation in the classroom; teacher collaboration; daily workshop evaluations; classroom observations; follow-up collaborative meetings/think tanks; and the building of an on-line professional community for continued communication and exchange of best practices. Preliminary data indicate increased understanding of Earth system science, proficiency with Earth system science analysis, and renewed interest in innovative delivery of content amongst teachers. Teacher-participants reported increased student engagement in learning with the implementation of problem-based investigations in Earth science and Earth system science thinking in the classroom, however, increased enthusiasm of the teacher acted as a contributing factor. Teacher feedback on open

From the Voices of Kindergarten Teachers: Factors That Impact Decisions about When to Engage the Natural Curiosities of Their Students in Science

Science.gov (United States)

Hamilton, Frances A.

Students enter kindergarten as natural-born scientists, curious about the world around them. They enter middle school disliking science. Although implementing science in kindergarten has the potential to improve learning in other subjects in addition to science, it is not taught much in kindergarten. There are many reasons for this according to the literature. The purpose of the study is to gain insight into teachers' thinking as they decide when and how to engage their students in science, to better understand why student enjoyment of science fades in early grades; to contribute teachers' voices to the existing literature on teaching science in the early grades; and to investigate how teachers' science teaching methods align with current research regarding how students learn best. The key research question is "What are the factors that impact teachers' decisions about when to engage the natural curiosities of their students?" Broken down, the supporting research questions include: 1. What factors impact teacher decisions about when to teach science? 2. Under what conditions do teachers engage students' natural curiosities in science? 3. How do teachers describe engagement in their classrooms? This was a participatory action research study that used autoethnography, case studies, and grounded theory methods. Five co-researchers took part in the process. Purposeful sampling was used to select a range of kindergarten teachers in Tennessee and Alabama with different perspectives on teaching science--some from county systems and some from city systems; some using Alabama Math, Science, and Technology Initiative (AMSTI) kits and some not using kits. Co-researchers were selected during initial meetings, interviewed, collected journal entry data, and interviewed again at the culmination of the study. Interviews were transcribed and coded. Analysis included individual cases, each co-researcher, as well as across-case analysis. Results indicated that co-researchers did not

Cas Wepener

African Journals Online (AJOL)

Owner

Dubbelfoto is die eerste kortverhaalbundel van die teoloog Cas Wepener wat tot dusver veral akademiese artikels en godsdienstige boeke geskryf het. Die bundel se titel gee besondere prominensie aan die gegewe van die foto ter- wyl die motto wat gehaal is uit Roland Barthes se Camera Lucida die aandag vestig op die ...

Engaging Scientists in Meaningful E/PO: How the NASA SMD E/PO Community Addresses the needs of Underrepresented Audiences through NASA Science4Girls and Their Families

Science.gov (United States)

Meinke, Bonnie K.; Smith, Denise A.; Bleacher, Lora; Hauck, Karin; Soeffing, Cassie; NASA SMD E/PO Community

2015-01-01

The NASA Astrophysics Science Education and Public Outreach Forum (SEPOF) coordinates the work of individual NASA Science Mission Directorate (SMD) Astrophysics EPO projects and their teams to bring the NASA science education resources and expertise to libraries nationwide. The Astrophysics Forum assists scientists and educators with becoming involved in SMD E/PO (which is uniquely poised to foster collaboration between scientists with content expertise and educators with pedagogy expertise) and makes SMD E/PO resources and expertise accessible to the science and education communities. The NASA Science4Girls and Their Families initiative partners NASA science education programs with public libraries to provide NASA-themed hands-on education activities for girls and their families. As such, the initiative engages girls in all four NASA science discipline areas (Astrophysics, Earth Science, Planetary Science, and Heliophysics), which enables audiences to experience the full range of NASA science topics and the different career skills each requires. The events focus on engaging this particular underserved and underrepresented audience in Science, Technology, Engineering, and Mathematics (STEM) via use of research-based best practices, collaborations with libraries, partnerships with local and national organizations, and remote engagement of audiences.

Scientific Value and Educational Goals: Balancing Priorities and Increasing Adult Engagement in a Citizen Science Project

Science.gov (United States)

Sickler, Jessica; Cherry, Tammy Messick; Allee, Leslie; Smyth, Rebecca Rice; Losey, John

2014-01-01

The Lost Ladybug Project is a citizen science project that engages individuals and groups in research and learning about ladybug population dynamics. With a dual purpose of advancing scientists' research about ladybug populations and achieving learning outcomes with participants, the project's summative evaluation led to critical reflection on the…

The Manifesto for Extension and Engagement: A Perspective on Family and Consumer Sciences for the Future

Science.gov (United States)

Carroll, Jan B.; Chamberlin, Barbara; Devall, Esther; Dinstel, Roxie; Hauser-Lindstrom, Doreen; Petty, Barbara D.

2017-01-01

Extension professionals in the Western Region proclaimed The Timberline Manifesto at their 100-year celebration, "Centennial on the Summit," at Mount Hood, OR, in 2014. Family and consumer sciences (FCS) leaders relate this platform to the future of FCS: our opportunities for success in engagement, integration, technology, demand-driven…

Structural Basis for the Altered PAM Specificities of Engineered CRISPR-Cas9.

Science.gov (United States)

Hirano, Seiichi; Nishimasu, Hiroshi; Ishitani, Ryuichiro; Nureki, Osamu

2016-03-17

The RNA-guided endonuclease Cas9 cleaves double-stranded DNA targets bearing a PAM (protospacer adjacent motif) and complementarity to the guide RNA. A recent study showed that, whereas wild-type Streptococcus pyogenes Cas9 (SpCas9) recognizes the 5'-NGG-3' PAM, the engineered VQR, EQR, and VRER SpCas9 variants recognize the 5'-NGA-3', 5'-NGAG-3', and 5'-NGCG-3' PAMs, respectively, thus expanding the targetable sequences in Cas9-mediated genome editing applications. Here, we present the high-resolution crystal structures of the three SpCas9 variants in complexes with a single-guide RNA and its altered PAM-containing, partially double-stranded DNA targets. A structural comparison of the three SpCas9 variants with wild-type SpCas9 revealed that the multiple mutations synergistically induce an unexpected displacement in the phosphodiester backbone of the PAM duplex, thereby allowing the SpCas9 variants to directly recognize the altered PAM nucleotides. Our findings explain the altered PAM specificities of the SpCas9 variants and establish a framework for further rational engineering of CRISPR-Cas9. Copyright © 2016 Elsevier Inc. All rights reserved.

Applications of CRISPR/Cas System to Bacterial Metabolic Engineering

Directory of Open Access Journals (Sweden)

Suhyung Cho

2018-04-01

Full Text Available The clustered regularly interspaced short palindromic repeats/CRISPR-associated (CRISPR/Cas adaptive immune system has been extensively used for gene editing, including gene deletion, insertion, and replacement in bacterial and eukaryotic cells owing to its simple, rapid, and efficient activities in unprecedented resolution. Furthermore, the CRISPR interference (CRISPRi system including deactivated Cas9 (dCas9 with inactivated endonuclease activity has been further investigated for regulation of the target gene transiently or constitutively, avoiding cell death by disruption of genome. This review discusses the applications of CRISPR/Cas for genome editing in various bacterial systems and their applications. In particular, CRISPR technology has been used for the production of metabolites of high industrial significance, including biochemical, biofuel, and pharmaceutical products/precursors in bacteria. Here, we focus on methods to increase the productivity and yield/titer scan by controlling metabolic flux through individual or combinatorial use of CRISPR/Cas and CRISPRi systems with introduction of synthetic pathway in industrially common bacteria including Escherichia coli. Further, we discuss additional useful applications of the CRISPR/Cas system, including its use in functional genomics.

The Unstructured Data Sharing System for Natural resources and Environment Science Data of the Chinese Academy of Science

Directory of Open Access Journals (Sweden)

Dafang Zhuang

2007-10-01

Full Text Available The data sharing system for resource and environment science databases of the Chinese Academy of Science (CAS is of an open three-tiered architecture, which integrates the geographical databases of about 9 institutes of CAS by the mechanism of distributive unstructured data management, metadata integration, catalogue services, and security control. The data tiers consist of several distributive data servers that are located in each CAS institute and support such unstructured data formats as vector files, remote sensing images or other raster files, documents, multi-media files, tables, and other format files. For the spatial data files, format transformation service is provided. The middle tier involves a centralized metadata server, which stores metadata records of data on all data servers. The primary function of this tier is catalog service, supporting the creation, search, browsing, updating, and deletion of catalogs. The client tier involves an integrated client that provides the end-users interfaces to search, browse, and download data or create a catalog and upload data.

CRISPR/Cas9 Inhibits Multiple Steps of HIV-1 Infection.

Science.gov (United States)

Yin, Lijuan; Hu, Siqi; Mei, Shan; Sun, Hong; Xu, Fengwen; Li, Jian; Zhu, Weijun; Liu, Xiaoman; Zhao, Fei; Zhang, Di; Cen, Shan; Liang, Chen; Guo, Fei

2018-05-09

CRISPR/Cas9 is an adaptive immune system where bacteria and archaea have evolved to resist the invading viruses and plasmid DNA by creating site-specific double-strand breaks in DNA. This study tested this gene editing system in inhibiting human immunodeficiency virus type 1 (HIV-1) infection by targeting the viral long terminal repeat and the gene coding sequences. Strong inhibition of HIV-1 infection by Cas9/gRNA was observed, which resulted not only from insertions and deletions (indels) that were introduced into viral DNA due to Cas9 cleavage, but also from the marked decrease in the levels of the late viral DNA products and the integrated viral DNA. This latter defect might have reflected the degradation of viral DNA that has not been immediately repaired after Cas9 cleavage. It was further observed that Cas9, when solely located in the cytoplasm, inhibits HIV-1 as strongly as the nuclear Cas9, except that the cytoplasmic Cas9 does not act on the integrated HIV-1 DNA and thus cannot be used to excise the latent provirus. Together, the results suggest that Cas9/gRNA is able to target and edit HIV-1 DNA both in the cytoplasm and in the nucleus. The inhibitory effect of Cas9 on HIV-1 is attributed to both the indels in viral DNA and the reduction in the levels of viral DNA.

DNA interrogation by the CRISPR RNA-guided endonuclease Cas9.

Science.gov (United States)

Sternberg, Samuel H; Redding, Sy; Jinek, Martin; Greene, Eric C; Doudna, Jennifer A

2014-03-06

The clustered regularly interspaced short palindromic repeats (CRISPR)-associated enzyme Cas9 is an RNA-guided endonuclease that uses RNA-DNA base-pairing to target foreign DNA in bacteria. Cas9-guide RNA complexes are also effective genome engineering agents in animals and plants. Here we use single-molecule and bulk biochemical experiments to determine how Cas9-RNA interrogates DNA to find specific cleavage sites. We show that both binding and cleavage of DNA by Cas9-RNA require recognition of a short trinucleotide protospacer adjacent motif (PAM). Non-target DNA binding affinity scales with PAM density, and sequences fully complementary to the guide RNA but lacking a nearby PAM are ignored by Cas9-RNA. Competition assays provide evidence that DNA strand separation and RNA-DNA heteroduplex formation initiate at the PAM and proceed directionally towards the distal end of the target sequence. Furthermore, PAM interactions trigger Cas9 catalytic activity. These results reveal how Cas9 uses PAM recognition to quickly identify potential target sites while scanning large DNA molecules, and to regulate scission of double-stranded DNA.

DNA interrogation by the CRISPR RNA-guided endonuclease Cas9

Science.gov (United States)

Sternberg, Samuel H.; Redding, Sy; Jinek, Martin; Greene, Eric C.; Doudna, Jennifer A.

2014-03-01

The clustered regularly interspaced short palindromic repeats (CRISPR)-associated enzyme Cas9 is an RNA-guided endonuclease that uses RNA-DNA base-pairing to target foreign DNA in bacteria. Cas9-guide RNA complexes are also effective genome engineering agents in animals and plants. Here we use single-molecule and bulk biochemical experiments to determine how Cas9-RNA interrogates DNA to find specific cleavage sites. We show that both binding and cleavage of DNA by Cas9-RNA require recognition of a short trinucleotide protospacer adjacent motif (PAM). Non-target DNA binding affinity scales with PAM density, and sequences fully complementary to the guide RNA but lacking a nearby PAM are ignored by Cas9-RNA. Competition assays provide evidence that DNA strand separation and RNA-DNA heteroduplex formation initiate at the PAM and proceed directionally towards the distal end of the target sequence. Furthermore, PAM interactions trigger Cas9 catalytic activity. These results reveal how Cas9 uses PAM recognition to quickly identify potential target sites while scanning large DNA molecules, and to regulate scission of double-stranded DNA.

Engagement in Science Lessons and Achievement Test Scores of Eighth-Grade Students in Korea: Findings from the TIMSS 2011 Assessment

Science.gov (United States)

House, J. Daniel; Telese, James A.

2015-01-01

Scientific literacy and student engagement in science are important components of the school curriculum in Korea. In addition, several studies from the Trends in International Mathematics and Science Study (TIMSS) assessments have identified factors associated with the learning outcomes of students in Korea. The purpose of this study was to…

Engineering Plant Immunity via CRISPR/Cas13a System

KAUST Repository

Aljedaani, Fatimah R.

2018-05-01

Viral diseases constitute a major threat to the agricultural production and food security throughout the world. Plants cope with the invading viruses by triggering immune responses and small RNA interference (RNAi) systems. In prokaryotes, CRISPR/Cas systems function as an adaptive immune system to provide bacteria with resistance against invading phages and conjugative plasmids. Interestingly, CRISPR/Cas9 system was shown to interfere with eukaryotic DNA viruses and confer resistance against plant DNA viruses. The majority of the plant viruses have RNA genomes. The aim of this study is to test the ability of the newly discovered CRISPR/Cas13a immune system, that targets and cleaves single stranded RNA (ssRNA) in prokaryotes, to provide resistance against RNA viruses in plants. Here, I employ the CRISPR/Cas13a system for molecular interference against Turnip Mosaic Virus (TuMV), a plant RNA virus. The results of this study established the CRISPR/Cas13a as a molecular interference machinery against RNA viruses in plants. Specifically, my data show that the CRISPR/Cas13a machinery is able to interfere with and degrade the TuMV (TuMV-GFP) RNA genome. In conclusion, these data indicate that the CRISPR/Cas13 systems can be employed for engineering interference and durable resistance against RNA viruses in diverse plant species.

Single step production of Cas9 mRNA for zygote injection.

Science.gov (United States)

Redel, Bethany K; Beaton, Benjamin P; Spate, Lee D; Benne, Joshua A; Murphy, Stephanie L; O'Gorman, Chad W; Spate, Anna M; Prather, Randall S; Wells, Kevin D

2018-03-01

Production of Cas9 mRNA in vitro typically requires the addition of a 5´ cap and 3´ polyadenylation. A plasmid was constructed that harbored the T7 promoter followed by the EMCV IRES and a Cas9 coding region. We hypothesized that the use of the metastasis associated lung adenocarcinoma transcript 1 (Malat1) triplex structure downstream of an IRES/Cas9 expression cassette would make polyadenylation of in vitro produced mRNA unnecessary. A sequence from the mMalat1 gene was cloned downstream of the IRES/Cas9 cassette described above. An mRNA concentration curve was constructed with either commercially available Cas9 mRNA or the IRES/ Cas9/triplex, by injection into porcine zygotes. Blastocysts were genotyped to determine if differences existed in the percent of embryos modified. The concentration curve identified differences due to concentration and RNA type injected. Single step production of Cas9 mRNA provides an alternative source of Cas9 for use in zygote injections.

Structure of a CRISPR-associated protein Cas2 from Desulfovibrio vulgaris

Energy Technology Data Exchange (ETDEWEB)

Samai, Poulami; Smith, Paul; Shuman, Stewart [Molecular Biology Program, Sloan-Kettering Institute for Cancer Research (United States)

2010-12-01

A 1.35 Å resolution crystal structure of Cas2 from the bacterium Desulfovibrio vulgaris (DvuCas2) is reported. CRISPRs (clustered regularly interspaced short palindromic repeats) provide bacteria and archaea with RNA-guided acquired immunity to invasive DNAs. CRISPR-associated (Cas) proteins carry out the immune effector functions. Cas2 is a universal component of the CRISPR system. Here, a 1.35 Å resolution crystal structure of Cas2 from the bacterium Desulfovibrio vulgaris (DvuCas2) is reported. DvuCas2 is a homodimer, with each protomer consisting of an N-terminal βαββαβ ferredoxin fold (amino acids 1–78) to which is appended a C-terminal segment (amino acids 79–102) that includes a short 3{sub 10}-helix and a fifth β-strand. The β5 strands align with the β4 strands of the opposite protomers, resulting in two five-stranded antiparallel β-sheets that form a sandwich at the dimer interface. The DvuCas2 dimer is stabilized by a distinctive network of hydrophilic cross-protomer side-chain interactions.

Structure of a CRISPR-associated protein Cas2 from Desulfovibrio vulgaris

International Nuclear Information System (INIS)

Samai, Poulami; Smith, Paul; Shuman, Stewart

2010-01-01

A 1.35 Å resolution crystal structure of Cas2 from the bacterium Desulfovibrio vulgaris (DvuCas2) is reported. CRISPRs (clustered regularly interspaced short palindromic repeats) provide bacteria and archaea with RNA-guided acquired immunity to invasive DNAs. CRISPR-associated (Cas) proteins carry out the immune effector functions. Cas2 is a universal component of the CRISPR system. Here, a 1.35 Å resolution crystal structure of Cas2 from the bacterium Desulfovibrio vulgaris (DvuCas2) is reported. DvuCas2 is a homodimer, with each protomer consisting of an N-terminal βαββαβ ferredoxin fold (amino acids 1–78) to which is appended a C-terminal segment (amino acids 79–102) that includes a short 3 10 -helix and a fifth β-strand. The β5 strands align with the β4 strands of the opposite protomers, resulting in two five-stranded antiparallel β-sheets that form a sandwich at the dimer interface. The DvuCas2 dimer is stabilized by a distinctive network of hydrophilic cross-protomer side-chain interactions

Semiotic and discursive variables in cas-based didactical engineering

DEFF Research Database (Denmark)

Winsløw, Carl

2003-01-01

CAS, didactical engeneering, Maple, semiotics, undergraduate teaching, mathematics, education, didactics......CAS, didactical engeneering, Maple, semiotics, undergraduate teaching, mathematics, education, didactics...

Mutations in Cas9 Enhance the Rate of Acquisition of Viral Spacer Sequences during the CRISPR-Cas Immune Response.

Science.gov (United States)

Heler, Robert; Wright, Addison V; Vucelja, Marija; Bikard, David; Doudna, Jennifer A; Marraffini, Luciano A

2017-01-05

CRISPR loci and their associated (Cas) proteins encode a prokaryotic immune system that protects against viruses and plasmids. Upon infection, a low fraction of cells acquire short DNA sequences from the invader. These sequences (spacers) are integrated in between the repeats of the CRISPR locus and immunize the host against the matching invader. Spacers specify the targets of the CRISPR immune response through transcription into short RNA guides that direct Cas nucleases to the invading DNA molecules. Here we performed random mutagenesis of the RNA-guided Cas9 nuclease to look for variants that provide enhanced immunity against viral infection. We identified a mutation, I473F, that increases the rate of spacer acquisition by more than two orders of magnitude. Our results highlight the role of Cas9 during CRISPR immunization and provide a useful tool to study this rare process and develop it as a biotechnological application. Copyright © 2017 Elsevier Inc. All rights reserved.

Survey of clustered regularly interspaced short palindromic repeats and their associated Cas proteins (CRISPR/Cas) systems in multiple sequenced strains of Klebsiella pneumoniae.

Science.gov (United States)

Ostria-Hernández, Martha Lorena; Sánchez-Vallejo, Carlos Javier; Ibarra, J Antonio; Castro-Escarpulli, Graciela

2015-08-04

In recent years the emergence of multidrug resistant Klebsiella pneumoniae strains has been an increasingly common event. This opportunistic species is one of the five main bacterial pathogens that cause hospital infections worldwide and multidrug resistance has been associated with the presence of high molecular weight plasmids. Plasmids are generally acquired through horizontal transfer and therefore is possible that systems that prevent the entry of foreign genetic material are inactive or absent. One of these systems is CRISPR/Cas. However, little is known regarding the clustered regularly interspaced short palindromic repeats and their associated Cas proteins (CRISPR/Cas) system in K. pneumoniae. The adaptive immune system CRISPR/Cas has been shown to limit the entry of foreign genetic elements into bacterial organisms and in some bacteria it has been shown to be involved in regulation of virulence genes. Thus in this work we used bioinformatics tools to determine the presence or absence of CRISPR/Cas systems in available K. pneumoniae genomes. The complete CRISPR/Cas system was identified in two out of the eight complete K. pneumoniae genomes sequences and in four out of the 44 available draft genomes sequences. The cas genes in these strains comprises eight cas genes similar to those found in Escherichia coli, suggesting they belong to the type I-E group, although their arrangement is slightly different. As for the CRISPR sequences, the average lengths of the direct repeats and spacers were 29 and 33 bp, respectively. BLAST searches demonstrated that 38 of the 116 spacer sequences (33%) are significantly similar to either plasmid, phage or genome sequences, while the remaining 78 sequences (67%) showed no significant similarity to other sequences. The region where the CRISPR/Cas systems were located is the same in all the Klebsiella genomes containing it, it has a syntenic architecture, and is located among genes encoding for proteins likely involved in

From The Horse's Mouth: Engaging With Geoscientists On Science

Science.gov (United States)

Katzenberger, J.; Morrow, C. A.; Arnott, J. C.

2011-12-01

"From the Horse's Mouth" is a project of the Aspen Global Change Institute (AGCI) that utilizes selected short video clips of scientists presenting and discussing their research in an interdisciplinary setting at AGCI as the core of an online interactive set of learning modules in the geosciences for grades 9-12 and 1st and 2nd year undergraduate students. The video archive and associated material as is has limited utility, but here we illustrate how it can be leveraged for educational purposes by a systematic mining of the resource integrated with a variety of supplemental user experiences. The project furthers several broad goals to: (a) improve the quality of formal and informal geoscience education with an emphasis on 9-12 and early undergraduate, (b) encourage and facilitate the engagement of geoscientists to strengthen STEM education by leveraging AGCI's interdisciplinary science program for educational purposes, (c) explore science as a human endeavor by providing a unique view of how scientists communicate in a research setting, potentially stimulating students to consider traditional and non-traditional geoscience careers, (d) promote student understanding of scientific methodology and inquiry, and (e) further student appreciation of the role of science in society, particularly related to understanding Earth system science and global change. The resource material at the core of this project is a videotape record of presentation and discussion among leading scientists from 35 countries participating in interdisciplinary workshops at AGCI on a broad array of geoscience topics over a period of 22 years. The unique archive represents approximately 1200 hours of video footage obtained over the course of 43 scientific workshops and 62 hours of public talks. The full spectrum of material represents scientists active on all continents with a diverse set of backgrounds and academic expertise in both natural and social sciences. We report on the video database

Chemical and Biophysical Modulation of Cas9 for Tunable Genome Engineering.

Science.gov (United States)

Nuñez, James K; Harrington, Lucas B; Doudna, Jennifer A

2016-03-18

The application of the CRISPR-Cas9 system for genome engineering has revolutionized the ability to interrogate genomes of mammalian cells. Programming the Cas9 endonuclease to induce DNA breaks at specified sites is achieved by simply modifying the sequence of its cognate guide RNA. Although Cas9-mediated genome editing has been shown to be highly specific, cleavage events at off-target sites have also been reported. Minimizing, and eventually abolishing, unwanted off-target cleavage remains a major goal of the CRISPR-Cas9 technology before its implementation for therapeutic use. Recent efforts have turned to chemical biology and biophysical approaches to engineer inducible genome editing systems for controlling Cas9 activity at the transcriptional and protein levels. Here, we review recent advancements to modulate Cas9-mediated genome editing by engineering split-Cas9 constructs, inteins, small molecules, protein-based dimerizing domains, and light-inducible systems.

Excision of Nucleopolyhedrovirus Form Transgenic Silkworm Using the CRISPR/Cas9 System

Directory of Open Access Journals (Sweden)

Zhanqi Dong

2018-02-01

Full Text Available The CRISPR/Cas9-mediated genome engineering has been shown to efficiently suppress infection by disrupting genes of the pathogen. We recently constructed transgenic lines expressing CRISPR/Cas9 and the double sgRNA target Bombyx mori nucleopolyhedrovirus (BmNPV immediate early-1 (ie-1 gene in the silkworm, respectively, and obtained four transgenic hybrid lines by G1 generation hybridization: Cas9(-/sgRNA(-, Cas9(+/sgRNA(-, Cas9(-/sgRNA(+, and Cas9(+/sgRNA(+. We demonstrated that the Cas9(+/sgRNA(+ transgenic lines effectively edited the target site of the BmNPV genome, and large fragment deletion was observed after BmNPV infection. Further antiviral analysis of the Cas9(+/sgRNA(+ transgenic lines shows that the median lethal dose (LD50 is 1,000-fold higher than the normal lines after inoculation with occlusion bodies. The analysis of economic characters and off-target efficiency of Cas9(+/sgRNA(+ transgenic hybrid line showed no significant difference compared with the normal lines. Our findings indicate that CRISPR/Cas9-mediated genome engineering more effectively targets the BmNPV genomes and could be utilized as an insect antiviral treatment.

Excision of Nucleopolyhedrovirus Form Transgenic Silkworm Using the CRISPR/Cas9 System.

Science.gov (United States)

Dong, Zhanqi; Dong, Feifan; Yu, Xinbo; Huang, Liang; Jiang, Yaming; Hu, Zhigang; Chen, Peng; Lu, Cheng; Pan, Minhui

2018-01-01

The CRISPR/Cas9-mediated genome engineering has been shown to efficiently suppress infection by disrupting genes of the pathogen. We recently constructed transgenic lines expressing CRISPR/Cas9 and the double sgRNA target Bombyx mori nucleopolyhedrovirus (BmNPV) immediate early-1 ( ie-1 ) gene in the silkworm, respectively, and obtained four transgenic hybrid lines by G1 generation hybridization: Cas9(-)/sgRNA(-), Cas9(+)/sgRNA(-), Cas9(-)/sgRNA(+), and Cas9(+)/sgRNA(+). We demonstrated that the Cas9(+)/sgRNA(+) transgenic lines effectively edited the target site of the BmNPV genome, and large fragment deletion was observed after BmNPV infection. Further antiviral analysis of the Cas9(+)/sgRNA(+) transgenic lines shows that the median lethal dose (LD50) is 1,000-fold higher than the normal lines after inoculation with occlusion bodies. The analysis of economic characters and off-target efficiency of Cas9(+)/sgRNA(+) transgenic hybrid line showed no significant difference compared with the normal lines. Our findings indicate that CRISPR/Cas9-mediated genome engineering more effectively targets the BmNPV genomes and could be utilized as an insect antiviral treatment.

Cas4 Facilitates PAM-Compatible Spacer Selection during CRISPR Adaptation

NARCIS (Netherlands)

Kieper, Sebastian N.; Almendros, Cristóbal; Behler, Juliane; McKenzie, Rebecca E.; Nobrega, Franklin L.; Haagsma, Anna C.; Vink, Jochem N.A.; Hess, Wolfgang R.; Brouns, Stan J.J.

2018-01-01

CRISPR-Cas systems adapt their immunological memory against their invaders by integrating short DNA fragments into clustered regularly interspaced short palindromic repeat (CRISPR) loci. While Cas1 and Cas2 make up the core machinery of the CRISPR integration process, various class I and II

Research engagement of health sciences librarians: a survey of research-related activities and attitudes.

Science.gov (United States)

Lessick, Susan; Perryman, Carol; Billman, Brooke L; Alpi, Kristine M; De Groote, Sandra L; Babin, Ted D

2016-04-01

The extent to which health sciences librarians are engaged in research is a little-studied question. This study assesses the research activities and attitudes of Medical Library Association (MLA) members, including the influence of work affiliation. An online survey was designed using a combination of multiple-choice and open-ended questions and distributed to MLA members. Responses were analyzed using descriptive statistics, content analysis, and significance testing. The authors used statistical tools and categorized open-ended question topics by the constant comparative method, also applying the broad subject categories used in a prior study. Pearson's chi-square analysis was performed on responses to determine significant differences among respondents employed in three different institutional environments. Analysis showed that 79% of respondents read research articles at least once a month; 58% applied published research studies to practice; 44% had conducted research; 62% reported acting on research had enhanced their libraries; 38% had presented findings; and 34% had authored research articles. Hospital librarians were significantly less likely than academic librarians to have participated in research activities. Highly ranked research benefits, barriers, and competencies of health sciences librarians are described. Findings indicate that health sciences librarians are actively engaged in research activities. Practice implications for practitioners, publishers, and stakeholders are discussed. Results suggest that practitioners can use published research results and results from their own research to affect practice decisions and improve services. Future studies are needed to confirm and extend these findings, including the need for intervention studies to increase research and writing productivity.

Research engagement of health sciences librarians: a survey of research-related activities and attitudes

Directory of Open Access Journals (Sweden)

Susan Lessick, MA, MLS, AHIP, FMLA

2016-11-01

Full Text Available Introduction: The extent to which health sciences librarians are engaged in research is a little-studied question. This study assesses the research activities and attitudes of Medical Library Association (MLA members, including the influence of work affiliation. Methods: An online survey was designed using a combination of multiple-choice and open-ended questions and distributed to MLA members. Responses were analyzed using descriptive statistics, content analysis, and significance testing. The authors used statistical tools and categorized openended question topics by the constant comparative method, also applying the broad subject categories used in a prior study. Pearson’s chi-square analysis was performed on responses to determine significant differences among respondents employed in three different institutional environments. Results: Analysis showed that 79% of respondents read research articles at least once a month; 58% applied published research studies to practice; 44% had conducted research; 62% reported acting on research had enhanced their libraries; 38% had presented findings; and 34% had authored research articles. Hospital librarians were significantly less likely than academic librarians to have participated in research activities. Highly ranked research benefits, barriers, and competencies of health sciences librarians are described. Conclusions: Findings indicate that health sciences librarians are actively engaged in research activities. Practice implications for practitioners, publishers, and stakeholders are discussed. Results suggest that practitioners can use published research results and results from their own research to affect practice decisions and improve services. Future studies are needed to confirm and extend these findings, including the need for intervention studies to increase research and writing productivity.

Supporting Girls' and Boys' Engagement in Math and Science Learning: A Mixed Methods Study

Science.gov (United States)

Fredricks, Jennifer A.; Hofkens, Tara; Wang, Ming-Te; Mortenson, Elizabeth; Scott, Paul

2018-01-01

This study uses a mixed method sequential exploratory design to examine motivational and contextual influences on boys' and girls' engagement in math and science, paying particular attention to similarities and differences in the patterns by gender. First, interviews were conducted with 38 middle and high school students who varied in their level…

Public Engagement on Climate Change

Science.gov (United States)

Curry, J.

2011-12-01

Climate change communication is complicated by complexity of the scientific problem, multiple perspectives on the magnitude of the risk from climate change, often acrimonious disputes between scientists, high stakes policy options, and overall politicization of the issue. Efforts to increase science literacy as a route towards persuasion around the need for a policy like cap and trade have failed, because the difficulty that a scientist has in attempting to make sense of the social and political complexity is very similar to the complexity facing the general public as they try to make sense of climate science itself. In this talk I argue for a shift from scientists and their institutions as information disseminators to that of public engagement and enablers of public participation. The goal of engagement is not just to inform, but to enable, motivate and educate the public regarding the technical, political, and social dimensions of climate change. Engagement is a two-way process where experts and decision-makers seek input and learn from the public about preferences, needs, insights, and ideas relative to climate change impacts, vulnerabilities, solutions and policy options. Effective public engagement requires that scientists detach themselves from trying to control what the public does with the acquired knowledge and motivation. The goal should not be to "sell" the public on particular climate change solutions, since such advocacy threatens public trust in scientists and their institutions. Conduits for public engagement include the civic engagement approach in the context of community meetings, and perhaps more significantly, the blogosphere. Since 2006, I have been an active participant in the climate blogosphere, focused on engaging with people that are skeptical of AGW. A year ago, I started my own blog Climate Etc. at judithcurry.com. The demographic that I have focused my communication/engagement activities are the technically educated and scientifically

Outreach Through Action: Using Citizen Science Pathways to Educate and Engage the Public While Collecting Real Data

Science.gov (United States)

Wickline, A.

2016-02-01

Citizens in Lewes, DE monitor local waterways by collecting physical and chemical data and checking for harmful algal blooms since 1991 through the University of Delaware Citizen Monitoring Program (UD CMP). This effort has produced lengthy time series for some sites dating back to 1991, as well as an engaged cohort of local citizens interested in coastal and estuarine processes. Though their primary goal is to monitor for conditions that could potentially be harmful to human and aquatic health, we saw an opportunity to reach out and expand their efforts by asking these citizens to sample the zooplankton community, providing more ecological context for their data. Over the past year, we have worked to engage this group through a series of talks and trainings. We explained the basics of zooplankton dynamics in our region, recruited volunteers to collect zooplankton at their sites, and worked with them to analyze their data. This small pilot project exemplifies the dual benefits of citizen science programs: collecting credible data while provided people with non-science backgrounds a chance to learn science through a hands-on project. The interactions with researchers and opportunities to work with real data offer citizens the one of the most robust science experiences, going beyond those provided by attending lab open houses or listening to talks.

Engaging Youth in Climate Change Issues with Family Science Day Activities

Science.gov (United States)

Brevik, Corinne E.; Brevik, Eric C.; Steffan, Joshua J.

2016-04-01

Dickinson State University organizes four Family Science Day events each fall during the months of September, October, November, and December. Activities are geared toward elementary-aged children to increase student engagement in the sciences. Offered on Saturday afternoons, each event focuses on a different science-related theme. Families can attend these events free of charge, and the kids participate in a large variety of hands-on activities that center around the event's theme. This year, the November event focused on climate change, including an emphasis on the roles soil plays in the climate system. The timing of this topic was carefully chosen. 2015 has been declared the International Year of Soil by the United Nations, and the Soil Science Society of America theme for the month of November was Soils and Climate. This public outreach event was an amazing opportunity to help the youth in our community learn about climate change in a fun, interactive environment. Climate changes in the past, present, and future were emphasized. Activities including the Farming Game, painting with soils, taking Jello "cores", creating a cloud in a jar, and making a glacier in a bag helped children learn how science is a process of discovery that allows them to better understand the world they live in. In addition to the hands-on activities, a planetarium show focused on climate change was also offered during the event, surrounding the kids and their parents in a fully immersive, 360-degree show that allowed them to personally observe phenomena that are otherwise difficult to visualize. All of the activities at the Family Science Day event were staffed by university students, and this proved to be a very valuable experience for them as well. Some of the students who helped are majoring in a science field, and for them, the experience taught public communication. They learned to break complicated concepts down into simpler terms that young kids could understand. Education

A scientist's guide to engaging decision makers

Science.gov (United States)

Vano, J. A.

2015-12-01

Being trained as a scientist provides many valuable tools needed to address society's most pressing environmental issues. It does not, however, provide training on one of the most critical for translating science into action: the ability to engage decision makers. Engagement means different things to different people and what is appropriate for one project might not be for another. However, recent reports have emphasized that for research to be most useful to decision making, engagement should happen at the beginning and throughout the research process. There are an increasing number of boundary organizations (e.g., NOAA's Regional Integrated Sciences and Assessment program, U.S. Department of the Interior's Climate Science Centers) where engagement is encouraged and rewarded, and scientists are learning, often through trial and error, how to effectively include decision makers (a.k.a. stakeholders, practitioners, resource managers) in their research process. This presentation highlights best practices and practices to avoid when scientists engage decision makers, a list compiled through the personal experiences of both scientists and decision makers and a literature review, and how this collective knowledge could be shared, such as through a recent session and role-playing exercise given at the Northwest Climate Science Center's Climate Boot Camp. These ideas are presented in an effort to facilitate conversations about how the science community (e.g., AGU researchers) can become better prepared for effective collaborations with decision makers that will ultimately result in more actionable science.

Versatile Cas9-driven subpopulation selection toolbox for Lactococcus lactis

NARCIS (Netherlands)

Els, van der Simon; James, Jennelle K.; Kleerebezem, Michiel; Bron, Peter A.

2018-01-01

CRISPR-Cas9 technology has been exploited for the removal or replacement of genetic elements in a wide range of prokaryotes and eukaryotes. Here, we describe the extension of the Cas9 application toolbox to the industrially important dairy species Lactococcus lactis. The Cas9 expression vector

Cas4 Facilitates PAM-Compatible Spacer Selection during CRISPR Adaptation

NARCIS (Netherlands)

Kieper, S.N.; Almendros, Cristóbal; Behler, Juliane; McKenzie, R.E.; Luzia De Nóbrega, F.; van Eijkeren-Haagsma, A.C.; Vink, J.N.A.; Hess, Wolfgang R.; Brouns, S.J.J.

2018-01-01

CRISPR-Cas systems adapt their immunological memory against their invaders by integrating short DNA fragments into clustered regularly interspaced short palindromic repeat (CRISPR) loci. While Cas1 and Cas2 make up the core machinery of the CRISPR integration process, various class I and II

Integrin {alpha}{beta}1, {alpha}{sub v}{beta}, {alpha}{sub 6}{beta} effectors p130Cas, Src and talin regulate carcinoma invasion and chemoresistance

Energy Technology Data Exchange (ETDEWEB)

Sansing, Hope A. [Department of Oral and Craniofacial Biology, Louisiana State University Health Sciences Center-New Orleans, School of Dentistry, New Orleans, LA (United States); Sarkeshik, Ali; Yates, John R. [Department of Chemical Physiology, Scripps Research Institute, La Jolla, CA (United States); Patel, Vyomesh; Gutkind, J. Silvio [Oral and Pharyngeal Cancer Branch, National Institute of Dental and Craniofacial Research, National Institutes of Health, Bethesda, MD (United States); Yamada, Kenneth M. [Laboratory of Cell and Developmental Biology, National Institute of Dental and Craniofacial Research, National Institutes of Health, Bethesda, MD (United States); Berrier, Allison L., E-mail: allison.berrier@gmail.com [Department of Oral and Craniofacial Biology, Louisiana State University Health Sciences Center-New Orleans, School of Dentistry, New Orleans, LA (United States)

2011-03-11

Research highlights: {yields} Proteomics of clustered integrin {alpha}{beta}1, {alpha}{sub v}{beta}, {alpha}{sub 6}{beta} receptors in oral carcinoma. {yields} p130Cas, Dek, Src and talin regulate oral carcinoma invasion. {yields} p130Cas, talin, Src and zyxin regulate oral carcinoma resistance to cisplatin. -- Abstract: Ligand engagement by integrins induces receptor clustering and formation of complexes at the integrin cytoplasmic face that controls cell signaling and cytoskeletal dynamics critical for adhesion-dependent processes. This study searches for a subset of integrin effectors that coordinates both tumor cell invasion and resistance to the chemotherapeutic drug cisplatin in oral carcinomas. Candidate integrin effectors were identified in a proteomics screen of proteins recruited to clustered integrin {alpha}{beta}1, {alpha}{sub v}{beta} or {alpha}{sub 6}{beta} receptors in oral carcinomas. Proteins with diverse functions including microtubule and actin binding proteins, and factors involved in trafficking, transcription and translation were identified in oral carcinoma integrin complexes. Knockdown of effectors in the oral carcinoma HN12 cells revealed that p130Cas, Dek, Src and talin were required for invasion through Matrigel. Disruption of talin or p130Cas by RNA interference increased resistance to cisplatin, whereas targeting Dek, Src or zyxin reduced HN12 resistance to cisplatin. Analysis of the spreading of HN12 cells on collagen I and laminin I revealed that a decrease in p130Cas or talin expression inhibited spreading on both matrices. Interestingly, a reduction in zyxin expression enhanced spreading on laminin I and inhibited spreading on collagen I. Reduction of Dek, Src, talin or zyxin expression reduced HN12 proliferation by 30%. Proliferation was not affected by a reduction in p130Cas expression. We conclude that p130Cas, Src and talin function in both oral carcinoma invasion and resistance to cisplatin.

Evolved Cas9 variants with broad PAM compatibility and high DNA specificity.

Science.gov (United States)

Hu, Johnny H; Miller, Shannon M; Geurts, Maarten H; Tang, Weixin; Chen, Liwei; Sun, Ning; Zeina, Christina M; Gao, Xue; Rees, Holly A; Lin, Zhi; Liu, David R

2018-04-05

A key limitation of the use of the CRISPR-Cas9 system for genome editing and other applications is the requirement that a protospacer adjacent motif (PAM) be present at the target site. For the most commonly used Cas9 from Streptococcus pyogenes (SpCas9), the required PAM sequence is NGG. No natural or engineered Cas9 variants that have been shown to function efficiently in mammalian cells offer a PAM less restrictive than NGG. Here we use phage-assisted continuous evolution to evolve an expanded PAM SpCas9 variant (xCas9) that can recognize a broad range of PAM sequences including NG, GAA and GAT. The PAM compatibility of xCas9 is the broadest reported, to our knowledge, among Cas9 proteins that are active in mammalian cells, and supports applications in human cells including targeted transcriptional activation, nuclease-mediated gene disruption, and cytidine and adenine base editing. Notably, despite its broadened PAM compatibility, xCas9 has much greater DNA specificity than SpCas9, with substantially lower genome-wide off-target activity at all NGG target sites tested, as well as minimal off-target activity when targeting genomic sites with non-NGG PAMs. These findings expand the DNA targeting scope of CRISPR systems and establish that there is no necessary trade-off between Cas9 editing efficiency, PAM compatibility and DNA specificity.

CRISPR-Cas9 technology and its application in haematological disorders

Science.gov (United States)

Zhang, Han; McCarty, Nami

2018-01-01

Summary The recent advent of the Clustered Regularly Interspaced Short Palindromic Repeats (CRISPR)-CRISPR associated protein 9 (Cas9) system for precise genome editing has revolutionized methodologies in haematology and oncology studies. CRISPR-Cas9 technology can be used to remove and correct genes or mutations, and to introduce site-specific therapeutic genes in human cells. Inherited haematological disorders represent ideal targets for CRISPR-Cas9-mediated gene therapy. Correcting disease-causing mutations could alleviate disease-related symptoms in the near future. The CRISPR-Cas9 system is also a useful tool for delineating molecular mechanisms involving haematological malignancies. Prior to the use of CRISPR-Cas9-mediated gene correction in humans, appropriate delivery systems with higher efficiency and specificity must be identified, and ethical guidelines for applying the technology with controllable safety must be established. Here, the latest applications of CRISPR-Cas9 technology in haematological disorders, current challenges and future directions are reviewed and discussed. PMID:27619566

International Observe the Moon Night: A Worldwide Public Observing Event that Annually Engages Scientists, Educators, and Citizen Enthusiasts in NASA Science

Science.gov (United States)

Buxner, S.; Jones, A. P.; Bleacher, L.; Wasser, M. L.; Day, B. H.; Shaner, A. J.; Bakerman, M. N.; Joseph, E.

2017-12-01

International Observe the Moon Night (InOMN) is an annual worldwide event, held in the fall, that celebrates lunar and planetary science and exploration. InOMN is sponsored by NASA's Lunar Reconnaissance Orbiter (LRO) in collaboration with NASA's Solar System Exploration Research Virtual Institute (SSERVI), the NASA's Heliophysics Education Consortium, CosmoQuest, Night Sky Network, and Science Festival Alliance. Other key partners include the NASA Museum Alliance, Night Sky Network, and NASA Solar System Ambassadors. In 2017, InOMN will bring together thousands of people across the globe to observe and learn about the Moon and its connection to planetary science. We are partnering with the NASA Science Mission Directorate total solar eclipse team to highlight InOMN as an opportunity to harness and sustain the interest and momentum in space science and observation following the August 21st eclipse. This is part of a new partnership with the Sun-Earth Day team, through the Heliophysics Education Consortium, to better connect the two largest NASA-sponsored public engagement events, increase participation in both events, and share best practices in implementation and evaluation between the teams. Over 3,800 InOMN events have been registered between 2010 and 2016, engaging over 550,000 visitors worldwide. Most InOMN events are held in the United States, with strong representation from many other countries. InOMN events are evaluated to determine the value of the events and to allow us to improve the experience for event hosts and visitors. Our results show that InOMN events are hosted by scientists, educators, and citizen enthusiasts around the world who leverage InOMN to bring communities together, get visitors excited and learn about the Moon - and beyond, and share resources to extend engagement in lunar and planetary science and observation. Through InOMN, we annually provide resources such as event-specific Moon maps, presentations, advertising materials, and

Modification of ethylene sensitivity in ornamental plants using CRISPR/Cas9

DEFF Research Database (Denmark)

Kemp, Oliver; Favero, Bruno Trevenzoli; Hegelund, Josefine Nymark

2017-01-01

; the Clustered Regularly Interspaced Palindromic Repeats (CRISPR) RNA guided Cas9 DNA nuclease (CRISPR/Cas9). CRISPR/Cas9 may be employed to introduce targeted double-stranded breaks (DSBs) at desired sites in the host genome. The DSBs will be repaired by the non-homologous end-joining (NHEJ) repair mechanism...... which often results in small indels and consequently gene knockout. The CRISPR/Cas9 system consists of a protein DNA nuclease (Cas9) which is guided to the target sequence by a small RNA molecule (sgRNA) that recognizes a 20 bp target sequence in the genome situated immediately downstream of a 3 bp...... protospacer adjacent motif (PAM). The sgRNA confers the sequence specificity of the CRISPR/Cas9 complex and may thus be designed to target virtually any sequence, a feature that has made it the method of choice within precise genetic engineering. Although most research with CRISPR/Cas9 has been conducted...

Mr.CAS-A minimalistic (pure) Ruby CAS for fast prototyping and code generation

Science.gov (United States)

Ragni, Matteo

There are Computer Algebra System (CAS) systems on the market with complete solutions for manipulation of analytical models. But exporting a model that implements specific algorithms on specific platforms, for target languages or for particular numerical library, is often a rigid procedure that requires manual post-processing. This work presents a Ruby library that exposes core CAS capabilities, i.e. simplification, substitution, evaluation, etc. The library aims at programmers that need to rapidly prototype and generate numerical code for different target languages, while keeping separated mathematical expression from the code generation rules, where best practices for numerical conditioning are implemented. The library is written in pure Ruby language and is compatible with most Ruby interpreters.

Les tuberculomes intracraniens: à propos de 125 cas

Science.gov (United States)

Moufid, Faycal; Oulali, Noureddine; El Fatemi, Nizare; Gana, Rachid; Maaqili, Rachid; Bellakhdar, Fouad

2012-01-01

Les tuberculomes intracrâniens représentent l'une des localisations les plus graves de la tuberculose, leur incidence varie en fonction du contexte représentant 0,2% des processus intracrâniens dans les pays occidentaux et 5 à 10% des masses intracrâniennes dans les pays en voie de développement. Nous rapportons une étude rétrospective de 125 cas. L'hypertension intracrânienne (45%) et le déficit neurologique (36%) sont les signes cliniques les plus fréquents. La lésion était localisée dans 60% des cas en sus-tentoriel et dans 40% des cas en sous-tentoriel. L'approche thérapeutique a consisté en un abord direct du tuberculome dans 67 cas (53%), une biopsie stéréotaxique dans 32 cas (25%), le traitement médical en première intention sans confirmation histologique dans 26 cas (20%). Avant 1993 notre service ne disposait pas de cadre de stéréotaxie, notre attitude thérapeutique consistait soit en un abord direct de la lésion dans 70% des cas, soit un traitement antituberculeux en première intention sans confirmation histologique (30%). Cette attitude était corrélée à une mortalité et morbidité non négligeables respectivement 3% et 10%. Après 1993; le taux d'abords direct a chuté a 38%, avec 47% de biopsies stéréotaxiques et seulement 13% des patients traités par antibacillaires sans preuve histologique. Ceci s'est accompagné d'une réduction significative de mortalité a 1,4% (p = 0,0003) et de morbidité a 2% (p = 0,0027). PMID:22937196

RNA-guided Transcriptional Regulation in Plants via dCas9 Chimeric Proteins

KAUST Repository

Baazim, Hatoon

2014-05-01

Developing targeted genome regulation approaches holds much promise for accelerating trait discovery and development in agricultural biotechnology. Clustered Regularly Interspaced Palindromic Repeats (CRISPRs)/CRISPR associated (Cas) system provides bacteria and archaea with an adaptive molecular immunity mechanism against invading nucleic acids through phages and conjugative plasmids. The type II CRISPR/Cas system has been adapted for genome editing purposes across a variety of cell types and organisms. Recently, the catalytically inactive Cas9 (dCas9) protein combined with guide RNAs (gRNAs) were used as a DNA-targeting platform to modulate the expression patterns in bacterial, yeast and human cells. Here, we employed this DNA-targeting system for targeted transcriptional regulation in planta by developing chimeric dCas9-based activators and repressors. For example, we fused to the C-terminus of dCas9 with the activation domains of EDLL and TAL effectors, respectively, to generate transcriptional activators, and the SRDX repression domain to generate transcriptional repressor. Our data demonstrate that the dCas9:EDLL and dCas9:TAD activators, guided by gRNAs complementary to promoter elements, induce strong transcriptional activation on episomal targets in plant cells. Moreover, our data suggest that the dCas9:SRDX repressor and the dCas9:EDLL and dCas9:TAD activators are capable of markedly repressing or activating, respectively, the transcription of an endogenous genomic target. Our data indicate that the CRISPR/dCas9:TFs DNA targeting system can be used in plants as a functional genomic tool and for biotechnological applications.

Class 2 CRISPR-Cas RNA-guided endonucleases

DEFF Research Database (Denmark)

Stella, Stefano; Alcón, Pablo; Montoya, Guillermo

2017-01-01

CRISPR-Cas is a bacterial defense system against phage infection and nucleic acid invasion. Class 2 type II CRISPR-Cas9 has also been widely used for genome engineering. Here, we review novel insights into the CRISPR class 2 type V enzymes, specifically Cpf1 and C2c1, which display different DNA-...

Let's Talk About Water: Film as a Resource to Engage Audiences Around Earth Science Issues

Science.gov (United States)

Clark, E.; Hooper, R. P.; Lilienfeld, L.

2017-12-01

Connecting a diverse audience to science can be challenging. Scientists generally publish their findings in ways that are not easily accessible to audiences outside of the science community and translating findings for wider consumption requires a mindful balance of generalization and accuracy. In response to these communication challenges, the Consortium of Universities for the Advancement of Hydrologic Science, Inc. (CUAHSI) developed the Let's Talk About Water (LTAW) program as a formula for hosting successful events for Earth Science education. The program uses film as a bridge to open a discussion between scientists and the audience. In this setting, films are powerful educational tools because they use storytelling to engage audiences emotionally, which creates relatable, teachable moments. Originally designed to bring awareness to water issues, the formula can easily be applied to increase literacy on climate change and other critical Earth Science issues facing society. This presentation will discuss the LTAW event formula and the resources that CUAHSI has available to support event organizers in the development of their own LTAW events.

Use of Digital Game Based Learning and Gamification in Secondary School Science: The Effect on Student Engagement, Learning and Gender Difference

Science.gov (United States)

Khan, Amna; Ahmad, Farzana Hayat; Malik, Muhammad Muddassir

2017-01-01

This study aimed to identify the impact of a game based learning (GBL) application using computer technologies on student engagement in secondary school science classrooms. The literature reveals that conventional Science teaching techniques (teacher-centered lecture and teaching), which foster rote learning among students, are one of the major…

Effects of racialized tracking on racial gaps in science self-efficacy, identity, engagement, and aspirations: Connection to science and school segregation

Science.gov (United States)

Chang, Briana L.

Given the concentration of economic growth and power in science fields and the current levels of racial stratification in schooling, this study examined (1) the effects of race on students' connectedness to science and career aspirations, (2) the extent to which these effects were moderated by school racial composition and racialized tracking, and (3) the differences in modeling effects using separate variables for race and gender (i.e., White, Black, Hispanic, female) versus race/gender (e.g., White female, Black male, etc.). Using the lens of racial formation theory, this study situated access to science knowledge as a racial project, conferring and denying access to resources along racial lines. Reviews of the literature on science self-efficacy, identity, engagement, and career aspirations revealed an under-emphasis on school institutional factors, such as racial composition and racialized tracking (which are important in sociological literature), as shaping student outcomes. The study analyzed data from the nationally representative High School Longitudinal Study that surveyed students in 2009 during their freshman year in high school and again in 2012 during most students' junior year (n = 6,998). Affective ratings (in self-efficacy, identity, engagement) and career aspirations for students measured in 2012 were examined as dependent variables and a variable for racialized tracking was estimated given schools' placement of students in advanced science coursework in 2012. Although school racial composition was not found to moderate race on outcome effects, primary analyses demonstrated that the presence of racialized tracking in the students' schools did moderate these effects. Overall these results suggested that the student subgroups most often at a disadvantage compared to White students for the science outcomes studied were Hispanic males and females; Black students' ratings and aspirations were largely on par or exceeded those of their White counterparts

CRISPR-cas System as a Genome Engineering Platform: Applications in Biomedicine and Biotechnology.

Science.gov (United States)

Hashemi, Atieh

2018-01-01

Genome editing mediated by Clustered Regularly Interspaced Palindromic Repeats (CRISPR) and its associated proteins (Cas) has recently been considered to be used as efficient, rapid and site-specific tool in the modification of endogenous genes in biomedically important cell types and whole organisms. It has become a predictable and precise method of choice for genome engineering by specifying a 20-nt targeting sequence within its guide RNA. Firstly, this review aims to describe the biology of CRISPR system. Next, the applications of CRISPR-Cas9 in various ways, such as efficient generation of a wide variety of biomedically important cellular models as well as those of animals, modifying epigenomes, conducting genome-wide screens, gene therapy, labelling specific genomic loci in living cells, metabolic engineering of yeast and bacteria and endogenous gene expression regulation by an altered version of this system were reviewed. Copyright© Bentham Science Publishers; For any queries, please email at epub@benthamscience.org.

JSPS-CAS Core University Program seminar on summary of 10-year collaborations in plasma and nuclear fusion research area

International Nuclear Information System (INIS)

Toi, Kazuo; Wang Kongjia

2011-07-01

The JSPS-CAS Core University Program (CUP) seminar on “Summary of 10-year Collaborations in Plasma and Nuclear Fusion Research Area” was held from March 9 to March 11, 2011 in the Okinawa Prefectural Art Museum, Naha city, Okinawa, Japan. The collaboration program on plasma and nuclear fusion started from 2001 under the auspices of Japanese Society of Promotion of Science (JSPS) and Chinese Academy of Sciences (CAS). This year is the last year of the CUP. This seminar was organized in the framework of the CUP. In the seminar, 29 oral talks were presented, having 14 Chinese and 30 Japanese participants. These presentations covered key topics related to the collaboration categories: (1) improvement of core plasma properties, (2) basic research on fusion reactor technologies, and (3) theory and numerical simulation. This seminar aims at summarizing the results obtained through the collaborations for 10 years, and discussing future prospects of China-Japan collaboration in plasma and nuclear fusion research areas. (author)

Learning from Science and Sport - How we, Safety, "Engage with Rigor"

Science.gov (United States)

Herd, A.

2012-01-01

As the world of spaceflight safety is relatively small and potentially inward-looking, we need to be aware of the "outside world". We should then try to remind ourselves to be open to the possibility that data, knowledge or experience from outside of the spaceflight community may provide some constructive alternate perspectives. This paper will assess aspects from two seemingly tangential fields, science and sport, and align these with the world of safety. In doing so some useful insights will be given to the challenges we face and may provide solutions relevant in our everyday (of safety engineering). Sport, particularly a contact sport such as rugby union, requires direct interaction between members of two (opposing) teams. Professional, accurately timed and positioned interaction for a desired outcome. These interactions, whilst an essential part of the game, are however not without their constraints. The rugby scrum has constraints as to the formation and engagement of the two teams. The controlled engagement provides for an interaction between the two teams in a safe manner. The constraints arising from the reality that an incorrect engagement could cause serious injury to members of either team. In academia, scientific rigor is applied to assure that the arguments provided and the conclusions drawn in academic papers presented for publication are valid, legitimate and credible. The scientific goal of the need for rigor may be expressed in the example of achieving a statistically relevant sample size, n, in order to assure analysis validity of the data pool. A failure to apply rigor could then place the entire study at risk of failing to have the respective paper published. This paper will consider the merits of these two different aspects, scientific rigor and sports engagement, and offer a reflective look at how this may provide a "modus operandi" for safety engineers at any level whether at their desks (creating or reviewing safety assessments) or in a

Using discrepant events in science demonstrations to promote student engagement in scientific investigations: An action research study

Science.gov (United States)

Mancuso, Vincent J.

Students' scientific investigations have been identified in national standards and related reform documents as a critical component of students' learning experiences in school, yet it is not easy to implement them in science classrooms. Could science demonstrations help science teachers put this recommendation into practice? While demonstrations are a common practice in the science classroom and research has documented some positive effects in terms of student motivation and engagement from their use, the literature also shows that, as traditionally presented, science demonstrations do not always achieve their intended outcomes. This, in turn, suggested the value of investigating what design elements of demonstrations could be used to promote specific instructional goals. Employing action research as a methodology, the proposed study was developed to explore how science demonstrations can be designed so as to most effectively promote student engagement in scientific investigations. More specifically, I was interested in examining the effects of using a discrepant event as part of the demonstration, as a way to create cognitive conflict and, thus, increase interest and engagement. I also investigated the relative merit of the well-researched POE (Predict, Observe, Explain) design versus employing demonstrations that appear to the student to be unplanned (what I will refer to as NOE, or a Naturally Occurring Experience). This study was informed by Constructivism, Situated Cognition and Conceptual Change as theoretical frameworks. The project included the design, implementation and study of an intervention consisting of three instructional units designed to support students' learning of the concepts of density, molecular arrangement of gas particles, and cohesion, respectively. In each of these units, lasting a total of two 80-minute class periods, students were asked to design and conduct an investigation to gain a better understanding of the concept under study. In

Efficient CRISPR/Cas9-based gene knockout in watermelon.

Science.gov (United States)

Tian, Shouwei; Jiang, Linjian; Gao, Qiang; Zhang, Jie; Zong, Mei; Zhang, Haiying; Ren, Yi; Guo, Shaogui; Gong, Guoyi; Liu, Fan; Xu, Yong

2017-03-01

CRISPR/Cas9 system can precisely edit genomic sequence and effectively create knockout mutations in T0 generation watermelon plants. Genome editing offers great advantage to reveal gene function and generate agronomically important mutations to crops. Recently, RNA-guided genome editing system using the type II clustered regularly interspaced short palindromic repeats (CRISPR)-associated protein 9 (Cas9) has been applied to several plant species, achieving successful targeted mutagenesis. Here, we report the genome of watermelon, an important fruit crop, can also be precisely edited by CRISPR/Cas9 system. ClPDS, phytoene desaturase in watermelon, was selected as the target gene because its mutant bears evident albino phenotype. CRISPR/Cas9 system performed genome editing, such as insertions or deletions at the expected position, in transfected watermelon protoplast cells. More importantly, all transgenic watermelon plants harbored ClPDS mutations and showed clear or mosaic albino phenotype, indicating that CRISPR/Cas9 system has technically 100% of genome editing efficiency in transgenic watermelon lines. Furthermore, there were very likely no off-target mutations, indicated by examining regions that were highly homologous to sgRNA sequences. Our results show that CRISPR/Cas9 system is a powerful tool to effectively create knockout mutations in watermelon.

Daily Autonomy Supporting or Thwarting and Students' Motivation and Engagement in the High School Science Classroom

Science.gov (United States)

Patall, Erika A.; Steingut, Rebecca R.; Vasquez, Ariana C.; Trimble, Scott S.; Pituch, Keenan A.; Freeman, Jen L.

2018-01-01

This diary study provided the first classroom-based empirical test of the relations between student perceptions of high school science teachers' various autonomy supporting and thwarting practices and students' motivation and engagement on a daily basis over the course of an instructional unit. Perceived autonomy supporting practices were…

Correction Notice: Tools for Citizen-Science Recruitment and Student Engagement in Your Research and in Your Classroom

Directory of Open Access Journals (Sweden)

JMBE Production Editor

2016-05-01

Full Text Available Correction for Sarah E. Council and Julie E. Horvath, “Tools for Citizen-Science Recruitment and Student Engagement in Your Research and in Your Classroom,” which appeared in the Journal of Microbiology & Biology Education, volume 17, number 1, March 2016, pages 38–40.

Progress Scored in Management Information System at CAS

Institute of Scientific and Technical Information of China (English)

无

2006-01-01

@@ CAS initiative to upgrade its management information system (MIS) is making significant progress. Recently, 116 CAS subordinates have completed their online trial operation of a MIS project at the Academy, called Academia Resource Planning (ARP), marking an important phased achievement of the initiative.

Relationship between drug resistance and the clustered, regularly interspaced, short, palindromic repeat-associated protein genes cas1 and cas2 in Shigella from giant panda dung.

Science.gov (United States)

Ren, Lu; Deng, Lin-Hua; Zhang, Ri-Peng; Wang, Cheng-Dong; Li, De-Sheng; Xi, Li-Xin; Chen, Zhen-Rong; Yang, Rui; Huang, Jie; Zeng, Yang-Ru; Wu, Hong-Lin; Cao, San-Jie; Wu, Rui; Huang, Yong; Yan, Qi-Gui

2017-02-01

To detect drug resistance in Shigella obtained from the dung of the giant panda, explore the factors leading to drug resistance in Shigella, understand the characteristics of clustered, regularly interspaced, short, palindromic repeats (CRISPR), and assess the relationship between CRISPR and drug resistance. We collected fresh feces from 27 healthy giant pandas in the Giant Panda Conservation base (Wolong, China). We identified the strains of Shigella in the samples by using nucleotide sequence analysis. Further, the Kirby-Bauer paper method was used to determine drug sensitivity of the Shigella strains. CRISPR-associated protein genes cas1 and cas2 in Shigella were detected by polymerase chain reaction (PCR), and the PCR products were sequenced and compared. We isolated and identified 17 strains of Shigella from 27 samples, including 14 strains of Shigella flexneri, 2 strains of Shigella sonnei, and 1 strain of Shigella dysenteriae. Further, drug resistance to cefazolin, imipenem, and amoxicillin-clavulanic acid was identified as a serious problem, as multidrug-resistant strains were detected. Further, cas1 and cas2 showed different degrees of point mutations. The CRISPR system widely exists in Shigella and shares homology with that in Escherichia coli. The cas1 and cas 2 mutations contribute to the different levels of resistance. Point mutations at sites 3176455, 3176590, and 3176465 in cas1 (a); sites 3176989, 3176992, and 3176995 in cas1 (b); sites 3176156 and 3176236 in cas2 may affect the resistance of bacteria, cause emergence of multidrug resistance, and increase the types of drug resistance.

What is the role of culture, diversity, and community engagement in transdisciplinary translational science?

Science.gov (United States)

Graham, Phillip W; Kim, Mimi M; Clinton-Sherrod, A Monique; Yaros, Anna; Richmond, Alan N; Jackson, Melvin; Corbie-Smith, Giselle

2016-03-01

Concepts of culture and diversity are necessary considerations in the scientific application of theory generation and developmental processes of preventive interventions; yet, culture and/or diversity are often overlooked until later stages (e.g., adaptation [T3] and dissemination [T4]) of the translational science process. Here, we present a conceptual framework focused on the seamless incorporation of culture and diversity throughout the various stages of the translational science process (T1-T5). Informed by a community-engaged research approach, this framework guides integration of cultural and diversity considerations at each phase with emphasis on the importance and value of "citizen scientists" being research partners to promote ecological validity. The integrated partnership covers the first phase of intervention development through final phases that ultimately facilitate more global, universal translation of changes in attitudes, norms, and systems. Our comprehensive model for incorporating culture and diversity into translational research provides a basis for further discussion and translational science development.

Comparative analysis of CRISPR-Cas systems in Klebsiella genomes.

Science.gov (United States)

Shen, Juntao; Lv, Li; Wang, Xudong; Xiu, Zhilong; Chen, Guoqiang

2017-04-01

Prokaryotic CRISPR-Cas system provides adaptive immunity against invasive genetic elements. Bacteria of the genus Klebsiella are important nosocomial opportunistic pathogens. However, information of CRISPR-Cas system in Klebsiella remains largely unknown. Here, we analyzed the CRISPR-Cas systems of 68 complete genomes of Klebsiella representing four species. All the elements for CRISPR-Cas system (cas genes, repeats, leader sequences, and PAMs) were characterized. Besides the typical Type I-E and I-F CRISPR-Cas systems, a new Subtype I system located in the ABC transport system-glyoxalase region was found. The conservation of the new subtype CRISPR system between different species showed new evidence for CRISPR horizontal transfer. CRISPR polymorphism was strongly correlated both with species and multilocus sequence types. Some results indicated the function of adaptive immunity: most spacers (112 of 124) matched to prophages and plasmids and no matching housekeeping genes; new spacer acquisition was observed within the same sequence type (ST) and same clonal complex; the identical spacers were observed only in the ancient position (far from the leader) between different STs and clonal complexes. Interestingly, a high ratio of self-targeting spacers (7.5%, 31 of 416) was found in CRISPR-bearing Klebsiella pneumoniae (61%, 11 of 18). In some strains, there even were multiple full matching self-targeting spacers. Some self-targeting spacers were conserved even between different STs. These results indicated that some unknown mechanisms existed to compromise the function of self-targets of CRISPR-Cas systems in K. pneumoniae. © 2017 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

CRISPR/Cas9-mediated noncoding RNA editing in human cancers.

Science.gov (United States)

Yang, Jie; Meng, Xiaodan; Pan, Jinchang; Jiang, Nan; Zhou, Chengwei; Wu, Zhenhua; Gong, Zhaohui

2018-01-02

Cancer is characterized by multiple genetic and epigenetic alterations, including a higher prevalence of mutations of oncogenes and/or tumor suppressors. Mounting evidences have shown that noncoding RNAs (ncRNAs) are involved in the epigenetic regulation of cancer genes and their associated pathways. The clustered regularly interspaced short palindromic repeats (CRISPR)-associated nuclease 9 (CRISPR/Cas9) system, a revolutionary genome-editing technology, has shed light on ncRNA-based cancer therapy. Here, we briefly introduce the classifications and mechanisms of CRISPR/Cas9 system. Importantly, we mainly focused on the applications of CRISPR/Cas9 system as a molecular tool for ncRNA (microRNA, long noncoding RNA and circular RNA, etc.) editing in human cancers, and the novel techniques that are based on CRISPR/Cas9 system. Additionally, the off-target effects and the corresponding solutions as well as the challenges toward CRISPR/Cas9 were also evaluated and discussed. Long- and short-ncRNAs have been employed as targets in precision oncology, and CRISPR/Cas9-mediated ncRNA editing may provide an excellent way to cure cancer.

Using a Family Science Day Event to Engage Youth in Climate Change Issues

Science.gov (United States)

Brevik, C.; Brevik, E. C.

2015-12-01

Each fall, Dickinson State University organizes four Family Science Day events for elementary-aged children to increase their engagement in the sciences. Offered on Saturday afternoons, each event focuses on a different science-related theme. Families can attend these events free of charge, and the kids participate in a large variety of hands-on activities which center around the event's theme. This year, the November event focused on climate change and the roles soil plays in the climate system. The timing of this topic was carefully chosen. 2015 has been declared the International Year of Soil by the United Nations, and the Soil Science Society of America theme for the month of November was Soils and Climate. This public outreach event was an amazing opportunity to help the youth in our community learn about climate change and soil in a fun, interactive environment. The activities also helped the children learn how science is a process of discovery that allows them to better understand the world they live in. In addition to the hands-on activities, a planetarium show focusing on climate change was also offered during the event. The fully immersive, 360-degree show allowed the kids and their parents to personally observe phenomena that are otherwise difficult to visualize. All of the activities at the Family Science Day event were staffed by university students, and this proved to be a very valuable experience for them as well. Some of the students who helped are majoring in a science field, and for them, the experience taught public communication. They learned to break complicated concepts down into simpler terms that young kids can understand. Education majors who participated practiced communicating science concepts to children, and students in other majors who helped with this event gained experiences that reinforced various concepts they had learned in their general education science courses.

Engagement with physics across diverse festival audiences

Science.gov (United States)

Roche, Joseph; Stanley, Jessica; Davis, Nicola

2016-07-01

Science shows provide a method of introducing large public audiences to physics concepts in a nonformal learning environment. While these shows have the potential to provide novel means of educational engagement, it is often difficult to measure that engagement. We present a method of producing an interactive physics show that seeks to provide effective and measurable audience engagement. We share our results from piloting this method at a leading music and arts festival as well as a science festival. This method also facilitated the collection of opinions and feedback directly from the audience which helps explore the benefits and limitations of this type of nonformal engagement in physics education.

Promoting Cas9 degradation reduces mosaic mutations in non-human primate embryos

Science.gov (United States)

Tu, Zhuchi; Yang, Weili; Yan, Sen; Yin, An; Gao, Jinquan; Liu, Xudong; Zheng, Yinghui; Zheng, Jiezhao; Li, Zhujun; Yang, Su; Li, Shihua; Guo, Xiangyu; Li, Xiao-Jiang

2017-01-01

CRISPR-Cas9 is a powerful new tool for genome editing, but this technique creates mosaic mutations that affect the efficiency and precision of its ability to edit the genome. Reducing mosaic mutations is particularly important for gene therapy and precision genome editing. Although the mechanisms underlying the CRSIPR/Cas9-mediated mosaic mutations remain elusive, the prolonged expression and activity of Cas9 in embryos could contribute to mosaicism in DNA mutations. Here we report that tagging Cas9 with ubiquitin-proteasomal degradation signals can facilitate the degradation of Cas9 in non-human primate embryos. Using embryo-splitting approach, we found that shortening the half-life of Cas9 in fertilized zygotes reduces mosaic mutations and increases its ability to modify genomes in non-human primate embryos. Also, injection of modified Cas9 in one-cell embryos leads to live monkeys with the targeted gene modifications. Our findings suggest that modifying Cas9 activity can be an effective strategy to enhance precision genome editing. PMID:28155910

CRISPR-Cas9-Mediated Genome Editing in Leishmania donovani.

Science.gov (United States)

Zhang, Wen-Wei; Matlashewski, Greg

2015-07-21

The prokaryotic CRISPR (clustered regularly interspaced short palindromic repeat)-Cas9, an RNA-guided endonuclease, has been shown to mediate efficient genome editing in a wide variety of organisms. In the present study, the CRISPR-Cas9 system has been adapted to Leishmania donovani, a protozoan parasite that causes fatal human visceral leishmaniasis. We introduced the Cas9 nuclease into L. donovani and generated guide RNA (gRNA) expression vectors by using the L. donovani rRNA promoter and the hepatitis delta virus (HDV) ribozyme. It is demonstrated within that L. donovani mainly used homology-directed repair (HDR) and microhomology-mediated end joining (MMEJ) to repair the Cas9 nuclease-created double-strand DNA break (DSB). The nonhomologous end-joining (NHEJ) pathway appears to be absent in L. donovani. With this CRISPR-Cas9 system, it was possible to generate knockouts without selection by insertion of an oligonucleotide donor with stop codons and 25-nucleotide homology arms into the Cas9 cleavage site. Likewise, we disrupted and precisely tagged endogenous genes by inserting a bleomycin drug selection marker and GFP gene into the Cas9 cleavage site. With the use of Hammerhead and HDV ribozymes, a double-gRNA expression vector that further improved gene-targeting efficiency was developed, and it was used to make precise deletion of the 3-kb miltefosine transporter gene (LdMT). In addition, this study identified a novel single point mutation caused by CRISPR-Cas9 in LdMT (M381T) that led to miltefosine resistance, a concern for the only available oral antileishmanial drug. Together, these results demonstrate that the CRISPR-Cas9 system represents an effective genome engineering tool for L. donovani. Leishmania donovani is the causative agent of fatal visceral leishmaniasis. To understand Leishmania infection and pathogenesis and identify new drug targets for control of leishmaniasis, more-efficient ways to manipulate this parasite genome are required. In this

Les synovites villonodulaires du genou: à propos de 20 cas

Science.gov (United States)

Margad, Omar; Boukhris, Jalal; Azriouil, Ouahb; Daoudi, Mohamed; Mortaji, Aziz; Koulali, Khalid

2017-01-01

La synovite villonodulaire pigmentée (SVNP) est une prolifération bénigne rare de la synoviale des articulations, des bourses séreuses et des gaines tendineuses, d'étiopathogénie inconnue. Notre travail porte sur 20 cas de SVN du genou colligés à l'hôpital militaire Avicenne de Marrakech sur une période de 9 ans allant de janvier 2000 au décembre 2009 Il vise à identifier les spécificités de cette lésion, et à étudier ses principaux aspects anatomocliniques et pronostiques. L'incidence annuelle était de 2,2 cas par an. Ils étaient 15 hommes et 5 femmes, d'âge moyen de 32,5 ans, atteints du coté droit dans 55%des cas sous un mode mono articulaire chez 18 patients et bi articulaire chez un seul. La douleur et la tuméfaction étaient présentes dans 80% des cas, une masse palpable dans un cas, un syndrome méniscal a été retenu dans un cas, une mono arthrite septique dans 3 circonstances de même qu'un kyste poplité dans 2 autres. L'atteinte était diffuse dans 14 cas (70%), localisée dans 6 cas. L'imagerie par résonnance magnétique(IRM) pratiquée chez 5 patients était évocatrice chez 3, l'arthroscopie diagnostique a été utilisée chez 2 malades. La confirmation s'est faite à chaque fois à l'examen anatomopathlogique. Le traitement a consisté en une synovectomie subtotale dans 15 cas et en l'exérèse de la tumeur dans les autres formes localisées, 2 cas présentant une destruction ostéocartilagineuse ont nécessité une arthroplastie. L'évolution a été marquée par la survenue de 2 récidives sous la forme diffuse avec un recul de 3, 7 ans. On a noté une raideur avec atrophie quadricipitale chez 3 patients et une arthrolyse a été réalisée. Un cas de SVN confirmé par l'histologie s'est révélé être 5 mois après la synovectomie totale un Synovialosarcome monophasique envahissant l'os d'où l'indication de l'amputation. PMID:29255556

CRISPR-Cas systems: Prokaryotes upgrade to adaptive immunity.

Science.gov (United States)

Barrangou, Rodolphe; Marraffini, Luciano A

2014-04-24

Clustered regularly interspaced short palindromic repeats (CRISPR), and associated proteins (Cas) comprise the CRISPR-Cas system, which confers adaptive immunity against exogenic elements in many bacteria and most archaea. CRISPR-mediated immunization occurs through the uptake of DNA from invasive genetic elements such as plasmids and viruses, followed by its integration into CRISPR loci. These loci are subsequently transcribed and processed into small interfering RNAs that guide nucleases for specific cleavage of complementary sequences. Conceptually, CRISPR-Cas shares functional features with the mammalian adaptive immune system, while also exhibiting characteristics of Lamarckian evolution. Because immune markers spliced from exogenous agents are integrated iteratively in CRISPR loci, they constitute a genetic record of vaccination events and reflect environmental conditions and changes over time. Cas endonucleases, which can be reprogrammed by small guide RNAs have shown unprecedented potential and flexibility for genome editing and can be repurposed for numerous DNA targeting applications including transcriptional control. Copyright © 2014 Elsevier Inc. All rights reserved.

CRISPR-Cas systems: prokaryotes upgrade to adaptive immunity

Science.gov (United States)

Barrangou, Rodolphe; Marraffini, Luciano A.

2014-01-01

Summary Clustered Regularly Interspaced Short Palindromic Repeats (CRISPR), and associated proteins (Cas) comprise the CRISPR-Cas system, which confers adaptive immunity against exogenic elements in many bacteria and most archaea. CRISPR-mediated immunization occurs through the uptake of DNA from invasive genetic elements such as plasmids and viruses, followed by its integration into CRISPR loci. These loci are subsequently transcribed and processed into small interfering RNAs that guide nucleases for specific cleavage of complementary sequences. Conceptually, CRISPR-Cas shares functional features with the mammalian adaptive immune system, while also exhibiting characteristics of Lamarckian evolution. Because immune markers spliced from exogenous agents are integrated iteratively in CRISPR loci, they constitute a genetic record of vaccination events and reflect environmental conditions and changes over time. Cas endonucleases, which can be reprogrammed by small guide RNAs have shown unprecedented potential and flexibility for genome editing, and can be repurposed for numerous DNA targeting applications including transcriptional control. PMID:24766887

Phage Genetic Engineering Using CRISPR–Cas Systems

Directory of Open Access Journals (Sweden)

Asma Hatoum-Aslan

2018-06-01

Full Text Available Since their discovery over a decade ago, the class of prokaryotic immune systems known as CRISPR–Cas have afforded a suite of genetic tools that have revolutionized research in model organisms spanning all domains of life. CRISPR-mediated tools have also emerged for the natural targets of CRISPR–Cas immunity, the viruses that specifically infect bacteria, or phages. Despite their status as the most abundant biological entities on the planet, the majority of phage genes have unassigned functions. This reality underscores the need for robust genetic tools to study them. Recent reports have demonstrated that CRISPR–Cas systems, specifically the three major types (I, II, and III, can be harnessed to genetically engineer phages that infect diverse hosts. Here, the mechanisms of each of these systems, specific strategies used, and phage editing efficacies will be reviewed. Due to the relatively wide distribution of CRISPR–Cas systems across bacteria and archaea, it is anticipated that these immune systems will provide generally applicable tools that will advance the mechanistic understanding of prokaryotic viruses and accelerate the development of novel technologies based on these ubiquitous organisms.

System-level perturbations of cell metabolism using CRISPR/Cas9

DEFF Research Database (Denmark)

Jakociunas, Tadas; Jensen, Michael Krogh; Keasling, Jay

2017-01-01

CRISPR/Cas9 (clustered regularly interspaced palindromic repeats and the associated protein Cas9) techniques have made genome engineering and transcriptional reprogramming studies more advanced and cost-effective. For metabolic engineering purposes, the CRISPR-based tools have been applied...... previously possible. In this mini-review we highlight recent studies adopting CRISPR/Cas9 for systems-level perturbations and model-guided metabolic engineering....

CAS algorithm-based optimum design of PID controller in AVR system

International Nuclear Information System (INIS)

Zhu Hui; Li Lixiang; Zhao Ying; Guo Yu; Yang Yixian

2009-01-01

This paper presents a novel design method for determining the optimal PID controller parameters of an automatic voltage regulator (AVR) system using the chaotic ant swarm (CAS) algorithm. In the tuning process of parameters, the CAS algorithm is iterated to give the optimal parameters of the PID controller based on the fitness theory, where the position vector of each ant in the CAS algorithm corresponds to the parameter vector of the PID controller. The proposed CAS-PID controllers can ensure better control system performance with respect to the reference input in comparison with GA-PID controllers. Numerical simulations are provided to verify the effectiveness and feasibility of PID controller based on CAS algorithm.

Is Collaborative, Community-Engaged Scholarship More Rigorous than Traditional Scholarship? On Advocacy, Bias, and Social Science Research

Science.gov (United States)

Warren, Mark R.; Calderón, José; Kupscznk, Luke Aubry; Squires, Gregory; Su, Celina

2018-01-01

Contrary to the charge that advocacy-oriented research cannot meet social science research standards because it is inherently biased, the authors of this article argue that collaborative, community-engaged scholarship (CCES) must meet high standards of rigor if it is to be useful to support equity-oriented, social justice agendas. In fact, they…

CRISPR/Cas9 advances engineering of microbial cell factories

DEFF Research Database (Denmark)

Jakociunas, Tadas; Jensen, Michael Krogh; Keasling, Jay D.

2016-01-01

interspaced palindromic repeats (CRISPR) and its associated proteins (Cas) have become the method of choice for precision genome engineering in many organisms due to their orthogonality, versatility and efficacy. Here we review the strategies adopted for implementation of RNA-guided CRISPR/Cas9 genome editing......-RNAs will be highlighted. Finally, this review will provide a perspective on the immediate challenges and opportunities foreseen by the use of CRISPR/Cas9 genome engineering and regulation in the context of metabolic engineering....

Broadening the targeting range of Staphylococcus aureus CRISPR-Cas9 by modifying PAM recognition.

Science.gov (United States)

Kleinstiver, Benjamin P; Prew, Michelle S; Tsai, Shengdar Q; Nguyen, Nhu T; Topkar, Ved V; Zheng, Zongli; Joung, J Keith

2015-12-01

CRISPR-Cas9 nucleases target specific DNA sequences using a guide RNA but also require recognition of a protospacer adjacent motif (PAM) by the Cas9 protein. Although longer PAMs can potentially improve the specificity of genome editing, they limit the range of sequences that Cas9 orthologs can target. One potential strategy to relieve this restriction is to relax the PAM recognition specificity of Cas9. Here we used molecular evolution to modify the NNGRRT PAM of Staphylococcus aureus Cas9 (SaCas9). One variant we identified, referred to as KKH SaCas9, showed robust genome editing activities at endogenous human target sites with NNNRRT PAMs, thereby increasing SaCas9 targeting range by two- to fourfold. Using GUIDE-seq, we show that wild-type and KKH SaCas9 induce comparable numbers of off-target effects in human cells. Our strategy for evolving PAM specificity does not require structural information and therefore should be applicable to a wide range of Cas9 orthologs.

Advancing chimeric antigen receptor T cell therapy with CRISPR/Cas9.

Science.gov (United States)

Ren, Jiangtao; Zhao, Yangbing

2017-09-01

The clustered regularly interspaced short palindromic repeats (CRISPR)/CRISPR-associated 9 (CRISPR/Cas9) system, an RNA-guided DNA targeting technology, is triggering a revolution in the field of biology. CRISPR/Cas9 has demonstrated great potential for genetic manipulation. In this review, we discuss the current development of CRISPR/Cas9 technologies for therapeutic applications, especially chimeric antigen receptor (CAR) T cell-based adoptive immunotherapy. Different methods used to facilitate efficient CRISPR delivery and gene editing in T cells are compared. The potential of genetic manipulation using CRISPR/Cas9 system to generate universal CAR T cells and potent T cells that are resistant to exhaustion and inhibition is explored. We also address the safety concerns associated with the use of CRISPR/Cas9 gene editing and provide potential solutions and future directions of CRISPR application in the field of CAR T cell immunotherapy. As an integration-free gene insertion method, CRISPR/Cas9 holds great promise as an efficient gene knock-in platform. Given the tremendous progress that has been made in the past few years, we believe that the CRISPR/Cas9 technology holds immense promise for advancing immunotherapy.

Advancing chimeric antigen receptor T cell therapy with CRISPR/Cas9

Directory of Open Access Journals (Sweden)

Jiangtao Ren

2017-04-01

Full Text Available ABSTRACT The clustered regularly interspaced short palindromic repeats (CRISPR/CRISPR-associated 9 (CRISPR/Cas9 system, an RNA-guided DNA targeting technology, is triggering a revolution in the field of biology. CRISPR/Cas9 has demonstrated great potential for genetic manipulation. In this review, we discuss the current development of CRISPR/Cas9 technologies for therapeutic applications, especially chimeric antigen receptor (CAR T cell-based adoptive immunotherapy. Different methods used to facilitate efficient CRISPR delivery and gene editing in T cells are compared. The potential of genetic manipulation using CRISPR/Cas9 system to generate universal CAR T cells and potent T cells that are resistant to exhaustion and inhibition is explored. We also address the safety concerns associated with the use of CRISPR/Cas9 gene editing and provide potential solutions and future directions of CRISPR application in the field of CAR T cell immunotherapy. As an integration-free gene insertion method, CRISPR/Cas9 holds great promise as an efficient gene knock-in platform. Given the tremendous progress that has been made in the past few years, we believe that the CRISPR/Cas9 technology holds immense promise for advancing immunotherapy.

Apport de l'imagerie dans le diagnostic des sacroiliites infectieuses : à propos de 19 cas

Science.gov (United States)

Abid, Hanen; Chaabouni, Salim; Frikha, Faten; Toumi, Nozha; Souissi, Basma; Lahiani, Dorra; Bahloul, Zouhir; Ben Mahfoudh, Khaireddine

2014-01-01

Les sacro-iliites infectieuses méritent d’être mieux connues. Leur diagnostic est souvent retardé en raison d'une symptomatologie trompeuse et des diffcultés d'exploration de l'articulation sacro-iliaque. Notre travail est basé sur une étude rétrospective portant sur les cas de SII, recueillis sur une période comprise entre 1997 et 2008 dans notre centre universitaire Sfax-Tunisie. Le diagnostic de sacro-iliite était retenu en présence d'arguments cliniques et radiologiques d'atteinte sacroiliaque. Nous rapportons dix neuf cas de sacroiliites infectieuses (10 hommes et 9 femmes), avec un âge moyen de 32 ans. L'atteinte était unilatérale dans tous les cas. Les radiographies standard faites dans tous les cas ont été suggestives dans 14 cas et normales dans les autres cas. La TDM faite dans 13 cas a montré, un abcès des parties molles dans 8 cas et un séquestre osseux dans 2 cas. L'IRM réalisée dans 8 cas, a objectivé une infiltration des parties molles dans tous les cas et un abcès dans 3 cas. Le germe a été identifié dans 9 cas (3 cas de tuberculose, 3 cas de brucellose, 2 sacro-iliites à pyogène et un cas de candidose). Cette identification était faite par biopsie dans 3 cas, hémocultures dans 2 cas, prélèvement au niveau de la porte d'entrée dans 1 cas et sérodiagnostic dans 3 cas. Pour les autres cas, l'origine pyogène a été retenue sur des arguments cliniques et biologiques. L'imagerie joue un rôle primordial dans le diagnostic précoce et l'orientation étiologique d'une sacroiliite infectieuse. PMID:25120884

CRISPR/Cas9 Platforms for Genome Editing in Plants: Developments and Applications.

Science.gov (United States)

Ma, Xingliang; Zhu, Qinlong; Chen, Yuanling; Liu, Yao-Guang

2016-07-06

The clustered regularly interspaced short palindromic repeat (CRISPR)-associated protein9 (Cas9) genome editing system (CRISPR/Cas9) is adapted from the prokaryotic type II adaptive immunity system. The CRISPR/Cas9 tool surpasses other programmable nucleases, such as ZFNs and TALENs, for its simplicity and high efficiency. Various plant-specific CRISPR/Cas9 vector systems have been established for adaption of this technology to many plant species. In this review, we present an overview of current advances on applications of this technology in plants, emphasizing general considerations for establishment of CRISPR/Cas9 vector platforms, strategies for multiplex editing, methods for analyzing the induced mutations, factors affecting editing efficiency and specificity, and features of the induced mutations and applications of the CRISPR/Cas9 system in plants. In addition, we provide a perspective on the challenges of CRISPR/Cas9 technology and its significance for basic plant research and crop genetic improvement. Copyright © 2016 The Author. Published by Elsevier Inc. All rights reserved.

RNA virus interference via CRISPR/Cas13a system in plants

KAUST Repository

Aman, Rashid

2017-11-04

CRISPR/Cas systems confer immunity against invading nucleic acids and phages in bacteria and archaea. CRISPR/Cas13a (known previously as C2c2) is a class 2 type VI-A ribonuclease capable of targeting and cleaving single stranded RNA (ssRNA) molecules of the phage genome. Here, we employ CRISPR/Cas13a to engineer interference with an RNA virus, Turnip Mosaic Virus (TuMV), in plants. CRISPR/Cas13a produced interference against green fluorescent protein (GFP) expressing TuMV in transient assays and stable overexpression lines of Nicotiana benthamiana. crRNAs targeting the HC-Pro and GFP sequences exhibited better interference than those targeting other regions such as coat protein (CP) sequence. Cas13a can also process pre-crRNAs into functional crRNAs. Our data indicate that CRISPR/Cas13a can be used for engineering interference against RNA viruses, providing a potential novel mechanism for RNA-guided immunity against RNA viruses, and for other RNA manipulations in plants.

Viesnīcas pārvaldības sistēma

OpenAIRE

Ščablinska, Elvīra

2011-01-01

Viesnīcas pārvaldības sistēma ir paredzēta viesnīcām, kas nodarbojas ar viesnīcas viesu izmitināšanu, ēdināšanu un SPA pakalpojumu piedāvāšanu. Tā var palīdzēt efektīvi organizēt viesnīcas numuru rezervēšanu, pieraksta veikšanu uz SPA procedūrām, viesnīcas restorāna darbības pārvaldību un informēt interesentus par viesnīcas aktualitātēm. Kā arī ļauj lietotājiem rezervēt viesnīcas numuru, pierakstīties uz SPA procedūrām, rezervēt galdiņu restorānā tiešsaistē, kas ir ērts veids kā plānot savu l...

Exploiting CRISPR/Cas: Interference Mechanisms and Applications

Directory of Open Access Journals (Sweden)

André Plagens

2013-07-01

Full Text Available The discovery of biological concepts can often provide a framework for the development of novel molecular tools, which can help us to further understand and manipulate life. One recent example is the elucidation of the prokaryotic adaptive immune system, clustered regularly interspaced short palindromic repeats (CRISPR/CRISPR-associated (Cas that protects bacteria and archaea against viruses or conjugative plasmids. The immunity is based on small RNA molecules that are incorporated into versatile multi-domain proteins or protein complexes and specifically target viral nucleic acids via base complementarity. CRISPR/Cas interference machines are utilized to develop novel genome editing tools for different organisms. Here, we will review the latest progress in the elucidation and application of prokaryotic CRISPR/Cas systems and discuss possible future approaches to exploit the potential of these interference machineries.

Exploiting CRISPR/Cas: Interference Mechanisms and Applications

Science.gov (United States)

Richter, Hagen; Randau, Lennart; Plagens, André

2013-01-01

The discovery of biological concepts can often provide a framework for the development of novel molecular tools, which can help us to further understand and manipulate life. One recent example is the elucidation of the prokaryotic adaptive immune system, clustered regularly interspaced short palindromic repeats (CRISPR)/CRISPR-associated (Cas) that protects bacteria and archaea against viruses or conjugative plasmids. The immunity is based on small RNA molecules that are incorporated into versatile multi-domain proteins or protein complexes and specifically target viral nucleic acids via base complementarity. CRISPR/Cas interference machines are utilized to develop novel genome editing tools for different organisms. Here, we will review the latest progress in the elucidation and application of prokaryotic CRISPR/Cas systems and discuss possible future approaches to exploit the potential of these interference machineries. PMID:23857052

What would a 'scientifically engaged Australia' look like?

Science.gov (United States)

Donald, Tegan N.

In 2010 the Australian Federal Government released the landmark report Inspiring Australia which described the first national strategy for engagement with the sciences, and aimed to create a ‘scientifically engaged Australia’. This study investigates what might be meant by a ‘scientifically engaged Australia’ by creating a snapshot picture of the current Australian science communication landscape: its priorities, its limitations and its key players’ envisioned recommendations for future activity. It draws on several sources of data to create this picture: academic and practitioner literature regarding the emerging concept of ‘public engagement’; literature and case studies that discuss the appropriate place for deficit model and one-way approaches to science communication; the Inspiring Australia report itself and other government policy documents; and a series of interviews with top level public figures in Australian science policy and advocacy. A central finding of this study is the absence of a universal and unambiguous definition of public engagement. In addition, in contrast to trends within much of the scholarly literature, the study highlights the persistence of one-way methods and to a lesser degree the deficit model in practice. The ongoing use and relevance of one-way communication is evident; it remains a popular, albeit often default, choice in practice and is seen as ideal for the communication of fixed messages. Science communication in Australia remains, for the foreseeable future, dominated by one-way methods, in particular in the use of traditional and social media. In this respect, a scientifically engaged Australia would seem to be one in which a great deal of one-way communication takes place, supplemented by small moves towards dialogical or participatory communication. Finally, this study highlights two dominant motivations behind the call for a ‘scientifically engaged Australia’. Much high level discourse on this topic is

A Research Experiences for Undergraduates program (REU) Program Designed to Recruit, Engage and Prepare a Diverse Student Population for Careers in Ocean Sciences.

Science.gov (United States)

Clarkston, B. E.; Garza, C.

2016-02-01

The problem of improving diversity within the Ocean Sciences workforce—still underperforming relative to other scientific disciplines—can only be addressed by first recruiting and engaging a more diverse student population into the discipline, then retaining them in the workforce. California State University, Monterey Bay (CSUMB) is home to the Monterey Bay Regional Ocean Science Research Experiences for Undergraduates (REU) program. As an HSI with strong ties to multiple regional community colleges and other Predominantly Undergraduate Institutions (PUIs) in the CSU system, the Monterey Bay REU is uniquely positioned to address the crucial recruitment and engagement of a diverse student body. Eleven sophomore and junior-level undergraduate students are recruited per year from academic institutions where research opportunities in STEM are limited and from groups historically underrepresented in the Ocean Sciences, including women, underrepresented minorities, persons with disabilities, and veterans. During the program, students engage in a 10-week original research project guided by a faculty research mentor in one of four themes: Oceanography, Marine Biology and Ecology, Ocean Engineering, and Marine Geology. In addition to research, students develop scientific self-efficacy and literacy skills through rigorous weekly professional development workshops in which they practice critical thinking, ethical decision-making, peer review, writing and oral communication skills. These workshops include tangible products such as an NSF-style proposal paper, Statement of Purpose and CV modelled for the SACNAS Travel Award Application, research abstract, scientific report and oral presentation. To help retain students in Ocean Sciences, students build community during the REU by living together in the CSUMB dormitories; post-REU, students stay connected through an online facebook group, LinkedIn page and group webinars. To date, the REU has supported 22 students in two

Evaluating Engagement Models for a Citizen Science Project: Lessons Learned From Four Years of Nature's Notebook

Science.gov (United States)

Crimmins, T. M.; Rosemartin, A.

2012-12-01

The success of citizen science programs hinges on their abilities to recruit and maintain active participants. The USA National Phenology Network's plant and animal phenology observation program, Nature's Notebook, has been active since 2009. This program engages thousands of citizen scientists in tracking plant and animal life cycle activity over the course of the year. We embarked on an evaluation of the various observer recruitment and retention tactics that we have employed over the ~4-year life of this program to better inform future outreach efforts specific to Nature's Notebook and for the broader citizen science community. Participants in Nature's Notebook may become engaged via one of three pathways: individuals may join Nature's Notebook directly, they may be invited to join through a USA-NPN partner organization, or they may engage through a group with local, site-based leadership. The level and type of recruitment tactics, training, and retention efforts that are employed varies markedly among these three models. In this evaluation, we compared the efficacy of these three engagement models using several metrics: number of individuals recruited, number of individuals that go on to submit at least one data point, retention rates over time, duration of activity, and quantity of data points submitted. We also qualitatively considered the differences in costs the three models require to support. In terms of recruitment, direct engagement yielded 20-100 times more registrants than other two models. In contrast, rates of participation were highest for site-based leadership (>35%, versus 20-30% for direct engagement; rates for partner organizations were highly variable due to small sample sizes). Individuals participating through partners with site-based leadership showed a much higher rate of retention (41% of participants remained active for two+ years) than those participating directly in Nature's Notebook (27% of participants remained active for two+ years

Engaging Non-Science Majors Through Citizen Science Projects In Inquiry-Based Introductory Geoscience Laboratory Courses

Science.gov (United States)

Humphreys, R. R.; Hall, C.; Colgan, M. W.; Rhodes, E.

2010-12-01

Although inquiry-based/problem-based methods have been successfully incorporated in undergraduate lecture classes, a survey of commonly used laboratory manuals indicates that few non-major geoscience laboratory classes use these strategies. The Department of Geology and Environmental Geosciences faculty members have developed a successful introductory Environmental Geology Laboratory course for undergraduate non-majors that challenges traditional teaching methodology as illustrated in most laboratory manuals. The Environmental Geology lab activities employ active learning methods to engage and challenge students. Crucial to establishing an open learning environment is capturing the attention of non-science majors from the moment they enter the classroom. We use catastrophic ‘gloom and doom’ current events to pique the imagination with images, news stories, and videos. Once our students are hooked, we can further the learning process with use of other teaching methods: an inquiry-based approach that requires students take control of their own learning, a cooperative learning approach that requires the participation of all team members in peer learning, and a problem/case study learning approach that primarily relies on activities distilled from current events. The final outcome is focused on creating innovative methods to communicate the findings to the general public. With the general public being the audience for their communiqué, students are less intimated, more focused, and more involved in solving the problem. During lab sessions, teams of students actively engage in mastering course content and develop essential communication skills while exploring real-world scenarios. These activities allow students to use scientific reasoning and concepts to develop solutions for scenarios such as volcanic eruptions, coastal erosion/sea level rise, flooding or landslide hazards, and then creatively communicate their solutions to the public. For example, during a two

Cell-type-specific genome editing with a microRNA-responsive CRISPR–Cas9 switch

Science.gov (United States)

Hirosawa, Moe; Fujita, Yoshihiko; Parr, Callum J. C.; Hayashi, Karin; Kashida, Shunnichi; Hotta, Akitsu; Woltjen, Knut

2017-01-01

Abstract The CRISPR–Cas9 system is a powerful genome-editing tool useful in a variety of biotechnology and biomedical applications. Here we developed a synthetic RNA-based, microRNA (miRNA)-responsive CRISPR–Cas9 system (miR-Cas9 switch) in which the genome editing activity of Cas9 can be modulated through endogenous miRNA signatures in mammalian cells. We created miR-Cas9 switches by using a miRNA-complementary sequence in the 5΄-UTR of mRNA encoding Streptococcus pyogenes Cas9. The miR-21-Cas9 or miR-302-Cas9 switches selectively and efficiently responded to miR-21-5p in HeLa cells or miR-302a-5p in human induced pluripotent stem cells, and post-transcriptionally attenuated the Cas9 activity only in the target cells. Moreover, the miR-Cas9 switches could differentially control the genome editing by sensing endogenous miRNA activities within a heterogeneous cell population. Our miR-Cas9 switch system provides a promising framework for cell-type selective genome editing and cell engineering based on intracellular miRNA information. PMID:28525578

Genetic and epigenetic control of gene expression by CRISPR–Cas systems

Science.gov (United States)

Lo, Albert; Qi, Lei

2017-01-01

The discovery and adaption of bacterial clustered regularly interspaced short palindromic repeats (CRISPR)–CRISPR-associated (Cas) systems has revolutionized the way researchers edit genomes. Engineering of catalytically inactivated Cas variants (nuclease-deficient or nuclease-deactivated [dCas]) combined with transcriptional repressors, activators, or epigenetic modifiers enable sequence-specific regulation of gene expression and chromatin state. These CRISPR–Cas-based technologies have contributed to the rapid development of disease models and functional genomics screening approaches, which can facilitate genetic target identification and drug discovery. In this short review, we will cover recent advances of CRISPR–dCas9 systems and their use for transcriptional repression and activation, epigenome editing, and engineered synthetic circuits for complex control of the mammalian genome. PMID:28649363

Fostering Sustained Climate Engagement and Collaborative Leadership through Creativity and Science-Informed Arts

Science.gov (United States)

Rothballer, K.; Sturges, M. J.

2016-12-01

Join veteran artist/activist Molly Sturges for a presentation on FIREROCK: PASS THE SPARK performances and engagement processes that foster personal and collective creativity for sustained climate engagement and collaborative leadership. FIREROCK: PASS THE ROCK opens in San Francisco in October 2016. This project is an evolving, long-term, social innovation project that has been developed with faith, Indigenous and directly impacted communities as well as schools, towns and universities. Informed by science, social justice, Indigenous knowledge, and grassroots activism FIREROCK includes performances that are accompanied by a series of activities designed to build community and engineer creative spaces for dialogue and response. The FIREROCK team has found that people are excited to engage around climate when there are venues available for expressivity and meaningful exchange. FIREROCK supports us in moving from our current stance in which we are paralyzed— often not knowing what to do or how to act—to seeing ourselves as part of the solution. FIREROCK is a family-friendly catalytic musical journey inviting people into the complexity of climate change and sparking an inspired response to the mythic challenges of our time. Through story, song and unique engagement experiences, FIREROCK builds community towards action and solutions. FIREROCK provides partners with everything they need to make the project their own, including a comprehensive toolkit to assist groups in learning how to develop community partnerships, convene FIREROCK engagement activities and facilitate dialogue and skill sharing. This dynamic storytelling project is scalable and can be employed, adapted and localized by groups and communities nationwide as a powerful catalyst for climate engagement work. Molly Sturges is a national leader in arts, ecology and social change work. She is the Founding Artistic Director of Littleglobe, a diverse arts cooperative made up of artistic and cultural workers

CRISPR-Cas: evolution of an RNA-based adaptive immunity system in prokaryotes.

Science.gov (United States)

Koonin, Eugene V; Makarova, Kira S

2013-05-01

The CRISPR-Cas (clustered regularly interspaced short palindromic repeats, CRISPR-associated genes) is an adaptive immunity system in bacteria and archaea that functions via a distinct self-non-self recognition mechanism that is partially analogous to the mechanism of eukaryotic RNA interference (RNAi). The CRISPR-Cas system incorporates fragments of virus or plasmid DNA into the CRISPR repeat cassettes and employs the processed transcripts of these spacers as guide RNAs to cleave the cognate foreign DNA or RNA. The Cas proteins, however, are not homologous to the proteins involved in RNAi and comprise numerous, highly diverged families. The majority of the Cas proteins contain diverse variants of the RNA recognition motif (RRM), a widespread RNA-binding domain. Despite the fast evolution that is typical of the cas genes, the presence of diverse versions of the RRM in most Cas proteins provides for a simple scenario for the evolution of the three distinct types of CRISPR-cas systems. In addition to several proteins that are directly implicated in the immune response, the cas genes encode a variety of proteins that are homologous to prokaryotic toxins that typically possess nuclease activity. The predicted toxins associated with CRISPR-Cas systems include the essential Cas2 protein, proteins of COG1517 that, in addition to a ligand-binding domain and a helix-turn-helix domain, typically contain different nuclease domains and several other predicted nucleases. The tight association of the CRISPR-Cas immunity systems with predicted toxins that, upon activation, would induce dormancy or cell death suggests that adaptive immunity and dormancy/suicide response are functionally coupled. Such coupling could manifest in the persistence state being induced and potentially providing conditions for more effective action of the immune system or in cell death being triggered when immunity fails.

Production of genome-edited pluripotent stem cells and mice by CRISPR/Cas.

Science.gov (United States)

Horii, Takuro; Hatada, Izuho

2016-01-01

Clustered regularly at interspaced short palindromic repeats (CRISPR) and CRISPR-associated (Cas) nucleases, so-called CRISPR/Cas, was recently developed as an epoch-making genome engineering technology. This system only requires Cas9 nuclease and single-guide RNA complementary to a target locus. CRISPR/Cas enables the generation of knockout cells and animals in a single step. This system can also be used to generate multiple mutations and knockin in a single step, which is not possible using other methods. In this review, we provide an overview of genome editing by CRISPR/Cas in pluripotent stem cells and mice.

Where civics meets science: building science for the public good through Civic Science.

Science.gov (United States)

Garlick, J A; Levine, P

2017-09-01

Public understanding of science and civic engagement on science issues that impact contemporary life matter more today than ever. From the Planned Parenthood controversy, to the Flint water crisis and the fluoridation debate, societal polarization about science issues has reached dramatic levels that present significant obstacles to public discussion and problem solving. This is happening, in part, because systems built to support science do not often reward open-minded thinking, inclusive dialogue, and moral responsibility regarding science issues. As a result, public faith in science continues to erode. This review explores how the field of Civic Science can impact public work on science issues by building new understanding of the practices, influences, and cultures of science. Civic Science is defined as a discipline that considers science practice and knowledge as resources for civic engagement, democratic action, and political change. This review considers how Civic Science informs the roles that key participants-scientists, public citizens and institutions of higher education-play in our national science dialogue. Civic Science aspires to teach civic capacities, to inform the responsibilities of scientists engaged in public science issues and to inspire an open-minded, inclusive dialogue where all voices are heard and shared commitments are acknowledged. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Antiviral Goes Viral: Harnessing CRISPR/Cas9 to Combat Viruses in Humans.

Science.gov (United States)

Soppe, Jasper Adriaan; Lebbink, Robert Jan

2017-10-01

The clustered regularly interspaced short palindromic repeats (CRISPR) and CRISPR-associated (Cas) systems are RNA-guided sequence-specific prokaryotic antiviral immune systems. In prokaryotes, small RNA molecules guide Cas effector endonucleases to invading foreign genetic elements in a sequence-dependent manner, resulting in DNA cleavage by the endonuclease upon target binding. A rewired CRISPR/Cas9 system can be used for targeted and precise genome editing in eukaryotic cells. CRISPR/Cas has also been harnessed to target human pathogenic viruses as a potential new antiviral strategy. Here, we review recent CRISPR/Cas9-based approaches to combat specific human viruses in humans and discuss challenges that need to be overcome before CRISPR/Cas9 may be used in the clinic as an antiviral strategy. Copyright © 2017 Elsevier Ltd. All rights reserved.

Electrifying Engagement in Middle School Science Class: Improving Student Interest Through E-textiles

Science.gov (United States)

Tofel-Grehl, Colby; Fields, Deborah; Searle, Kristin; Maahs-Fladung, Cathy; Feldon, David; Gu, Grace; Sun, Chongning

2017-08-01

Most interventions with "maker" technologies take place outside of school or out of core area classrooms. However, intervening in schools holds potential for reaching much larger numbers of students and the opportunity to shift instructional dynamics in classrooms. This paper shares one such intervention where electronic textiles (sewable circuits) were introduced into eighth grade science classes with the intent of exploring possible gains in student learning and motivation, particularly for underrepresented minorities. Using a quasi-experimental design, four classes engaged in a traditional circuitry unit while the other four classes undertook a new e-textile unit. Overall, students in both groups demonstrated significant learning gains on standard test items without significant differences between conditions. Significant differences appeared between groups' attitudes toward science after the units in ways that show increasing interest in science by students in the e-textile unit. In particular, they reported positive identity shifts pertaining to their perceptions of the beliefs of their friends, family, and teacher. Findings and prior research suggest that student-created e-textile designs provide opportunities for connections outside of the classroom with friends and family and may shift students' perceptions of their teacher's beliefs about them more positively.

Engaging Pre-Service Teachers to Teach Science Contextually with Scientific Approach Instructional Video

Science.gov (United States)

Susantini, E.; Kurniasari, I.; Fauziah, A. N. M.; Prastowo, T.; Kholiq, A.; Rosdiana, L.

2018-01-01

Contextual teaching and learning/CTL presents new concepts in real-life experiences and situations where students can find out the meaningful relationship between abstract ideas and practical applications. Implementing contextual teaching by using scientific approach will foster teachers to find the constructive ways of delivering and organizing science content. This research developed an instructional video that represented a modeling of using a scientific approach in CTL. The aim of this research are to engage pre-service teachers in learning how to teach CTL and to show how pre-service teachers’ responses about learning how to teach CTL using an instructional video. The subjects of this research were ten pre-service teachers in Department of Natural Sciences, Universitas Negeri Surabaya, Indonesia. All subjects observed the instructional video which demonstrated contextual teaching and learning combined with the scientific approach as they completed a worksheet to analyze the video content. The results showed that pre-service teachers could learn to teach contextually as well as applying the scientific approach in science classroom through a modeling in the instructional video. They also responded that the instructional video could help them to learn to teach each component contextual teaching as well as scientific approach.

Methods for decoding Cas9 protospacer adjacent motif (PAM) sequences: A brief overview.

Science.gov (United States)

Karvelis, Tautvydas; Gasiunas, Giedrius; Siksnys, Virginijus

2017-05-15

Recently the Cas9, an RNA guided DNA endonuclease, emerged as a powerful tool for targeted genome manipulations. Cas9 protein can be reprogrammed to cleave, bind or nick any DNA target by simply changing crRNA sequence, however a short nucleotide sequence, termed PAM, is required to initiate crRNA hybridization to the DNA target. PAM sequence is recognized by Cas9 protein and must be determined experimentally for each Cas9 variant. Exploration of Cas9 orthologs could offer a diversity of PAM sequences and novel biochemical properties that may be beneficial for genome editing applications. Here we briefly review and compare Cas9 PAM identification assays that can be adopted for other PAM-dependent CRISPR-Cas systems. Copyright © 2017 Elsevier Inc. All rights reserved.

CRISPR/Cas systems: new players in gene regulation and bacterial physiology

Directory of Open Access Journals (Sweden)

David eWeiss

2014-04-01

Full Text Available CRISPR-Cas systems are bacterial defenses against foreign nucleic acids derived from bacteriophages, plasmids or other sources. These systems are targeted in an RNA-dependent, sequence-specific manner, and are also adaptive, providing protection against previously encountered foreign elements. In addition to their canonical function in defense against foreign nucleic acid, their roles in various aspects of bacterial physiology are now being uncovered. We recently revealed a role for a Cas9-based Type II CRISPR-Cas system in the control of endogenous gene expression, a novel form of prokaryotic gene regulation. Cas9 functions in association with two small RNAs to target and alter the stability of an endogenous transcript encoding a bacterial lipoprotein (BLP. Since BLPs are recognized by the host innate immune protein Toll-like Receptor 2 (TLR2, CRISPR-Cas-mediated repression of BLP expression facilitates evasion of TLR2 by the intracellular bacterial pathogen Francisella novicida, and is essential for its virulence. Here we describe the Cas9 regulatory system in detail, as well as data on its role in controlling virulence traits of Neisseria meningitidis and Campylobacter jejuni. We also discuss potential roles of CRISPR-Cas systems in the response to envelope stress and other aspects of bacterial physiology. Since ~45% of bacteria and ~83% of Archaea encode these machineries, the newly appreciated regulatory functions of CRISPR-Cas systems are likely to play broad roles in controlling the pathogenesis and physiology of diverse prokaryotes.

Supplementary Material for: CRISPR/Cas9-mediated viral interference in plants

KAUST Repository

Ali, Zahir; Abulfaraj, Aala A.; Idris, Ali; Ali, Shakila; Tashkandi, Manal; Mahfouz, Magdy

2015-01-01

Abstract Background The CRISPR/Cas9 system provides bacteria and archaea with molecular immunity against invading phages and conjugative plasmids. Recently, CRISPR/Cas9 has been used for targeted genome editing in diverse eukaryotic species. Results In this study, we investigate whether the CRISPR/Cas9 system could be used in plants to confer molecular immunity against DNA viruses. We deliver sgRNAs specific for coding and non-coding sequences of tomato yellow leaf curl virus (TYLCV) into Nicotiana benthamiana plants stably overexpressing the Cas9 endonuclease, and subsequently challenge these plants with TYLCV. Our data demonstrate that the CRISPR/Cas9 system targeted TYLCV for degradation and introduced mutations at the target sequences. All tested sgRNAs exhibit interference activity, but those targeting the stem-loop sequence within the TYLCV origin of replication in the intergenic region (IR) are the most effective. N. benthamiana plants expressing CRISPR/Cas9 exhibit delayed or reduced accumulation of viral DNA, abolishing or significantly attenuating symptoms of infection. Moreover, this system could simultaneously target multiple DNA viruses. Conclusions These data establish the efficacy of the CRISPR/Cas9 system for viral interference in plants, thereby extending the utility of this technology and opening the possibility of producing plants resistant to multiple viral infections.

Citizen Science Initiatives: Engaging the Public and Demystifying Science

Directory of Open Access Journals (Sweden)

Kim Van Vliet

2015-12-01

Full Text Available The Internet and smart phone technologies have opened up new avenues for collaboration among scientists around the world. These technologies have also expanded citizen science opportunities and public participation in scientific research (PPSR. Here we discuss citizen science, what it is, who does it, and the variety of projects and methods used to increase scientific knowledge and scientific literacy. We describe a number of different types of citizen-science projects. These greatly increase the number of people involved, helping to speed the pace of data analysis and allowing science to advance more rapidly. As a result of the numerous advantages of citizen-science projects, these opportunities are likely to expand in the future and increase the rate of novel discoveries.

Development and application of knowledge-based subject group integration platforms:A case study of Shanghai Institute of Ceramics,CAS

Institute of Scientific and Technical Information of China (English)

Yu; LIU; Jian; FU; Huijun; ZHENG; Hao; CHEN; Zhiping; YANG

2014-01-01

Purpose:According to the different requirements of research group users,we established the knowledge-based subject group integration platforms of Shanghai Institute of Ceramics,the Chinese Academy of Sciences(abbreviated as SIC CAS hereinafter),which were designed and constructed to better meet the needs of CAS research groups for their development,collaboration and communication.Design/methodology/approach:We first identified the requirements of users via preliminary investigation,and then chose CASI1 P,iLibrary and XKE technology,respectively as the building tools compatible with the major demands of users.These steps helped us complete the layout design of SIC CAS integration platforms,as well as its knowledge organization and integration.Findings:According to the need of users,we applied three types of platform construction technologies to five SIC integration platforms,and formulated standard norms for the further construction process,which could provide useful reference for a sustainable development for the extensive construction in CAS institutes.Research limitations:In order to make the SIC integration platforms more intelligent and have more functions,we need to enlarge the scale of the Platforms and upgrade the building tools for the platform construction.Practical implications:The nature of SIC sub-project integration platforms is to construct a content-sensitive environment which can embed knowledge services and knowledge applications seamlessly into scientific activities,so the Platform is expected to be a useful tool to help researchers better understand the recent development of the research field and form collaborations with their peers.Originality/value:SIC integration platforms are the only pilot construction that used 3different platform technologies in the first batch of knowledge-based subject group integration platforms of the Chinese Academy of Sciences.The construction is user-centered throughout the whole process,namely,from the technology

Delivery strategies of the CRISPR-Cas9 gene-editing system for therapeutic applications.

Science.gov (United States)

Liu, Chang; Zhang, Li; Liu, Hao; Cheng, Kun

2017-11-28

The CRISPR-Cas9 genome-editing system is a part of the adaptive immune system in archaea and bacteria to defend against invasive nucleic acids from phages and plasmids. The single guide RNA (sgRNA) of the system recognizes its target sequence in the genome, and the Cas9 nuclease of the system acts as a pair of scissors to cleave the double strands of DNA. Since its discovery, CRISPR-Cas9 has become the most robust platform for genome engineering in eukaryotic cells. Recently, the CRISPR-Cas9 system has triggered enormous interest in therapeutic applications. CRISPR-Cas9 can be applied to correct disease-causing gene mutations or engineer T cells for cancer immunotherapy. The first clinical trial using the CRISPR-Cas9 technology was conducted in 2016. Despite the great promise of the CRISPR-Cas9 technology, several challenges remain to be tackled before its successful applications for human patients. The greatest challenge is the safe and efficient delivery of the CRISPR-Cas9 genome-editing system to target cells in human body. In this review, we will introduce the molecular mechanism and different strategies to edit genes using the CRISPR-Cas9 system. We will then highlight the current systems that have been developed to deliver CRISPR-Cas9 in vitro and in vivo for various therapeutic purposes. Copyright © 2017 Elsevier B.V. All rights reserved.

CATO--A Guided User Interface for Different CAS

Science.gov (United States)

Janetzko, Hans-Dieter

2017-01-01

CATO is a new user interface, written in Java and developed by the author as a response to the significant difficulties faced by students who only sporadically use computer algebra systems (CAS). The usage of CAS in mathematical lectures should be an integral part of mathematical instruction. However, difficulties arise for those students who have…

Science and Science Fiction

Science.gov (United States)

Oravetz, David

2005-01-01

This article is for teachers looking for new ways to motivate students, increase science comprehension, and understanding without using the old standard expository science textbook. This author suggests reading a science fiction novel in the science classroom as a way to engage students in learning. Using science fiction literature and language…

Development of a CRISPR/Cas9 genome editing toolbox for Corynebacterium glutamicum.

Science.gov (United States)

Liu, Jiao; Wang, Yu; Lu, Yujiao; Zheng, Ping; Sun, Jibin; Ma, Yanhe

2017-11-16

Corynebacterium glutamicum is an important industrial workhorse and advanced genetic engineering tools are urgently demanded. Recently, the clustered regularly interspaced short palindromic repeats (CRISPR) and their CRISPR-associated proteins (Cas) have revolutionized the field of genome engineering. The CRISPR/Cas9 system that utilizes NGG as protospacer adjacent motif (PAM) and has good targeting specificity can be developed into a powerful tool for efficient and precise genome editing of C. glutamicum. Herein, we developed a versatile CRISPR/Cas9 genome editing toolbox for C. glutamicum. Cas9 and gRNA expression cassettes were reconstituted to combat Cas9 toxicity and facilitate effective termination of gRNA transcription. Co-transformation of Cas9 and gRNA expression plasmids was exploited to overcome high-frequency mutation of cas9, allowing not only highly efficient gene deletion and insertion with plasmid-borne editing templates (efficiencies up to 60.0 and 62.5%, respectively) but also simple and time-saving operation. Furthermore, CRISPR/Cas9-mediated ssDNA recombineering was developed to precisely introduce small modifications and single-nucleotide changes into the genome of C. glutamicum with efficiencies over 80.0%. Notably, double-locus editing was also achieved in C. glutamicum. This toolbox works well in several C. glutamicum strains including the widely-used strains ATCC 13032 and ATCC 13869. In this study, we developed a CRISPR/Cas9 toolbox that could facilitate markerless gene deletion, gene insertion, precise base editing, and double-locus editing in C. glutamicum. The CRISPR/Cas9 toolbox holds promise for accelerating the engineering of C. glutamicum and advancing its application in the production of biochemicals and biofuels.

Cell-type-specific genome editing with a microRNA-responsive CRISPR-Cas9 switch.

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Hirosawa, Moe; Fujita, Yoshihiko; Parr, Callum J C; Hayashi, Karin; Kashida, Shunnichi; Hotta, Akitsu; Woltjen, Knut; Saito, Hirohide

2017-07-27

The CRISPR-Cas9 system is a powerful genome-editing tool useful in a variety of biotechnology and biomedical applications. Here we developed a synthetic RNA-based, microRNA (miRNA)-responsive CRISPR-Cas9 system (miR-Cas9 switch) in which the genome editing activity of Cas9 can be modulated through endogenous miRNA signatures in mammalian cells. We created miR-Cas9 switches by using a miRNA-complementary sequence in the 5΄-UTR of mRNA encoding Streptococcus pyogenes Cas9. The miR-21-Cas9 or miR-302-Cas9 switches selectively and efficiently responded to miR-21-5p in HeLa cells or miR-302a-5p in human induced pluripotent stem cells, and post-transcriptionally attenuated the Cas9 activity only in the target cells. Moreover, the miR-Cas9 switches could differentially control the genome editing by sensing endogenous miRNA activities within a heterogeneous cell population. Our miR-Cas9 switch system provides a promising framework for cell-type selective genome editing and cell engineering based on intracellular miRNA information. © The Author(s) 2017. Published by Oxford University Press on behalf of Nucleic Acids Research.

CRISPR/Cas9-Advancing Orthopoxvirus Genome Editing for Vaccine and Vector Development.

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Okoli, Arinze; Okeke, Malachy I; Tryland, Morten; Moens, Ugo

2018-01-22

The clustered regularly interspaced short palindromic repeat (CRISPR)/associated protein 9 (Cas9) technology is revolutionizing genome editing approaches. Its high efficiency, specificity, versatility, flexibility, simplicity and low cost have made the CRISPR/Cas9 system preferable to other guided site-specific nuclease-based systems such as TALENs (Transcription Activator-like Effector Nucleases) and ZFNs (Zinc Finger Nucleases) in genome editing of viruses. CRISPR/Cas9 is presently being applied in constructing viral mutants, preventing virus infections, eradicating proviral DNA, and inhibiting viral replication in infected cells. The successful adaptation of CRISPR/Cas9 to editing the genome of Vaccinia virus paves the way for its application in editing other vaccine/vector-relevant orthopoxvirus (OPXV) strains. Thus, CRISPR/Cas9 can be used to resolve some of the major hindrances to the development of OPXV-based recombinant vaccines and vectors, including sub-optimal immunogenicity; transgene and genome instability; reversion of attenuation; potential of spread of transgenes to wildtype strains and close contacts, which are important biosafety and risk assessment considerations. In this article, we review the published literature on the application of CRISPR/Cas9 in virus genome editing and discuss the potentials of CRISPR/Cas9 in advancing OPXV-based recombinant vaccines and vectors. We also discuss the application of CRISPR/Cas9 in combating viruses of clinical relevance, the limitations of CRISPR/Cas9 and the current strategies to overcome them.

Applications of the CRISPR-Cas9 system in kidney research.

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Higashijima, Yoshiki; Hirano, Seiichi; Nangaku, Masaomi; Nureki, Osamu

2017-08-01

The recently discovered clustered regularly interspaced short palindromic repeat (CRISPR)-CRISPR-associated protein 9 (Cas9) is an RNA-guided DNA nuclease, and has been harnessed for the development of simple, efficient, and relatively inexpensive technologies to precisely manipulate the genomic information in virtually all cell types and organisms. The CRIPSR-Cas9 systems have already been effectively used to disrupt multiple genes simultaneously, create conditional alleles, and generate reporter proteins, even in vivo. The ability of Cas9 to target a specific genomic region has also been exploited for various applications, such as transcriptional regulation, epigenetic control, and chromosome labeling. Here we first describe the molecular mechanism of the RNA-guided DNA targeting by the CRISPR-Cas9 system and then outline the current applications of this system as a genome-editing tool in mice and other species, to better model and study human diseases. We also discuss the practical and potential uses of the CRISPR-Cas9 system in kidney research and highlight the further applications of this technology beyond genome editing. Undoubtedly, the CRISPR-Cas9 system holds enormous potential for revolutionizing and accelerating kidney research and therapeutic applications in the future. Copyright © 2017 International Society of Nephrology. Published by Elsevier Inc. All rights reserved.

Effects of student choice on engagement and understanding in a junior high science class

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Foreback, Laura Elizabeth

The purpose of this study was to determine the effects of increasing individual student choice in assignments on student engagement and understanding of content. It was predicted that if students are empowered to choose learning activities based on individual readiness, learning style, and interests, they would be more engaged in the curriculum and consequently would develop deeper understanding of the material. During the 2009--2010 school year, I implemented differentiated instructional strategies that allowed for an increased degree of student choice in five sections of eighth grade science at DeWitt Junior High School. These strategies, including tiered lessons and student-led, project-based learning, were incorporated into the "Earth History and Geologic Time Scale" unit of instruction. The results of this study show that while offering students choices can be used as an effective motivational strategy, their academic performance was not increased compared to their performance during an instructional unit that did not offer choice.

Pragmatic epistemology and the community of engaged actors

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Prodanović Srđan

2016-01-01

Full Text Available In this paper I will explore the relation between engagement and social science. I will try to argue that positivist epistemology found in the early days of social sciences still greatly influences our understanding of social engagement. In the first part of the paper, I will analyze the epistemology of social sciences advocated by Fourier and Saint-Simon and try to show that, for them, scientific method was primarily the means for taming social change, as well as projecting private desires and plans onto the public sphere. In the second part, I will offer an alternative account of social engagement using the epistemic role of the community found in pragmatism.

RNA virus interference via CRISPR/Cas13a system in plants

KAUST Repository

Aman, Rashid

2018-01-04

CRISPR/Cas systems confer immunity against invading nucleic acids and phages in bacteria and archaea. CRISPR/Cas13a (known previously as C2c2) is a class 2 type VI-A ribonuclease capable of targeting and cleaving single-stranded RNA (ssRNA) molecules of the phage genome. Here, we employ CRISPR/Cas13a to engineer interference with an RNA virus, Turnip Mosaic Virus (TuMV), in plants.CRISPR/Cas13a produces interference against green fluorescent protein (GFP)-expressing TuMV in transient assays and stable overexpression lines of Nicotiana benthamiana. CRISPR RNA (crRNAs) targeting the HC-Pro and GFP sequences exhibit better interference than those targeting other regions such as coat protein (CP) sequence. Cas13a can also process pre-crRNAs into functional crRNAs.Our data indicate that CRISPR/Cas13a can be used for engineering interference against RNA viruses, providing a potential novel mechanism for RNA-guided immunity against RNA viruses and for other RNA manipulations in plants.

Harnessing CRISPR/Cas systems for programmable transcriptional and post-transcriptional regulation

KAUST Repository

Mahas, Ahmed

2017-11-29

Genome editing has enabled broad advances and novel approaches in studies of gene function and structure; now, emerging methods aim to precisely engineer post-transcriptional processes. Developing precise, efficient molecular tools to alter the transcriptome holds great promise for biotechnology and synthetic biology applications. Different approaches have been employed for targeted degradation of RNA species in eukaryotes, but they lack programmability and versatility, thereby limiting their utility for diverse applications. The CRISPR/Cas9 system has been harnessed for genome editing in many eukaryotic species and, using a catalytically inactive Cas9 variant, the CRISPR/dCas9 system has been repurposed for transcriptional regulation. Recent studies have used other CRISPR/Cas systems for targeted RNA degradation and RNA-based manipulations. For example, Cas13a, a Type VI-A endonuclease, has been identified as an RNA-guided RNA ribonuclease and used for manipulation of RNA. Here, we discuss different modalities for targeted RNA interference with an emphasis on the potential applications of CRISPR/Cas systems as programmable transcriptional regulators for broad uses, including functional biology, biotechnology, and synthetic biology applications.

Harnessing CRISPR/Cas systems for programmable transcriptional and post-transcriptional regulation

KAUST Repository

Mahas, Ahmed; Neal Stewart, C.; Mahfouz, Magdy M.

2017-01-01

Genome editing has enabled broad advances and novel approaches in studies of gene function and structure; now, emerging methods aim to precisely engineer post-transcriptional processes. Developing precise, efficient molecular tools to alter the transcriptome holds great promise for biotechnology and synthetic biology applications. Different approaches have been employed for targeted degradation of RNA species in eukaryotes, but they lack programmability and versatility, thereby limiting their utility for diverse applications. The CRISPR/Cas9 system has been harnessed for genome editing in many eukaryotic species and, using a catalytically inactive Cas9 variant, the CRISPR/dCas9 system has been repurposed for transcriptional regulation. Recent studies have used other CRISPR/Cas systems for targeted RNA degradation and RNA-based manipulations. For example, Cas13a, a Type VI-A endonuclease, has been identified as an RNA-guided RNA ribonuclease and used for manipulation of RNA. Here, we discuss different modalities for targeted RNA interference with an emphasis on the potential applications of CRISPR/Cas systems as programmable transcriptional regulators for broad uses, including functional biology, biotechnology, and synthetic biology applications.

Efficient fdCas9 Synthetic Endonuclease with Improved Specificity for Precise Genome Engineering

KAUST Repository

Aouida, Mustapha

2015-07-30

The Cas9 endonuclease is used for genome editing applications in diverse eukaryotic species. A high frequency of off-target activity has been reported in many cell types, limiting its applications to genome engineering, especially in genomic medicine. Here, we generated a synthetic chimeric protein between the catalytic domain of the FokI endonuclease and the catalytically inactive Cas9 protein (fdCas9). A pair of guide RNAs (gRNAs) that bind to sense and antisense strands with a defined spacer sequence range can be used to form a catalytically active dimeric fdCas9 protein and generate double-strand breaks (DSBs) within the spacer sequence. Our data demonstrate an improved catalytic activity of the fdCas9 endonuclease, with a spacer range of 15–39 nucleotides, on surrogate reporters and genomic targets. Furthermore, we observed no detectable fdCas9 activity at known Cas9 off-target sites. Taken together, our data suggest that the fdCas9 endonuclease variant is a superior platform for genome editing applications in eukaryotic systems including mammalian cells.

Efficient fdCas9 Synthetic Endonuclease with Improved Specificity for Precise Genome Engineering

KAUST Repository

Aouida, Mustapha; Eid, Ayman; Ali, Zahir; Cradick, Thomas; Lee, Ciaran; Deshmukh, Harshavardhan; Atef, Ahmed; Abu Samra, Dina Bashir Kamil; Gadhoum, Samah Zeineb; Merzaban, Jasmeen; Bao, Gang; Mahfouz, Magdy M.

2015-01-01

The Cas9 endonuclease is used for genome editing applications in diverse eukaryotic species. A high frequency of off-target activity has been reported in many cell types, limiting its applications to genome engineering, especially in genomic medicine. Here, we generated a synthetic chimeric protein between the catalytic domain of the FokI endonuclease and the catalytically inactive Cas9 protein (fdCas9). A pair of guide RNAs (gRNAs) that bind to sense and antisense strands with a defined spacer sequence range can be used to form a catalytically active dimeric fdCas9 protein and generate double-strand breaks (DSBs) within the spacer sequence. Our data demonstrate an improved catalytic activity of the fdCas9 endonuclease, with a spacer range of 15–39 nucleotides, on surrogate reporters and genomic targets. Furthermore, we observed no detectable fdCas9 activity at known Cas9 off-target sites. Taken together, our data suggest that the fdCas9 endonuclease variant is a superior platform for genome editing applications in eukaryotic systems including mammalian cells.

Suppression of HBV replication by the expression of nickase- and nuclease dead-Cas9.

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Kurihara, Takeshi; Fukuhara, Takasuke; Ono, Chikako; Yamamoto, Satomi; Uemura, Kentaro; Okamoto, Toru; Sugiyama, Masaya; Motooka, Daisuke; Nakamura, Shota; Ikawa, Masato; Mizokami, Masashi; Maehara, Yoshihiko; Matsuura, Yoshiharu

2017-07-21

Complete removal of hepatitis B virus (HBV) DNA from nuclei is difficult by the current therapies. Recent reports have shown that a novel genome-editing tool using Cas9 with a single-guide RNA (sgRNA) system can cleave the HBV genome in vitro and in vivo. However, induction of a double-strand break (DSB) on the targeted genome by Cas9 risks undesirable off-target cleavage on the host genome. Nickase-Cas9 cleaves a single strand of DNA, and thereby two sgRNAs are required for inducing DSBs. To avoid Cas9-induced off-target mutagenesis, we examined the effects of the expressions of nickase-Cas9 and nuclease dead Cas9 (d-Cas9) with sgRNAs on HBV replication. The expression of nickase-Cas9 with a pair of sgRNAs cleaved the target HBV genome and suppressed the viral-protein expression and HBV replication in vitro. Moreover, nickase-Cas9 with the sgRNA pair cleaved the targeted HBV genome in mouse liver. Interestingly, d-Cas9 expression with the sgRNAs also suppressed HBV replication in vitro without cleaving the HBV genome. These results suggest the possible use of nickase-Cas9 and d-Cas9 with a pair of sgRNAs for eliminating HBV DNA from the livers of chronic hepatitis B patients with low risk of undesirable off-target mutation on the host genome.

CRISPR-Cas9 for in vivo Gene Therapy: Promise and Hurdles

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Wei-Jing Dai

2016-01-01

Full Text Available Owing to its easy-to-use and multiplexing nature, the genome editing tool CRISPR-Cas9 (clustered regularly interspaced short palindromic repeats (CRISPR associated nuclease 9 is revolutionizing many areas of medical research and one of the most amazing areas is its gene therapy potentials. Previous explorations into the therapeutic potentials of CRISPR-Cas9 were mainly conducted in vitro or in animal germlines, the translatability of which, however, is either limited (to tissues with adult stem cells amenable to culture and manipulation or currently impermissible (due to ethic concerns. Recently, important progresses have been made on this regard. Several studies have demonstrated the ability of CRISPR-Cas9 for in vivo gene therapy in adult rodent models of human genetic diseases delivered by methods that are potentially translatable to human use. Although these recent advances represent a significant step forward to the eventual application of CRISPR-Cas9 to the clinic, there are still many hurdles to overcome, such as the off-target effects of CRISPR-Cas9, efficacy of homology-directed repair, fitness of edited cells, immunogenicity of therapeutic CRISPR-Cas9 components, as well as efficiency, specificity, and translatability of in vivo delivery methods. In this article, we introduce the mechanisms and merits of CRISPR-Cas9 in genome editing, briefly retrospect the applications of CRISPR-Cas9 in gene therapy explorations and highlight recent advances, later we discuss in detail the challenges lying ahead in the way of its translatability, propose possible solutions, and future research directions.

Development, validation, and factorial comparison of the McGill Self-Efficacy of Learners For Inquiry Engagement (McSELFIE) survey in natural science disciplines

Science.gov (United States)

Ibrahim, Ahmed; Aulls, Mark W.; Shore, Bruce M.

2016-11-01

Sociocognitive theory [Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall; Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175-1184. doi:10.1037/0003-066x.44.9.1175; Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248-287. doi:10.1016/0749-5978(91)90022-L] accords high importance to the mechanisms of human agency and how they are exercised through self-efficacy. In this paper, we developed and validated the McGill Self-Efficacy For Inquiry Engagement (McSELFIE) instrument with undergraduate students in natural science disciplines. We defined inquiry engagement as carrying out the practices of science (POS) that are supported by students' personality characteristics (SPCs) and that result in achieving inquiry-learning outcomes (ILOs). Based on these theoretical perspectives, the McSELFIE is a 60-item, learner-focused survey that addresses three components that are theoretically important for engaging in scientific inquiry: (a) SPCs, (b) ILOs, and (c) POS. Evidence for construct and content validity were obtained by using experts' judgments and confirmatory factor analysis with a sample of 110 undergraduate students enrolled in science disciplines. Internal consistency of the factors and instrument was also examined. The McSELFIE instrument is a reliable and valid instrument for measuring science undergraduate students' self-efficacy for inquiry engagement. Matched pairs analyses were conducted among the instruments' factors. Students reported the highest self-efficacy for openness, applying knowledge, and carrying out investigations. Students reported the lowest self-efficacy for extraversion, understanding metacognitive knowledge, and planning investigations. Theoretical and practical implications are discussed.

Dreamers, Poets, Citizens, and Scientists: Motivations for Engaging in GalaxyZoo Citizen Science

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Slater, S. J.; Mankowski, T.; Slater, T. F.; CenterAstronomy; Physics Education Research Caper Team

2010-12-01

A particularly successful effort to engage the public in science has been to move the nearly countless galaxies imaged by the Sloan Digital Sky Survey to citizen scientists in a project known widely as Galaxy Zoo (URL; http://www.galaxyzoo.org). To everyone’s surprise, the unexpectedly large participation in the website has caused the data set, numbering over a million images, to be classified multiple times, quicker than the project leader anticipated, and continues to boast a high hit count on the website (15 classifications per second). Within 24 hours of launch, the site was receiving 70,000 classifications an hour, and more than 50 million classifications were received by the project during its first year, from almost 150,000 people. In a parallel effort, the Galaxy Zoo forum was created to handle the flood of emails that occurred alongside the flood of classifications, the team hoping that it would encourage the participants to handle each others' questions. By examining the motivations, methods and appeal of Galaxy Zoo to the participating public, other models of citizen science might be purposefully formulated to take advantage of the success exhibited in Galaxy Zoo. In addition, we want to understand the reasons people engage in science in informal settings in order to better enhance teaching methods in formal settings. Although in the past citizen science has primarily been used as a data collection method, there are many new opportunities contained in citizen science motivations and methods that we can use in future applications. This new and innovative method of online citizen science creates data for researchers of galaxies, but there is a parallel set of underlying data that has not yet been deeply analyzed: the motivations and underlying themes within the population of citizen scientists that could lead us to improve future citizen science projects. To address this, we pursued an investigation of the underlying reasons for the success of Galaxy Zoo

Biophysical properties of intrinsically disordered p130Cas substrate domain--implication in mechanosensing.

Directory of Open Access Journals (Sweden)

Kinya Hotta

2014-04-01

Full Text Available Mechanical stretch-induced tyrosine phosphorylation in the proline-rich 306-residue substrate domain (CasSD of p130Cas (or BCAR1 has eluded an experimentally validated structural understanding. Cellular p130Cas tyrosine phosphorylation is shown to function in areas without internal actomyosin contractility, sensing force at the leading edge of cell migration. Circular dichroism shows CasSD is intrinsically disordered with dominant polyproline type II conformations. Strongly conserved in placental mammals, the proline-rich sequence exhibits a pseudo-repeat unit with variation hotspots 2-9 residues before substrate tyrosine residues. Atomic-force microscopy pulling experiments show CasSD requires minimal extension force and exhibits infrequent, random regions of weak stability. Proteolysis, light scattering and ultracentrifugation results show that a monomeric intrinsically disordered form persists for CasSD in solution with an expanded hydrodynamic radius. All-atom 3D conformer sampling with the TraDES package yields ensembles in agreement with experiment when coil-biased sampling is used, matching the experimental radius of gyration. Increasing β-sampling propensities increases the number of prolate conformers. Combining the results, we conclude that CasSD has no stable compact structure and is unlikely to efficiently autoinhibit phosphorylation. Taking into consideration the structural propensity of CasSD and the fact that it is known to bind to LIM domains, we propose a model of how CasSD and LIM domain family of transcription factor proteins may function together to regulate phosphorylation of CasSD and effect machanosensing.

Versatile Cas9-Driven Subpopulation Selection Toolbox for Lactococcus lactis.

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van der Els, Simon; James, Jennelle K; Kleerebezem, Michiel; Bron, Peter A

2018-04-15

CRISPR-Cas9 technology has been exploited for the removal or replacement of genetic elements in a wide range of prokaryotes and eukaryotes. Here, we describe the extension of the Cas9 application toolbox to the industrially important dairy species Lactococcus lactis The Cas9 expression vector pLABTarget, encoding the Streptocccus pyogenes Cas9 under the control of a constitutive promoter, was constructed, allowing plug and play introduction of short guide RNA (sgRNA) sequences to target specific genetic loci. Introduction of a pepN -targeting derivative of pLABTarget into L. lactis strain MG1363 led to a strong reduction in the number of transformants obtained, which did not occur in a pepN deletion derivative of the same strain, demonstrating the specificity and lethality of the Cas9-mediated double-strand breaks in the lactococcal chromosome. Moreover, the same pLABTarget derivative allowed the selection of a pepN deletion subpopulation from its corresponding single-crossover plasmid integrant precursor, accelerating the construction and selection of gene-specific deletion derivatives in L. lactis Finally, pLABTarget, which contained sgRNAs designed to target mobile genetic elements, allowed the effective curing of plasmids, prophages, and integrative conjugative elements (ICEs). These results establish that pLABTarget enables the effective exploitation of Cas9 targeting in L. lactis , while the broad-host-range vector used suggests that this toolbox could readily be expanded to other Gram-positive bacteria. IMPORTANCE Mobile genetic elements in Lactococcus lactis and other lactic acid bacteria (LAB) play an important role in dairy fermentation, having both positive and detrimental effects during the production of fermented dairy products. The pLABTarget vector offers an efficient cloning platform for Cas9 application in lactic acid bacteria. Targeting Cas9 toward mobile genetic elements enabled their effective curing, which is of particular interest in the

A non-inheritable maternal Cas9-based multiple-gene editing system in mice