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- Creators: School of Life Sciences
Description
Tissue regeneration is a complex process that activates both developmental and metabolic signaling pathways (Kashio & Miura, 2020). The wing imaginal disc in Drosophila melanogaster has been invaluable in discerning what pathways are activated during tissue regeneration, which is typically done by genetically or physically wounding the wing disc and using fluorescent markers to track different signals. However, despite its importance in other regeneration contexts (Tafesh-Edwards & Eleftherianos, 2020), immune signaling has not been well studied in this tissue. Furthermore, what we do know about tissue regeneration and immune signaling is specific to apoptotic cellular death, less is known about other types of cellular death, such as necrotic cellular death and the consequent signaling systems that result from necrosis. Drosophila have an open immune system and only possess innate immunity (Pastor-Pareja et al., 2008), making them an ideal model to study hemocyte involvement in tissue regeneration. Hemocytes are equivalent to blood cells in vertebrates, and are involved in immunological response (Kurucz et al., 2003). In this work, we observed hemocyte accumulation during injury-induced regeneration. Cellular damage was induced using a genetic ablation system known as DUAL Control, with hemipterous CA and GluR1 used to induce apoptotic and necrotic cell death respectfully. We have discovered that while hemocytes are recruited to the wing disc upon both apoptotic and necrotic injury, necrotic tissue has more hemocytes adhered than apoptotic tissue. The difference in adherence could be due to basement membrane integrity being damaged more severely in necrotic discs than apoptotic discs. Our results show that hemocytes are attracted to wing discs that have undergone necrotic damage, indicating that the immune system plays some sort of role in necrotic cellular death. Though the immune response to different types of tissue damage in Drosophila is much simpler than in vertebrate models, there are many similarities between the two, and could lead to research involving human immune signaling as it pertains to regeneration.
ContributorsZustra, Ayla (Author) / Harris, Robin (Thesis director) / Gile, Gillian (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2022-05
Description
Most protein-coding mRNAs in eukaryotes must undergo a series of processing steps so they can be exported from the nucleus and translated into protein. Cleavage and polyadenylation are vital steps in this maturation process. Improper cleavage and polyadenylation results in variation in the 3′ UTR length of genes, which is a hallmark of various human diseases. Previous data have shown that the majority of 3’UTRs of mRNAs from the nematode Caenorhabditis elegans terminate at an adenosine nucleotide, and that mutating this adenosine disrupts the cleavage reaction. It is unclear if the adenosine is included in the mature mRNA transcript or if it is cleaved off. To address this question, we are developing a novel method called the Terminal Adenosine Methylation (TAM) assay which will allow us to precisely define whether the cleavage reaction takes place upstream or downstream of this terminal adenosine. The TAM Assay utilizes the ability of the methyltransferase domain (MTD) of the human methyltransferase METTL16 to methylate the terminal adenosine of a test mRNA transcript prior to the cleavage reaction in vivo. The presence or absence of methylation at the terminal adenosine will then be identified using direct RNA sequencing. This project focuses on 1) preparing the chimeric construct that positions the MTD on the mRNA cleavage site of a test mRNA transcript, and 2) testing the functionality of this construct in vitro and developing a transgenic C. elegans strain expressing it. The TAM assay has the potential to be a valuable tool for elucidating the role of the terminal adenosine in cleavage and polyadenylation.
ContributorsKeane, Sara (Author) / Mangone, Marco (Thesis director) / Lapinaite, Audrone (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / Department of English (Contributor)
Created2023-05
Description
Joseph Henrich coined the term WEIRD: Western, Educated, Industrialized, Rich, and Democratic to describe individuals who were noted to be the predominant sample subjects in psychology research studies and whose behavior is often used to represent behavioral studies (Henrich et al., 2010). Three distinctive conclusions were drawn from a review of a compilation of psychological and behavioral science research: massively biased samples – with approximately 96% of the experimental participants being drawn from northern Europe, North America, or Australia, and 70% of this subpopulation being American undergraduates; psychological diversity; and psychological peculiarity. In Henrich’s book, he discusses the points in history when the West began to differentiate themselves, psychologically speaking, from other cultures and the various driving factors that contributed to this change. Henrich emphasizes the narrowness of sampling within the psychological and behavioral sciences due to the nature of WEIRD societies. As such, it is difficult to generalize the normative ways of development in cross-cultural settings when there is a lack of representation for non-WEIRD societies. For example, shame is one of the vehicles that heavily influences non-WEIRD societies while guilt appears to be a driving factor in WEIRD societies. An idea that is guided by shame, “losing face,” is prominent in multiple non-WEIRD populations and may act as the driving force for adolescents to adopt ‘adult-like’ behaviors. Specifically, “migrant youth” is a phenomenon whereby youth from underdeveloped and developing nations leave some vestige of home to better themselves (Cortina et al., 2014). There is evidence to suggest that unaccompanied Latino migrant youth (LMY) in particular, live as “adults” despite being adolescents (Carlos Chavez et al., 2021). Whether their migration to the U.S. is motivated for a better life and future (Carlos Chavez et al., 2022) or as a family strategy (Stark & Stark, 1991) for the financial survival of the household, it may be possible that unaccompanied LMY are willing to sacrifice themselves in order to ‘save their parents’ face’ from poverty, hunger, and poor health. This type of ‘adult-like’ behavior among LMY challenges the normative human development literature and brings to surface the cultural implications and psychological consequences of non-WEIRD individuals who live in WEIRD societies.
ContributorsTang, Tracy (Author) / Carlos Chavez, Fiorella (Thesis director) / Zhang, Xing (Committee member) / Barrett, The Honors College (Contributor) / School of Music, Dance and Theatre (Contributor) / School of International Letters and Cultures (Contributor) / School of Life Sciences (Contributor) / School of Human Evolution & Social Change (Contributor)
Created2023-05
Description
Education plays a key role throughout many different fields of study. My question has to do with not what we are learning, but how we are learning it, therefore focusing more on the teaching and instructional design aspect of the learning process. Specifically, the goal of my thesis is to theoretically define collaborative learning and develop a framework that demonstrates how collaboration and interactivity can be successfully implemented in a language learning classroom. Language learning is essential in schools because it enables students to be culturally aware. According to the Modern Language Teachers' Association of South Australia, language learning plays a significant role in 21st Century learning. It assists students in being more community engaged as well as culturally diverse. They state that "knowing additional languages and cultures involves connecting, engaging, and interacting with others and negotiating boundaries based on diverse ways of understanding the world." (MLTASA) Collaboration can be very beneficial in the human learning process. According to Webb, students that collaborate with each other engage in challenging conversations and produce joint solutions whereas students that don't collaborate engage in conversation about practical rather than abstract matters (Webb, 2009). The success of collaboration is defined by the content of the dialog, groups won't necessarily engage in beneficial dialogue without help and facilitation by the teacher. It's important for teachers to keep groups on task and monitor their progress throughout the lesson. Through collaborative learning the student is able to take more from the lesson and view each concept from an alternate perspective. With teacher facilitated group discussions, students preform knowledge construction and challenge individual thoughts in order to come up with a joint solution that's takes everyone's point of view into perspective (Nastasi, 1999). Many researchers have concluded that collaborative learning, is a very beneficial learning method when it comes to challenging thoughts and concepts between students. Because each individual has a different thought process and ideas, each student brings a different concept that can be challenged and discussed among the group. Many researchers have previously studied the benefits of collaborative learning as well as the teacher's role in correctly facilitating and implementing it. Webb, highlights the importance of teachers actively pushing students to collaborate and challenge ideas. She states "In classrooms in which teachers pushed students to make explicit the steps in their mental processes (whether students' answers and strategies were correct or incorrect), collaborative groups engaged in frequent explaining and provided explanations that were correct and complete" (Webb, 2009, pg.18). Similarly, researchers such as Rijkje Dekker and Marianne Elshout-Mohr argue that collaboration in classrooms is especially important in terms of the type of work that is assigned. Assignments that require collaboration generally go more in depth and are considered more challenging than those given in individual assignments "Collaborative learning tasks are in general designed as complex, challenging and authentic problems. Such problems motivate students to attempt different strategies and co-construct and justify solutions" (Elshout-Mohr and Dekker, 2000, pg.40). Collaboration in language learning classrooms is beneficial and quite easy to implement (Elshout-Mohr and Dekker, 2000).
ContributorsAhmad, Nshwah Khalil (Author) / Wylie, Ruth (Thesis director) / Li, Na (Committee member) / School of Human Evolution and Social Change (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Hepatocellular carcinoma (HCC) is the most common type of liver cancer and has been shown to have genetic factors that contribute to cancer susceptibility. These genetic factors can be studied using Genome-Wide association studies (GWAS), which allow for the assessment of associations between specific biologic markers. Through GWAS, associations can be analyzed to identify genetic components that contribute to the onset of HCC. This study uses an extended version of Pathways of Distinction analysis (PoDA) to identify the subset of SNPs within the Antigen Presentation and Processing Pathway that distinguish cases from controls. Further analysis was performed to explore SNP-SNP association differences between HCC cases and controls using R-squared values and p-values. Three SNPs show significant inter-SNP associations in both HCC cases and controls. Additionally, 4 SNPs showed significant SNP-SNP associations exclusively in the control data set, possibly suggesting that control pathways have a greater degree of genetic regulation and robustness that is lost in carcinogenesis. This result suggests that these SNP associations may contribute to HCC susceptibility.
ContributorsAghili, Ardesher Joshua (Author) / Buetow, Kenneth (Thesis director) / Wilson Sayres, Melissa (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Schizophrenia affects 1.1% of the population worldwide. Schizophrenia is a complex, multifactorial disorder. Stress can trigger psychotic episodes and exacerbate schizophrenic symptoms. For humans, one gene implicated in stress and schizophrenia in humans is the early growth response 3 (EGR3). Patients with genomic variations in EGR3 have reduced levels of EGR3 in the prefrontal brain region compared with healthy patients. Schizophrenic patients also have less serotonin 2A receptor (5HT2AR), which is coded by the gene Htr2a, in their prefrontal cortex. Mice that are Egr3-deficient also have decreased levels of 5HT2AR, suggesting that Egr3 may be involved in the regulation of 5HT2AR. The purpose of the experiment is to determine if EGR3 binds to the Htr2a gene promoter region by using a Chromatin immunoprecipitation (ChIP) assay. We will use ECS to increase EGR3 expression. Previously we have identified two upstream sites of interest where EGR3 potentially binds to the Htr2a gene, one which is distal and one proximal to the transcription start site. After ECS, increased binding is seen in the Htr2a distal region with EGR3 via the ChIP assay. Increased binding was not observed at either of the promoter sites; however, the t-test comparing the distal site of the ECS and the No ECS groups to have a p-value of 0.056, suggesting that increasing the number of animals (n=7) could possibly give a more accurate representation to test our hypothesis. However, the experiment still suggests increased expression and that EGR3 may bind to the distal site of Htr2a. Keywords: stress, environment, genetics, schizophrenia, EGR3, chromatin immunoprecipitation
ContributorsMishra, Abhinav (Author) / Buetow, Kenneth (Thesis director) / Gallitano, Amelia (Committee member) / Zhao, Xiuli (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / School of Life Sciences (Contributor)
Created2015-05
Description
This paper encompasses part of the complex topic of relationships between consumers, organic products, and advertising in America with a particular focus on Tempe, Arizona. Background research included in this paper includes how the term "organic" was developed and regulated to fit the federal standards that are implied through the use of the USDA organic label that was introduced in October of 2002. Further research considers the factors that have empirically and overwhelmingly contributed to motivations of attitude development and purchasing behaviors of the average organic consumer in America, tracking changes and potential causes over the past several decades. A large proportion of this paper analyzes the results of a survey conducted in Tempe between late 2014 and early 2015. This survey, shown in the appendices, includes responses from 310 Tempe consumers regarding questions of demographics, knowledge and perception of organic products, perceived access to organic products, consumer values, and purchasing behaviors. The results of the survey reflect the values displayed in previous studies on national surveys, with some discrepancies that appear to set Tempe apart from the national average. However, the results of the survey are limited by their exclusion and limited parsing of multiple confounds. Additionally, the respondents of the survey were not proportionate to the actually population of Tempe and therefore cannot be accurately generalized to the Tempe population as a whole. The third and final section of this paper deals with the relationship between advertisers and consumers. This considers how advertising helps to develop product values and perceptions through various methods. Future directions for advertising of organic products is also addressed, as advertisers can potentially become a source of developing scientific information if properly utilized. Further directives and gaps in research are addressed in the final portion of the paper and include how to increase consumer knowledge, the problems faced by organic advocates, what is important about what we already know, and where to go from here.
ContributorsAttanasio, Amber-Leigh Lace (Author) / Brian, Jennifer (Thesis director) / Phillips, Elizabeth Capaldi (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of Life Sciences (Contributor)
Created2015-05
Description
Cancer is a disease in which abnormal cells divide uncontrollably and destroy body tissue, and currently plagues today’s world. Carcinomas are cancers derived from epithelial cells and include breast and prostate cancer. Breast cancer is a type of carcinoma that forms in breast tissue cells. The tumor cells can be further categorized after testing the cells for the presence of certain molecules. Hormone receptor positive breast cancer includes the tumor cells with receptors that respond to the steroid hormones, estrogen and progesterone, or the peptide hormone, HER2. These forms of cancer respond well to chemotherapy and endocrine therapy. On the other hand, triple negative breast cancer (TNBC) is characterized by the lack of hormone receptor expression and tends to have a worse prognosis in women. Prostate cancer forms in the cells of the prostate gland and has been attributed to mutations in androgen receptor ligand specificity. In a subset of triple negative breast cancer, genetic expression profiling has found a luminal androgen receptor that is dependent on androgen signaling. TNBC has also been found to respond well to enzalutamide, a an androgen receptor inhibitor. As the gene of the androgen receptor, AR, is located on the X chromosome and expressed in a variety of tissues, the responsiveness of TNBC to androgen receptor inhibition could be due to the differential usage of isoforms - different gene mRNA transcripts that produce different proteins. Thus, this study analyzed differential gene expression and differential isoform usage between TNBC cancers – that do and do not express the androgen receptor – and prostate cancer in order to better understand the underlying mechanism behind the effectiveness of androgen receptor inhibition in TNBC. Through the analysis of differential gene expression between the TNBC AR+ and AR- conditions, it was found that seven genes are significantly differentially expressed between the two types of tissues. Genes of significance are AR and EN1, which was found to be a potential prognostic marker in a subtype of TNBC. While some genes are differentially expressed between the TNBC AR+ and AR- tissues, the differences in isoform expression between the two tissues do not reflect the difference in gene expression. We discovered 11 genes that exhibited significant isoform switching between AR+ and AR- TNBC and have been found to contribute to cancer characteristics. The genes CLIC1 and RGS5 have been found to help the rapid, uncontrolled growth of cancer cells. HSD11B2, IRAK1, and COL1Al have been found to contribute to general cancer characteristics and metastasis in breast cancer. PSMA7 has been found to play a role in androgen receptor activation. Finally, SIDT1 and GLYATL1 are both associated with breast and prostate cancers. Overall, through the analysis of differential isoform usage between AR+ and AR- samples, we uncovered differences that were not detected by a gene level differential expression analysis. Thus, future work will focus on analyzing differential gene and isoform expression across all types of breast cancer and prostate cancer to better understand the responsiveness of TNBC to androgen receptor inhibition.
ContributorsDeshpande, Anagha J (Author) / Wilson-Sayres, Melissa (Thesis director) / Buetow, Kenneth (Committee member) / Natri, Heini (Committee member) / School of Human Evolution & Social Change (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Background: Dyslexia is a neurodevelopmental impacting reading and writing ability present in around 5 to 9 percent of the population. The etiology of the condition is not currently well understood.
Purpose: To identify new genes of interest regarding the etiology of dyslexia, describe the interaction of those genes within known gene networks, and discuss potential relationships between their expression in the early developing brain and phenotypic outcomes.
Method: With informed consent, participants’ phenotypic and exome data were collected. Phenotypic data were collected using assessments measuring reading and spelling ability. Exome data were collected via saliva samples and processed at the UW-CRDR. Exome data were then filtering using Seqr and compared across participant families. Certain genes with identical variations were visually validated using the Integrated Genome Viewer, and then investigated using STRING Network Analysis and the Human Brain Transcriptome.
Results: Three genes were identified: BCL6, DNAH1, and DNAH12. Protein-protein interactions were confirmed between DNAH1 and DNAH12 via STRING Network Analysis. BLC6 and DNAH1 experience higher postnatal expression in the cerebellar cortex. DNAH12 experiences higher prenatal expression in the hippocampus.
Discussion: The findings appear to be consistent with a heterogenous and polygenic model of dyslexia. The correlation between the participants’ genotypes and phenotypes is not strong enough to draw significant conclusions regarding genotype/phenotype connections. A larger participant sample size and analysis of a large pool of shared genes may reveal a clearer relationship.
ContributorsBanta, Claire (Author) / Peter, Beate (Thesis director) / Liu, Li (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / College of Integrative Sciences and Arts (Contributor)
Created2024-05