40th International Asilomar Chromatin, Chromosomes, and Epigenetics Conference

2019 ◽  
Vol 97 (6) ◽  
pp. 777-782
Author(s):  
Zoe E. Gillespie ◽  
Tanner Barkhshi ◽  
Maria Laura Sosa Ponce ◽  
Philippe T. Georgel ◽  
Juan Ausió
Keyword(s):  
Biological Sciences ◽  
British Columbia ◽  
Cell Differentiation ◽  
West Virginia ◽  
San Francisco ◽  
Genomic Organization ◽  
Natural Setting ◽  
State University ◽  
Biology Department ◽  
Pacific Grove

The 40th International Asilomar Chromatin, Chromosomes, and Epigenetics Conference was held in the Asilomar Conference Grounds, Pacific Grove, California, USA, on 6–9 December 2018. The organizing committee consisted of established scientists in the fields of chromatin and epigenetics: Sally Pasion and Michael Goldman from the Biology Department, San Francisco State University, California, USA; Philippe Georgel from the Department of Biological Sciences, Marshal University, West Virginia, USA; Juan Ausió from the Department of Biochemistry and Microbiology, University of Victoria, British Columbia, Canada; and Christopher Eskiw from the Department of Biochemistry, University of Saskatchewan, Saskatchewan, Canada. The meeting had two keynote speakers: Jessica Tyler and Jennifer Mitchell, and it covered topics on transcription, replication and repair, epigenetics, cell differentiation and disease, telomeres, and centromeres and it had two sessions devoted to nuclear and genomic organization. It encompassed the enthusiastic presentations of excellent trainees within the breathtaking natural setting of Pacific Grove.

Unexpectedness

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
John-Carlos Perea ◽  
Jacob E. Perea
Keyword(s):  
American Indian ◽  
San Francisco ◽  
Interdisciplinary Research ◽  
Ethnic Studies ◽  
College Of Education ◽  
Present Moment ◽  
State University ◽  
Research Projects ◽  
Short Survey ◽  
Wide Range

The concepts of expectation, anomaly, and unexpectedness that Philip J. Deloria developed in Indians in Unexpected Places (2004) have shaped a wide range of interdisciplinary research projects. In the process, those terms have changed the ways it is possible to think about American Indian representation, cosmopolitanism, and agency. This article revisits my own work in this area and provides a short survey of related scholarship in order to reassess the concept of unexpectedness in the present moment and to consider the ways my deployment of it might change in order to better meet the needs of my students. To begin a process of engaging intergenerational perspectives on this subject, the article concludes with an interview with Dr. Jacob E. Perea, dean emeritus of the Graduate College of Education at San Francisco State University and a veteran of the 1969 student strikes that founded the College of Ethnic Studies at San Francisco State University.

Outreach in Major American Cities

1980 ◽  
Vol 10 (3-4) ◽  
pp. 9-12
Author(s):  
Donald J. Cosentino
Keyword(s):  
San Francisco ◽  
Ad Hoc ◽  
State University ◽  
Cultural Institutions ◽  
Dense Population ◽  
Jane Jacobs ◽  
Political Processes ◽  
The Hill ◽  
American Cities ◽  
The City

The question immediately suggests itself: what constitutes a major American city? Subjectively, but with a long side glance at Jane Jacobs, I would define such a metropolitan area by several attributes. One obviously is population density, though the actual number of people that make up the city is less important than the diversity within the population that allows for a great diversity in culture. Major American cities are composed of many cultural, racial, and economic constituencies coexisting in a single polity. Thus, even though Peoria and San Francisco are dense population centers, one is a major farm town, and the other is a major city. This multiplicity of ethnic constituencies is reflected in a city’s educational, economic, religious, political, and cultural institutions which are likewise fragmented, though interdependent. Such cities with enormous and highly diverse constituencies are likely to be more self-sufficient culturally, politically, and economically than other American towns. They supply their own news and publications, stage their own cultural events, concentrate more on their own political processes, and establish autonomous norms of behavior. In fact, what happens in these cities more often creates the news, the culture, the mores, and the politics for the rest of the land. A university operating in such a milieu is not just a light on the hill. It is a constituency within a mosaic of constituencies. It is linked to those other constituencies politically, socially, culturally, and economically, just by being where it is. It must frequently act on an ad hoc basis, responding to requests and solicitations that are sometimes immediate, and sometimes imperative. The parameters of its actions are clearly traceable in the mosaic of relationships which describe the city. It is not as free as the state university in the college town to define its own program, but by its existential commitment to its locale it draws whatever important qualities it will have for itself, for its community, and for the nation.

Fullerton Virtual Twin Study

2006 ◽  
Vol 9 (6) ◽  
pp. 963-964 ◽  
Author(s):  
Nancy L. Segal
Keyword(s):  
San Francisco ◽  
Social Relations ◽  
California State University ◽  
Future Research ◽  
State University ◽  
Collaborative Project ◽  
Similarities And Differences ◽  
Current Sample ◽  
The University ◽  
Mz Twins

AbstractVirtual twins (VTs; same-age unrelated siblings reared together from early infancy) have been studied at California State University (CSU), Fullerton since 1991. The current sample includes over 130 pairs. Past and current research have research have focused on siblings' similarities and differences in general intelligence and body size. Future research in these areas will continue as new pairs continue to be identified. These studies will be supplemented by analyses of personality, social relations and adjustment using monozygotic (MZ) twins, dizygotic (DZ) twins, full siblings and friends, as well as new VTs, who have participated in Twins, Adoptees, Peers and Siblings (TAPS), a collaborative project conducted between CSU Fullerton and the University of San Francisco, from 2002 to 2006.

scholarly journals Para além da Educação a Distância: Práticas Formativas e Relacionais em um Curso de Ciências Biológicas

EAD em FOCO ◽  
2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Germana Costa Paixão ◽  
Ana Ciléia Pinto Teixeira Henriques ◽  
Francisco Fábio Castelo Branco ◽  
Eloisa Maia Vidal
Keyword(s):  
Biological Sciences ◽  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Education Technology ◽  
State University ◽  
Relational Practice ◽  
Short Time ◽  
Affective Skills

As práticas de formação que incentivam o desenvolvimento das habilidades afetivas em estudantes têm sido avaliadas no contexto de ensino a distância no Brasil. O estudo tem como objetivo apresentar práticas formativas e relacionais desenvolvidas no curso de Ciências Biológicas na modalidade a distância de uma universidade estadual no Ceará. É um estudo descritivo-reflexivo em forma de estudo de caso que discute experiências em andamento, sendo estas: Monitoria Acadêmica; Vida em Foco; Ciência na Escola e Musicalizando a Biologia. As atividades têm procurado desenvolver nos alunos o espírito de colaboração e da experiência de realidade em que, em um curto espaço de tempo, estarão inseridos. Acredita-se que, dessa forma, se permite um ensino mais crítico e reflexivo, no qual novas ferramentas são oportunizadas e que podem romper a hierarquia ainda persistente entre professores e alunos. Palavras-chave: Ensino; Atitude; Educação a distância; Educação superior; Tecnologia da educação.Beyond the Distance Education: Formation and Relational Practice in a Biological Sciences CourseAbstract Training practices that encourage the development of affective skills in students have been valued in the context of distance learning (DL) in Brazil. The study aims to provide formative and relational practices developed in the course of Biological Sciences in the distance mode of a state university in Ceara. It is descriptive-reflective research in the form of case study that discusses the following ongoing experiments: Academic Monitoring; Life in Focus; Science in School and Musicalizing Biology. The activities have sought to develop in students the spirit of collaboration and the experience of reality in which they, in a short time, will be placed. It is believed that  this way allows more critical and reflective teaching, in which new tools become available for DL that will break the persistent hierarchy between teachers and students.Keywords: Teaching; Attitude; Distance education; Higher education; Education technology.

scholarly journals Representações do conceito de Ecologia: análise de livros didáticos e concepção de alunos de Ciencias Biológicas

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Liduina Lima Pires Barbosa ◽  
Andréa Pereira Silveira
Keyword(s):  
Biological Sciences ◽  
University Students ◽  
Primary Schools ◽  
Basic Education ◽  
Point Of View ◽  
State University ◽  
Environmental Sciences ◽  
Biology Students ◽  
Faculty Of Education ◽  
Definition Of

Resumo: A Ecologia é uma ciência que possui diferentes definições, sendo as mais utilizadas as de Haeckel e Krebs, contrastantes do ponto de vista temporal e conceitual. Por isso propomos: i) registrar as definições de Ecologia presentes nos livros didáticos utilizados na Universidade Estadual do Ceará, Faculdade de Educação de Itapipoca UECE/FACEDI e nas escolas do ensino básico de Itapipoca-Ceará e ii) acessar as representações do termo Ecologia partilhada pelos discentes de Biologia da FACEDI que já cursaram as disciplinas de Ecologia e aqueles que ainda não as cursaram. Com uma abordagem quanti-qualitativa descritiva documental, analisamos 35 livros, 15 universitários e 20 livros do ensino básico. Para verificar quais conceitos são compreendidos pelos licenciandos utilizamos um questionário, respondido por 97 estudantes universitários e analisado pelo método de análise conteúdo. Registramos que a maioria dos livros (27) trazia apenas a definição de Haeckel e utilizavam o termo Ecologia como sinônimo de Ciências Ambientais; apenas sete livros traziam as duas definições e um trazia apenas o conceito de Krebs. Esses dados demonstram que a definição de Krebs é menos difundida do que a de Haeckel, e isso se soma a uma limitação conceitual ao considerar Ecologia como sinônimo de Ciências Ambientais, embora ambas tenham escopo distintos. Registramos também que as percepções de Ecologia partilhada pelos alunos estão mais próximas da definição de Haeckel. Concluímos que a inconsistência conceitual amplamente difundida nos livros didáticos é também partilhada pelos alunos, especialmente aqueles que ainda não cursaram as disciplinas de Ecologia.Palavras-Chave: Ensino de Ecologia. Transposição Didática. Haeckel. Krebs.  REPRESENTATIONS OF THE CONCEPT OF ECOLOGY: ANALYSIS OF DIDACTIC BOOKS AND CONCEPTION OF STUDENTS OF BIOLOGICAL SCIENCES Abstract: Ecology is a science that has different definitions the most used are those of Haeckel and Krebs, contrasting from a temporal and conceptual point of view. Therefore, we propose to: i) record the definitions of ecology present in the textbooks used at the State University of Ceara, the Faculty of Education of Itapipoca UECE/FACEDI and at the primary schools of Itapipoca-Ceara and ii) access the representations of the term Shared Ecology by the FACEDI Biology students who have already studied Ecology and those who have not yet studied them. With a descriptive quantitative-qualitative approach, we analyzed 35 books, 15 university students and 20 books of basic education. To verify which concepts are understood by the licensees we use a questionnaire, answered by 97 university students and analyzed by the content analysis method. We note that most of the books (27) contained only Haeckel's definition and used the term Ecology as synonymous with Environmental Sciences; Only seven books had the two definitions and only one contains only Krebs. These data demonstrate that the definition of Krebs is less widespread than that of Haeckel, and this adds to a conceptual limitation when considering Ecology as synonymous with Environmental Sciences, although both have a different scope. We also note that the perceptions of Ecology shared by students are closer to Haeckel's definition. We conclude that the conceptual inconsistency widely diffused in textbooks is also shared by the students, especially those who have not yet studied the subjects of Ecology.Keywords: Teaching Ecology. Didactic Transposition. Haeckel. Krebs.

scholarly journals Reviewer Acknowledgements

2019 ◽  
Vol 6 (5) ◽  
pp. 193
Author(s):  
Nikki Gibbs
Keyword(s):  
San Francisco ◽  
Armed Forces ◽  
Applied Economics ◽  
State University ◽  
Risk Manager ◽  
Debre Berhan ◽  
Romanian Academy ◽  
College Of Business ◽  
Alliant International University

Applied Economics and Finance (AEF) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether AEF publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 6, Number 5Ali Massoud, Sohag University, EgyptAndrey Kudryavtsev, The Max Stern Yezreel Valley Academic College, IsraelAyoub Taha Sidahmed, SIU, SudanDyah Wulan Sari, Airlangga University, IndonesiaFarhat Iqbal, University of Balochistan, PakistanGetamesay Bekele Meshesha, Debre Berhan University, EthiopiaHedieh Shadmani, Fairfield University, USAIan McFarlane, University of Reading, UKIulia Lupu, Victor Slavescu” Centre for Financial and Monetary Research, Romanian Academy, RomaniaKembo Bwana, College of Business Education, TanzaniaMagdalena Radulescu, University of Pitesti, RomaniaMagdalena Zioło, University of Szczecin, PolandMahmoud Mohammed Sabra, Al Azhar University-Gaza, PalestineMamdouh Abdelmoula M. Abdelsalam, Minufiya University, EgyptMarco Mele, University of Teramo, ItalyMarco Muscettola, Independent Researcher-Credit Risk Manager, ItalyNicolas Afflatet, University of the Federal Armed Forces, GermanyOltiana Muharremi Pelari, University of Vlora, AlbaniaPatrycja Kowalczyk-Rolczynska, Wroclaw University of Economics, PolandPayal Chadha, University of Wales Prifysgol Cymru, KuwaitRajeev Rana, APB Govt. P.G. College, IndiaRichard Nguyen, Alliant International University, USARomeo Victor Ionescu, Dunarea de Jos University, RomaniaSebastian Schich, Organisation for Economic Coopertaion and Development (OECD), FranceSzabolcs Blazsek, Universidad Francisco Marroquín, GuatemalaWoodrow Clark II, Clark Strategic Partners, United States, USAY. Saidi, M’sila University, AlgeriaZi-Yi Guo, Wells Fargo Bank, N.A., USAZuzana Janko, San Francisco State University, USA  Nikki GibbsEditorial AssistantOn behalf of,The Editorial Board of Applied Economics and FinanceRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://aef.redfame.com

scholarly journals OBITUARY

1999 ◽  
Vol 15 (4) ◽  
pp. 639-641 ◽  
Author(s):  
Kajal Lahiri ◽  
Peter C.B. Phillips
Keyword(s):  
San Francisco ◽  
Ohio State University ◽  
State University ◽  
Eminent Scholar ◽  
The University

On June 4, 1999 G.S. Maddala (popularly and affectionately known as GS) passed away in Columbus, Ohio at the age of 66. A leading figure in the econometrics profession for more than three decades, he held the University Eminent Scholar Professorship in the Department of Economics at Ohio State University at the time of his death. GS is survived by his wife Kameswari, “Kay,” and several members of his immediate family: his daughter, Tara, of Houston; his son, Vivek, of San Francisco; and two sisters who live in India.

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