East Coast MARE hosted an Ocean Lecture & Educators’ Night for teachers focused on bringing ocean literacy to students in New Jersey. Dr. Lee Kerkhof of Rutgers University presented the scientific lecture on March 29, 2012. For more information visit http://coseenow.net/mare/opportunities-resources/ocean-lecture-educators-night/.
Develop an understanding of Taxonomy (classification) of Oral Microorganisms
Describe how to obtain samples from Oral Cavity
Describe Molecular techniques of identification
Describe techniques that requires culture for identification
Eisen JA (2007) Environmental Shotgun Sequencing: Its Potential and Challenges for Studying the Hidden World of Microbes. PLoS Biol 5(3): e82. doi:10.1371/journal.pbio.0050082
Experimenting with posting OpenAccess papers on Slideshare
Unit 10: Diversity of Permafrost
LECTURE LEARNING GOALS
1. Describe permafrost, and the microbial diversity of permafrost. Explain how the greatest diversity of Archaea exist in cold environments.
2. Describe the two main Archaeal phyla, and describe example species.
3. Explain how climate change is affecting permafrost and microbial diversity.
Develop an understanding of Taxonomy (classification) of Oral Microorganisms
Describe how to obtain samples from Oral Cavity
Describe Molecular techniques of identification
Describe techniques that requires culture for identification
Eisen JA (2007) Environmental Shotgun Sequencing: Its Potential and Challenges for Studying the Hidden World of Microbes. PLoS Biol 5(3): e82. doi:10.1371/journal.pbio.0050082
Experimenting with posting OpenAccess papers on Slideshare
Unit 10: Diversity of Permafrost
LECTURE LEARNING GOALS
1. Describe permafrost, and the microbial diversity of permafrost. Explain how the greatest diversity of Archaea exist in cold environments.
2. Describe the two main Archaeal phyla, and describe example species.
3. Explain how climate change is affecting permafrost and microbial diversity.
Unit 1. How to measure diversity
LECTURE LEARNING GOALS
1. Describe the abundance and diversity of microbes, the “unseen majority”, in all natural and manufactured environments.
2. Explain the common measures of microbial diversity, and how diversity is measured.
3. What is the purpose of diversity?
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East Coast MARE Ocean Lecture May 16, 2012 - Surf's Up! All About Waves at th...coseenow
East Coast MARE hosted an Ocean Lecture & Educators’ Night for teachers focused on bringing ocean literacy to students in New Jersey. Dr. Tom Herrington of Stevens Institute of Technology presented the scientific lecture on May 16, 2012. For more information visit http://coseenow.net/mare/opportunities-resources/ocean-lecture-educators-night/.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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For more information, visit-www.vavaclasses.com
East Coast MARE Ocean Lecture Mar 29, 2012 - Why is there so much microbial diversity in NJ & beyond?
1. Institute of Marine and Coastal Sciences
Why is there so much microbial diversity in
NJ and Beyond?
Rutgers University, Lee Kerkhof
Thursday, March 29, 12
2. Overview of the seminar
•Background on how we do oceanography and a
small lecture
•Measurements of the coast of New Jersey
•Assessment of active bacteria in the Orinoco River
Plume
•Determination of active bacteria in the subsurface
Then, I get to revisit these sites again with a
different methodology
Thursday, March 29, 12
4. Niskin
Bottles to
collect
water
samples at
depth
Thursday, March 29, 12
5. Floats for
Look at all equipment
the hard going over
hats and the side
safety gear
Thursday, March 29, 12
6. Inside the ship in the science labs. All the space is used.
Thursday, March 29, 12
7. Why study bacteria in the ocean?
ASM workshop--2000
Thursday, March 29, 12
8. How biologists
understood the
tree of life in
1866.
3 main groups
of organisms
Based
primarily upon
morphology
Thursday, March 29, 12
9. Axhplmnap
ni yo n sm
oc i i l
o e
Microbial Life-’02 Perry et al.
Thursday, March 29, 12
10. Electron
micrograph of
bacteria
collected off
the coast of
Hawaii
Thursday, March 29, 12
11. Viable counting of bacteria by serial dilution and plate count
Microbial Life-’02 Perry et al.
Thursday, March 29, 12
12. Counting the number of viable cells by
serial dilution and plate count
Microbial Life-’02 Perry et al.
Thursday, March 29, 12
13. Results of bacterial counts with 6 methods
Jannasch & Jones, 1959
Thursday, March 29, 12
14. What is Meant by Molecular Ecology?
Using methodology that identifies specific
molecules in a complex mixture to identify
specific groups of microorganisms to address
ecological questions
Target molecules can be:
•Unique pigments or 2o metabolites
•Lipids
•Proteins
•Nucleic Acids
Thursday, March 29, 12
15. What biomolecules can we work with?
Microbial Life-’02 Perry et al.
Thursday, March 29, 12
17. The Ribosomal RNA SSU tree of life
Bacteria Eukarya
Proteobacteria
Gram-Positive Bacteria
Archaea Slime Molds
Animals
Entamoebae
Green Non-Sulfur Bacteria
MethanobacteriumHalobacterium Fungi
Cyanobacteria Plants
Methanococcus Thermoplasma
Thermoproteus Thermococcus
Flavobacteria Ciliates
Sulfolobus Archaeoglobus
Methanopyrus
Ignicoccus Flagellates
Pyrodictium
Thermotoga Microsporidia
Diplomonads
Aquifex
Universal
Ancestor
Thursday, March 29, 12
18. Problem
Why are there so many bacterial species in
the ocean [or anywhere else] ?
There should be competitive
exclusion, i.e. the best adapted
organism out competes all the others.
Hardin 1960
Thursday, March 29, 12
19. The solution to the Paradox of the Plankton
Hutchinson 1961
Thursday, March 29, 12
20. The solution to the Paradox of the Plankton
Hutchinson 1961
Thursday, March 29, 12
24. Interesting question
Do bacteria in the coastal ocean of New
Jersey experience rapidly changing
patchy niches that could account for
microbial diversity?
Thursday, March 29, 12
25. Interesting question
Do bacteria in the coastal ocean of New
Jersey experience rapidly changing
patchy niches that could account for
microbial diversity?
Test this with activity measurements of
bacteria in the water column on a diel
cycle.
Thursday, March 29, 12
26. 1 Results from the GRIST Experiment
The GRIST study aimed to target the
active bacteria in the coastal ocean
and assess the relationship between
traditional rate measurements and
gene-based methodologies for
linking processes from the molecular
to the global scale.
LEO-15
Thursday, March 29, 12
32. How does Terminal Restriction
Fragment Length Polymorphism work?
Sample Size separate on automated sequencer
Gene 1
A B
Gene 2
Gene 3
Gene 4
Gene n
Purify DNA Gene n+ 1
PCR with fluorescent primers Restriction Enzyme Digest
Only labeled fragments appear as peaks ABI Software Analysis
Thursday, March 29, 12
33. Signal Strength Ribosomal RNA fingerprints during the GRIST experiment
TRFLP Size (in base pairs)
Thursday, March 29, 12
34. 4 Incorporation of stable isotopes into
DNA and separation by ultracentrifugation
Radajewski et al 2000, Nature 403: 646–649
Thursday, March 29, 12
37. TRFLP fingerprints of nosZ genes from benzoate
fed slurries from Norfolk and LEO
Signal Strength
TRFLP Size (in base pairs) Gallagher et al., 2005 AEM 71:5192-5196
Thursday, March 29, 12
38. Increase in TRFLP peak areas through
time for LEO-15 and Norfolk incubations
Gallagher et al., 2005 AEM 71:5192-5196
Thursday, March 29, 12
39. 7 Orinoco River Plume
Puerto Rico
65o W 60o W
Guadalupe
Caribbean Basin
15o N
Satellite surface Chla St. Lucia
5-10 mg/m3
2-5 mg/m3
0.5-1.5 mg/m3
Venezuela Trinidad
Tobago
10o N
Thursday, March 29, 12
41. Carbon utilization patterns of bacteria in the plume
L. Kerkhof, C. Ferraro, L. McGuinness
Station 12 13C protein uptake 13C amino acid uptake 13C Pigment uptake
112 bp
85 bp 140 bp
Thursday, March 29, 12
42. Nitrogen utilization patterns of bacteria in the plume
L. Kerkhof, C. Ferraro, L. McGuinness
Far Plume
Site
Thursday, March 29, 12
43. First Conclusions
1) Ribosome fingerprinting can distinguish active from
resident bacteria.
2) Not every bacterial group is behaving uniformly in
the field. But, there are some repeating patterns
indicating non-randomness.
3) Roughly 25-50% of the microbial population are not
growing in the Mid-Atlantic Bight and the Orinoco
River Plume (i.e. DNA signal, no RNA signal).
4) So far, little correlation to measured environmental
parameters.
Thursday, March 29, 12
44. Conclusions
A) Whether there is resource partitioning
among bacteria depends on your
environment.
B) The role of predation in structuring the
community plays a more important role
than typically appreciated.
C) Elucidating the microbial food web using
molecular tools is just in its infancy.
There is so much more to learn!
Thursday, March 29, 12