bluuebunny/crossref_metadata_2025_split huggingface dataset:
PICK1 Regulates the Expression and Trafficking of AMPA Receptors in Remifentanil-Induced Hyperalgesia
Authors: Wang Zhifen , Yuan Yuan , Xie Keliang , Tang Xiaohong , Zhang Linlin , Ao Jiying , Li Nan , Zhang Yu , Guo Suqian , Wang Guolin 
Published: August 2016

BACKGROUND:
Remifentanil is used widely in clinical anesthesia because it induces more rapid and more common hyperalgesia than other opioid analgesics. Activation of N-methyl-d-aspartate (NMDA) receptors takes a pivotal part in remifentanil-induced hyperalgesia. Like NMDA receptors, the α-amino-3-hydroxy-5-methyl-4-isoxazolepropionic acid receptors (AMPARs) are excitatory ion glutamate receptors in postsynaptic membrane, which are involved in the transmission of both acute and chronic pain. Protein interacting with C kinase 1 (PICK1) plays an important role in NMDA receptor-mediated internalization of glutamate receptor 2 (GluR2)-containing AMPARs and contributes to the induction and maintenance of inflammation-induced pain. This study aimed to test the hypothesis that PICK1 contributes to remifentanil-induced hyperalgesia by regulating AMPAR expression and trafficking in the spinal cord.

METHODS:
Using a rat model of remifentanil-induced hyperalgesia by intravenous infusion of remifentanil, we first measured changes in mechanical and thermal hyperalgesia at 24 hours before remifentanil infusion and 2, 6, 24, and 48 hours after infusion. PICK1 mRNA and protein expression and AMPAR subunit expression and trafficking in the spinal cord were then detected by reverse transcription–qualitative polymerase chain reaction, immunohistochemistry, and Western blot. In addition, we knocked down PICK1 expression by intrathecal administration of PICK1 antisense oligodeoxynucleotide to investigate the effects of PICK1 deficiency on remifentanil-induced hyperalgesia and the expression and trafficking of AMPARs.

RESULTS:
A significant time–group interaction was found for nociceptive thresholds (paw withdrawal threshold and paw withdrawal latency; all P < .0001). Remifentanil infusion induced distinct hyperalgesia at different time points (P < .0001), which was partly reversed by PICK1 knockdown (P < .007). Besides, remifentanil infusion increased the expression of PICK1 mRNA and protein (P < .0001) and the membrane GluR1 and GluR2 internalization in spinal dorsal horn neurons (P < .0011). More importantly, PICK1 deficiency could attenuate remifentanil-induced GluR2 internalization in the spinal cord dorsal horn (P < .01) but had no effect on remifentanil-induced membrane GluR1 expression (P ≥ .985).

CONCLUSIONS:
These results indicate that PICK1 deficiency might reverse remifentanil-induced hyperalgesia through regulating GluR2-containing AMPAR expression and trafficking in the spinal cord dorsal horn.
An unrecognized function for COPII components in recruiting the viral replication protein BMV 1a to the perinuclear ER
Authors: Li Jianhui , Fuchs Shai , Zhang Jiantao , Wellford Sebastian , Schuldiner Maya , Wang Xiaofeng 
Published: August 2016

ABSTRACT
Positive-strand RNA viruses invariably assemble their viral replication complexes (VRCs) by remodeling host intracellular membranes. How viral replication proteins are targeted to specific organelle membranes to initiate VRC assembly remains elusive. Brome mosaic virus (BMV), whose replication can be recapitulated in Saccharomyces cerevisiae, assembles its VRCs by invaginating the outer perinuclear endoplasmic reticulum (ER) membrane. Remarkably, BMV replication protein 1a (BMV 1a) is the only viral protein required for such membrane remodeling. We show that ER-vesicle protein of 14 kD (Erv14), a cargo receptor of coat protein complex II (COPII), interacts with BMV 1a. Moreover, the perinuclear ER localization of BMV 1a is disrupted in cells lacking ERV14 or expressing dysfunctional COPII coat components (Sec13, Sec24 or Sec31). The requirement of Erv14 for the localization of BMV 1a is bypassed by addition of a Sec24-recognizable sorting signal to BMV 1a or by overexpressing Sec24, suggesting a coordinated effort by both Erv14 and Sec24 for the proper localization of BMV 1a. The COPII pathway is well known for being involved in protein secretion; our data suggest that a subset of COPII coat proteins have an unrecognized role in targeting proteins to the perinuclear ER membrane.
Dynamic written corrective feedback: A Tool to improve multilingual student writing
Authors: Miller Laurie , Habib Anna Sophia , Michiels Paul 
Published: August 2016

With Mason’s increasing population of multilingual students, faculty in writing intensive courses at the undergraduate and graduate level are often looking for innovative, efficient approaches to providing feedback on student writing.This session will provide an overview of dynamic written corrective feedback (Hartshorn et. al, 2010; Ferris,1999), a strategy that allows faculty to look past errors in accuracy by prioritizing attention to student efforts towards complexity. We use this model in English composition classes to help multilingual students become more reflective, self-reliant writers in terms of their idea development, critical analysis and language accuracy. During the session composition and language faculty from INTO-Mason’s undergraduate and graduate program will explain the research behind the technique, provide examples of this feedback approach and engage participants in a discussion of its potential use in their classes. This method can be used to support all students across a variety of disciplines that require writing assignments. References:Ferris, D. (1999). The case of grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8(1), 1-11.Hartshorn, K. J., Evans, N. W., Merrill, P. F., Sudweeks, R. R., Strong-Krause, D., & Anderson, N. J. (2010). Effects of dynamic corrective feedback on ESL writing accuracy. TESOL Quarterly, 44(1), 84–109.
“Personalized learning: Lessons taken from healthcare."
Authors: Brown Steve 
Published: August 2016

Both education and healthcare are going through rapid changes in their delivery. Adapting the concepts from the TED talk, “Health care should be a team sport”, by Eric Dishman, this presentation focuses on his bold and creative ideas in reinventing healthcare and applies them to education. Adapting Dishman’s concepts would lead to a world of “learning anywhere; learning networking; and learning customization”, with a focused role of the responsible student at the center. The learning technologies of today can make this a reality. Participants can use these concepts and will be shown practical steps to integrate these strategies in to their own courses, and/or reflect upon and shape their own teaching philosophy.
Learning to realize a more sustainable world
Authors: Sklarew Dann 
Published: August 2016

The United Nations Sustainable Development Goals (2015) established 17 targets — such as “no hunger,” “clean water” and “climate action” — to unite humanity in pursuit of a shared, prosperous future. These diverse global goals provide a universal agenda to enlist today’s learners in creatively ensuring our collective well-bring throughout their careers. How can higher education foster effective, intentional learning across courses and curricula to prepare our students to realize these global goals? George Mason University has established a diverse set of over 130 “green leaf” courses, along with regular co-curricular activities, to help our students develop their sustainability skills and practical expertise. These span a new 18-credit “sustainability pathway” through our Mason Core general education requirements and a score of undergraduate and graduate academic programs. Together, these curricula – and others Mason faculty might opt to deliver — permit students to move from first year through accelerated graduate programs while continuously building their sustainability understanding, reflection and intentionality. Meanwhile, co-curricular activities like Mason Earth Month, organic food gardening and Patriot Green Fund projects provide students opportunities to develop and apply “critical doing” skills far beyond the classroom as well.
Using quizzes to improve exam scores
Authors: McElroy Patrick 
Published: August 2016

This session will begin with an overview of the testing effect, i.e., the phenomena of retrieval having a positive effect on long-term memory, the testing effect has been demonstrated in a variety of different classroom settings across a range of disciplines. Multiple studies have found that quizzing generally improves long-term retention, and this effect can be enhanced by different quiz formats. Specifically, fill-in-the-blank quizzes result in higher multiple-choice exam scores than multiple-choice quizzes on the same material (examples include McDaniel, Anderson, Derbish, and Morrissette, 2007; Birenbaum, 2007; and Roediger & Marsh, 2005). We will then report on research we’ve conducted at George Mason University on the effect of an intermediate quiz type – fill-in with word bank. The session will continue with a discussion of possible new directions for the current study. The session will conclude with a discussion of the ways instructors from multiple disciplines can incorporate quizzes into their own classes to help their students retain and recall information more effectively. Birenbaum, M. (2007). Assessment and instruction preferences and their relationship with test anxiety and learning strategies. Higher Education, 53(6), 749-768. McDaniel, M.A., Anderson, J.L., Derbish, M.H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19(405), 494-513. Roediger III, H.L., & Marsh, E.J. (2005). The Positive and Negative Consequences of Multiple-Choice Testing. Journal of Experimental Psychology, 31(5), 1155-1159.
SENCER “Do-Now” KQED social media in the classroom
Authors: Wood Thomas C 
Published: August 2016

By developing opportunities for students to learn through compelling current events, learning environments are improved. Inspired students discover relevance to their lives, create dialogue and gain confidence in their ability to expand civic capacity. Social media has been used to provide an experimental venue for this enhanced learning in selected courses nationally through project SENCER (Science Education for New Civic Engagement and Reform), an NSF sponsored national education reform initiative. In the fall of 2015, the New Century College course Mysteries of Migration was one of six courses selected nationally for the inaugural SENCER collaboration with KQED in San Francisco, where social media blogs called “Do Now” are flourishing. In this session, I will discuss the implementation of “Do Now” blogs into Mystery of Migration’s semester–long case study assignment. This course is interdisciplinary in scope, integrating the biology and ecology of migratory organisms with public policy. In this session I will discuss the student reactions and evidence of learning through the use of “Do Now” and the merits of implementing social media into existing courses.
Experimenting With Imagination
Authors: Hudson Seth Andrew , Keohane Jennifer A , Miklancie Margaret A 
Published: August 2016

Three participants from the Center for Teaching and Faculty Excellence’s 2016 reading group discuss past strategies for using creativity and imagination to promote deep thinking in students and discuss how they have tried new strategies as a result of the reading group. Approaching instruction from the seemingly disparate disciplines of rhetoric, game writing, and nursing, the presenters will focus on some specific strategies borrowed from Engaging Imagination: Helping Students Become Creative and Reflective Thinkers (James & Brookfield, 2014). The presenters will share the results of these “experiments” in the classroom and reflect on how framing/re-framing some aspects of their pedagogy in terms of imagination towards reflection has affected their teaching.Takeaway: Attendees will participate in versions of these classroom “experiments” and be allowed to judge the effectiveness/utility of such strategies informed with hands-on experience. Presented by faculty from disparate disciplines, attendees will see firsthand the common ties for any teaching occasion where deep reflection and engagement are a goal, leaving with ideas for new or augmented activities that benefit students and provide new challenges for instructors.
Teaching and collaborating via video conference
Authors: Sanders Christina 
Published: August 2016

Our office manages videoconference and TelePresence technology for George Mason University as well as several options for desktop conferencing that are interoperable with our room systems. Currently we are using these different technologies as a means for teaching courses collaboratively with other universities both nationally and internationally, for students who are located across the different Mason campuses, for faculty who are living abroad, and research collaboration with external entities. CVT would like to host a compact session and participate in the poster session. We would explain the technology, how it is being used at Mason to advance opportunities for our faculty and students and have a faculty member present to discuss their experience. This technology is an excellent tool in Mason’s mission to be a “university for the world.” Our technology affords the faculty and students a creative solution to connect with institutions and organizations on a global level and collaborate in ways they were not previously able to.
Conference & Planning Committee Information
Authors: Lukes Laura 
Published: August 2016

Theme: Signature Learning ExperiencesSeptemer 19, 2014 Conference Director:Laura Lukes (Center for Teaching & Faculty Excellence) Advisory & Selection Committee:Jan ArminioKimberly EbyKat HithcockMichelle LaFranceSusan LawrenceJessica MatthewsJanette MuirSteve NodineDiane SmithJoy TaylorBethany Usher Logistical Coordination:Ashleen Gayda (Center for Teaching and Faculty Excellence)Tamara Day (Office of Events Management) Logistical Support:Events ProductionSamira LloydLindsey LowenburgDenise Nazaire Conference Proceedings:Laura LukesEmily LambackChyna Staten (Retroactive) Sponsors: Blackboard, Inc.; 4-VA; University Libraries; Cengage Learning; Center for the Arts; College of Education and Human Development; College of Health and Human Services; College of Humanities and Social Sciences; College of Science; College of Visual and Performing Arts; Division of Instructional Technology; Graduate Student Life; Higher Education Program; Hylton Performing Arts Center; Mason Athletics; Mason Bookstore; O ce of Distance Education; Office of Student Scholarship, Creative Activities, and Research; School for Confiict Analysis and Resolution; School of Business; School of Policy, Government, and International Affairs; University Life; Volgenau School of Engineering; Writing Across the Curriculum; and The Writing Center. Session Hosts & Volunteers: Sarah Davis Randy Gabel Ariel Goldenthal Caitlin HolmesMichelle Hughes David KravitzMichelle LaFrance Shawn Lee Jamie LesterLindsey LowenbergJames Merrifield Janette MuirJeff OffuttJulie Owen PsycheReadyEsperanza Roman-MendozaDanielle RudesBob Sachs Lesley Smith Christine SpillsonJoy TaylorBethany UsherShannon Williams
Cultivating a global collaborative classroom experience: An international exploration of homelessness
Authors: Tompkins Catherine , Ihara Emily , Purnell-Sayle Richena , Reo Rick , Hazel Stephanie 
Published: August 2016

The main collaborative student project compares and contrasts different aspects of homelessness both in Fairfax and in New Delhi, using Photovoice as the research methodology. Forty-four Mason students enrolled in SOCW 472 RS, Integrative Methods in Social Action and Social Change, and forty Jamia students enrolled in MSW-SII-09 Social Work Research, collaborate together in a primarily asynchronous environment with the opportunity of participating in three synchronous sessions. The Mason/Jamia team created small online groups of two Mason students and two Jamia students in order to facilitate these personal interactions and provided the PB Works and Blackboard platforms as communication tools. As part of the process, students were able to incorporate their favorite communication technologies including Facebook and WhatsApp. In addition to reaching the student outcomes and course objectives, the course design of this GCC involved intensive work and partnership between the Office of Global Strategy, IT Learning Support Services, Instructional Assessment and the classroom faculty. Lessons learned and best practices will be presented.
Creating a sense of place and belonging in the classroom: An example of place-based education from the foothills of the Himalayas
Authors: Hernandez Doug 
Published: August 2016

Educators engaging in the critical assessment of teaching and learning have often considered the importance of the physical environment (classroom). This poster presentation offers that “place” is more than a context for discovering curriculum. When we have access to the history and experiences of our places, we have the possibility of creating holistic learning environments rich with democracy and inclusivity. As our learning spaces have become increasingly homogenized and standardized, greater importance on reacquainting learners with their own environments and constructing new meaningful places is paramount. This poster presentation highlights teaching practices from village schools (Balwadis) in the foothills of the Himalayas. These practices were documented in a case study that the presenter coauthored and will offer that place, and learning, are inextricably intertwined. Using narratives, photos, and artifacts from the Balwadi teachers, participants will experience the multiple dimensions of place and environment and how these can be transformative agents for creating learning communities with a sense of place and belonging. Participants will learn how to apply these strategies to their own classes to create a sense of place and belonging for their students.
From the cockpit to the classroom: leveraging failure as a reflective learning opportunity
Authors: McGregor Bree , McGregor Brett 
Published: August 2016

Marine Corps fighter pilots and multilingual and first-generation college students share several commonalities as learners: they have overcome extraordinary challenges to earn hard-fought positions within their respective communities; they work within syllabus-driven, high-stakes learning environments; and they face immense pressure to succeed, yet they also need to be well-equipped to cope with failure. In this session, presenters will introduce lessons learned as an activity that supports failure as a valuable component in the reflective learning process (Cannon, & Edmondson, 2005; Kapur, 2008) in two very different, yet complementary, learning communities.Lessons learned is a pedagogical tool employed in Marine Corps fighter squadrons in which a group of highly trained, competitive fighter pilots are required to self-identify, critically examine, and discuss their recent failures in the aircraft. In a community where 80% of mishaps are at least partially caused by human error (Shappell & Wiegmann, 1996), these roundtable conversations create an environment without stigma or repercussion, enabling participants to examine the root cause of failure and how to prevent its recurrence. In doing so, lessons learned becomes a valuable tactic (de Certeau, 2004) that empowers instructors and students alike (Matson, 1991; Schunk, 1984). In this session participants will engage in a lessons learned activity, and acquire tactics and resources for leveraging failure as an opportunity for self-reflection and community building in their own pedagogical practices.
Conference & Planning Committee Information
Authors: Lukes Laura 
Published: August 2016

Theme:The Science of Learning: Using Research to Improve Teaching7th Annual ConferenceSeptember 18, 2015 Conference Director:Laura Lukes (Center for Teaching & Faculty Excellence) Advisory & Selection Committee: Boicu, MihaiBoyette, JoannaClare, KatieCressman, RobEby, KimEdwards, CodyGeorge, ChristianGliozzi, MarioGoldman, JonathanHannan, HeatherKoch, LisaKravitz, DavidLawrence, SusanLukes, LauraMallett, KarynOffutt, JeffOlesova, LarisaOwen, JuliePettigrew, KathyReid, ShelleyRogers, PaulSaleem, RajaSaunders, CathyScott Constantine, LynneUsher, BethanyWarren, JohnWest, PatriciaWillis, OdetteWolf, PaigeYigit, Erdal Logistical Coordination:Ashleen Gayda (Center for Teaching & Faculty Excellence)Tamara Day (Events Management) Logistical Support:Office of Events ManagementEvents ProductionMason CateringAndrew Cote (OSCAR)Samira Lloyd (OSCAR)Denise Nazaire (OSCAR) Conference Proceedings:John WarrenJeri WieringaLaura LukesAshleen GaydaEmily LambackChyna Staten (Retroactive) Sponsors: BlackboardGeorge Mason University LibrariesGeorge Mason Publishing GroupProQuestUPCEABarnes & Noble College: George Mason Bookstore4-VAThe New York Times in Education Supporters:College of Education and Human Development; College of Health and Human Services; College of Humanities and Social Sciences; College of Science; College of Visual and Performing Arts; Graduate Student Life; Higher Education Program; Information Technology Services; Office of Distance Education; Office of Student Scholarship, Creative Activities, and Research; School for Conflict Analysis and Resolution; School of Business; School of Policy, Government, and International A airs; University Life; Volgenau School of Engineering; Writing Across the Curriculum; and The Writing Center.Volunteers:Dorothy Amoah-Darko, Sam Ashworth, Jesse Capobianco, Cameron Carter, Andrew Cartwright, Zella Christensen, Lynne Scott Constantine, Svetlana Filiatreau, Andrew Finn, Darcy Gagnon, Liesel Hamilton, Caitlin Holmes, Tabine Kamaleddine, Mills Kelly, Joey Kuhn, Ying-Ying Kuo, Shawn Lee, Jaime Lester, Jessica Matthews, Je O utt, Larisa Olesova, Julie Owen, Nathalia Peixoto, Richena Purnell-Sayle, Esperanza Roman-Mendoza, Robert Sachs, Catherine Saunders, Linda Sheridan, Darlene Smucny, Debra Sprague, Carol Stiller, Bethany Usher, John Warren, Gerald Weatherspoon, Margaret Weiss, and the students of TOUR 440. of Engineering; Writing Across the Curriculum; and The Writing Center.
Creating inclusive learning environments: Strategies from performance based assessments in a graduate linguistics course
Authors: Wong Shelly , Shin Hye Young , Tu Thuy Thi-Minh 
Published: August 2016

This poster discusses an action research project to improve performance based assessments for two assignments in a graduate linguistics for teachers course. EDCI 510 - Linguistics for Teachers is a required course for graduate students in the M. Ed program for Kindergarten to Grade 12 English to Speakers of Other Languages (ESOL ) for teacher licensure approved by the Virginia State Department of Education. In the course, there are two performance based assessment (PBA) assignments: a textbook analysis and a lesson plan. The paper describes the use of critical discourse analysis (CDA) and critical race theory (CRT) to analyze exemplary student assignments and to modify course descriptions of the assignments and the rubrics to support 1) critical examination of text book bias in social studies, math and science textbooks, 2) lesson plans that support teaching linguistically and culturally diverse students especially those who have had interrupted schooling 3) creative use of technology for more inclusive, culturally responsive and socially just classroom practices. Participants will gain insights about framing and designing assignments and rubrics to support student learning, while also creating an inclusive learning environment.