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... WINNING THE LOTTERY: HOW FAMILY BACKGROUND SHAPES WHERE KIDS GO TO SCHOOL Shelby Robertson | srobertson544@marian.edu Marian University, 3200 Cold Spring Road, Indianapolis, IN 46222 BACKGROUND EMERGING THEMES Public, Private, Neighborhood, and Lottery Children from low socioeconomic status (SES) families are less likely to have experiences that encourage educational development The fact that she got accepted right off the bat in the lotter s stem. If she didn t, I ould have sent her to private school and kept trying the lottery. They can be in the sibling lottery, the gifted and talented lottery, and the normal lottery all at the same time. We also have a Montessori school nearby, so I ll look at that. I don t kno if CFI 70 is considered a magnet school, but I do know you have to enter into the lottery. Child en initial reading competency is correlated with the home literacy environment, number of books owned, and parent distress Poor households have less access to learning materials and experiences, including books, computers, stimulating toys, skill-building lessons, or tutors to create a positive literacy environment Parent Beliefs RESEARCH QUESTION What factors shape how parents decide where their children go to school? Socioeconomic status Parent background Private vs. Public Schools Magnet vs. Neighborhood Schools Race, Culture, or Religion School Offerings, Clubs, or Extracurriculars ACKNOWLEDGEMENTS METHODS Qualitative Interviews with Parents of children aged preschool to first grade, attending Indianapolis schools Interviews focused on the process of deciding where their child goes to school and contributing factors Several [schools] did not have elements we agreed ith I knew that Catholic school would cost a lot of money. I want my kids to be good Catholic children. I want my kids to go to a school where they feel like they can say what they want in a respectful way and not be criticized for it. I don t kno if I want to spend $20,000 a year on schooling for first grade. Sending one kid to Catholic school is doable, but sending three kids to catholic schools is just not affordable. I transcribed the interviews and then performed open and axial coding Three themes emerged from my analysis: Categories of schools (public, private, magnet) Parent beliefs Socioeconomic factors (SES) I want to thank Dr. Nelson for guiding my research, and my mom for her support. SES I liked school, and I want her to like school.  ...

... Antibiotic Resistance Coming Soon to A Pathogen Near You McKenzie Altman, Tamia Mills, Lindsey Layman, Catherine Stone Submitted as part of lab presentation in BIO 214A Edited by Dr. Azeem Ahmad ABSTRACT The phenomena of antibiotic resistant bacteria has increased worldwide and can frequently be found on everyday surfaces. Here, we characterize a bacterial isolate from a a e d ha dle a Ma ia P eli i a results comprised of morphological and biochemical tests, including growth characteristics on blood agar medium, as well as usage of the Kirby Bauer agar diffusion test to determine antibiotic susceptibility, identifies this isolate to be a multidrug resistant Neisseria species. However, additional detailed analysis is needed to confirm its identity. MATERIALS & METHODS Isolation Figure 3. Identification Scheme for the WBD Isolate Biochemical Tests - W a ba h d - Sterile cotton swab ha dle WBD Microscopy/Staining - Oxidase - Catalase - Gram Staining - Capsule Staining - Acid Fast Staining - IMViC - Triple-Sugar Iron Agar (TSI) - MRVP Medium - Sulfide Indole Motility Medium (SIM) Growth Media - Antibiotic Sensitivity Test (AST) - Blood Agar - Mannitol Salt Agar (MSA) - Eosin Methylene Blue Agar - MacC ke Medi KIRBY-BAUER ANTIMICROBIAL TEST RESULTS Figure 2. WBD EMB growth (left) and WBD morphological colony growth (right). BACKGROUND OF NEISSERIA SPP. BIOCHEMICAL TESTING & IDENTIFICATION RESULTS Neisseria are commonly found in humans and animals as part of their natural microbiota. Many Neisseria spp. colonize the oral cavity and nasopharynx in humans. These are gram-negative diplococci which grow aerobically between 30-37C. Neisseria are known fastidious organisms that grow well on blood and chocolate agar medium. Though both pathogenic and non-pathogenic or commensal strains of Neisseria are known, the distribution of pathogenic strains are of special concern. Neisseria bacteria is the causative agent of both meningitis and gonorrhoeae. Neisseria meningitidis is a leading cause of bacterial meningitis in children and young adults. Currently, six serogroups of this bacterium are responsible for most meningococcal disease worldwide. In addition, N. gonorrhoeae is one of the most frequently reported infectious diseases worldwide. The gonococcus adapts to the immune system of its host at an extraordinary rate, resulting in repeat infections. N. gonorrhoeae has the ability to develop resistance to all clinically used antibiotics thus it is an important pathogen in the study of antibiotic resistance. Rapid tests have been developed to identify and distinguish N. gonorrhoeae from the commensal species. Table 1. Morphological and biochemical characteristics of WBD isolate compared to Neisseria and Moraxella spp. WBD isolate Moraxella catarrhalis Morphology Small Diplococci Small Diplococci Large Diplococci Gram Stain Negative Negative Negative Motility Negative Negative Capsule Positive Catalase Oxidase Hemolysis Table 2. Antibiotic Susceptibility of WBD isolate compared with N. gonorrhoeae. WBD Isolate Neisseria gonorrhoeae Amikacin (AN30) R R Negative Cefoxitin (FOX30) R Negative* Negative Ceftriaxone (CRO30) Positive Positive Positive Positive Positive Positive Negative Negative Negative Endospore Negative Negative Negative Acid-Fast Negative Negative Negative H2S Negative Negative N/A Gas Production Negative Negative Negative MSA Negative N/A N/A EMB Positive N/A N/A MacConkey No growth N/A No growth TSI Negative N/A N/A Citrate Negative N/A Negative SIM Negative N/A Negative MRVP Negative N/A N/A Fermentation of Sugars Figure 1. Neisseria spp. microscopy morphology examples. Neisseria gonorrhoea Figure 4. Showing Mueller Hinton medium with antibiotic disks. Glucose only Glucose only None *Scientific research indicates variable encapsulation results for N. gonorrhoeae. Antibiotics (disc code) Antibiotics (disc code) WBD Isolate Neisseria gonorrhoeae Ampicillin (AM10) R - R Cephalothin (CF30) R - R I Imipenem (IPM10) R S Chloramphenicol (C30) R S Nalidixic Acid (NA30) R S Ciprofloxacin (CIP5) R R Novobiocin (NB30) I - Erythromycin (E15) I I Streptomycin (S10) R I Penicillin (P2) R R Sulfisoxazole (G.25) R - CONCLUSIONS - WBD isolate showed poor growth on nutrient agar compared to blood agar. - WBD isolate shares many morphological and biochemical characteristics with Neisseria spp. - WBD isolate showed multidrug resistance and was even resistant to Imipenem, Nalidixic acid and Chloramphenicol in contrast to N. gonorrhoeae. LITERATURE CITED Martens, E., & Demain, A. L. (2017). The antibiotic resistance crisis, with a focus on the United States. The Journal of Antibiotics, 70, 520 526. Retrieved from http://www.nature.com/ja Trends in U.S. Antibiotic Use. (2017). Retrieved from Pew Charitable Trustswebsite:http://www.pewtrusts.org/en/research-and-analysis/issue-briefs/2017/03/trends-in-usantibiotic-use United States Antibiogram. (n.d.). Retrieved from https://wikem.org/wiki/United_States_Antibiogram  ...

... Enabling study of Human Immune Dysfunction using yeast gene 0ST3/UNGI Ariyanna Casey College of Arts and Sciences, Marian University Indianapolis 3200 Cold Spring Rd, Indianapolis, IN 46222 INTRODUCTION PCR/GEL ELECTROPHORESIS OST3 is a yeast gene for Obligosaccharyl transferase, a homolog of the Magnesium Transport 1 gene in humans. This human gene produce XMEN disease. XMEN disease is an X-Linked immune system deficiency where the amount of CD4+ T cells present in the body are reduced in function. XMEN is caused by a mutation in the MAGT1 gene. The MAGT1 gene produces a protein called magnesium transport. As shown in Magnesium transport is important because it activates CD4+ T cells, allowing for infections to be effectively detected. A mutation in the MAGT1 gene, reduces the function and effectivity of CD4+ T cells. For the individual, this mutation would result in a higher risk of developing infection, pneumonia or cancer. The only known effective treatment for XMEN is stem cell therapy. Gel 1/ Not1-AscI TRANSFORMATION BACTERIAL COLONIES Primer Design Defines which part of the sequence will be amplified l PCR Amplifies gene Transformation Transfer DNA into bacteria Mini Prep Purifies DNA from bacteria Restriction Mapping Map DNA. Restriction enzymes digest specific DNA fragments Figure 3. The colonies, located on the positive control showing that the Topoisomerase worked. Their were approximately 20-30 isolated colonies present in the plate. The colonies located on the XMEN plate indicates that the OST3 gene was cloned into the vector, and transformed into bacteria. RESTRICTION ENZYME MAPPING 1053 1 YORO85W 709 710 PENTR/ SD/D (Vector) 1 and 2601 Figure 4. The restrictive enzymes (Mlul-HF and Xhol-HF) were used for OST3 gene. The gene length was 1,053 base pairs. 7000 6000 5000 4000 3000 2000 1500 15000 10000 8000 1000 850 650 500 400 300 200 100 Kb ladder B6 B7 B8 B9 B10 Kb ladder 7000 6000 5000 4000 3000 2,000 1,500 1000 850 650 500 400 300 200 A8 A7 A6 1 Kb ladder 15000 10000 8000 1 Kb ladder A10 A9 1 Kb ladder Control Experiment XMEN gene and 1 kb ladder bands appeared on the Gel electrophoresis. The experiment gene, UNG1, was not amplified by PCR while the MAG1 gene was amplified by PCR. (Biomaker Insight, Kjell Kirschbaum, July 13,2016, http://biomarkerinsights.qiagen.com/2016/07/13/new-tool-for-successful-end-point-multiplex-pcr) Gateway reaction DNA fragments cloned and properly placed in Vectors Gel 2/ Xhol- Mlu Figure 2. XMEN, control METHODS Gel Electrophoresis Separates macromolecule DIGESTION/ GEL ELECTROPHORESIS Figure 5. In Gel 1, the expected band sizes of 2601 and 1053 base pairs were presented in A10, A7 and A6, receiving bands between 2000 and 1500 base pairs. In Gel 2, the expected band sizes was 2012, 933 and 707, presented in B6 and B7. In both Gel 1 and Gel 2, the restriction digest worked and the plasmid was digested. CONCLUSION/DISCUSSION The original gene of interest was UNGI. UNGI is a X linked immune system deficiency where B cells are not able to go through antibody switching. UNG1 gene was unable to be replicated because the PCR did not work causing the switch to OST3 gene. OST3 PCR was successful shown and described on Figure 2 Transformation for OST3 was successful which was shown through colonies presented on the Vector shown and described on Figure 3 Digestion was successful for OST3, and this was shown through the bands located on Figure 5 The proper restive enzymes were selected and cut the DNA fragments for OST3. OST3 was successfully cloned In future experiments, I hope to Conduct more experimental research on OST3 to see How the human gene may reacts to different genes work using yeast Effectively clone UNG1 gene using yeast LITERATURE CITED Burgers PM and Klein MB (1986) Selection by genetic transformation of a Saccharomyces cerevisiae mutant defective for the nuclear uracil-DNA-glycosylase. J Bacteriol 166(3):905-13 PMID: 3519585 Reference, Genetics. "XMEN". Genetics Home Reference, 2018, https://ghr.nlm.nih.gov/condition/x-linked-immunodeficiency-with-magnesiumdefect-epstein-barr-virus-infection-and-neoplasia#statistics. Accessed 25 Nov 2018. ACKNOWLEDGEMENTS Special gratitude to Dr. Wilson and Dr. Kinkade for their guidance, insight and support throughout this project.  ...

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... Summer 2017 Womens Rights and Womens Empowerment Study Abroad: Brazil In collaboration with Partners of America and in partnership with Professor Ana Paula Costa at the Uni er idade Federal Do Rio Grande Do S l, he fir Women Righ and Women Empo ermen in he We ern Hemi phere: A Global Per pec i e ill be offered for den o ra el and re earch in Por o Alegre, Brazil from June 1 - June 10. Students will study the impact of international charters and diverse international efforts on the elimination of discrimination against women and girls, and the achievement of equality between women and men in the specific context Brazil across a broad range of areas, including education, health care, employment, child care, and government representation among others. This international conversation will be firmly grounded by the principle of gender equity as a human right, enshrined in the United Nations Charter and the International Bill of Human Rights. Beginning in February of 2017 students will attend a series of workshops throughout the spring semester focused on: understanding key international agreements and indicators on women eq ali ; pinning do n heir o n area of in ere for research; exploring the historical and cultural landscape of Brazil; making connections with our Brazilian cohort; and preparing for international travel. In Brazil students will have the opportunity to visit and enter con er a ion i h omen righ gro p , go ernmen official , ar i , ed ca or , and medical profe ional while also exploring the beauty and rich culture of Porto Alegre. Upon return, students will complete a research project tha ap in o heir o n in ere on omen eq ali in Bra il o fo er a con in ed conversation with our cohorts in Brazil and the Marian community. Course Number to be announced (3 credit hours, no prerequisites) Course Fee (Includes tuition, airfare, hotel, activities, transportation, travel insurance, and selected meals) $3,741 4 Significant Scholarships Available (will offset most costs) Thanks to the financial support of Partners for America, we are excited to extend the opportunity to travel abroad to students who otherwise might see this experience beyond their financial means. We look forward to your application! APPLICATION FOR STUDY ABROAD Marian University _________________________________________________________________________________________ Last Name First Name Middle Name _________________________________________________________________________________________ Campus Address and Phone E-Mail _________________________________________________________________________________________ Home Address and Phone _________________________________________________________________________________________ Parent or Guardian's Full Name & Address Present Year in College: FR SO JR SR Are you presently receiving Financial Aid: Yes/No Major: ______________________________________ Minor: _______________________________________ GPA in Major: _____________________________ Cumulative GPA:________________________________ U.S. Citizen? Yes/No Other: ___________________________ Visa Status: __________________________ Do you want to be considered for a scholarship? ____ Are you able to attend without a scholarship? ____ Please list the name of one faculty member who we may contact for a recommendation. _________________________________________________________________________________________ Name Title Department Please write a brief essay describing your interest in the study abroad experience. In this statement, you should concentrate on: 1) h o ee omen empo ermen and omen eq ali a an impor an i e for d and 2) why you see study abroad as a valuable experience. Your essay should also discuss how this uniq e e perience o pair d abroad and re earch on omen equality and empowerment in Brazil will enrich your course of study and future goals. Your essay should be no more than 3 pages typed (with standard margins, 12-inch font, and double spacing). Complete applications with essays must be submitted by: Wednesday, October 26th. Award recipients will be announced by: Wednesday, November 2nd. Signed: Date: _________________________ Please Submit to: Dr. Mary Ellen Lennon, melennon@marian.edu or drop it off to the Department of History and Social Sciences, Marian Hall 306. Wondering if this is possible? Feel free to send along questions!  ...

... Women Righ and Women Empo e men in he Ame ica Research Paper Over the course of the 20th century, women in the Latin Americas have gained a broad range of economic and political rights so that in most countries men and women now have equal rights before the law. HOWEVER, there continues to be a significant gap between formal and real equality. (So, too, in the United States.) During our study abroad trip and with your work on your research paper, you will be able to think more deeply about the meaning of equality and empowerment for women both at home and in Brazil. Remember: Based on our spring workshops, our study stems from thinking about Women s Empowerment What does it mean And how can we study it From Guidelines on Women s Empowerment for the UN resident Coordinator System http://www.un.org/popin/unfpa/taskforce/guide/iatfwemp.gdl.html: WOMEN'S EMPOWERMENT: A DEFINITION Women's empowerment has five components: women's sense of self-worth; their right to have and to determine choices; their right to have access to opportunities and resources; their right to have the power to control their own lives, both within and outside the home; and their ability to influence the direction of social change to create a more just social and economic order, nationally and internationally. Remember: During our spring workshops, we targeted our study of women s equality and empowerment in part using Gender Indicators as a means to study the empowerment of women in comparative perspective (From: World Economic Forum. 2013. The Global Gender Gap Report 2013. Geneva: WEF. http://reports.weforum.org/global-gender-gap-report-2013: GLOBAL GENDER INDEX: THE FOUR PILLARS The Global Gender Gap Index examines the gap between men and women in four fundamental categories: economic participation and opportunity, educational attainment, health and survival and political empowerment Economic participation and opportunity This area is captured through three concepts: the participation gap, the remuneration gap and the advancement gap. The participation gap is captured through the difference in labour force participation rates. The remuneration gap is captured through a hard data indicator (ratio of estimated female-to-male earned income) and a qualitative variable calculated through the World Economic Forum s Executive Opinion Survey (wage equality for similar work). Finally, the gap between the advancement of women and men is captured through two hard data statistics (the ratio of women to men among legislators, senior officials and managers, and the ratio of women to men among technical and professional workers). Educational attainment In this category, the gap between women s and men s current access to education is captured through ratios of women to men in primary-, secondary- and tertiary-level education. A longer-term view of the country s ability to educate women and men in equal numbers is captured through the ratio of the female literacy rate to the male literacy rate. Health and survival This category attempts to provide an overview of the differences between women s and men s health. To do this, we use two variables. The first variable included in this sub index is the sex ratio at birth. This variable aims specifically to capture the phenomenon of missing women prevalent in many countries with a strong son preference. Second, we use the gap between women s and men s healthy life expectancy, calculated by the World Health Organization. This measure provides an estimate of the number of years that women and men can expect to live in good health by taking into account the years lost to violence, disease, malnutrition or other relevant factors. Political empowerment This category includes mainly measures of the gap be- tween men and women in political decision-making at the highest levels. This concept is captured through the ratio of women to men in minister-level positions and the ratio of women to men in parliamentary positions. In addition, we include the ratio of women to men in terms of years in executive office (prime minister or president) in the last 50 years. A clear drawback in this category is the absence of any variables capturing differences between the participation of women and men at local levels of government. Should such data become available at a global level in future years, they will be considered for inclusion in the Global Gender Gap Index. Research Paper Guidelines: The assignment is an analytical 14-16 page paper In this research paper you will: x Choose an issue of women s empowerment and equality you will craft a literature review over your specific issue You want to introduce the issue and answer Why is this issue an empowerment issue You want to discuss the issue globally and in the United States. (6 pages) x Situate the issue in Brazil. (2 pages) x Carry out participant observation in Brazil to assess the true situation and implications. (4-6 pages) NOTE: You will prepare for this piece of the research project before we go as much as possible. Your first submission will include a brainstorm sheet to serve as a baseline of: what you expect to see, what you hope to observe, and what questions you ideally would like to ask. (2 pages) x Draw comparative conclusions between the U.S. and Brazil to consider how we might make better progress on your chosen issue of women s empowerment and equality. (2 pages) Important Dates: _____________________________________________________________________ Research Topic: March 28th Submission I: Friday, May 19th Submission II: Friday, June 30th * Send your papers for the archive by email to Professors Mary Ellen Lennon AND Holly Gastineau-Grimes* _______________________________________________________________________  ...