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Category: Homepage Spotlights
Spotlight on PhD Student: Sarah Rozelle
Sarah Rozelle
PhD Student, Molecular Medicine
Some people are born to lead and serve others. Sarah Rozelle, member of the Cell and Molecular Biology program and Molecular Medicine program at Boston University School of Medicine, is no exception. A California native and addict to Peet's Coffee, Sarah discusses first hand her stem cell research, volunteer work, and the importance of a fun work environment.
What brought you to BU?
Before coming to Boston University School of Medicine (BUSM), I was working as a lab technician in a yeast biology laboratory. After three years, I was ready for something new, though I wasn't sure what exactly. I started looking into graduate schools with umbrella programs, and BUSM seemed like an ideal fit. Scientists collaborate across the university giving the graduate students the opportunity to learn about more than just one lab, or one technique.
What program are you in?
I am in the Cell and Molecular Biology program. Because it is an umbrella program, Cell and Molecular Biology students at BUSM join a second department or program as well, such as Microbiology, Molecular Medicine, or Biochemistry. I am a part of the Molecular Medicine program, house in the Department of Medicine. My second year courses, qualifying exam, and dissertation are all through the Molecular Medicine program, though I still participate in activities with the Cell and Molecular Biology program.
What kind of research are you involved in?
Right now, I am focused on Induced Pluripotent Stem cells (iPSC), which I make from human blood. My lab takes blood samples from patients at Boston Medical Center, and I reprogram the blood cells into iPSCs, and then differentiate them back into blood cells. The goal of this process is to better understand the disease mechanisms of sickle cell anemia. I enjoy this work because I can see the potential effects it can have on our local Boston community, since the current treatment for sickle cell anemia does not work for all patients. I hope to establish a drug screening platform with the cells from the patients at Boston Medical Center, and really have a positive impact on the lives affected by sickle cell anemia.
What do you hope to do after you earn your degree?
I am still undecided at this point. I know that I really enjoy teaching, though the job market for teaching positions is small. I enjoy talking about science – sometimes more that I enjoy doing it! I can vision myself pursuing non-traditional teaching routes.
You were recently elected President of the GMSSO. Can you tell me what you have planned for the upcoming year?
The Graduate Medical Sciences Student Organization or GMSSO is very active this year. We are bringing back "Movie Nights," and will have a showing of GATTACA in October. Hopefully we will be able to offer a second movie in the spring semester as well. The GMSSO is very successful with their blood drives, and will again be hosting them at various points throughout the year. Volunteering within the organization has hit an all-time high, and we really hope to expand the service opportunities to the rest of the GMS community. We understand that it is difficult for students to not only find the time to volunteer, but to also find a volunteer position. By setting up various service projects and sites, we will try to make it easier for our students to volunteer in the community.
Are you involved in any other activities on campus?
I was a teaching assistant last year for the FiBS modules III and IV, and I hope to teach again this year. I am also very active in Cell and Molecular Biology activities and recruitment. I am a participant in the Hematology Training Program, and attend lectures hosted by the Center for Regenerative Medicine.
What is your favorite part of your life as a student?
I really enjoy working in my lab. The atmosphere makes it so easy for me to put in the long and tedious hours. The leaders of my lab work hard to provide a fun place to work, and I appreciate the comradeship I have with my colleagues. The rough days aren't so bad when I have a lab lunch to look forward to later that week!
What do you enjoy doing outside of BU?
I am involved in P.E.O. (Philanthropic Educational Organization), which is an organization that helps women pursue their educational goals, whether it be starting college, a trade school, or graduate school. We raise money to help them fund their education through loans and grants. It is very rewarding to help women of all ages pursue education.
In the warmer Boston months, I am an active cyclist. My friends and I find long, scenic routes outside of the city. We have been on routes to different parts of Massachusetts, as well as in the White Mountains of New Hampshire. In the summer, we ride during the week, but save our longer journeys for the weekend, where we can cycle over 40 miles a day! It is great to get the exercise and socialize.
Do you have any advice for current students?
Have fun with your career. It is easy to burnout, so make sure you enjoy your work environment as much as your life outside of work. Loving your job will make it easier to persevere when times are tough.
Spotlight on Faculty: David Levin, Ph.D.
What brought you to Boston University?
Several aspects of Boston University prompted me to move from Johns Hopkins University. Certainly, its location in Boston is a tremendously positive factor. There is an enormous pool of bright and talented scientists in Boston. But perhaps the most important element was the high level of collaborative interaction that is part of the culture of Boston University. We have a very interactive community here, which is important for professional growth at all levels, from students to faculty.
You serve as chair of the PiBS Admissions Committee. Can you describe that experience?
The admissions process for PiBS is a great deal of work for everyone involved, but it's very satisfying. I was amazed by the number of high quality applicants we received in the first year, which allowed us to be very selective. It was great to get to know the applicants, first on paper, then in person through the interview process. The aspect that was new to me, as the director of Admissions, was the importance of getting to know all of the applicants we chose to interview, rather than just the few with whom I had formal meetings. This was a significant challenge, but rewarding at the same time.
How does a program like PiBS benefit our PhD students?
There are several benefits to an interdisciplinary umbrella program such as PiBS, particularly for students who have not yet settled on a specific sub-discipline of biomedical science for their doctoral studies. For example, students enter the program without commitment to a specific department, or discipline. This allows them to explore a wide variety of research areas through laboratory rotations in labs spread across eight separate, but related Ph.D. programs, as well as through seminars and other events in various participating departments. Additionally, because the first year curriculum is broad-based, it puts students on a very strong footing to move in whatever direction they chose, not only for their Ph.D. research, but at later stages, as well.
Are you involved in any research at the moment?
My lab studies molecular mechanisms underlying stress signaling. We use yeast as a model system for understanding signal transduction events that are typically initiated at the cell surface and are translated into physiological responses, often through changes in gene expression. We have discovered recently a novel mechanism for control of stress-induced genes, called transcriptional attenuation. We think of this process as a mechanism to keep the control regions of these genes functioning under conditions in which gene expression is turned off, so that gene expression can be activated rapidly and efficiently under emergent conditions. There may be applications of this work to therapeutic gene silencing.
What are the most challenging and the most rewarding parts of your job?
The most rewarding aspects of my job are the research successes. Those discoveries that change the fundamental way in which we think about a process happen only rarely. But when they do, there is nothing quite like it.
How do you like to spend your time outside of BUSM?
My wife and I enjoy travel abroad and are gradually working our way through a long "bucket list".
Do you have any advice for current students or prospective students?
The primary job of a Ph.D. student is to turn themselves into rigorous, self-critical scientists. It's not about completing a project, or even about the number of papers you publish during your time here, although these are important aspects of becoming a scientist. If you focus on developing your ability to generate good data and to analyze those data in a critical way, this will serve you very well.
Spotlight on MS Student: Rebekah Gould
What drove you to pursue a career in science?
Science was always secondary to dentistry. From as far back as I can remember I have wanted to be a dentist, and naturally, I found myself interested in science. Growing up, I had a strong relationship with my own pediatric dentist and orthodontist, and I really admired him. When it came time to attend college, I decided to attend the University of North Carolina at Chapel Hill with the goal to pursue a career in dentistry.
Why did you choose to come to Boston University School of Medicine (BUSM)?
I was really hoping to go to dental school following my senior year of college, but for various reasons, it did not work out that way. While I had a solid Dental Admissions Test (DAT) score and plenty of experience shadowing in the field, I didn't have the strongest undergraduate GPA. I knew I might have to get a Master's degree before applying again, and started looking for programs. When I found the BUSM Oral Health Sciences (OHS) Track, I almost thought it was too good to be true! The program was exactly what I needed, and it seemed like it would prepare me well for dental school.
Can you tell me a little about the program you are in?
UNC is a huge school, so to come into a program with only seventeen other students was what initially attracted me to this program. The OHS program is a track within the MA in Medical Sciences program where students take half of their classes with the first-year dental students at the BU Goldman School of Dental Medicine (BUGSDM). These classes are a unique characteristic of the program because they give the OHS students a real chance to experience the rigor of dental school courses. OHS also provides a lot of support to their students. The program director, Dr. Theresa Davies, is so enthusiastic about helping her students achieve their goals. This support system was not something I had in undergrad, and it has really helped me progress through the program.
What are your plans after completing the program?
I officially graduate in September 2013, but I will be walking in the May Commencement ceremony. This fall, I will attend BUGSDM as a dental student. Because I am in the OHS program, I will have already taken a few of my first semester classes, so my schedule will be a little lighter than the other first-year dental students. I hope this extra time will allow me to really focus on my other courses and to explore all my options. After dental school, I want to pursue a specialty in pediatric dentistry or orthodontics.
What do you enjoy doing outside BUSM?
I came to Boston in June 2012 for the very first time when I started the OHS program. I live in the South End with two roommates, and we love being tourists within the city. We are always finding new restaurants to try. I recently attended my first Celtics game, and I want to go on a Duck tour this summer. The winter seemed very long, and I am happy that it is finally starting to warm up.
What advice can you give other GMS students?
No matter what program you are in, give it all you've got. Dr. Davies told me when I entered the program that the work in the upcoming year would be my hardest yet, but that I would be successful as long as I put the effort in. Your work is doable, even when it is most challenging. Seek out a support system, whether it is an advisor, a professor, a classmate, or family and friends. There are resources out there for GMS students to help you throughout your career here – you just have to know how to find them. With the right support system and a strong commitment to your work, you will be able to work hard and succeed.
Student Spotlight: Shahar Castel
Shahar Castel
Masters Student, Medical Sciences
Did you like the new design for the GMSSO tee-shirt? If so, keep reading! Shahar Castel, the designer, is not only an artist, but a young scientist interested in pursuing a medical career. Born in Israel and raised in Boston, Shahar loves pursuing her many passions close to home.
What brought you to BU?
I have always known that I wanted to pursue a career in science, particularly medicine. After graduating from Emory University in 2009, I was at a crossroad when it came to choosing the next step for me. Ideally, I hope to pursue a career in medicine, and to do so, I knew I needed to further my education with a Master's degree, preferably from a school in Boston where my family and friends are. My best friend growing up, Ilona Goukassian (MAMS 11') attended the MA in Medical Sciences (MAMS) program at BUSM directly after graduation, and she shared with me all of the wonderful opportunities this sort of program could provide me, and I was instantly sold. Although I explored several other programs in New England as well, the MAMS program seemed to have the most to offer.
What are the advantages of pursuing a MAMS degree at BUSM?
The MAMS program at BUSM offers a curriculum that is equivalent to a first-year medical school curriculum, without the clinical time, and provides accurate insight into the academic demands of medical school. Most MAMS students elect to complete their coursework in the first year, and then complete a thesis project in the second year, although some chose to complete both their courses and thesis in the first year. I will be completing my thesis this year, after working very hard in my courses last year. I will be working with a plastic surgeon at the Boston Medical Center, Dr. Spiegel, who specializes in Facial Feminization Surgery (FFS). I will be surveying transgender patients on whether FFS helps to improve their psychosocial anxiety as it relates to their appearance.
What do you hope to do after you earn your degree?
I plan to complete my thesis and apply to various medical and doctoral programs next year. Although traditionally, students will apply to medical schools during the summer directly after completing their first year courses, I have decided to apply the following year, in order to make me the best applicant possible. Additionally, though I ultimately would like to pursue a medical degree, I am also very interested in all the neuropsychological diseases, and could see myself with a research career as well. This coming year and next will allow me to explore these other options, and see what sparks my interest most!
Are you involved in any activities on campus?
Last year, I volunteered at the Sharewood Projects, which is an organization that offers a free healthcare clinic for the locally underserved population and is led by medical students and physicians at Tufts University School of Medicine. It was a great experience, and encouraged me to continue pursuing a career in medicine.
You are the designer of the new GMSSO t-shirt. What was your inspiration?
I love images of city skylines, and I enjoy creating art. While I tend to sculpt more than anything else, I heard about the GMSSO contest to design a tee-shirt, and thought it was a great opportunity to create a 2-dimensioanl image of the Boston skyline. After three months from submitting my design, I heard that I had won and was thrilled.
What do you enjoy doing outside of BU?
I currently live with two out of my three older sisters in the South End area of Boston. It is great to be able to come home to them and have distance from what I am learning about in class or the research I am doing for my thesis. I am usually working on a piece of art, which I like to give as gifts for my friends and family. Additionally, I am teaching myself to play the piano, I am trying to learn Spanish (something I have always wanted to do), and I play for the Boston Ski and Sports Club soccer league on a co-ed team that I have been playing for over the last 3 years. I also played in an indoor soccer league with a team of other GMS graduate students last year.
Do you have any advice for current students?
The MAMS program is a lot of work. Students in this program cannot expect to "cram" and do well. You really have to work at managing your time so that you can review lectures and keep up with all the work. In the first semester, I did nothing but study. You don't have a lot of time to relax, so you have to make time for yourself, even if it's just taking an hour to watch a TV show, or meeting friends outside of school. In the second semester, you learn how to balance all the work and life outside of school.
In general, I would say make sure to use all the resources BUSM has to offer you. At orientation, the GMS professors tell us that they are here for us, and they really mean it! Ask your instructors for help; they really want to be there for you and help you succeed. And don't be afraid to get tutors for any classes you may be having trouble in!
Faculty Spotlight: Dr. R. Jarrett Rushmore III
R. Jarrett Rushmore III, PhD
Assistant Professor
Graduate Director for the Department of Anatomy and Neurobiology
A faculty member, active researcher, student mentor, husband and recent father, Dr. Jarrett Rushmore, Assistant Professor in the Department of Anatomy and Neurobiology, balances all of his responsibilities with enthusiasm and grace.
What brought you to BUSM?
I started at Boston University as a laboratory technician in 1995 after graduating from Trinity College with a background in Neuroscience. I joined the doctoral program in the Department of Anatomy and Neurobiology and performed research about how brain circuits in the visual system respond to damage. After completing my doctoral degree, I was recruited to stay at BUSM as a faculty member.
Are you involved in any research at the moment?
I'm really interested in how the brain responds to damage, and then recovers from damage. Most recovery after brain damage is quite limited, and so we have been using non-invasive brain stimulation to train the brain circuits that mediate recovery and improve function after brain damage.
You have many roles within GMS. Can you tell me about some of them?
Sure. I serve on a variety of committees, but most of my time revolves around teaching or advising students. In the medical school, I teach in the Medical Histology and Medical Neuroscience courses. I also teach to graduate students in the Cellular Organization of Tissues. I serve as the director of the graduate programs in the Department of Anatomy and Neurobiology. I'm also an advisor for the Master of Arts in Medical Sciences students, and also serve on the Academy of Advisors in the medical school.
Can you tell me about the Anatomy and Neurobiology Masters and PhD programs?
The Master's degree in Anatomy and Neurobiology is called the Vesalius program after Andreas Vesalius, the father of Anatomy. Vesalius was remarkable not only for his anatomical drawings, but because he was one of the first people to actually teach Anatomy. As part of their first year curriculum, our students take medical gross anatomy, medical neuroscience and medical histology, and come back in their second year and teach medical and graduate students in these very same courses. The students find this experience transformative – both in their understanding of the discipline, and in the development of their confidence to become first-rate academicians.
The doctoral program is also unique. We tailor the curriculum to the individual doctoral student, and have three curricular tracks to reflect the interests of the students (Anatomy, Neurobiology, or Anatomy and Neurobiology). These students are outstanding, particularly in their cutting edge research in the neurosciences or in the anatomical sciences. However, what really distinguishes these students is that they also become expert educators in the discipline. They are closely and intensively trained to teach biomedical sciences to medical, graduate, and dental students. As a result, our students have had great success in a tight job market, and many are offered faculty positions in academic medical centers directly upon receiving their degree.
What is the most challenging part of your job?
The most challenging part of my job is balancing the different aspects of the job. There are a lot of different aspects of a faculty member, and thinking about how best to solve a scientific problem is a very different way to think from how to best teach a particular concept, or to produce an effective policy. It's a challenge, but it also helps me understand how my brain works, which as a neuroscientist is something I like to think about.
What is the best part of your job?
Well, I love science and I really enjoy teaching – these are the hallmarks of this job. One thing I didn't expect was discovering that one of the best things about my job is the students. The medical and graduate students I advise and teach and work with in the lab are simply outstanding people. They are incredibly accomplished people, they are clever and smart, they have explored the world, they think about their place in the world and actively think how to make the world a better place. They are unique, interesting, passionate, and inspiring.
How do you like to spend your time outside of BUSM?
My time outside BU is mostly spent with my family. My wife and I have a nine-month-old daughter who has just started to crawl. We have also recently experienced the joy of new home ownership, so I've recently spent some time killing hornets, chasing groundhogs, and realizing that I'm a really bad carpenter.
Do you have any advice for current students or prospective students?
I think that what really sets BU apart from other research programs is the level of engagement by the faculty. I think the faculty at BU have a culture in which they go to extraordinary lengths to mentor, help, and support graduate students. All the faculty I know have an open-door policy, and they spend a tremendous time mentoring, teaching and just talking to students. They always have time for questions, regardless if they are in the middle of a grant or preparing a lecture, and go out of their way to make sure students are doing well. I'm very proud to be a part of this. This level of engagement and commitment amazes students who have been undergraduates or graduate student in other institutions, and they are quite simply taken aback by how much the faculty really care about how they are doing. My advice is that students should take advantage of this really unique and special environment.
Spotlight on Students: Ridda Hasnain
Medicine is not only about healing—it is about prevention. Ridda Hasnain, a Ph.D. student in the Medical Nutrition Program, understands this concept and hopes to use her BUSM education to establish preventative health measures around the globe.
When did you first know you wanted to pursue science?
From a very young age, I was interested in human health. Throughout my undergraduate education, I planned to pursue a career as a medical physician. When I arrived at Columbia University for my Master's, however, I grew a specific interest in human nutrition. As I completed my degree, I realized that I wanted to prevent, rather than treat, medical conditions. When I understood how my research in nutrition could prevent diseases, I decided to pursue a doctoral degree.
What brought you to BU?
When I started searching for the right doctoral program, Boston University School of Medicine stood out. BUSM was different from a lot of other schools because it offered an integrative and collaborative experience. Graduate students, regardless of what program they were in, worked with multiple departments and multiple investigators from different labs. Students interact with faculty and peers outside of their own program. I thought this interaction would be a valuable part of my graduate education and prepare me for a career where there is much collaboration and interaction. Also, BUSM has a diverse student body. My peers and I come from all different backgrounds, and we all have varying research interests. I believe that this diversity and transfer of ideas will help me in the long run.
Can you tell me a little about the program you are in?
I am in the Medical Nutrition Sciences Program. Compared to other nutrition programs in the country, this program is relatively new. Because it is new, the current students really have an opportunity to shape the future of the program. There are three tracks in the program tailored to meet the needs of each individual in Medical Nutrition Sciences program: molecular/biochemical nutrition, clinical nutrition, and nutritional epidemiology.
The basic sciences track explores the biochemistry behind nutrition and how nutrients interact with the body while the clinical track is designed to educate students on how nutrition research can be applied to preventative measures in the clinic. The third track, epidemiology of nutrition, is the track that I am pursuing and examines causes of disease and their association with nutrition.
What do you hope to do after you earn your degree?
In a general scope, I want to research and find components of the human diet that prevent diseases, but I also want to have clinical exposure to teach patients that there are wholesome and natural approaches to preventing disease. I hope to be able to impact the community and improve public health policy. In Pakistan, where I am from, there is little awareness of how diet can affect lifestyle, and I hope to develop a program here and abroad to fill this gap in knowledge.
You recently presented at the 2012 Future of Food and Nutrition Conference and won the award for best presentation. Can you tell me a little about your research and that experience?
The Future of Food and Nutrition Conference is a student-led conference at Tufts University. I presented a poster on dietary protein and its impact on body composition and risk of obesity. Overall, it was a great experience because it gave me the opportunity to learn about the research my colleagues from other institutions were performing, and to think of novel questions related to my own research based on my presentation and discussion with other scientists.
Are you involved in other activities on campus?
I am involved in the admissions and recruiting process for the Medical Nutrition Sciences program. This is an interesting and rewarding role because it really does help to shape the future of the program. I get to meet with prospective and incoming students to advise them in any areas they may need help.
What do you enjoy doing outside the walls of BU?
I love trying new cuisines! Given my field of study, it's not secret that I absolutely love food. I also enjoy traveling whenever I can. And I love to just spend time with my family and friends and take advantage of all that Boston has to offer.
What advice can you give other postdocs, or GMS students?
I think it may be helpful to many students if they start a PhD program with a general interest, rather than a highly specialized goal. PhD students will go through many rotations in different labs with different principle investigators, and these experiences will help them develop their general interest while finding a lab environment they can work in. Also, rotations are a time to apply your knowledge to novel questions.
Students should take advantage of all the BU campus has to offer. For instance, taking a class that is unrelated to your field may help you in some way later on in your career. Also, talk to your peers. These discussions will help shape what it is you want to accomplish while here are BUSM.
Spotlight on Students: Whitney Thomas
Graduating on Friday, May 18th at the GMS M.A./M.S. Commencement Ceremony, Whitney Thomas reflects on her two years as a MAMS student.
When did you first know you wanted to pursue science?
When I was in grade school, I remember telling my parents that I wanted to be an ambulance driver when I grew up. Not the EMT in the back helping the patient on the way to the hospital; the actual ambulance driver. When I entered high school, I started volunteering for the local rescue squad. I think it was then that I knew I wanted to go to medical school. At Bates College I majored in neuroscience, which exposed me to the unique interplay between mind and body, and had various shadowing experiences which solidified my decision to study medicine.
What brought you to BU?
After I graduated from Bates, I took two years off from school to work at the NIH in a lab that studied Pediatric Bipolar Disorder. I heard about the MA in Medical Sciences program here at BUSM and thought it would be a great stepping stone back into academia and help prepare me for medical school. I looked at some other similar Masters programs, but BU seemed to have the best one, and the best location. I really enjoy living in Boston.
Can you tell me a little about the MAMS program you are in?
I am currently finishing up my second year and just completed my thesis. The first year is class-driven and focused on academics, which I really enjoyed. It gave me a realistic glimpse to what medical school will be like. I have definitely gained confidence in my capability to succeed in medical school based on my success in this program. The greatest adjustment for me in the MAMS program was the class size. I remember on the first day of class in Bakst Auditorium, I suddenly felt very hot. The room was filled with 200 people! That was a huge difference from Bates, where the class size was much smaller. Despite these large classes, however, MAMS and GMS create a small community, and if you put in the effort, you will realize that the professors do want to get to know the students.
What are your plans after completing the MAMS program?
I applied to medical school last year, and will be attending the University of Vermont College of Medicine. Right now, I am considering primary care, specifically obstetrics and gynecology. I really enjoyed the research I did for my thesis, but I am mostly interested in clinical medicine. Eventually, as a practicing physician, I would hope to participate in research as it fits in with my practice.
You have helped to organize a Sarcoma Awareness event for this Friday. Can you tell me a little about that?
In January 2012, the MAMS community lost a member to sarcoma. As a member of the GMSSO, I helped organize an awareness talk in her honor to help raise money for sarcoma research. Sarcoma is a type of cancer that originates in bone or connective tissue. It is relatively uncommon and is very difficult to treat. Dana-Farber Cancer Institute is performing innovative and interesting research on this cancer, and the speaker we invited is a member of the sarcoma team there. Approximately 40 people attended the event.
Are you involved in other activities on campus?
I serve on a small committee as a liaison between the MAMS students and Dr. Gwynneth Offner, the director of the program. We meet with her every month to discuss issues and ideas that my peers may have. Additionally, I volunteer with the GMSSO for events such as orientation, commencement, Project Gratitude, and blood drives, and I tutor three first-year MAMS students in Physiology and Endocrinology. Last summer I volunteered for the Outreach Van Project and enjoyed spending time with community members from East Boston who are in need of food and/or medical support.
What do you enjoy doing outside the walls of BU?
I like to stay active, whether I am hiking, biking, or riding one of my horses when I go home to Vermont. I also enjoy baking, and I love going out to eat when I can. Boston is such an exciting city, and I love to explore all the opportunities it provides. Traveling is another fun hobby, and I visit my friends in different parts of the country whenever I can. I also work part-time in retail.
What advice can you give other GMS students?
My two years went by so quickly. It is important to take advantage of all the opportunities BU and the city of Boston have to offer, whether it be playing squash at FitRec or visiting a museum. Also, the professors are very knowledgeable, not only about the subject they teach, but about medical school, and life in general. Importantly, they are always willing to help, so don't hesitate to contact them. Finally, don't forget to have fun and meet new people. GMS provides a great community that you will want to participate in.
Madeline Brisotti and Tanaya Kunnenkeri
Balancing a job and a earning a Master's degree can be a daunting task. Madeline Brisotti and Tanaya Kunnenkeri, both in the Mental Health Counseling and Behavioral Medicine program, make it look easy. Working in the GMS Division Office a little every week, they find numerous ways to help their graduate and Boston community.
Why did you decide to pursue a degree in Mental Health Counseling?
Tanaya: I started my undergraduate education at the University of Toronto in Biomedical Engineering. By my third year, I was more interested in a human-oriented field rather than working with machines. After switching my concentration to Life Sciences, I ended up earning a Psychology degree. This eventually led me to pursue an internship in a day treatment center for an orphanage in Bolivia.
Maddy: I received my undergraduate education from BU, and after I graduated, I worked for a behavioral neuroscience lab at Boston University. After a couple of years in this position, I realized that I really wanted to work with people, rather than animal subjects in a laboratory.. As I was working on projects focused on drug research, I could see how my experience could be translated to substance abuse counseling.
What brought you to BU?
Maddy: I chose BU for my undergraduate education, and I loved the community. When a job became available after I earned my Bachelor's, I jumped on the opportunity to stay here. After deciding to go back to school, I did consider other programs, but BU had the exact program that I wanted. BU has given a lot to me because I have been able to stay in the University community, both on the Charles River Campus and the Medical Campus.
Tanaya: After completing my undergraduate studies in Psychology, it soon became very clear to me that I would need to further my degree in order to move forward in my profession. I applied to the Mental Health Counseling and Behavioral Medicine program because this program included the behavioral medicine component, and it provided ample opportunity to get hands-on clinical experience. Another factor that led me to Boston was that I was dating my now husband who is a Bostonian.
Can you tell me a little about the program?
Maddy: The Mental Health Counseling and Behavioral Medicine is a two-year program that incorporates the new direction mental health is going. What I like most about the program is the small class size. One of my favorite parts about the program has been getting to know my peers and faculty. What is particularly unique about BU's program is that it is situated on a medical campus.
Tanaya: The program is completely different from my undergraduate experience. University of Toronto has 60,000 students, and I was unable to have valuable interactions with all my professors. Here at BUSM, all the faculty in my program are very involved in our growth as students and budding clinicians. BUSM offers an intimate educational environment, where your peers have passions similar to yours. This passion among my classmates and teachers is contagious, and is really motivating.
What is your second year internship like?
Tanaya: My program provides you with the opportunity to complete a full year internship in your second year along with a first-year practicum in the Spring or Summer semester. Currently, I am placed at Boston Medical Center at the Child and Adolescent Psychiatry Department. I have always been interested in working with children, and working at BMC has given me more of a clinical experience than my time interning at the orphanage in Bolivia.
Maddy: I am doing my internship at South Boston Collaborative Center, which is a substance abuse outpatient center sponsored by the Boston Public Health Commission. I primarily work with adults at the clinic, but I do have the opportunity to work in a South Boston high school once a week to work with adolescents as well. Overall, the experience has been incredibly rewarding, though some days are extremely challenging. In addition to my internship, I am also taking a full course load.
What do you hope to do after you earn your degree?
Maddy: I like working with adolescents more than I thought I would. Initially, I had thought about working with adults around substance abuse, but now I think it would be nice to work with adolescents as well, either from a home based or school based setting. It would be really great if I could find a site that offers both.
Tanaya: Though I love working with children, I am open to gaining more experience with the adult population. After graduation I am looking to pursue a career working with children and families in an outpatient setting.
You both are student workers in the GMS Division office. What is that like?
Tanaya: The experience has been great. I have had the opportunity to work on various administrative projects, which has been a nice break from my courses and internship. Everyone in the office values the student workers, and the work we do. They try very hard to make us feel like part of the office, and part of the team, even though we only work a few hours a week. They are always available and open for questions.
Maddy: After I started the program, I was still working in the neuroscience lab. By the second semester of my first year, I was ready for a change. My advisor suggested that I work in the Division office. The GMS office gives me tasks that required organization and structure, and I enjoy that kind of work. These are qualities that are not always a part of counseling. I have helped with Admissions, and also helped develop a database for all GMS alumni.
Are you involved in other activities on campus?
Tanaya: Last summer I assisted as a peer mentor for the summer research program offered by GMS. It was a great experience, because even though all the summer students were researching biomedical sciences, I had the opportunity to learn about their projects and lab experiences. I also enjoyed the process of watching them grow and mature over the course of eight weeks.
Maddy: Classes, internship, and work take up most of my time.
What do you enjoy doing outside the walls of BU?
Maddy: I enjoy traveling home to Long Island and seeing my family. It is a great place to recharge my battery and just enjoy being out of the city. I don't really have much free time right now, though I enjoy imagining what I can do if I ever do have some! Right now, I am focused mostly on completing my resume and applying to jobs.
Tanaya: I recently got married, and have had the privilege of experiencing the joys and new responsibilities that come as a newlywed. My husband has been extremely supportive of all my endeavors. I also really like yoga and dance, though these are the two things I have sacrificed from my schedule for the time being. I really hope to incorporate yoga into the future clinical work that I do, and I would love to take up dance again when I have the time. I am also involved with the youth at my church.
What advice can you give other GMS students?
Tanaya: I would highly recommend using the support system in the GMS Office, and taking an initiative to get to know the faculty members in your program. If I could do it all over again, I would join a student organization, or participate in dance as an outlet during my time as a student. Using the CRC campus, including the FitRec is a great idea.
Maddy: I would encourage students to get to know the faculty members in their program beyond their advisor. Take classes outside of the program. I took a class at the School of Social Work and gained a whole new perspective. It is good to see all the other courses that BU has to offer. Counseling and Social Work are female dominated careers. I would encourage men to apply to the program. They would definitely have an edge when it comes time to find a job.
Spotlight on Postdoctoral Fellows: Mohamed Jarraya
After growing up in Tunisia and moving to France to complete a Radiology internship, Mohamed Jarraya is no stranger to adventure. A Postdoctoral Fellow in the Department of Radiology at Boston University Medical Center, Mohamed compares his transition to American life to walking in a jungle. Navigating between cutting edge medical research and various opportunities through the Office of Postdoctoral Affairs at GMS, he finds ways to give back to the BUMC community, earning the respect and admiration of his colleagues.
What brought you to BUMC?
Originally I am from Tunisia, but right before coming to the United States, I was living in France completing a medical internship in radiology. I have a MD degree from the University of Sfax School of Medicine. When I decided to do a postdoctoral fellowship, I really focused on locations in the United States, a place I had never previously been. I wanted to complete a research project and really experience America. I found my current position in the BUMC Radiology Department, and I had to jump on it. I love Boston.
What kind of research are you involved in?
Right now I am working in clinical research within the Quantitative Imaging Center at the BUMC Radiology Department studying knee osteoarthritis. A lot of my work requires examining and reading MRIs of the knee. By studying these MRIs, lesions related to osteoarthritis can be scored depending on their severity. This information allows for an objective follow-up of patients with knee osteoarthritis, and helps for comparisons before and after special medical treatments.
Why did you choose radiology?
I have always been interested in architecture and the arts, which I initially planned to study in school. My father, who was physician, always encouraged me to pursue a career in medicine which I ultimately decided to do. When I took the residency exam, I only knew which specialties I didn't want to practice, surgery being one of them. My sister, at that time was in her first year of radiology residency and I was curious about her specialty; I guess she is the one who pushed me in radiology!
How did you adjust to American life?
The only person I knew before moving to the United States was my PI, who had interviewed me for my current position. I viewed the move from France to the United States as an adventure, and I found Americans to be friendly and open to other people. My colleagues are spectacular.
When I first arrived in Boston, any time I had outside of the lab, I spent going to the gym and becoming acquainted with the city. It didn't take me long to start meeting people, and now I am kept very busy with my research and my social life. I also spent the recent Thanksgiving holiday with an American family in the area. They were awesome, and the food was delicious!
Besides your research, how else are you involved in the BUMC community?
I am a member of Toastmasters International, a group recently established by the Office of Postdoctoral Affairs at GMS. It is a very interesting organization, and has been beneficial to me in many ways. Arabic is my first language, though I have been studying English for seven years. Since joining Toastmasters, I have been obligated to prepare a speech. Though there have only been six sessions, I feel my English has drastically improved. I am much more fluent, and my writing skills are enhanced. Additionally, I have met many great people through the organization. It is a very positive and friendly group. Besides Toastmasters, I also offer support for events sponsored by the Office of Postdoctoral Affairs, including the Ice Cream Social we had this past fall, and an the recent Holiday Party. The Office also sponsors career development luncheons I try to attend regularly.
What are your future goals?
I would like to acquire a clinical experience the United States and work as a Radiologist. Beyond that, I am not really sure what my long-term plans are. When I came to America, my goal was to dive into research, and I have come to discover that research is something I really enjoy. I think a combined medical and academic environment will provide me with the benefits of working both in the clinic and in research.
What do you enjoy doing outside the walls of BUMC?
I spend most of my time outside of BUSM with my friends. I have also traveled to New York City in the past six months of living in the country. There is a Tunisian consulate where I was able to participate in a vote back in Tunisia. The vote was for the constituent assembly who is drafting our new Tunisian constitution right now. That was the first democratic election in Tunisia for more than two thousand years!
What advice can you give other postdocs or GMS students?
Join Toastmasters, or other group activities, that will help you socialize. Most importantly, take advantage of working or studying here at BUMC; it is an opportunity and a great experience.
Spotlight on Students: Andrew Ferree
A challenging and rewarding program, the Boston University School of Medicine MD/PhD Combined Degree program produces exceptional physicians and researchers. Though only halfway through his time here, Andrew Ferree is no exception. An addict to research, Andrew has traveled internationally to present his scientific findings, and continues to investigate new ways to improve BUMC's sustainability efforts here in Boston.
What made you decide to pursue both a MD and PhD in BU's combined degree program?
You could say I have an addiction to research. I have spent the past ten years researching Alzheimer's disease and Parkinson's disease, and I can't stop. I initially earned a Master of Arts in Medical Sciences here at BUSM, working with Dr. Benjamin Wolozin in Pharmacology and Experimental Therapeutics on my thesis and various other projects. I knew I wanted to continue with research, but also wanted to experience the clinical side of medicine and see my research applied to people. When I was accepted into the MD/PhD program, it seemed like the most obvious choice for me because it combined the lab and the clinic.
What PhD program are you in here at BU?
I am completing my graduate research through the Department of Pharmacology but I also work extensively with the Departments of Neuroscience and Medicine.
I understand you will be defending your dissertation soon. What research have you been involved with?
My research has always been related to neurodegeneration. To date, most of my research at BU has been focused on studying the function of genes that are linked to Parkinson's and Alzheimer's diseases. I will never lose interest in PD and AD, but I am broadening my horizons and beginning to be lured into the study of how mitochondria play a role in diabetes and peripheral neuropathies. Ultimately, I want to help cure these diseases.
You recently attended a conference in Sardinia. What was that experience like?
Blissful would not be an exaggeration. The conference was absolutely sublime; it was relatively small and packed with very prominent researchers in mitochondrial biology. I presented some recent data from experiments on a new potential therapeutic for Alzheimer's disease. I tested how the drugs effect mitochondrial transport and function in hippocampal neurons. At the mitochondrial dynamics conference, I made some great contacts and got a lot of helpful feedback, encouraging comments, and new ideas. I would like to extend a very warm and appreciative thank you to all those that helped me with the travel expenses.
What have you found to be the most challenging part of your academic career as a MD/PhD student here at BU?
The MD years and the PhD years are very different from each other. Medical school is an inch deep and a mile wide; you learn lots of information across many areas. With research, the focus is narrow, and you try to learn everything there is to know about one topic. The learning approaches are very different as well. Medical school requires memorization and the retention of a lot of information to succeed. In research, the real value is placed on imagination and creativity.
Are you involved in other activities outside of research?
I spend a lot of time with my family, especially my son, Thomas, who will be turning two in February. They keep me laughing on the rough days and offer a lot of support. For the past few years, I have been very active in various sustainability projects here at BUMC. One quick plug, if anyone would like to join us in these efforts check out our website to get involved (www.bu.edu/sustainability/)! When time permits, I also enjoy playing a good game of basketball and teaching self-defense classes in Michael Galperin's School of Combat Sambo.
What are your future plans/goals?
The best part about the MD/PhD program is that it allows you to explore your options by giving exposure to both the clinic and the lab. I am still not sure where my path will take me but I do know I will never escape the brain. If I practice medicine, I plan to specialize in neurology and focus on treating age related neurodegenerative diseases. It seems unlikely that I will be able to kick my addiction to research so that will definitely be part of the picture.
Do you have any advice for current GMS students?
Pay attention to what truly interests you and pursue it. If you find that the passion fades, then do not feel obliged to follow the current course just because you started it. If you enjoy what you are doing, then it is probably a good fit for you. Beyond that I would like to say something corny, such as, believe in yourself and in your efforts. Your hard work will pay off though sometimes not the way you expect.


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The National Insterscholastic Swimming Coaches Association announced its 2012-13 All-America list for swimmers and divers from the past high school season.
Below are the WPIAL competitors who were recognized as All-Americans for having times among the top 100 in the country.
200-yard medley relay (1:34.85 automatic): North Allegheny, 36th, (1:33.84) – Zachary Buerger, Casey Melzer, Greg Arnold, Max Staresinic; Peters Township, 97th, (1:35.28) – Dan Pletz, Chris Buzard, Kyle Higgins, Sebastian Yocca.
200 freestyle (1:39.61 automatic): Alex Hardwick, Upper St. Clair, 82nd, (1:39.96).
200 IM (1:51.57 automatic): Zachary Buerger, North Allegheny, 8th, (1:48.08).
50 free (:20.87 automatic): Erik Brinkhoff, Bethel Park, 79th, (:20.94); Alex Hardwick, Upper St. Clair, 86th, (:20.95).
Diving: Dominic Giordano, Pine-Richland.
100 fly (:49.79 automatic): Ryan Dudzinski, Upper St. Clair, 44th, (:49.30); Kyle Higgins, Peters Township, 95th (:50.11).
100 free (:45.57 automatic): Alex Hardwick, Upper St. Clair, 84th, (:45.79).
500 free (:4:30.83 automatic): Zachary Buerger, North Allegheny, 34th, (4:28.12); Sam Rutan, North Allegheny, 95th, (4:33.07).
200 free relay (1:25.46 automatic): Upper St. Clair, 38th, (1:24.86) – Alex Hardwick, Nathan Novak, Tomos Williams, Ryan Dudzinski.
100 backstroke (:50.32 automatic): Ryan Dudzinski, Upper St. Clair, 41st, (:49.69).
400 free relay (3:07.94 automatic): Upper St. Clair, 53rd (3:07.11) – Alex Hardwick, Nathan Novak, Nikhil Narayanan, Ryan Dudzinski; North Allegheny, 57th, (3:07.23) – Max Staresinic, Zachary Buerger, Greg Arnold, Sam Rutan; Bethel Park, 72nd, (3:07.93) – Mitchel Stahara, Zach Misak, Daniel Litwin, Erik Brinkhoff.
200-yard medley relay (1:46.54 automatic): North Allegheny, 10th, (1:43.38) – Jackie Du, Gabrielle Borza, Maggie Root, Arielle Krigger; Franklin Regional, 81st, (1:46.83) – Alyssa Ruffing, Samantha Tower, Rachel Barkey, Kaitlyn Ruffing; Latrobe, 97th, (1:47.19) – Madeleine Hoopes, Kayla Owens, Gina DeFrancesco, Monica Sowinski.
200 free (1:49.67 automatic): Leah Smith, Oakland Catholic, 5th, (1:45.52).
200 IM (2:03.36 automatic): Kayla Owens, Latrobe, 56th, (2:03.11).
50 free (:23.47 automatic): Katie Ford, Mt. Lebanon, 49th, (:23.35); Morgan Soulia, North Allegheny, 62nd, (:23.44).
Diving: Maria Lohman, Chartiers Valley; Ashley Sams, Bethel Park.
100 fly (:55.39 automatic): Margaret Gruber, Mars, 13th, (:53.88).
100 free (:50.91 automatic): Leah Smith, Oakland Catholic, 35th, (:50.48); Morgan Soulia, North Allegheny, 54th, (:50.82).
500 free (4:52.74 automatic): Leah Smith, Oakland Catholic, 2nd, (4:36.41).
200 free relay (1:36.77 automatic): North Allegheny, 12th, (1:34.93) – Morgan Soulia, Jade Song, Kristen Bishop, Arielle Krigger; Mt. Lebanon, 40th, (1:36.03) – Ford Katie, Meghan Schilken, Veronica Bogdanski, Anna McGlade; Franklin Regional, 48th, (1:36.18) – Kaitlyn Ruffing, Megan Remaley, Julianna Carolla, Alyssa Ruffing; Oakland Catholic, 86th, (1:36.96) – Natalie Feola, Alexandra Elizeus, Peyton Kondis, Leah Smith.
100 backstroke (:55.76 automatic): Maggie Gruber, Mars, 19th (:54.15); Jackie Du, North Allegheny, 33rd, (:54.91); Katie Ford, Mt. Lebanon, 86th, (:56.13); Meghan Schilken, Mt. Lebanon, 89th, (:56.16).
100 breaststroke (1:03.94 automatic): Kayla Owens, Latrobe, 87th, (1:04.05).
400 free relay (3:30.14 automatic): North Allegheny, 19th, (3:26.55) – Morgan Soulia, Jade Song, Anna Seethaler, Jackie Du; Oakland Catholic, 52nd, (3:29.35) – Natalie Feola, Leah Smith, Alexandra Elizeus, Peyton Kondis; Latrobe, 73rd, (3:30.26) – Monica Sowinski, Madeleine Hoopes, Gina DeFrancesco, Kayla Owens.
Pennsylvania ranked second in the nation with 348 total honorees. California was first with 843.
For the complete list, visit http://www.inswim.net/allam13.html.
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Each week in The Moviegoer, Nick Olson examines new and upcoming films.Editor's Note: If you're worried about spoilers then this probably isn't the conversation you're looking for.A movie like Fast and Furious 6 deserves more than a review. It deserves a 3500 word email conversation. And I couldn't think of anyone else I'd rather have that discussion with than my good buddy Chris Gaumer, who is a professor of creative writing, a driver of a 1998 Jeep Cherokee, and, most importantly, t … [Read more...]
CaPC Podcast #122: It's a Family Cast! Plus, Living in and Touring the Deep South
Click here to listen!This week, editor-in-chief Richard Clark is joined by his Mom, Louise "Weesie" Clark, and his fiance, Jennifer Shaheen to explore the deep psychological impact childhood media has on their psyches. Did the Disney boycott have the right idea? Was Nickelodeon pushing the envelope too far? Was Zack Morris a psychopath? (spoiler: Yes)Then, they move on to discussing their experience touring the historical sites in an old, small, southern town. Equal parts awe-inspiring, d … [Read more...]
Citizenship Confusion: Instead of Cutting Aid, Let's Increase It
Each week in Citizenship Confusion, Alan Noble discusses how we confuse our heavenly citizenship with citizenship to the state, culture, and world.The number of food stamp and welfare recipients in the United States has grown dramatically in the past few years. Liberals interpret this as a reflection of how well the State is caring for those in need. How would these families eat if they didn't have aid? Conservatives tend to interpret these figures as evidence of out-of-control government … [Read more...]
Mad Men Recap 6.8 & 9: What Holds People Together, A Wellspring of Confidence
Mad Men Recap 6.8: What Holds People TogetherThis season of Mad Men's eighth episode, titled "The Crash," begins with Ken Cosgrove crashing a joy ride full of gallivanting middle-aged executives, but, emphasized by a jump-cut to a tall silhouetted figure smoking a cigarette outside of his former mistress's apartment, it's clearly Don Draper who is crashing. What Ken's speeding car crash and Don's post-mistress anxiety transition into is an office on "medicinal" speed. Trying to get a … [Read more...]
The Kiddy Pool: The Anniversary Trust Test
Every week in The Kiddy Pool, Erin Newcomb confronts one of many issues that parents must deal with related to popular culture.Last weekend, my husband and I left the kids behind with my parents and took off for a long hike, just the two of us. The weather was threatening -- 49 degrees, windy, with bouts of downpour. We went anyway, taking our time over a leisurely breakfast at a local café before hitting the trails. We hike regularly with our children, but without them, we expected to spend … [Read more...]
CaPC Podcast #121: Why the Office Truly Matters
Click here to listen! Editor in Chief Richard Clark, Associate Editor Benjamin Bartlett, and Pop Matters Events editor, Kiel Hauck discuss The Office and all that it truly means to them as viewers, and to our culture as a whole.We love feedback. If you'd like to respond, you can comment on the Web site or send an e-mail to email@example.com. We're also on Twitter and Facebook. We would love to hear feedback on the show, so do it now!Subscribe to us in iTunes by clicking he … [Read more...]
Citizenship Confusion: When WORLD Mag Promotes a Radical Anti-Muslim Advocate
In Citizenship Confusion, Alan Noble discusses how we confuse our heavenly citizenship with citizenship to the state, culture, and the world.Although I often disagree with some of their political stances, I appreciate and respect WORLD Magazine and its Editor and Chief, Marvin Olasky. WORLD has long been doing the good work of thoughtful, biblical, culture-building journalism and commentary. So, it was deeply disappointing to see Olasky promoting and recommending the works of a radical anti … [Read more...]
God and Country Music: Nostalgia, Alienation, and Home
I tend to be somewhat nostalgic. When I daydream of running away from my everyday life (come on, you know you do too) I usually picture myself settling in some imaginary picturesque southern town circa 1928. I imagine a place without iPhones or Netflix, what would seem to be a comfortably conservative culture, and lots of old-timey string bands. Now, this small pre-Depression southern town isn't a real small pre-Depression southern town. In my mind there aren't racists and somehow there is a pol … [Read more...]
The Kiddy Pool: Remembering 'The Office'… and Our Vows
Every week in The Kiddy Pool, Erin Newcomb confronts one of many issues that parents must deal with related to popular culture.After a long hiatus, I tuned in for Thursday's series finale of The Office, having been persuaded by Amy Lepine Peterson's thoughtful commentary. I started to work backward too, and found myself particularly moved by the "Paper Airplanes" episode scene where Jim embraces Pam and she resists -- at first. She's frustrated that he's putting work first again, and he's … [Read more...]
Music Matters: Feeding the Poor with Beauty in Music
Each Tuesday in Music Matters, Matthew Linder explores the intersections of music, culture, and faith.In a recent article ("Worship and Identity: The Role of Beauty in the Church") at Transpositions, I was struck by this assertion by Holly Ordway, chair of the Department of Apologetics and director of the MA in Cultural Apologetics at Houston Baptist University: "Certainly, all the money used to build a church and make it beautiful could be given to the poor instead—but that would not be feed … [Read more...]


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The California High School Exit Exam (CAHSEE)
The purpose of the California High School Exit Exam (CAHSEE) is
to ensure that students who graduate from California Public high
school's can demonstrate grade level competency in the state content
standards for reading, writing, and mathematics.
Education Code Section 60850 (a) states the following:
"The Superintendent of Public Instruction, with the approval
of the State Board of Education, shall develop a high school exit
examination in language arts and mathematics in accordance with
the statewide academically rigorous content standards adopted by
the State Board of Education…" These state content standards
are guidelines for districts to use in developing local district
content standards. The content standards also serve as the basis
for the curriculum frameworks, and all adopted instructional materials.
State tests are aligned with the adopted standards.
When Do Students take the exam?
Education Code Section 60851 (b) requires the Superintendent of
Public Instruction to provide the high school exit examination to
students who "shall take the high school exit examination in
grade 10 beginning in the 2001-02 school year and may take the examination
during each subsequent administration, until each section of the
examination has been passed." Some students were given the
opportunity to take the CAHSEE as 9th graders in the 2000-01 academic
AB 1609, Calderon (2001), amended Education Code 60851 (b) and removed
the option for ninth graders to take the exam beginning with the
2002 administration. The exam has two parts: English-language arts
and mathematics. Students must pass both parts of the CAHSEE to
receive their high school diploma, beginning in spring 2004. Students
must also meet the district's requirements for graduation.
What is tested on the CAHSEE?
The California High School Exit Examination (CAHSEE) is aligned
to the English-language arts and mathematics content standards adopted
by the State Board of Education. The exam blueprint can be found
on the CDE Website CAHSEE page, under
The content standards in English-language arts are from the 9th/10th
grade. The content standards in mathematics are from the 6th and
7th grade (e.g., number sense; algebra and functions; measurement
and geometry; statistics, data analysis, and probability; and mathematical
reasoning), and from Algebra 1.


text:
Used TVR for sale in Colne
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text:
Book Review
Plant Propagation by Tissue Culture, 2nd Ed. by E.F. George, Exegetics Ltd. Hardcover
Part 1. The Technology, Pp. 574, 1993, ISBN 0-9509325-4-X. $145.00. Wt. 1.9 kg
Part 2. In Practice, Pp. 799, 1996, ISBN 0- 9509325-5-8. $153.00. Wt. 2.3 kg
The following book review is excerpted from the March, 1996 issue of Agricell Report
When the first edition of Plant Propagation by Tissue Culture was published in 1984, it received one of the best reviews that Agricell Report has ever given a book. That book has remained on this reviewers desk as the most useful standard micropropagation reference available. It will now be replaced by the two volumes that comprise the second edition, which are bigger and even better.
Part I. The Technology is a broad overview of micropropagation that includes techniques, equipment and procedures, control of contamination including an extensive table of antibiotics listing effectiveness and phytotoxicity, storage and distribution of clonal material, forty pages of media tables and detailed media preparation instructions with extensive use of line drawings. The book goes into detailed discussions and illustrations of designs, sizes and layouts of laboratories, media preparation rooms and culture and isolation rooms. It also discusses and illustrates efficient work practices and production planning.
Part 2. In Practice, which has just been published, discusses specific micropropagation techniques including dealing with problems in establishing and maintaining cultures, use of growth regulators and preparation of media, and rooting and establishment of micropropagules. Comprehensive discussions of hyperhydricity and acclimatization are included. A section on the economics of production compares costs of micropropagation by alternate methods illustrated by charts and line drawings. The volume also includes 15 pages of micropropagation-related patents. The final chapter of Part 2 is divided into sections describing and analyzing the methods used for micropropagating all the major classes of plants. It includes the most extensive and up-to-date tables of reported micropropagation of specific plants that this reviewer has seen. Part 2 ends with an 85-page (5000 publication) bibliography, which is a supplement to the 70-page bibliography of Part 1.
Plant Propagation by Tissue Culture is a true encyclopedia of micropropagation, a micropropagation handbook (despite its large size) as well as a comprehensive sourcebook on tissue culture propagation. It is well written, beautifully illustrated and belongs in any laboratory that is involved with producing plants via tissue culture.
Plant Propagation by Tissue Culture can be ordered from Agritech Consultants, Inc, P.O. Box 255, Shrub Oak, NY 10588, U.S.A. Phone/Fax: 914 528 3469. E-mail: email@example.com. Please contact Agritech Consultants, Inc. for shipping costs from your location.
- Contents of Part 1
- 1. Plant Tissue Culture Techniques
- 2. Plant Propagation and Micropropagation
- 3. Variation in Cultures and Regenerated Plants
- 4. Equipment and Procedures
- 5. Controlling Perisistent Contaminants and Plant Diseases
- 6. Storing and Distributing Clonal Material
- 7. Factors Affecting Growth and Morphogenesis
- I. Genotype and the Physical Environment
- 8. Factors Affecting Growth and Morphogenesis
- II. Tissue Dependent Factors
- 9. The Components of Culture Media
- 10. The Derivation, Preparation and Use of Plant Tissue Culture Media
- 11. Plant Growth Regulators
- Contents of Part 2
- 12. Appropriate Growth Factors and Media
- 13. Problems in Initiating and Maintaining Cultures
- 14. Rooting and Establishment
- 15. The Phenotype of Micropropagated Material
- 16. Commercial Micropropagation
- 17. Micropropagation in Practice
- Subdivided into sections describing and analyzing the methods used for micropropagating all the major classes of plants.


text:
Reforming Canada's Financial Services Sector
A Framework for the Future
- Adobe Acrobat Version (543,039 bytes).
See also:
Table of Contents
- Task Force on the Future of the Canadian Financial Services Sector.
- Payments System Review.
- The Evolution of the Financial Services Sector.
- Shaping the Financial Services Sector – Guiding Principles.
- Reforming the Financial Services Sector – A Framework for the Future.
2 Promoting Efficiency and Growth.
- Demutualization of Large Insurance Companies.
- The Widely Held Ownership Rule.
- A Holding Company Structure.
- A Transparent Merger Review Process.
- Taxation.
3 Fostering Domestic Competition.
- Encouraging New Entrants.
- Expanding the Financial Co-Operative Sector.
- The Payments System.
- Foreign Bank Branching.
4 Empowering and Protecting Consumers of Financial Services.
- Improving Access to Financial Services.
- Improving Oversight and Consumer Awareness – the Financial Consumer Agency.
- Effective Redress – A Canadian Financial Services Ombudsman.
- Promoting Good Business Practices and Accountability.
- Scope of Application of Consumer Measures.
5 Improving the Regulatory Environment.
- Governance of the Payments System.
- Consumer Compensation Plans for Deposits and Insurance Policies.
- Streamlining Canada Deposit Insurance Corporation Standards.
- Preserving Safety and Soundness in the New Environment.
- Streamlining Regulatory Approvals.
6 Conclusion.
Annex A – Summary of Proposed Measures.


text:
"Deco Japan: Shaping Art and Culture, 1920–1945"
Around the turn of the 20th century, Western artists from Mary Cassatt to Pablo Picasso looked to traditional painting and prints from Japan. A few decades later, artisans from that country started incorporating imagery from all over the globe, and local youth culture emulated looser Prohibition-era mores from Europe and America. See Japan's Art Deco creations, including jewelry, furniture, postcards and photographs.
|Venue name:
|Japan Society
333 E 47th St
New York
|Cross street:
|between First and Second Aves
|Opening hours:
|Mon–Fri 11am–6pm; Sat, Sun 11am–5pm
|Subway: E, M to Lexington Ave–53rd St; 6 to 51st St
|$12, seniors and students $10, members and children under 16 free
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Live up in Shetland and mainly climb up here...
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They can major in graphic design at a traditional college or university. They might opt for any one of various other educational choices, either on or offline. But, the education of a graphic designer involves more than honing an ability to create a pleasing printed piece, logo, website or other communication vehicle.
It involves an understanding of people – what motivates them, resonates with them and determines their behavior, often on an emotional level. Graphic design requires a keen understanding of shape, form and balance. Add to the mix, an understanding of color, typography and texture along with a host of techniques and technical knowledge to bring it all together in a design that fulfills its goals.
Plus, it's not just all about art, design and technical know-how. Like other professions, a graphic designer needs a fair amount of business savvy, whether they work in their own business or another's. That means learning about sales and marketing, writing proposals, client and supplier communications, project management, scheduling, budgets and all the day-to-day behind the scenes tasks.
It's enough to make one's head spin.
A graphic designer is part artist and part social scientist, along with more than a touch of psychologist, sales person, researcher, marketing consultant and technical whiz kid.
Where and how to learn all this is a challenge unto itself. Is a traditional college or university the best route? Maybe a school that focuses on graphic design? What about an education by seat of one's pants at the (notorious) School of Hard Knocks? These are questions that float about in most potential graphic designers when it comes to learning the ins and outs of their chosen profession.
The answers hardly come easy.
For many, choosing the best direction for their educational route is wrought with more than a bit of angst and anxiety. To make things worse, many potential graphic design students don't know what questions to ask or where to go for advice. I expect there are still several conversations with guidance counselors that begin with something along the lines of, "I want to be a graphic designer.," to which the counselor replies, "Oh. Really? Have you considered healthcare? It's a growing field. Or, how about law? There are many opportunities in that field …"
Although we may hear more about the profession these days, it's still not a "typical" career. Many graphic designers share the belief that their parents have no idea what they do for a living.
On the up side, there's plenty of information, mostly online, about a career in graphic design if one digs a little bit. Google comes to the rescue, once again. A search will yield many helpful resources.
AIGA, the professional association for design, offers up several resources for potential graphic designers, including its Graphic Design: A Career Guide. It's an excellent place to start. The articles were developed in 1993 as part of the AIGA publication Graphic Design: A Career Guide and Education Directory. Included within this online guide are:
• What is graphic design?
• What designers need to know
• Who becomes a designer?
• What goes on in design school?
• How do design programs differ?
• How to select a design school
• How to find your first job
• Designers at work
The U.S Bureau of Labor Statistics provides some interesting, albeit basic information about the profession, requirements, outlook, compensation, etc.
Picking up a copy of The Education of a Graphic Designer by Steve Heller is also a good idea. Heller is author and editor of over 130 books on graphic design, satiric art and popular culture and is the co-founder and co-chair of the MFA Designer as Author program at the School of Visual Arts, New York. He is also co-founder of the MFA in Design Criticism, MFA in Interaction Design, MFA Social Documentary Film and MPS Branding programs. In addition, for over 40 years he has been an art director for various underground and mainstream periodicals. For 33 years he was an art director at the New York Times, 28 of them as senior art director New York Times Book Review.
Another good idea is to simply ask around. There are plenty of graphic design forums, discussion groups and social media channels to pose a few questions. Most veteran designers are happy to share their thoughts, insights and experiences with budding graphic designers.
With some background, it's time to start hunting down possible educational venues. As mentioned, there are educational options both on and offline. The choice to get a degree, take a few classes here and there or opt for online training is up to you. I know very successful designers who have taken each route. Your choice will largely depend on how you tend to learn – and how deep your pockets are when it comes to tuition and other fees. You might need the structure of a college program and classroom environment. If you are well disciplined, online training and pouring over some good graphic design and business books might do the trick. Check the HOW Magazine Bookstore, My Design Shop, for some great titles.
Before I get into the various sources for your educational enlightenment, humor me while I share a guarded secret about the education of a graphic designer, or any profession for that matter. That secret is (insert drum roll here) – lunch.
Lunch? Yup, lunch.
Lunch isn't about stuffing your face with some gastronomical delight halfway through the day. Lunch can be about learning. Furthermore, it's about learning the stuff you need to know but probably isn't in your teachers' lesson plans.
Way back when, in the Dark Ages of Graphic Design, circa 1970-ish, I often had lunch with my teachers. I can safely say that I learned more about my chosen profession while chowing down on a cheeseburger and a few fries than I ever learned in classroom sessions, blackboards or lectures.
Hooking up with your teachers (or professors, as the case may be) to break bread can yield some really useful stuff. Lunch is often a laid back, less formal environment. That means that folks can let their hair down a bit. I learned how they dealt with real projects, their dream gigs and the nightmares, their bosses and/or clients and a myriad of other "in the trenches" information.
This was the real stuff. It was information that couldn't be conveyed in a classroom. It was one-on-one and it was important. I still use the information I learned back then in my day-to-day project-related activities.
The Traditional Route
Colleges and universities will offer the broadest education. In addition to design-related classes, many also offer typical liberal arts classes such as math, language, etc. For example, my alma mater, the Art Institute of Fort Lauderdale, offers a detailed and varied education for budding designers. In addition to the expected graphic design-related classes, their Bachelor Degree program also includes Principles of Macroeconomics; English Composition; Introduction to Literature; General College Math; Marine Biology; Photography; Principles of Aesthetics; Foundations of Physics; Introduction to Psychology and many other classes.
While some freelancers may think this is overkill for a graphic design career, I don't believe it is. Every designer should have a thorough understanding of both the aesthetic and technical sides of designing for both print and the Web. Their clients and their clients' audiences come from all sorts of backgrounds with very diverse and specific needs. A wide knowledgebase is more than helpful in understanding and meeting those needs.
The downside to acquiring this diverse knowledgebase is that higher education institutions can be expensive. For example, the article, Accredited Colleges & Universities Ranked from the Cheapest to the Most Expensive Schools, on Affordable Schools Online.com, notes that, "Nearly 70% of [American] graduates in the class of 2011 actually left school with debt, averaging $26,000." The article also lists tuition fees for almost 4000 U.S. colleges and universities.
Other Education Options
Many continuing education programs offer some level of graphic design, particularly Web design classes. The upside is that these classes are usually inexpensive and held after business hours. The downside is that it's often the luck of the draw as to whether the instructor is worth the price of admission. This is particularly true with local school district adult education. These are the types of classes held in high schools and similar locations. They're worth investigating, but be sure to check the instructor's credentials.
Another option is taking a few audit classes held at colleges and universities. Adjunct professors who are actively working within the industry often teach these classes. Although the student doesn't obtain credit, the lessons can be very valuable by teaching not only aesthetic and technical skills, but also insights into the business side of design.
Online Training
Given that designers spend a great deal of their time in front of a computer, online training seems a natural education source. Although online training requires more in the area of self-discipline, there are many benefits. It's often significantly less expensive than obtaining a degree or even taking a few continuing education classes. Training is also very specific. For example, leading online training site, Lynda.com, offers a wide range of training topics for designers and offers software training by version number. Plus, online training can usually be done on your schedule rather than the educator's.
Sessions College for Professional Design is another online option that is in between bricks and mortar classrooms and online video training. Since 1999, Sessions has offered online classes with an instructor, like a traditional school, but does it completely online. Their Web design programs leads to an Associate of Occupational Studies in Web Design. The course consists of six fifteen-week semesters over two years.
Learning Is A Never Ending Activity
Like many career education paths, a graphic design education isn't a four or so year activity and then you're off to fame and fortune. At least it shouldn't be. Be prepared to be in it for the long haul just to keep up on the job requirements and employer expectations. That list of requirements and expectations has grown considerably over the years and there's no end in sight. A graphic designer must be willing to invest both time and money into their continuing education … or be left in the dust.
Links to More Information
Open Education Database: Top Online Graphic Design Colleges
U.S. News & World Report's Graphic Design Graduate Schools
Accredited Online Graphic Design Colleges and Universities
Top 10 Online Graphic Design Degree Programs from Graphic Design Degree Hub
Graphic Design Schools.org: The Unofficial Guide to Getting Into Graphic Design School
A Career in Graphic Design: Assorted Information from OnlineGraphicDesignDegree.com


text: NOTICE OF TRUSTEES SALE APN: 05-048-0019 TRA: Trust No. 11-00603-8 Loan No. Ref: GEOFFREY SCOTT FULTON IMPORTANT NOTICE TO PROPERTY OWNER. YOU ARE IN DEFAULT UNDER A DEED OF TRUST DATED February 11, 2008. UNLESS YOU TAKE ACTION TO PROTECT YOUR PROPERTY, IT MAY BE SOLD AT A PUBLIC SALE. IF YOU NEED AN EXPLANATION OF THIS PROCEEDING, YOU SHOULD CONTACT A LAWYER. On March 6, 2012, at 12:15 p.m., James H. Woodall, as duly appointed Trustee under a Deed of Trust recorded February 21, 2008, as Entry No. 259313, in Book 1040, at Pages 1324, of the Official Records in the office at the County Recorder of Box Elder County, State of Utah executed by GEOFFREY SCOTT FULTON, A MARRIED MAN WILL SELL AT PUBLIC AUCTION TO THE HIGHEST BIDDER, PAYABLE IN LAWFUL MONEY OF THE UNITED STATES AT THE TIME OF SALE. SUCCESSFUL BIDDERS MUST TENDER A DEPOSIT OF $20,000 IN CERTIFIED FUNDS TO THE TRUSTEE AT THE TIME OF SALE, WITH THE BALANCE DUE BY NOON THE FOLLOWING BUSINESS DAY, AT THE OFFICE OF THE TRUSTEE. AT THE FRONT ENTRANCE OF THE BOX ELDER COUNTY DISTRICT COURT 43 NORTH MAIN STREET, BRIGHAM CITY, UTAH all right, title, and interest conveyed to and now held by it under said Deed of Trust in the the property situated in said County and State described as: NORTH 3/5 OF LOT 19, ALL OF LOT 20, AND SOUTH 3/5 OF LOT 21, IN BLOCK 2, PLAT S TREMONTON CITY SURVEY, BOX ELDER COUNTY, UTAH. The street address and other common designation of the real property described above is purported to be: 658 North 200 East Tremonton, UT 84337 The undersigned Trustee disclaims any liability for any incorrectness of the street address and other common designation, if any, shown herein. Said sale will be made without covenant or warranty, express or implied, regarding title, possession, condition, or encumbrances, including fees, charges, expenses of the Trustee and of the trusts created by said Deed of Trust, to pay the remaining principle sums of the note(s) secured by said Deed of Trust. The current beneficiary of the Deed of Trust as of the date of this notice is WELLS FARGO BANK, N.A. The record owner of the property as of the recording of the Notice of Default is GEOFFREY SCOTT FULTON AND CYNTHIA RAELYNN FULTON HUSBAND AND WIFE AS JOINT TENANTS DATED: February 2, 2012 James H. Woodall 10808 River Front Parkway, Suite 175 South Jordan, Utah 84095 (801) 254-9450 Hours: 9:00 a.m. 5:00 p.m. JAMES H. WOODALL, TRUSTEE P919251 2/1, 2/8, 02/15/2012


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TheIndianMBA is initiating a unique personalized career counseling for its users. This counseling will be done by an expert (a Gold Medalist from BITS, XLRI alumni) who is now an entrepreneur, and has kindly agreed to guide our students who may have queries about their higher studies, career path, right jobs to choose, or even selecting a right MBA specialization.
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Interested? Drop us a line..
About the counselor:
- Gold medalist at BITS.
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Purple Dishcloth by Carol Ballard
Welcome! You are browsing as a guestWould you like to see 9 projects made from this pattern and much more? create a free account What am I missing?
Purple Dishcloth
This pattern is available for free.
Skill: Easy
Size: About 10½" square.
Materials: Worsted Weight Cotton Yarn: Multicolor – 2½ oz, 125 yd (75 g, 115 m); Dark Purple – ½ oz, 25 yd (15 g, 23 m)(Sugar 'n Cream -Spring Swirl; I Love This Cotton – Mulberry)
Crochet Hook: Size H-8 (5.00 mm)
Gauge: 2 patt st groups = 2″, 2 patt rows = 2″.
For more information, see: http://www.bestfreecrochet.com/2011/07/10/191-purple...


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Vincent, Carol and Martin, Jane (2002) Class, culture and agency: Researching parental voice. Discourse: Studies in the Cultural Politics of Education, 23. pp. 108-127. ISSN 0159-6306. DOI UNSPECIFIED
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This paper explores the differential possession and deployment of social, cultural and material resources by parents, and the effect of these processes on their willingness and ability to be involved with and intervene in their children's school life – what we have called parental voice. The data presented here is drawn from a study of parents at two secondary schools, a sub-sample of data from a larger study involving six schools. We consider the social positioning and behaviour of three cohorts of parents, those demonstrating high, low and intermediate levels of intervention with the school. Our conclusions stress both the similarities and differences in parents' experience of voice. Certainly parental access to and deployment of a number of social resources significantly affected how often, how easily and over what range of issues they approached the school. However, we also describe the overall character of parental voice in these two schools as individual, cautious and insecure.
|Item Type:
|IOE Departments > Departments > Education Foundations and Policy Studies
IOE Departments > Departments > Humanities and Social Sciences
|Depositing User:
|IOE Repository Editor (2)
|Date Deposited:
|26 Mar 2010 09:27
|Last Modified:
|29 Jan 2015 07:47


text: Finkelstein Thompson LLP is investigating potential claims on behalf of shareholders of Martek Biosciences Corp. ("Martek" or the "Company") (NasdaqGS: MATK) concerning its potential acquisition by Royal DSM N.V. ("Royal"). Under the terms of the offer, Martek shareholders will receive $31.50 in cash for each share of Royal common stock owned for a total transaction value of approximately $1.09 billion. The investigation is focused on the potential unfairness of the deal price to Martek's shareholders, the process by which Martek's directors considered the transaction, and potential conflicts of interests on the part of Martek Board members. Martek's recently announced fourth quarter results showed revenue growth and significant operational improvements. If you are interested in discussing your rights as Martek shareholder, or have information relating to this investigation, please contact Finkelstein Thompson's Washington, DC offices at (877) 337-1050 or by email at email@example.com. Finkelstein Thompson LLP has spent over three decades delivering outstanding representation to institutional and individual clients in financial litigation, and has been appointed as lead or co-lead counsel in dozens of shareholder class actions. Indeed, the firm has served in leadership roles in cases that have recovered over $1 billion for investors and consumers. To learn more about Finkelstein Thompson LLP, please visit our web site at www.finkelsteinthompson.com. Attorney advertising. Prior results do not guarantee similar outcomes.


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Donald '76 Appointed to Bank of America's Board of Directors
The Jan. 23 edition of Bloomberg Business Week notes the appointment of Arnold Donald '76 to the Bank of America Board of Directors. Donald previously served as president and CEO of the Juvenile Diabetes Research Foundation International. From 2000 to 2003, Donald also served as chairman and CEO of Merisant, a privately held global manufacturer of tabletop sweeteners. "The board welcomes the extensive expertise and judgment Arnold brings," said Charles O. Holliday, chairman of the Bank of America board. "We look forward to working with him." Donald received a bachelor's degree in economics and currently serves on the Carleton College Board of Trustees.
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Manchester City midfielder Fernandinho could be fit to face Barcelona in the Champions League this week.
The Brazilian has been out for the past fortnight with a muscle strain but has trained ahead of the first leg of the last-16 tie at the Etihad Stadium.
Manager Manuel Pellegrini said: "He has a chance. He is in the squad list for tomorrow.
"We will see tomorrow who can start but he has worked without any problem."
Fernandinho's availability gives City a big lift for what will be one of the biggest nights in the club's history.
As expected, however, top scorer Sergio Aguero will not be involved, having failed to overcome a hamstring injury in time.
Pellegrini, speaking at his pre-match press conference, said: "He is not in the squad list.
"We will see if he can be fit on Saturday, but maybe that is also difficult."
Defender Matija Nastasic is also unlikely to feature, having not played an active part in the open training session at Eastlands.
Fernandinho has formed a solid midfield partnership with Yaya Toure this season, an arrangement which has allowed the Ivorian greater freedom to power forward.
With Fernandinho absent, Toure was criticised as City lost to Chelsea in the Barclays Premier League a fortnight ago and were subsequently held to a goalless draw at Norwich.
Pellegrini believes those judgements are unfair and that Toure was playing as he had ordered.
He said: "Yaya is a very important player for us.
"I have listened to some questions about the way he plays and Yaya plays the way I want him to play.
"He stayed only defending against Norwich because we did not have another defensive midfielder, but I think we lost an important midfielder attacking.
"He scores a lot of goals and brings a lot of creativity to our team.
"Playing in there with Javi Garcia or Fernandinho is the way I want him to play, where he is free and can give us a lot of offensive moments.
"But he knows also he has to defend and he can do it."
As ever, Pellegrini has vowed to continue playing the same style that has served his side so well on most occasions this season.
Pellegrini did receive criticism of his tactics after the league loss to Chelsea, but stuck to his guns and turned the tables on the Londoners in the FA Cup last weekend.
Four-times European champions Barcelona may boast a formidable reputation, but Pellegrini does not intend to change even for them.
He said: "Of course when you play against Barca you always must consider important things, but the most important thing is to continue being the same team you see every week in Premier League, to continue having the same style of play and the personality.
"You cannot continue without thinking they have (Lionel) Messi and other important players, but we are not just going to think about defending, but what we can do with the ball. That is the most important thing."


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probabilitynoun [ C or U ]uk /ˌprɒb.əˈbɪl.ə.ti/ us /ˌprɑː.bəˈbɪl.ə.t̬i/
C1 the level of possibility of something happening or being true:
What is the probability of winning?
Until yesterday, the project was just a possibility, but now it has become a real probability (= it is likely to happen).
in all probability
Thesaurus: synonyms and related words