This post is written by guest blogger, Amy Landreman, PhD, Sr. Product Manager at Promega Corporation.
Oxygen is necessary for animal life. It’s essential for cellular respiration and the production of energy (ATP) we require to survive. Given the need for oxygen, it isn’t surprising that our bodies have evolved ways to sense and adapt to decreased oxygen conditions (hypoxia). We can increase the production of new blood vessels by producing vascular endothelial growth factor (VEGF) or increase red blood cell (RBC) production by increasing the levels of eythropoietin (EPO), the hormone that plays a key role in the production of RBCs. But how does our body sense low oxygen, increase EPO levels, and kick our RBC production into gear? Nobel laureate Gregg L. Semenza has been honored for his contributions to our understanding of this process, and his research demonstrates the value of reporter genes and bioluminescence for studying gene regulation.
This post is written by guest blogger, Amy Landreman, PhD, Sr. Product Manger at Promega Corporation.
In December of 1990, Promega first discussed the use of firefly luciferase (luc) as an emerging reporter technology in the article, Firefly Luciferase: A New Tool for Molecular Biologists. At the time, the gene coding chloramphenicol acetyltransferase (cat) was most commonly used by researchers, but it was thought that the bioluminescent properties of firefly luciferase, extreme sensitivity and rapid simple detection, could make a significant difference in how molecular biologists tackled their research. Several months later, the first firefly luciferase reporter vectors and detection reagents became available as products, making this new technology more broadly accessible to the research community. Today firefly luciferase is no longer a “new tool”, with it and many other bioluminescent reporter technologies being standard elements of the modern research toolbox.
This post is written by Malynn Utzinger, Director of Integrative Practices at Promega.
Connection is intuitive. We’re wired for connection, hard wired. This need exists at a bone deep biological level. If that seems like poetry or hyperbole, imagine trying to do the smallest thing to accomplish the tiniest part of your day without the existence of others.
This realization has never been more apparent as we do our best to manage life in our current connection-restricted world. We find that when we lose this essential element of ourselves, we lose part of our human survival kit. We survive but to truly thrive, we need to make an intentional effort to reignite connection.
We all know that odd feeling of passing another masked person in the hallway at work or the aisles of a grocery store. We’ve been trained by now to step far to the side, moving apart from one another, and it feels like a contracture, a sinking inside. But we also know the feeling, when we encounter another person, even wearing a mask, and that person looks at you and smiles at you. You can see the warmth in their eyes and it’s real. You can both feel it, and even that small connection brings life to your day. And we remember those moments.
Today’s guest blog about the 2020 virtual iGEM Giant Jamboree is written by Lancia Lefebvre, Team Leader of iGEM Concordia.
After a year of full-time work, I joined our team of 16 undergraduate students to live-stream the virtual iGEM Giant Jamboree from the isolation of our respective apartments. Together in a separate zoom call and Facebook chat, we fired off messages as awards were announced. ‘OMG Toulouse won best poster! Did you see Aachen’s project?’ Then came the Software Track award, our track, and boom! “Concordia-Montreal are the Software Track Winners for iGEM Giant Jamboree 2020!”
Firework and heart emojis exploded in our chat and on my zoom call, mouths gaped in shock and pride. Our AstroBio database for differential gene expression in microgravity conditions had won! Innumerable lines of code; hours of consultation with NASA bioinformaticians, bioethicists and coding pros; detailed graphic design; and most of all passionate teamwork had brought us this distinction. A gold medal and an inclusion nomination soon followed. This nomination we hold close to our heart as we continuously collaborate on a safe, warm and welcoming team structure. Supporting each other and working together are core iGEM values, which lead to collaborative and stronger solutions to world problems through the application of synthetic biology solutions.
There has been no shortage of amazing science stories in 2020, a year where so many scientists have been working in overdrive focused on the pandemic. Everyone working hard to understand SARS-CoV-2 deserves recognition, but we thought we would take a lighter approach and share five favorite non-pandemic stories from throughout the year. Hint, they are all about animals.
Today’s blog is written by Malynn Utzinger, Director of Integrative Practices, and Tim Weitzel, ESI Architect.
Last month we wrote about the first of three pillars of ESI Self-Mastery: Recognizing and Owning What You Already Have/Are/Do. In this blog, we offer some thoughts on the second pillar: continuously growing our ESI knowledge and skill.
This post is written by guest blogger, Peter Kritsch MS, Adjunct Instructor BTC Institute.
When I was in the middle of my junior year in high school, my family moved. We had lived in the first state for 12 years. I had gone to school there since kindergarten. Although it wasn’t a small district, I knew everybody and, for better or worse, everybody knew me. Often the first reaction I get when I tell people when we moved is that it must have been hard to move so close to graduation. The reality is . . . it really wasn’t. In fact, it was quite liberating. See, I didn’t have to live up to anybody else’s expectations of who I was based on some shared experience in 2nd grade. I had the opportunity to be who I wanted to be, to try new things without feeling like I couldn’t because that wasn’t who I was supposed to be.
As long as I refrained from beginning too many sentences with “Well at my old school . . . “ people had to accept me for who I was in that moment, not for who they perceived me to be for the previous 12 years. Now, the new activities were not radically different. I still played baseball and still geeked out taking AP science classes, but I picked up new activities like golf, playing basketball with my friends, and even joined the yearbook. I know . . . “radically different.” The point is that the new situation allowed me to try something new without worrying about what had always been.
The pandemic has forced a lot of us to move our classrooms online. In a short period of time, everything changed about how education was done. Our prior teaching experience, including the experience I had with doing blended learning (ooops . . . “back at my old school”), was helpful to a point. But we quickly found out that being completely virtual was different. And as science teachers, how do you do more than just teach concepts when online? How do you help students to continue engaging in the crucial parts of science – observing, questioning, designing, analyzing, and communicating?
Today’s guest blog is written by Research Scientist Danette Daniels, PhD.
One of my favorite things about being a scientist is attending conferences. They are an opportunity to connect with the broader community, share ideas, talk about the future, and get inspired. After a conference I would return to my lab feeling so energized and excited, being motivated to push the research forward and work on the next stories we could share.
In March of this year, I remember my shock of watching the conferences slowly getting canceled one by one. First, it was everything in March and April, then May, then through to August. I was in denial at the time, thinking this would be temporary and that we would all be back together in person in a few months. Then it became quite clear this would not be the case and events were transitioning to a virtual format.
Virtual! I was so skeptical. How could you connect with anyone at a virtual conference? How are people going to ask questions after a talk? How will it be to give a talk basically to your computer, not knowing who is listening, or more importantly for me, not being able to read the audience? I was not looking forward to it, but the alternative, no conferences at all, I thought was worse.
This post is written by guest blogger, Melanie Dart, PhD, Sr. Research Scientist at Promega.
Along with lockdowns and sheltering in place efforts, the COVID-19 pandemic brought a unique challenge to our doorstep this spring: developing a clinical serological test for COVID-19 to detect the presence of antibodies against the SARS-CoV-2 virus. The project was one of the fastest, most dynamic development efforts ever undertaken at Promega. In general, in vitro diagnostic (IVD) tests take at least one to two years to develop. Nothing about 2020, however, has been typical.
It was important to move quickly. We set an aggressive timeline, and to meet it we needed not only dedication of our internal team, but also contributions from the local community.