Today’s guest blog was written in collaboration with Melissa Martin, a former global marketing intern with Promega. She is a senior at the University of Wisconsin-Madison where she is double majoring in zoology and life sciences communication, with a certificate in environmental studies.
Writing to PIs and hiring managers is a new experience for me, and one that is interesting to reflect upon as I will soon be graduating college and pursuing a career myself. I think it is important that PIs and potential employers understand my fellow undergraduates and recent graduates. This is crucial to ensure that they can find a fitting job for themselves, while employers also benefit by hiring an individual that will fit in to the work environment and make positive contributions.
Today’s blog was written in collaboration with Melissa Martin, a global marketing intern with Promega. She is a senior at the University of Wisconsin-Madison where she is double majoring in zoology and life sciences communication, with a certificate in environmental studies.
In the best circumstances, leftover cooking oil ends up in a recycling center and is eventually burned as a biofuel. But it is also frequently dumped down kitchen drains where it proceeds to pollute sewage, water treatment facilities, and waterways.
Is there a more valuable and less harmful way to use up waste cooking oil? A group of students at the University of Málaga thinks they have a solution that will also make science more approachable and exciting for children.
The BioPhamaceutical Technology Center Institute (BTC Institute) is a non-profit organization that provides opportunities for people of all ages to learn about life science and biotechnology. This summer, BTC Institute hosted a variety of programs supporting teachers, potential first-generation college students, and many other groups. Each program supports an overall goal to support scientific understanding in our community.
A Celebration of Life: Being Healthy on Earth and In Space
BTC Institute has collaborated with the African American Ethnic Academy in Madison, WI for over 25 years to offer a summer science program for upper elementary and middle school students. This year, A Celebration Of Life XXVIwelcomed 13 students from grades 4-8 every morning for two weeks. Students made ice cream, engineered water filtration devices, and used bioluminescence to learn about preventing the spread of germs. Outside the lab, the students learned tai chi from a Promega employee and toured the Promega culinary garden. Along the way, students learned about historic and contemporary STEM professionals of color associated with each focus area, including astronaut Victor J. Glover and teen entrepreneur Nabil Hamdan.
When it comes to blocking the spread of viral pathogens that cause human disease, epidemiologists—people who study disease outbreaks—like to talk about herd immunity. But what do they mean when discussing the herd and their immunity? Today, I will tackle this subject but with a side jaunt: I am going to co-opt the word “herd” and replace it with “flock” thus making chickens the center of attention rather than cattle for this analogy about immunity in a population. (Disclaimer: I am utterly biased toward chickens and enjoy talking about my flock of 24 hens and pullets).
Who is the Herd Flock They Keep Talking About?
By using a collective term for a number of individuals such as “herd” or “flock”, epidemiologists and public health experts are referring to a population or community. Doing some investigation, I learned herd immunity was a term first used in 1917 and referred to…cows. That makes sense, right? When we talk about groups of cattle, the term used is “herd”. Turns out there was an infection that caused spontaneous miscarriages in cattle and became epidemic in American herds. Farmers managed this threat by destroying or selling the infected cows. However, a livestock veterinarian had a different view, describing this pathogen as “…a fire, which, if new fuel is not constantly added, soon dies down. Herd immunity is developed, therefore, by retaining the immune cows, raising the calves, and avoiding the introduction of foreign cattle” (1). Essentially, this veterinarian was noting that keeping the infected cows who had immunity against the contagion meant the herd were less likely to be reinfected and, thus, put an end to the epidemic.
Today’s guest blog about the 2020 virtual iGEM Giant Jamboree is written by Abigail Conner, Co-Team Leader of iGEM King’s College London (KCL).
In October 2019, I returned to London from Boston feeling elated after an unforgettable week at the Giant Jamboree. My team, Capacity, had just won a Silver Medal. I had the privilege of presenting in front of the judges about our work. The Giant Jamboree presented me with a vision of where Synthetic Biology will take us and its potential to radically transform our society for the better. Words cannot describe the deep sense of pride I felt to be a part of this community. For the first time, I felt truly empowered as a young scientist and was hugely inspired by the brilliance of my peers. As a result, I was beyond happy to assume the role of Team Leader of KCL’s 2020 team.
Almost immediately after touching down in the United Kingdom, I began to plan our project. Throughout the recruitment process and setting up applications, Stephanie Avraamides—the Head of Human Practices in Capacity—joined me in leading the team. As Co-Team Leaders, we would establish Renervate, a team of 19 undergraduate students from various STEM backgrounds, from Nutrition to Biomedical Engineering. Although we were fortunate to have met up in person several times before March, the onset of the COVID-19 pandemic scattered us across the world. Our team members represent sixteen different countries, meaning we had to navigate a range of time zones when working virtually. Despite this, we adapted to the virtual setting and worked tirelessly to develop Renervate. Come November, we would be rewarded for our endurance and commitment. I am thrilled to say that Renervate won a Gold Medal, Best Therapeutics Project, and nominations for Best Model and Best Supporting Entrepreneurship at last year’s Virtual Giant Jamboree.
What do the workings of red blood cells, ensuring breathable air for astronauts, and scraping soil off NASA’s Viking spacecraft have in common? The sharp thinking of biochemist Emmett Chappelle.
February is Black History Month in the US—a time to reflect on the contributions of African Americans in all fields and celebrate their accomplishments while recognizing the adversity they had to overcome in American society.
2021 also marks 30 years since the first firefly luciferase reporter vectors and detection reagents became available as products. There’s no better person to highlight this month than Emmett Chappelle, whose work with the luciferase reaction is still used for many applications today.
Imagine you’re taking a refreshing night swim in the warm blue waters of Vieques in Puerto Rico. You splash into the surf and head out to some of the deeper waters of the bay, when what to your wondering eyes should appear, but blue streaks of light in water that once was clear. Do you need to get your eyes checked? Are you hallucinating? No! You’ve just happened upon a cluster of dinoflagellates, harmless bioluminescent microorganisms called plankton, that emit their glow when disturbed by movement. These dinoflagellates are known to inhabit waters throughout the world but are generally not present in large enough numbers to be noticed. There are only five ecosystems in the world where these special bioluminescent bays can be seen, and three of them are in Puerto Rico.
But you don’t have to travel to Puerto Rico or swim with plankton to see bioluminescence. There are bioluminescent organisms all over the world in many unexpected places. There are bioluminescent mushrooms, bioluminescent sea creatures—both large and small (squid, jellyfish, and shrimp, in addition to the dinoflagellates)—and bioluminescent insects, to name a few. Bioluminescence is simply the ability of living things to produce light.
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.
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?
Screen Media. Cell phones. Social media accounts. If you are a parent, you have probably discussed rules of engagement with your children about these things. All of our modern social media platforms are designed to keep us engaged with them by showing us the latest post, the next video or the people now online. Work emails give us notifications when something arrives in our Inbox. Business software platforms like Microsoft Teams send us notifications whenever someone comments in a conversation we have ever been part of. There are many siren signals pulling us toward our screens.
Enter COVID-19, the flu-like illness caused by the SARS-CoV-2 virus that has already claimed the lives of 210,000 people in the United States, and leaving countless others permanently affected by other long-term health consequences. Spread by aerosol, COVID-19 is most dangerous in places where lots of people congregate in a small area, particularly if they are talking to each other. Consequently, office buildings are empty as many of us work or go to school remotely.
Before COVID-19, if I had a day full of meetings at work, I was running from conference room to conference room, two miles, uphill, in the snow between buildings. Now, a day full of meetings means sitting in front of a computer monitor, trying to figure out how I will get any kind of break between calls. The average number of steps recorded by my pedometer has decreased markedly since March when our remote work started.
Technology has been an incredible blessing during this pandemic—allowing us to continue to work and stay connected with friends and family. Technology is the only way that some people can connect with loved ones in long-term care facilities. It allows students to continue learning through remote classrooms and chats.
But what has been the effect of the increased time spent on screens during this pandemic?
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