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Littleton, CO, United States

Rutledge J.M.,University of Cincinnati | Rutledge J.M.,Arapahoe Community College | Uetz G.W.,University of Cincinnati
Journal of Arachnology | Year: 2014

Social experience is well-known to influence female mate preference in vertebrate animals, but such effects have been studied less in invertebrates. Studies have documented flexibility in female mate choice in the wolf spider genus Schizocosa as a result of juvenile female experience with courting adult males. Here we investigate whether juvenile exposure to male courtship influences adult female species-level mate recognition in the wolf spider Schizocosa ocreata (Hentz 1844) and its sympatric sibling species S. rovneri (Uetz & Dondale 1979). Because these species overlap in range, contact between them is probable as interspecies hybrids are occasionally found in nature. Juvenile females were exposed multiple times to conspecific or heterospecific male courtship. Upon maturing, each exposed female was paired with an adult male of the same or different species to which it had been previously exposed, and was observed to determine receptivity and willingness to copulate. Results suggest that juvenile experience plays only a minor role (if any) in development of female mate recognition at the level of species, because the type of juvenile experience (conspecific vs. heterospecific) did not significantly affect mating outcome for either species. However, some context-specific effects of experience were observed, because the amount of juvenile exposure to adult male courtship affected adult receptivity of females in both species in different ways. In S. ocreata, the overall amount of juvenile experience (rather than type) influenced adult female receptivity and aggression toward heterospecific males; females with more exposures were initially more receptive and less aggressive to heterospecifics. In S. rovneri, neither type nor amount of juvenile exposure had significant effects on female receptivity towards conspecific males, although females exposed to heterospecific male courtship as juveniles were initially less receptive towards conspecific males than were unexposed females. While these results confirm earlier findings of behavioral reproductive isolation at the species level, they differ from some other studies, raising intriguing questions about varying degrees of behavioral and genetic isolation in different geographical populations of these two species. © The American Arachnological Society. Source


Fetisov E.O.,University of Minnesota | Gloriozov I.P.,Moscow State University | Kissounko D.A.,Arapahoe Community College | Nechaev M.S.,RAS Topchiev Institute of Petrochemical Synthesis | And 3 more authors.
New Journal of Chemistry | Year: 2015

The range of molybdenum hydride complexes that are sought to participate in the important catalytic hydrodenitrogenation process (HDN) of nitrogen containing polycyclic aromatic hydrocarbons were evaluated by DFT studies. The previously synthesized stable (η6-quinoline)Mo(PMe3)3 complex 1N, in which molybdenum is bonded to the heterocyclic ring, was chosen as a model. The hydrogenation of the quinone heterocycle, which was postulated as the initial step in the overall HDN reaction, is found to occur via three consecutive steps of the oxidative addition of dihydrogen to Mo in 1N. Successive transfer of hydrogen atoms from the metal to the heterocycle leads to the ultimate formation of the tetrahydrido molybdenum intermediate Mo(PMe3)4H413 and 2,2,3,3-tetrahydroquinoline C9H11N 14. All the involved intermediates and transition states have been fully characterized by DFT. This computational modeling of the hydrogenation of quinoline, as a part of extended HDN catalytic processes, provides a fundamental understanding of such mechanisms. © The Royal Society of Chemistry and the Centre National de la Recherche Scientifique. Source


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 463.21K | Year: 2011

This project is providing 100 scholarships over the four-year grant period to biology, chemistry, mathematics, and physics students at Arapahoe Community College. The project aims to improve educational opportunities for STEM students, increase the retention of STEM students to degree achievement and/or transfer, and enhance student support programs for STEM students. The scholarship recipients are working with faculty mentors, student services advisors specific to scholarship recipients, and fellow students to engage in a variety of program activities designed to provide academic, professional and personal growth opportunities. The project helps the scholarship recipients, including first-generation students and underrepresented minority students, complete an AS degree and/or transfer to a baccalaureate degree-granting institution. The resulting S-STEM education model is being disseminated to and shared with other community colleges and post-secondary schools in the Denver region.


Craft E.L.,Florence Darlington Technical College | Chrislip D.K.,Arapahoe Community College | Parr R.A.,Arapahoe Community College | Sauber V.A.,Arapahoe Community College
ASEE Annual Conference and Exposition, Conference Proceedings | Year: 2015

Industry continues to require more of workers. The skills it takes to get, and keep, a job in the global marketplace for labor are expanding. For no group is this truer than for the Information and Communications Technology (ICT) workforce. Due to the advances in information technology (IT) applications, nearly all business practices today are "IT-enabled." There is continued demand for skilled ICT workers, but largely only those who possess both ICT skills and a range of employability (soft) skills that add value to their work. The maturing of IT jobs calls for the integration of employability skills with technical skills. The Boston Advanced Technological Education Connections (BATEC) Workforce Skills Study, along with independent research by industry trade groups indicate more holistic teaching methods that involve students in complex problems developed from industry input are in order. In fact, the only plausible way to cover competencies in both areas is to develop a problem-based learning scenario that enables students to learn within a context, integrating real-world business problems into ICT classrooms. Classroom research and evaluation findings from a problem-based learning implementation for the purpose of infusing employability skills indicate that students are being taught problem solving and critical thinking skills through the use of project-based learning in introductory IT courses. By introducing project-based learning into introductory IT classes at two Colorado community colleges, hundreds of students are mastering academic competencies in the context of solving "real world" problems that require collaboration, problem solving, critical thinking and other employability skills. Teachers report that students engaged in project-based learning are energized in new ways and demonstrate improved learning outcomes. Classroom research has been, and continues to be, conducted to document these results. External evaluation extended throughout the first three years of the implementation. This paper provides the steps taken by two community colleges to infuse employability skills into their introductory Computer Information Systems (CIS) classes via problem-based learning. The authors outline how the employability skills were identified and vetted with industry; how faculty were engaged and prepared for a change in mindset, as well as in curricular design and implementation; the framework of the real-world project; and the differences this approach continues to make in students' understanding and application of the skills they need to be competitive in the global marketplace. The National Science Foundation Advanced Technological Education (NSF ATE) program funding for the project that initiated this work ended in August of 2011, and follow-through by CIS faculty in continuing the problem-based learning methodology has been inconsistent. © American Society for Engineering Education, 2015. Source


Hagood E.A.,Arapahoe Community College | Herlihy S.M.,Arapahoe Community College
Human Vaccines and Immunotherapeutics | Year: 2013

Previous models of vaccine education have not addressed differences in levels and motives of vaccine concerns in parents. These differences may require changes in education approaches based on type of parental concern. Addressing vaccine concerns will require a multi-modal approach involving more than just a pediatrician or primary health care provider, as well as more than one educational approach. © 2013 Landes Bioscience. Source

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