Hempstead, NY, United States

Hofstra University

www.hofstra.edu
Hempstead, NY, United States

Hofstra University is a private, non-profit, nonsectarian institution of higher learning located in the Village of Hempstead, New York, United States, about 7 miles east of New York City. It originated in 1935 as an extension of New York University called "Nassau College – Hofstra Memorial of New York University at Hempstead, Long Island"; in 1937, the institution separated from NYU and gained independence as Hofstra College, and in 1963, Hofstra College gained university status. Comprising ten schools, including a School of Medicine and a School of Law, Hofstra is noted for a series of prominent Presidential conferences, as well as being selected to host United States Presidential Debates in 2008 and 2012. The university organizes a wide range of other international academic conferences , holds an annual Shakespeare festival in its own replica of the Globe Theatre, and has both an arboretum and bird sanctuary. Wikipedia.

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Israeli R.,Hofstra University
Plastic and reconstructive surgery | Year: 2012

Acellular dermal matrices have been used in breast surgery for a decade. They are widely used in implant-based breast reconstruction to provide coverage of the inferolateral aspects of the prosthesis. Numerous benefits have been reported with this approach including improved fold control, better support and control of the implant pocket with concomitant reduced risk of malposition, and improved lower pole expansion. Seroma, infection, mastectomy skin necrosis, and expander/implant loss are the most commonly reported complications with this approach, and the incidences vary widely among studies. Patient selection and adherence to established intraoperative technique principles related to acellular dermal matrix use are both critical to minimizing the risk of complications. Acellular dermal matrices are also being used in aesthetic breast surgery, revision breast surgery, and nipple reconstruction, but clinical experience is limited. This article reviews the complications associated with the use of matrices in breast surgery from the published literature.


Willey J.M.,Hofstra University | Gaskell A.A.,Hofstra University
Chemical Reviews | Year: 2011

The streptomycetes are soil dwelling Gram-positive bacteria that have evolved metabolic and morphological adaptations to enable their success in this harsh environment. While the extracellular stimulation of both streptomycin production and morphological differentiation by A-factor in S. griseus had been well established, the importance of extracellular communication in S. coelicolor did not become apparent until the early 1990s. The general mechanism by which GBLs exert their cellular effects is conserved as they typically bind to intracellular receptors that function as repressors. In this way, GBL-receptor interaction modulates the expression of target genes. Early attempts to develop a S. griseus streptomycin production strain were hindered by unstable A-factor biosynthesis. The A-factor receptor, ArpA, belongs to the TetR family of transcriptional repressors, and as such consists of a regulatory, ligand-binding domain and a helix-turn-helix domain that binds palindromic sequences within the target DNA.


Grant
Agency: NSF | Branch: Continuing grant | Program: | Phase: | Award Amount: 1.03M | Year: 2014

As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative resources for use in a variety of settings. The project will further develop, roll out, and conduct research on a set of materials that will introduce middle school age youth to innovative and engaging engineering challenges in the Boys and Girls Club (B&GCs) context. Building on substantial prior work and evaluation-based learning, WISE Guys and Gals - Boys & Girls as WISEngineering STEM Learners (WGG) will: (1) combine engineering design activities with the (open source, online) WISEngineering infrastructure; (2) scale-up the infrastructure; (3) engage youth in informal afterschool experiences; and (4) collect a wealth of rich data to further our understanding of how youth learn through these experiences. This work will be conducted by Hofstra Universitys Center for STEM Research in conjunction with Brookhaven National Laboratory (BNL), The CUNY Graduate Centers Center for Advanced Study in Education (CASE), the Boys & Girls Club of America, and 25 B&GCs in New York and New Jersey.

The underlying theoretical framework builds on proof-of-concept work supported by NSF and the Bill and Melinda Gates Foundation. An open source, on-line interface (WISEngineering) provides numerous virtual tools (e.g., social networking, Design Journal, embedded assessments) that promote learning and collaboration through challenging, thoughtful, and creative work. WGG will explore how to incorporate creativity, social networking, connections to real-world STEM needs/careers, and teamwork into challenges that can be completed in a one-hour period, an activity time constraint in many B&GC settings. Staff from the clubs will participate in face-to-face and virtual professional development in an effort to build their capacity as facilitators of STEM learning. Research will focus on: (1) how activities developed for 60-minute implementation and guided by informed engineering design and interconnected learning frameworks support youth learning and engagement; and (2) characteristics of the professional development approach that support B&GC facilitators capacity development. By the end of the project, over 6,000 middle school aged youth, the majority from groups underrepresented in STEM areas, will gain experience with engineering design as they develop engineering thinking, new STEM competencies, STEM career awareness, and an appreciation for the civic value of STEM knowledge.


Grant
Agency: NSF | Branch: Fellowship | Program: | Phase: GRADUATE RESEARCH FELLOWSHIPS | Award Amount: 46.00K | Year: 2016

The National Science Foundation (NSF) Graduate Research Fellowship Program (GRFP) is a highly competitive, federal fellowship program. GRFP helps ensure the vitality and diversity of the scientific and engineering workforce of the United States. The program recognizes and supports outstanding graduate students who are pursuing research-based masters and doctoral degrees in science, technology, engineering, and mathematics (STEM) and in STEM education. The GRFP provides three years of financial support for the graduate education of individuals who have demonstrated their potential for significant research achievements in STEM and STEM education. This award supports the NSF Graduate Fellows pursuing graduate education at this GRFP institution.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 1.05M | Year: 2016

With funding from the National Science Foundations Robert Noyce Teacher Scholarship Program, Hofstra University will partner with Nassau Community College (NCC) and four high-need school districts on Long Island, for this Scholarships & Stipends Phase II project, Noyce Scholars Program Phase II: Expanding the Model. The project will support 22 juniors/seniors/post-baccalaureate students who are majoring in mathematics or a science discipline (or who have completed such a major) and who are preparing to teach secondary mathematics or science in a high-need district. Each Scholar will receive 1 or 2 years of scholarship support. The new teachers will use vetted methods of mathematics and science instruction, connecting concepts across disciplines and engaging learners in collaborative problem solving related to real world contexts.

Building on the Phase I project, this project will offer an enhanced preparation and development program with seven components specifically developed and refined based on Phase I project evaluation. Project activities include: (a) an enhanced new recruitment program; (b) STEM internships for freshman and sophomore students; (c) immersive early teaching experiences: (d) coaching of cooperating teachers in high-need school districts; (e) regular colloquia, conferences, and institutes; (f) leadership roles for Phase I alumni; and (g) an induction initiative for new teachers. The project will use quantitative and qualitative data to address research questions such as: (1) What are the longitudinal outcomes of Phase 1 Scholars, including their commitment to STEM teaching; service commitment years; perceptions of their preparedness to teach in high-need schools, retainment/support activities; and quality of teaching STEM in high-need schools? (2) To what extent does the integration of cooperating teachers into teacher preparation activities contribute to the preparedness and retention of Scholars?


The present invention provides a method for detecting synthetic indole and indazole cannabinoids in a sample known or suspected to contain a synthetic indole or indazole cannabinoid. A deuterated solvent is added to the solid sample, creating a suspension. The suspension is mixed to release the cannabinoid from the solid sample. The suspension is subject to a NMR spectroscopy process to produce a sample NMR spectrum. The synthetic cannabinoid is detected in the suspension by analysis of the sample NMR spectrum. When one-dimensional proton NMR is used, detection of a first peak between 8.00 and 8.50 ppm and a second peak between 4.00 and 4.40 ppm, indicates the presence of a synthetic indole or indazole cannabinoid. When two-dimensional Correlation Spectroscopy (COSY) NMR is used, detection of a first spot between 6.50 and 9.00 ppm and a second spot between 1.50 and 4.50 ppm indicates the presence of a synthetic indole or indazole cannabinoid. The method is performed in the absence of chromatography and optionally, may be used to quantify the amount of synthetic cannabinoid.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: Cellular Dynamics and Function | Award Amount: 454.85K | Year: 2016

Bacteria have the amazing ability to colonize and thrive in diverse environments. Within these diverse environments, the most successful bacteria can adapt to changing conditions and thereby outcompete their microbial neighbors. For soil-dwelling bacteria like Acinetobacter baylyi, one key survival strategy relies on exporting a diverse repertoire of proteins allowing nutrient uptake and resistance to toxic compounds. The long-term goal of this project is to clarify how specific pathways contribute to exporting proteins of A. baylyi, particularly as it relates to aiding survival of this microbe in the wild. This project will provide opportunities for undergraduate and masters students at Hofstra University to gain significant hands-on experience in various areas of molecular microbiology. Integrating part of this research project into existing courses will enhance the educational experience of Hofstra students beyond that obtained in a typical classroom setting. Additionally, students from nearby Brentwood High School will participate in the project thereby introducing them to hypothesis-driven research.

Protein export pathways are found in all cellular organisms, and these pathways are critical for sustaining life. The Twin-Arginine Translocase (Tat) pathway is widely distributed as homologs of it are found in bacteria, archaea, and plant thylakoids. Therefore, understanding how the Tat pathway functions at a molecular level has applications for both eukaryotic and prokaryotic organisms. A. baylyi provides a unique system in which to study Tat-mediated protein export. Indeed, the existence of dual Tat pathways in A. baylyi indicates that Tat-mediated protein export is more complicated than current models suggest. Using A. baylyi as a model to study Tat-dependent protein export will provide insights not available in other model organisms like Escherichia coli. In particular, the researchers will investigate phenotypes important for growth including biofilm formation and cell envelope biogenesis that are dependent on Tat. To identify all Tat substrates in A. baylyi, the investigators will use both a candidate-based approach and a comprehensive proteomic analysis. Lastly, using both genetic and biochemical approaches, they will investigate the molecular architecture of Tat complexes purified from A. baylyi cells.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 449.02K | Year: 2013

An award is made to Hofstra University for the purchase of an analytical scanning electron microscope (SEM) with three vacuum modes (including extended vacuum mode - ESEM), Energy Dispersive X-ray Spectrometer (EDS), and Scanning Transmission Electron Microscope (STEM) detector. Faculty will use this new SEM for research and training across disciplines at Hofstra University (including researchers from the Division of Natural Sciences and the School of Engineering and Applied Sciences) and by faculty from the Department of Biology at Nassau Community College. In total, 14 Hofstra faculty members and their students among five disciplines (Biology, Chemistry, Engineering, Geology, and Physics) and Biology faculty from Nassau Community College will be the major users of the equipment. The grant will also support the research endeavors of two Academic Centers at Hofstra University: the Center for Climate Study and the Center for Condensed Matter Research. Specifically, the equipment will allow this interdisciplinary group of faculty and their students to carry out research activities such as the following: 1) impacts of nutrients on the regulation of physiology and metabolism in Drosophila, 2) improving crop yield in cotton through the study of factors affecting the conversion of epidermal cells to fibers, 3) exploration of chemical mechanisms involved in aluminum corrosion, and 4) investigating the ultrastructure and functional morphology of polychaete worms and parasitic isopods. All of these represent long-standing questions within the fields of the researchers.

Acquisition of the new SEM will strengthen Hofstras (a Primarily Undergraduate Institution) ongoing efforts in basic research, thus supporting the Universitys mission to foster excellence in scholarly research and teaching. In addition, the acquired SEM would support the collaboration with faculty from Nassau Community College (NCC, the largest single-campus community college in NY with >40% of the students representing ethnic minorities). This new SEM will allow the PIs to increase their recruitment of well-qualified students from the pool of under-represented groups through established programs such as the Collegiate Science and Technology Entry Program (designed to increase the number of historically under-represented students in the sciences). Studies enabled by this SEM will provide a wide range of societal benefits, such as a better understanding of: fat storage in model organisms (with implications on human biology), crop yield in cotton, aluminum corrosion, and the evolutionary history of parasitic isopods (including those of commercially important hosts). Public outreach from the research will include professional development workshops (administered through the Institute for the Development of Education in the Advanced Sciences at Hofstra), during which local college and high school educators will be trained in the applications of SEM.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: ITEST | Award Amount: 1.20M | Year: 2013

The iDesign project engages underrepresented youth in creating computer games that are culturally and socially relevant. By engaging participants in the culture of information technology, the project is designed to move them from playing computer games to using tools that require programming and computation skills. The project culminates in the dissemination of a game-design curriculum that other after school programs can use.

The project, a collaborative effort between Hofstra University and seven middle schools in the New York City area, engages 45 6th to 9th grade students and their teachers in interactive after-school Game Design Clubs. To support the Clubs, a summer institute introduces teachers to innovative digital pedagogy. The project also includes a summer leadership academy for students and student career orientation.

The Educational Development Center will conduct formative and summative evaluation, addressing several key questions:
- What changes occur in student technological fluency?
- Do student attitudes towards-STEM-related careers change?
- How did teachers implement the iDesign curriculum?
- Are differences in teacher implementation related to differential student outcomes?

Global Kids, an organization that develops after-school leadership programs programs using gameplay, will provide the summer leadership program. The New York State After-School Network (NYSAN) will disseminate iDesign curriculum and games. The project will be sustained through the commitment of participating schools to continue the program and through the dissemination of project resources.


Grant
Agency: NSF | Branch: Continuing grant | Program: | Phase: DISCOVERY RESEARCH K-12 | Award Amount: 1.72M | Year: 2013

The Engineering for All project creates, tests and revises two-six week prototypical modules for middle school technology education classes, using the unifying themes and important social contexts of food and water. The modules employ engineering design as the core pedagogy and integrate content and practices from the standards for college and career readiness. Embedded assessments are developed and tested to make student learning visible to both teachers and students. Professional development for a limited group of teachers is used to increase their knowledge of engineering design and to test instruments being developed to measure (a) student and teacher capacity to employ informed design practices and (b) teacher design pedagogical content knowledge.

The project leadership is experienced at creating materials for engineering and technology and in providing professional development for teachers. The assessments and instruments are created by educational researchers. The advisory board includes engineers, science and engineering educators, and educational researchers to guide the development of the modules, the assessments and the instruments. An external evaluator reviews the protocols and their implementation.

This project has the potential to provide exemplary materials and assessments for engineering/technology education that address standards, change teacher practice, and increase the capacity of the engineering/technology education community to do research.

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