Los Angeles, CA, United States

Loyola Marymount University

Los Angeles, CA, United States

Loyola Marymount University is a private, co-educational university in the Jesuit and Marymount traditions located in Los Angeles, California, United States. The university is one of 28 member institutions of the Association of Jesuit Colleges and Universities and one of five Marymount institutions of higher education.Loyola Marymount University traces its history through Loyola University, founded in 1911 as the successor to St. Vincent's College which was founded in 1865, and Marymount College, founded in 1933 with its roots in Marymount School which was founded in 1923. Loyola Marymount, which sits atop the bluffs overlooking Marina Del Rey and Playa Del Rey is the parent school to Loyola Law School located in downtown Los Angeles.As of 2010, Loyola Marymount is one of the largest Roman Catholic universities on the West Coast with just over 9,000 undergraduate, graduate and law school students. Wikipedia.

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News Article | May 15, 2017
Site: www.prlog.org

-- Top-ranked Roman Catholic "Loyola Marymount University" (LMU), rooted in the Jesuit and Marymount tradition and "institutionally committed to Roman Catholicism", claims to offer "the first Master of Arts in Yoga Studies in America".Said to be one of its kind in the world, this Master's program in Yoga Studies, includes studying ancient Hindu scriptures(Song of the Lord) and, besidesand; Sanskrit language, considered a sacred language in Hinduism;and; and translating the sutras and commentary from Patanjali's. It explores yoga's relationship to religion and spirituality.LMU also offers various yoga related Certificate Programs, including Prime of Life Yoga; Yoga, Mindfulness and Social Change (claimed to be "only professional certificate program of its kind"); Yoga Philosophy;  Yoga Therapy Rx; Yoga and the Healing Sciences; etc. It also runs Vinyasa Krama Yoga Summer Institute and undertakes a Prison Yoga Project.Hindus have welcomed Catholic LMU for promoting yoga. Hindu statesman Rajan Zed, in a statement in Nevada today, urged all the US universities and colleges to introduce multi-beneficial yoga in the lives of their student communities.Yoga, referred as "a living fossil", was a mental and physical discipline, for everybody to share and benefit from, whose traces went back to around 2,000 BCE to Indus Valley civilization, Zed, who is President of Universal Society of Hinduism, noted.Rajan Zed further said that yoga, although introduced and nourished by Hinduism, was a world heritage and liberation powerhouse to be utilized by all. According to Patanjali who codified it in, yoga was a methodical effort to attain perfection, through the control of the different elements of human nature, physical and psychical.According to US National Institutes of Health, yoga may help one to feel more relaxed, be more flexible, improve posture, breathe deeply, and get rid of stress. According to "2016 Yoga in America Study", about 37 million Americans (which included many celebrities)now practice yoga; and yoga is strongly correlated with having a positive self image.  Yoga was the repository of something basic in the human soul and psyche, Zed added.LMU, founded in 1911 and headquartered in Los Angeles (California), claims to take "its fundamental inspiration from the combined heritage of the Jesuits, the Marymount Sisters, and the Sisters of St. Joseph of Orange". Paul S. Viviano, Timothy Law Snyder and Christopher Key Chapple are Trustees Chair, President and Yoga Studies Director respectively of LMU.

News Article | May 8, 2017
Site: www.marketwired.com

D2L's Brightspace Chosen by Top Schools to Reach Every Learner WATERLOO, ON--(Marketwired - May 08, 2017) - Internet2 members continue to choose D2L as their learning management system provider. Three high-profile institutions, Loyola Marymount University (LMU), St. Catherine University and DePaul University, are using the learning technology leader's Brightspace platform to reach every learner. Brightspace will provide personalized learning, enhanced learning experiences, and better learning outcomes for over 40,000 students and faculty across the three universities. "D2L has worked with Internet2 to expand its reach across North America," said John Baker, CEO of D2L. "Together we're delivering an engaging and modern learning experience that's fostering growth at these tremendous institutions, with more to come." Each university is using the technology through Internet2's membership community organization: "This continued momentum highlights the far-reaching collaboration between D2L and Internet2 member institutions, which offers broad functional and financial value to higher education," said Shel Waggener, Senior Vice President, Internet2. "The widespread adoption of new learning technology helps institutions serve students, faculty and administrators to achieve improved results." Last October, D2L announced it had expanded its participation with Internet2 to deliver a portfolio of cost-effective and easy-to-access technology and services tailored to the unique needs of the research and education community. Institutions can purchase D2L's cloud-based technology through Internet2. D2L's Brightspace is a digital learning platform that helps schools and institutions deliver personalized learning experiences in a classroom or online to people anywhere in the world. Created for the digital learner, Brightspace is cloud-based, runs on mobile devices, and offers rich multimedia to increase engagement, productivity and knowledge retention. The platform makes it easy to design courses, create content, and grade assignments, giving instructors more time to focus on what's most important – greater teaching and learning. At the same time, analytics reports track and deliver insights into the performance levels of departments, courses, or individuals. Brightspace was recently named the #1 LMS in Higher Ed by Ovum Research and #1 in Adaptive Learning by eLearning Magazine. In addition, Aragon Research included Brightspace in its highly-coveted Hot Vendors In Learning list. Internet2 is a non-profit, member-driven advanced technology community founded by the nation's leading higher education institutions in 1996. Internet2 serves 317 U.S. universities, 70 government agencies, 43 regional and state education networks and through them supports more than 94,000 community anchor institutions, over 900 InCommon participants, and 78 leading corporations working with our community, and 61 national research and education network partners that represent more than 100 countries. Internet2 delivers a diverse portfolio of technology solutions that leverages, integrates, and amplifies the strengths of its members and helps support their educational, research and community service missions. Internet2's core infrastructure components include the nation's largest and fastest research and education network that was built to deliver advanced, customized services that are accessed and secured by the community-developed trust and identity framework. Internet2 offices are located in Ann Arbor, Mich.; Denver, Colo.; Emeryville, Calif.; Washington, D.C.; and West Hartford, Conn. For more information, visit www.internet2.edu or follow @Internet2 on Twitter. D2L is the software leader that makes the learning experience better. The company's cloud-based platform is easier to use, more flexible, and smart. With Brightspace, companies can personalize the experience for every learner to deliver real results. The company is a world leader in learning analytics: its platform predicts learner performance so that companies can take action in real-time to keep employees on track. Brightspace is used by learners in higher education, K-12, and the enterprise sector, including the Fortune 1000. D2L has operations in the United States, Canada, Europe, Australia, Brazil, and Singapore.www.D2L.com The D2L family of companies includes D2L Corporation, D2L Ltd, D2L Australia Pty Ltd, D2L Europe Ltd, D2L Asia Pte Ltd, and D2L Brasil Soluções de Tecnologia para Educação Ltda. All D2L marks are trademarks of D2L Corporation. Please visit D2L.com/trademarks for a list of D2L marks.

Foy M.R.,Loyola Marymount University
Neurobiology of Learning and Memory | Year: 2011

The ovarian steroid hormones estradiol and progesterone regulate a wide variety of non-reproductive functions in the central nervous system by interacting with molecular and cellular processes. A growing literature from studies using rodent models suggests that 17β-estradiol, the most potent of the biologically relevant estrogens, enhances synaptic transmission and the magnitude of long-term potentiation recorded from in vitro hippocampal slices. In contrast, progesterone has been shown to decrease synaptic transmission and reduce hippocampal long-term potentiation in this model system. Hippocampal long-term depression, another form of synaptic plasticity, occurs more prominently in slices from aged rats. A decrease in long-term potentiation magnitude has been recorded in hippocampal slices from both adult and aged rats behaviorally stressed just prior to hippocampal slice tissue preparation and electrophysiological recording. 17β-estradiol modifies synaptic plasticity in both adult and aged rats, whether behaviorally stressed or not by enhancing long-term potentiation and attenuating long-term depression. The studies discussed in this review provide an understanding of new approaches used to investigate the protective effects of ovarian hormones against aging and stress, and how these hormones impact age and stress-related learning and memory dysfunction. © 2010 Elsevier Inc.

Dowd W.W.,Loyola Marymount University
Integrative and Comparative Biology | Year: 2012

Environmental physiology, toxicology, and ecology and evolution stand to benefit substantially from the relatively recent surge of "omics" technologies into these fields. These approaches, and proteomics in particular, promise to elucidate novel and integrative functional responses of organisms to diverse environmental challenges, over a variety of time scales and at different levels of organization. However, application of proteomics to environmental questions suffers from several challenges - some unique to high-throughput technologies and some relevant to many related fields - that may confound downstream biological interpretation of the data. I explore three of these challenges in environmental proteomics, emphasizing the dependence of biological conclusions on (1) the specific experimental context, (2) the choice of statistical analytical methods, and (3) the degree of proteome coverage and protein identification rates, both of which tend to be much less than 100 (i.e., analytical incompleteness). I use both a review of recent publications and data generated from my previous and ongoing proteomics studies of coastal marine animals to examine the causes and consequences of these challenges, in one case analyzing the same multivariate proteomics data set using 29 different combinations of statistical techniques common in the literature. Although some of the identified issues await further critical assessment and debate, when possible I offer suggestions for meeting these three challenges. © 2012 The Author. Published by Oxford University Press on behalf of the Society for Integrative and Comparative Biology. All rights reserved.

Mureika J.R.,Loyola Marymount University
Physics Letters, Section B: Nuclear, Elementary Particle and High-Energy Physics | Year: 2012

Several different approaches to quantum gravity suggest the effective dimension of spacetime reduces from four to two near the Planck scale. In light of such evidence, this Letter re-examines the thermodynamics of primordial black holes (PBHs) in specific lower-dimensional gravitational models. Unlike in four dimensions, (1. +. 1)-D black holes radiate with power P~MBH2, while it is known no (2. +. 1)-D (BTZ) black holes can exist in a non-anti-de Sitter universe. This has important relevance to the PBH population size and distribution, and consequently on cosmological evolution scenarios. The number of PBHs that have evaporated to present day is estimated, assuming they account for all dark matter. Entropy conservation during dimensional transition imposes additional constraints. If the cosmological constant is non-negative, no black holes can exist in the (2. +. 1)-dimensional epoch, and consequently a (1. +. 1)-dimensional black hole will evolve to become a new type of remnant. Although these results are conjectural and likely model-dependent, they open new questions about the viability of PBHs as dark matter candidates. © 2012 Elsevier B.V.

Agency: NSF | Branch: Standard Grant | Program: | Phase: CROSS-EF ACTIVITIES | Award Amount: 458.47K | Year: 2013

Temperature plays a key role in setting species ranges and driving evolutionary patterns on broad spatial and temporal scales. However, interpretation of the role of temperature in ecology and evolution may be confounded by complex spatial patterns of temperature variation. Within very small coastal intertidal areas, the investigators have documented micro-scale variation in body temperature among individuals that can exceed the average range of body temperature along an entire coastline. Essentially, different organisms experience the same environment in different ways. This micro-scale variation among individuals represents a critical caveat to the conclusion that a number of species currently live close to their temperature tolerance limits; instead, only some individuals do so. It is important to understand the causes and consequences of such micro-scale variation, particularly when attempting to forecast the large-scale outcomes of climatic changes. This project uses the sea mussel as a model system for a combination of field and laboratory studies designed first to answer two mechanistic questions: (1) How does micro-scale variation in body temperature arise, and do individuals use behavioral responses to modify their body temperature based on their recent experience? (2) Is variation in thermal history, the amount of recent heating, correlated with physiological abilities of individuals to combat stress associated with extreme temperatures? The investigators will first quantify the magnitude and the temporal persistence of micro-scale variation in body temperature (a necessity before scaling up to address broad ecological and evolutionary questions) and then link specific biochemical markers of thermal stress in individuals with their unique thermal histories. Finally, the investigators will address the potential sources of micro-scale variation in thermal physiology. Is inter-individual variation a function of variation in recent thermal history, or derived from fixed physiological differences between individuals in warm vs. cool microhabitats, or is individual physiological variation masked in the field by variation in other environmental factors such as food availability or by behavior? Inter-individual variation is an important, understudied aspect of organismal biology. This research will link inter-individual variation in physiology with parallel environmental variation to deepen understanding of evolutionary potential of species to cope with global change. To accomplish this goal, the team will integrate biochemical, behavioral, and biophysical approaches in field and laboratory studies. Importantly, a new understanding will be gained of the oxidative stress mechanisms that may set thermal tolerance costs and limits among species and among populations of a single species.

Broader impacts are focused on integration of undergraduate teaching and research by forming a collaboration between Loyola Marymount University [LMU, a Primarily Undergraduate Institution (PUI) with 21% Latino/Hispanic population] and Stanford University. LMU undergraduates will be immersed in summer research at Stanfords Hopkins Marine Station, greatly enhancing their professional development and future career perspectives. A postdoctoral researcher based at LMU will receive PUI-specific professional development in research, classroom teaching, and student mentoring while enjoying access to world-class resources, expertise, and an excellent field site at Stanford. Finally, methods and findings of the research will be incorporated into several undergraduate courses at LMU.

Agency: NSF | Branch: Continuing grant | Program: | Phase: ANIMAL BEHAVIOR | Award Amount: 320.06K | Year: 2015

Proposal Title: RUI: Mechanisms regulating facultative migrations of the Pine Siskin
Institutions: Loyola Marymount University, and a partnership with UC-Davis
Abstract Date: 03/13/2015

Migratory behavior can be characterized by regular and predictable seasonal and directional movements, or the movements may be much less predictable with respect to both timing and direction. The less predictable movements, known as facultative migration, are much more difficult to study. This project will investigate the drivers of facultative migration in a captive species of bird, the pine siskin (Spinus pinus). The goals of the project are to assess 1) What cue(s) trigger the development of a migratory stage; and 2) What endocrine hormones mediate the migratory response? Four cues (photoperiod, food availability, population density, and mate availability) and two hormones (corticosterone and testosterone) will be investigated. Understanding how animals respond to environmental variability is critical in todays changing climate. The project will train a post-graduate researcher at a primarily undergraduate institution, and will involve large numbers of undergraduates, including those from underrepresented groups. The lead investigator is a beginning investigator.

The project will systematically and comprehensively investigate the mechanisms underlying facultative migration, a suite of behaviors that are taxonomically widespread. It is the captive avian model organism that enables this research. Four different hypotheses will be investigated as part of the first goal of the project: (i) an increasing photoperiod stimulates facultative migration in the spring; (ii) declining food availability stimulates the development
of migration; (iii) high local population density, prior to a decline in food availability, can trigger the transition to a migratory
 stage; and (iv) that a shortage of potential mates can stimulate migration around the time of breeding. Two additional hypotheses will be investigated as part of the second goal: (i) increased circulating corticosterone levels stimulate 
the development of a migratory stage; and (ii) the transition to a migratory stage is stimulated
 by increased circulating testosterone levels. Experiments will include manipulating the environmental triggers and tracking behavioral and physiological responses, and direct manipulation of the endocrine hormones. The combined approaches will provide significant opportunities for research training at a primarily undergraduate institution. The team will work with the Loyola Marymount University Center for Urban Resilience to develop and disseminate materials to be used in Los Angeles area schools.

Agency: NSF | Branch: Standard Grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 1.17M | Year: 2012

Lions Roar: LMU Noyce Scholarship Program, a Phase I Noyce Proposal, is designed to attract majors with an aptitude and passion for mathematics and science into K-12 teaching and to provide them with the skills and support they need to become effective teachers. The recruitment strategy centers on the creation of a cohort of Noyce interns that serve as the major pool for Noyce scholars. This project combines a strong internship-centered recruitment effort with sustained university-wide support throughout the students education, training and early career. The support network has been designed specifically for mathematics and science majors who are interested in teaching and will increase the number of mathematics and science faculty who interact directly with students around issues related to K-12 teaching. The aim is to create a high-profile community of potential future teachers within the academic departments in order to provide them with the support and recognition that will encourage additional talented majors into the field. The program offers 40, $3000 summer internships and 36 scholarships in the amount of $20,000 annually to approximately 18 students during their junior and senior year of study.

Agency: NSF | Branch: Standard Grant | Program: | Phase: DISCOVERY RESEARCH K-12 | Award Amount: 450.00K | Year: 2015

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. This exploratory research project will examine the relationship between teacher professional development associated with newly developed modules in urban ecology and the achievement and engagement of long-term English learners (LTEL). Participants in the project will include students in grades 4-8 in a large urban school district, elementary school teachers, middle school science teachers, and middle school teachers of English language arts. Existing Urban Ecology learning modules will be enhanced to accommodate the needs of LTELs, and teachers will participate in professional development aimed at using the new materials to effectively integrate academic science discourse and literacy development for LTELs.

The project will develop two enhanced urban ecology modules (47 lessons) for English learners in grades 4-8; science language and literacy assessments for English language learners (ELLs); an ELL STEM career awareness inventory; an urban ecology for ELLs teacher knowledge scale, and an urban ecology for ELLs pedagogy observation protocol. The materials will be tested with a stratified random sample of students identified by achievement level (low, medium, and high) and linguistic background (mainstream, LTEL, and at risk of becoming LTEL). A mixed-methods research design will be used to test the hypothesis that the quantity and quality of LTEL science language and literacy achievement will increase as a result of teacher participation in implementing the newly developed transdisciplinary framework for Urban Ecology for English Learners.

Agency: NSF | Branch: Standard Grant | Program: | Phase: IUSE | Award Amount: 50.00K | Year: 2016

Recent decades have seen increasing attention to and progress in research in undergraduate science, technology, engineering, and mathematics (STEM) education, making it time to initiate a STEM-wide and STEM-focused researcher network. The Breaking the Boundaries in STEM Education Conference will bring together scholars in discipline-based education research (DBER) and in the scholarship of teaching and learning (SoTL) to create a hub that will enable these researchers to learn from and collaborate with each other. The project will expand on successful efforts undertaken by the Collaborative Research on Evaluating, Advancing, and Transforming Education in STEM (CREATE-STEM) group at Loyola Marymount University.

This conference will be precedent-setting and will offer a model that has the potential to be scalable. Two main research questions guide the overall scope of the conference: (1) What are the common threads across disciplines to approach the teaching and learning of quantitative skills that are relevant in STEM? (2) What are the challenges and barriers that need to be overcome in order to foster collaboration across disciplines to impact the teaching and learning of quantitative skills relevant in STEM? The inaugural conference will be organized around three themes: equity, problem solving, and computational thinking. The project will result in a conference proceedings and relevant peer-reviewed archival publications.

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