Time filter

Source Type

Salem, VA, United States

Roanoke College is a private, coeducational, four-year liberal-arts college located in Salem, Virginia, United States, a suburban independent city adjacent to Roanoke, Virginia.Roanoke has approximately 2,000 students who represent approximately 40 states and 25 countries. The college offers 35 majors, 57 minors and concentrations, and pre-professional programs in dentistry, engineering, law, medicine, ministry, nursing, pharmacy, and veterinary medicine. Roanoke awards bachelor's degrees in arts, science, and business administration and is one of 280 colleges with a chapter of the Phi Beta Kappa honor society.Roanoke is an NCAA Division III school competing in the Old Dominion Athletic Conference. The college fields varsity teams in nine men's and ten women's sports. Roanoke's athletic nickname is Maroons and the mascot is Rooney, a maroon-tailed hawk.Roanoke is ranked 2nd on the 2014 U.S. News and World Report list of Up-and-Coming National Liberal Arts Colleges. The Princeton Review, in its 2014 "Best 378 Colleges" guide, ranks Roanoke in the top ten percent of all colleges and universities nationwide; the 2012 edition ranked Roanoke's campus as the 18th most beautiful in the nation. Wikipedia.

Royo A.A.,U.S. Department of Agriculture | Collins R.,University of Pittsburgh | Collins R.,Roanoke College | Adams M.B.,U.S. Department of Agriculture | And 2 more authors.
Ecology | Year: 2010

Disruptions to historic disturbance and herbivory regimes have altered plant assemblages in forests worldwide. An emerging consensus suggests that these disruptions often result in impoverished forest biotas. This is particularly true for eastern U.S. deciduous forests where large gaps and understory fires were once relatively common and browsers were far less abundant. Although much research has focused on how disturbance and browsers affect tree diversity, far less attention has been devoted to forest understories where the vast majority (>75%) of the vascular species reside. Here we test the hypothesis that the reintroduction of disturbances resembling historic disturbance regimes and moderate levels of ungulate browsing enhance plant diversity. We explore whether once-common disturbances and their interaction with the top-down influence of browsers can create conditions favorable for the maintenance of a rich herbaceous layer in a region recognized as a temperate biodiversity hotspot in West Virginia, USA. We tested this hypothesis via a factorial experiment whereby we manipulated canopy gaps (presence/absence) of a size typically found in old-growth stands, low-intensity understory fire (burned/unburned), and deer browsing (fenced/unfenced). We tracked the abundance and diversity of more than 140 herb species for six years. Interactions among our treatments were pervasive. The combination of canopy gaps and understory fire increased herbaceous layer richness, cover, and diversity well beyond either disturbance alone. Furthermore, we documented evidence that deer at moderate levels of abundance promote herbaceous richness and abundance by preferentially browsing fastgrowing pioneer species that thrive following co-occurring disturbances (i.e., fire and gaps). This finding sharply contrasts with the negative impact browsers have when their populations reach levels well beyond those that occurred for centuries. Although speculative, our results suggest that interactions among fire, canopy gaps, and browsing provided a variable set of habitats and conditions across the landscape that was potentially capable of maintaining much of the plant diversity found in temperate forests. © 2010 by the Ecological Society of America. Source

Carrasco P.,Roanoke College | Hualde J.I.,University of Illinois at Urbana - Champaign | Simonet M.,University of Arizona
Phonetica | Year: 2012

The Spanish voiced obstruents /b d g/ are traditionally described as having each two allophones: stop and fricative (approximant) in complementary distribution. Several researchers have noted that some Central American and Highland Colombian varieties deviate from the general allophonic distribution in showing a preference for stop realizations in all contexts, except for the intervocalic position. In this paper we report on a large-scale acoustic investigation of /b d g/ in postconsonantal (after a liquid, sibilant or glide) and postvocalic (after /a/) contexts in Costa Rica Spanish, establishing a comparison with the variety of Madrid, Spain, which we take as representative of a variety with the general pattern of allophony. Our study, based on a continuous measurement of intensity, confirms previous descriptions in that Costa Rica Spanish does indeed show a different pattern of allophony from that found in the Madrid variety. The analysis shows that in Costa Rica Spanish postconsonantal realizations of /b/ and /d/ are very different from postvocalic ones, with a clear separation in the degree of constriction between these two contexts. In Madrid, on the other hand, we find a continuum of constriction degrees, depending on the nature of the specific preceding segment, and without a clear separation between postvocalic and postconsonantal realizations. The question that naturally arises is that of the historical connection between these two patterns of allophony, for which we offer some speculation, based in historical parallels and comparison with other varieties. Copyright © 2012 S. Karger AG, Basel. Source

Pysh L.D.,Roanoke College
American Journal of Botany | Year: 2015

PREMISE OF THE STUDY: Cellulose is the most abundant biomolecule on the planet, yet the mechanism by which it is synthesized by higher plants remains largely unknown. In Arabidopsis thalianA(L.) Heynh, synthesis of cellulose in the primary cell wall requires three different cellulose synthase genes (AtCesA1, AtCesA3, and AtCesA6- related genes [ AtCesA2, AtCesA5, and AtCesA6 ]). The multiple response expansion1 (mre1) mutant contains Ahypomorphic AtCesA3 allele that results in significantly shorter, expanded roots. Crosses between mre1 and another allele of AtCesA3 (constitutive expression of VSP1, cev1) yielded an F1 with roots considerably longer and thinner than either parent, suggesting intragenic complementation. The F2 generation resulting from self-crossing these F1 showed three different root phenotypes: roots like mre1, roots like cev1, and roots like the F1. METHODS: The segregation patterns of the three root phenotypes in multiple F2 and F3 generations were determined. Multiple characteristics of the roots and shoots were analyzed both qualitatively and quantitatively at different developmental stages, both on plates and on soil. KEY RESULTS: The trans -heterozygous plants differed significantly from the parental mre1 and cev1 lines. C ONCLUSIONS: The two alleles display intragenic complementation. Aclassic genetic interpretation of these results would suggest that cellulose synthesis requires homo-multimerization of cellulose synthase monomers. © 2015 Botanical Society of America. Source

Ramesh M.A.,Roanoke College
Fungal Biology Reviews | Year: 2016

How can a new faculty member assigned to teach a course in fungal biology go about designing a course that is both informational and relevant to the 21st century undergraduate? Recent calls for science education reform recommend a shift to more active learning pedagogies that encourage students to learn by solving problems or being actively engaged in the process of experimentation as opposed to the traditional lecture reliant on content delivery. While a valid idea, practically, how can such a shift in instruction be implemented? Consider that most current faculty members were taught through the traditional lecture-laboratory format. While creativity and experience in the classroom enables us to develop as effective instructors, the reality of the demands on faculty rarely provide the time to develop enough novel instructional resources when constructing new courses. Fortunately, we can draw up educational resources to aid us beyond our own experiences via internet. Unfortunately, there is currently no central portal for fungal biology educational resources. While some professional societies and groups have begun to include educational resources, none are comprehensive. Because fungal biology topics have traditionally been taught as mycology or phytopathology or medical mycology, content tends to be partitioned to these specific disciplines. The goal of this review is to consolidate and evaluate teaching resources for fungal biology available through the internet for undergraduate education. This review will provide educators with ideas and tools to train future fungal biologists for 21st century careers. © 2016 British Mycological Society. Source

Brenzovich Jr. W.E.,Roanoke College
Angewandte Chemie - International Edition | Year: 2012

Fields of gold: Recent developments in the field of gold catalysis, using an alkyne as a carbonyl equivalent is becoming an important chemical transformation, thus providing flexibility in synthetic planning of complex and sensitive natural products. Understanding of the reaction and new catalyst designs are providing new conditions that are amenable for late-stage synthetic intermediates. Copyright © 2012 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim. Source

Discover hidden collaborations