Viterbo University is a private, Roman Catholic liberal arts university located in La Crosse, Wisconsin, United States. Founded in 1890, Viterbo offers 69 undergraduate degree programs, five graduate degrees, one doctoral degree, two associate degree programs, and multiple certification programs.In 2014 U.S. News & World Report ranked Viterbo in the top regional universities in the Midwest at #109 and the university's graduate nursing program nationally at #234. With over 18,000 alumni, the university remains one of only 22 members in the Association of Franciscan Colleges and Universities located in the United States. Wikipedia.
Ware E.A.,Viterbo University |
Gelman S.A.,University of Michigan
Cognitive Science | Year: 2014
This set of seven experiments examines reasoning about the inheritance and acquisition of physical properties in preschoolers, undergraduates, and biology experts. Participants (N = 390) received adoption vignettes in which a baby animal was born to one parent but raised by a biologically unrelated parent, and they judged whether the offspring would have the same property as the birth or rearing parent. For each vignette, the animal parents had contrasting values on a physical property dimension (e.g., the birth parent had a short tail; the rearing parent had a long tail). Depending on the condition, the distinct properties had distinct functions ("function-predictive") were associated with distinct habitats ("habitat-predictive"), or had no implications ("non-predictive"). Undergraduates' bias to view properties as inherited from the birth parent was reduced in the function- and habitat-predictive conditions. This result indicates a purpose-based view of inheritance, whereby animals can acquire properties that serve a purpose in their environment. This stance was not found in experts or preschoolers. We discuss the results in terms of how undergraduates' purpose-based inheritance reasoning develops and relates to larger-scale misconceptions about Darwinian evolutionary processes, and implications for biology education. © 2013 Cognitive Science Society, Inc.
Cummings M.P.,University of Maryland College Park |
Temple G.G.,Viterbo University
Briefings in Bioinformatics | Year: 2010
The major opportunities for broader incorporation of bioinformatics in education can be placed into three general categories: general applicability of bioinformatics in life science and related curricula; inherent fit of bioinformatics for promoting student learning in most biology programs; and the general experience and associated comfort students have with computers and technology. Conversely, the major challenges for broader incorporation of bioinformatics in education can be placed into three general categories: required infrastructure and logistics; instructor knowledge of bioinformatics and continuing education; and the breadth of bioinformatics, and the diversity of students and educational objectives. Broader incorporation of bioinformatics at all education levels requires overcoming the challenges to using transformative computer-requiring learning activities, assisting faculty in collecting assessment data on mastery of student learning outcomes, as well as creating more faculty development opportunities that span diverse skill levels, with an emphasis placed on providing resource materials that are kept up-to-date as the field and tools change. © The Author 2010. Published by Oxford University Press.
Gelman S.A.,University of Michigan |
Ware E.A.,Viterbo University |
Kleinberg F.,University of Michigan
Cognitive Psychology | Year: 2010
We hypothesized that generic noun phrases (" Bears climb trees" ) would provide important input to children's developing concepts. In three experiments, four-year-olds and adults learned a series of facts about a novel animal category, in one of three wording conditions: generic (e.g., "Zarpies hate ice cream" ), specific-label (e.g., "This zarpie hates ice cream" ), or no-label (e.g., "This hates ice cream" ). Participants completed a battery of tasks assessing the extent to which they linked the category to the properties expressed, and the extent to which they treated the category as constituting an essentialized kind. As predicted, for adults, generics training resulted in tighter category-property links and more category essentialism than both the specific-label and no-label training. Children also showed effects of generic wording, though the effects were weaker and required more extensive input. We discuss the implications for language-thought relations, and for the acquisition of essentialized categories. © 2010 Elsevier Inc.
Ma Z.,Cornell University |
Gabriel S.E.,Cornell University |
Gabriel S.E.,Viterbo University |
Helmann J.D.,Cornell University
Nucleic Acids Research | Year: 2011
Bacillus subtilis Zur (BsZur) represses high-affinity zinc-uptake systems and alternative ribosomal proteins in response to zinc replete conditions. Sequence alignments and structural studies of related Fur family proteins suggest that BsZur may contain three zinc-binding sites (sites 1-3). Mutational analyses confirm the essential structural role of site 1, while mutants affected in sites 2 and 3 retain partial repressor function. Purified BsZur binds a maximum of two Zn(II) per monomer at site 1 and site 2. Site 3 residues are important for dimerization, but do not directly bind Zn(II). Analyses of metal-binding affinities reveals negative cooperativity between the two site 2 binding events in each dimer. DNA-binding studies indicate that BsZur is sequentially activated from an inactive dimer (Zur 2:Zn 2) to a partially active asymmetric dimer (Zur 2:Zn 3), and finally to the fully zinc-loaded active form (Zur 2:Zn 4). BsZur with a C84S mutation in site 2 forms a Zur2:Zn3 form with normal metal-and DNA-binding affinities but is impaired in formation of the Zur 2:Zn 4 high affinity DNA-binding state. This mutant retains partial repressor activity in vivo, thereby supporting a model in which stepwise activation by zinc serves to broaden the physiological response to a wider range of metal concentrations. © 2011 The Author(s).
Olsen J.M.,Viterbo University
American journal of health promotion : AJHP | Year: 2010
Chronic diseases account for 70% of U.S. deaths. Health coaching may help patients adopt healthy lifestyle behaviors that prevent and control diseases. This integrative review analyzed health coaching studies for evidence of effectiveness and to identify key program features. Multiple electronic databases were utilized, yielding a final sample of 15 documents. STUDY INCLUSION AND EXCLUSION CRITERIA: The search was limited to peer-reviewed research articles published between 1999 and 2008. Studies were further analyzed if they (1) specifically cited coaching as a program intervention, and (2) applied the intervention to research. Articles describing various quantitative and qualitative methodologies were critically analyzed using a systematic method. Data were synthesized using a matrix format according to purpose, method, intervention, findings, critique, and quality rating. All 15 studies utilized nonprobability sampling, 7 (47%) with randomized intervention and control groups. Significant improvements in one or more of the behaviors of nutrition, physical activity, weight management, or medication adherence were identified in six (40%) of the studies. Common features of effective programs were goal setting (73%), motivational interviewing (27%), and collaboration with health care providers (20%). Health coaching studies with well-specified methodologies and more rigorous designs are needed to strengthen findings; however, this behavioral change intervention suggests promise.