Matching Items (74)
Description
Serial femtosecond X-ray crystallography (SFX) using an X-ray free electron laser (XFEL) is a recent advancement in structural biology for solving crystal structures of challenging membrane proteins, including G-protein coupled receptors (GPCRs), which often only produce microcrystals. An XFEL delivers highly intense X-ray pulses of femtosecond duration short enough to enable the collection of single diffraction images before significant radiation damage to crystals sets in. Here we report the deposition of the XFEL data and provide further details on crystallization, XFEL data collection and analysis, structure determination, and the validation of the structural model. The rhodopsin-arrestin crystal structure solved with SFX represents the first near-atomic resolution structure of a GPCR-arrestin complex, provides structural insights into understanding of arrestin-mediated GPCR signaling, and demonstrates the great potential of this SFX-XFEL technology for accelerating crystal structure determination of challenging proteins and protein complexes.
ContributorsZhou, X. Edward (Author) / Gao, Xiang (Author) / Barty, Anton (Author) / Kang, Yanyong (Author) / He, Yuanzheng (Author) / Liu, Wei (Author) / Ishchenko, Andrii (Author) / White, Thomas A. (Author) / Yefanov, Oleksandr (Author) / Han, Gye Won (Author) / Xu, Qingping (Author) / de Waal, Parker W. (Author) / Suino-Powell, Kelly M. (Author) / Boutet, Sebastien (Author) / Williams, Garth J. (Author) / Wang, Meitian (Author) / Li, Dianfan (Author) / Caffrey, Martin (Author) / Chapman, Henry N. (Author) / Spence, John (Author) / Fromme, Petra (Author) / Weierstall, Uwe (Author) / Stevens, Raymond C. (Author) / Cherezov, Vadim (Author) / Melcher, Karsten (Author) / Xu, H. Eric (Author) / College of Liberal Arts and Sciences (Contributor) / School of Molecular Sciences (Contributor) / Biodesign Institute (Contributor) / Applied Structural Discovery (Contributor) / Department of Physics (Contributor)
Created2016-04-12
Description
X-ray free-electron lasers (XFELs) provide new opportunities for structure determination of biomolecules, viruses and nanomaterials. With unprecedented peak brilliance and ultra-short pulse duration, XFELs can tolerate higher X-ray doses by exploiting the femtosecond-scale exposure time, and can thus go beyond the resolution limits achieved with conventional X-ray diffraction imaging techniques. Using XFELs, it is possible to collect scattering information from single particles at high resolution, however particle heterogeneity and unknown orientations complicate data merging in three-dimensional space. Using the Linac Coherent Light Source (LCLS), synthetic inorganic nanocrystals with a core–shell architecture were used as a model system for proof-of-principle coherent diffractive single-particle imaging experiments. To deal with the heterogeneity of the core–shell particles, new computational methods have been developed to extract the particle size and orientation from the scattering data to assist data merging. The size distribution agrees with that obtained by electron microscopy and the merged data support a model with a core–shell architecture.
ContributorsLi, Xuanxuan (Author) / Spence, John (Author) / Hogue, Brenda (Author) / Liu, Haiguang (Author) / College of Liberal Arts and Sciences (Contributor) / Department of Physics (Contributor) / Biodesign Institute (Contributor) / Applied Structural Discovery (Contributor)
Created2017-08-27
Description
Single-particle diffraction from X-ray Free Electron Lasers offers the potential for molecular structure determination without the need for crystallization. In an effort to further develop the technique, we present a dataset of coherent soft X-ray diffraction images of Coliphage PR772 virus, collected at the Atomic Molecular Optics (AMO) beamline with pnCCD detectors in the LAMP instrument at the Linac Coherent Light Source. The diameter of PR772 ranges from 65–70 nm, which is considerably smaller than the previously reported ~600 nm diameter Mimivirus. This reflects continued progress in XFEL-based single-particle imaging towards the single molecular imaging regime. The data set contains significantly more single particle hits than collected in previous experiments, enabling the development of improved statistical analysis, reconstruction algorithms, and quantitative metrics to determine resolution and self-consistency.
ContributorsReddy, Hemanth K. N. (Author) / Yoon, Chun Hong (Author) / Aquila, Andrew (Author) / Awel, Salah (Author) / Ayyer, Kartik (Author) / Barty, Anton (Author) / Berntsen, Peter (Author) / Bielecki, Johan (Author) / Bobkov, Sergey (Author) / Bucher, Maximilian (Author) / Carini, Gabriella A. (Author) / Carron, Sebastian (Author) / Chapman, Henry (Author) / Daurer, Benedikt (Author) / DeMirci, Hasan (Author) / Ekeberg, Tomas (Author) / Fromme, Petra (Author) / Hajdu, Janos (Author) / Hanke, Max Felix (Author) / Hart, Philip (Author) / Hogue, Brenda (Author) / Hasseinizadeh, Ahmad (Author) / Kim, Yoonhee (Author) / Kirian, Richard (Author) / Kurta, Ruslan P. (Author) / Larsson, Daniel S. D. (Author) / Loh, N. Duane (Author) / Maia, Filipe R. N. C. (Author) / Mancuso, Adrian P. (Author) / Muhlig, Kerstin (Author) / Munke, Anna (Author) / Nam, Daewoong (Author) / Nettelblad, Carl (Author) / Ourmazd, Abbas (Author) / Rose, Max (Author) / Schwander, Peter (Author) / Seibert, Marvin (Author) / Sellberg, Jonas A. (Author) / Song, Changyong (Author) / Spence, John (Author) / Svenda, Martin (Author) / van der Schot, Gijs (Author) / Vartanyants, Ivan A. (Author) / Williams, Garth J. (Author) / Xavier, P. Lourdu (Author) / ASU Biodesign Center Immunotherapy, Vaccines and Virotherapy (Contributor) / Biodesign Institute (Contributor) / Applied Structural Discovery (Contributor) / College of Liberal Arts and Sciences (Contributor) / School of Molecular Sciences (Contributor) / School of Life Sciences (Contributor) / Department of Physics (Contributor)
Created2017-06-27
Description
This study examined the type and frequency of questions asked by attorneys in cases of children alleging sexual abuse. Of interest was whether child age would affect the questions asked. The participants included 25 child witnesses testifying in criminal trials in Maricopa County over a recent ten-year period. Children were placed into two groups: younger (five to seven-year-olds) and older (eight to nine-year-olds). Every question asked, and answer provided, during children's testimony, was systematically and reliably coded for the content of the interaction. Attorneys exhibited developmental sensitivity, varying the amount of question they asked across content areas by the age of the child. In addition, attorneys varied in what they asked about: the prosecution focused more on the plausibility of abuse, whereas the defense focused more on how others may have suggestively influenced the child's report. Both attorneys were equally concerned about the consistency of narratives. The findings from the present study have direct policy implications for how attorneys structure their arguments, both in an attempt to establish, and question, children's credibility in these important cases. Keywords: children, age, suggestibility, consistency, inconsistency, plausibility
ContributorsHogan, Caitlyn Rose (Author) / Stolzenberg, Stacia (Thesis director) / Fradella, Hank (Committee member) / College of Public Service and Community Solutions (Contributor) / School of Criminology and Criminal Justice (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This study examines the The Disney College Program, a semester-long paid internship hosted by the Walt Disney Company employing more than 10,000 students each year. With over 120,000 alumni in the past 10 years, this program offers students housing and community building opportunities within the "Living" component, college credit courses within the "Learning" component, and on-the-job experience at Disneyland Resort and Walt Disney World theme parks through the "Earning" component. Specifically, the research focuses on Walt Disney World in Orlando, Florida. The researcher conducted a 39-question online survey prompting 1,749 responses from Disney College Program alumni to help answer the following research questions: (1) Who are Disney College Program Cast Members, (2) What is their level of satisfaction with the program, and (3) Are they influencers? This study uses theoretical elements (e.g. levels of adoption, influencers and brand loyalty) to describe influence and psychological effects to describe satisfaction (e.g. indoctrination, human motivation and Stockholm Syndrome). With the findings showing discrepancies between the ratings of "Living," "Learning," and "Earning" and the average overall rating, some questions arise about the program's tendencies to form tightly cohesive groups approaching elements of Stockholm Syndrome and cult-like ethos. Focusing on the 1,490 of 1,749 respondents from Walt Disney World in the past 10 years, the study concludes that Walt Disney World College Program alumni are not influencers nor advocates, but rather evangelists (i.e., zealous advocate) and loyalists.
ContributorsMcgowan, Sloane Shea (Author) / Matera, Fran (Thesis director) / Archer, Ciara (Committee member) / School of Community Resources and Development (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / College of Public Service and Community Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The purpose of this research project was to implement a staff development program that would assess and strengthen the level of emotional intelligence of the teachers at a local low-income middle school. A goal of the project was to increase a teacher's level of emotional intelligence such that they could strengthen effective relationships and better ground them in trust with their students. Teachers participated in a 9 week program. Pre- and post emotional intelligence scores were reported.
ContributorsCarpenter, Breanna (Author) / Lietz, Cynthia (Thesis director) / Ferguson, Kristin (Committee member) / Rittenhouse, Sarah (Committee member) / School of Social Work (Contributor) / College of Public Service and Community Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The rates of anxiety, depression, and attempted suicide for transgender individuals are extremely elevated relative to the general population. Yet, little research has been conducted about the transgender population regarding social transition (an individual presenting as their authentic/true gender, one different than the gender they were assigned at birth, in the context of everyday life) and parental acceptance. Both of which have been shown to impact the mental health of transgender individuals. The purposes of this study were: (1) To characterize a sample of transgender adults on their age of awareness of their authentic gender identity and their age of social transition. (2) Examine whether age of social transition, (3) parental acceptance, and (4) the gap in time between age of awareness and age of social transition (awareness-transition gap) were related to mental health. (5) Examine whether parental acceptance was related to age of social transition or to awareness-transition gap. (6) Examine whether age of social transition or awareness-transition gap interact with parental acceptance as correlates of mental health. The sample consisted of 115 transgender adults, ages 18 to 64. Measures were separated into 7 subheadings: demographics, transgender
on-cisgender identity, age of awareness, age of social transition, primary caregiver acceptance, secondary caregiver acceptance, and mental health. Hypotheses were partially supported for age of social transition with mental health, parental acceptance with mental health, and awareness-transition gap with parental acceptance. This study investigated under studied concepts of social transition and parental acceptance that appear to have an effect on the mental health of transgender adults.
on-cisgender identity, age of awareness, age of social transition, primary caregiver acceptance, secondary caregiver acceptance, and mental health. Hypotheses were partially supported for age of social transition with mental health, parental acceptance with mental health, and awareness-transition gap with parental acceptance. This study investigated under studied concepts of social transition and parental acceptance that appear to have an effect on the mental health of transgender adults.
ContributorsRosenberg, Beth Ann (Author) / Gonzales, Nancy (Thesis director) / Saenz, Delia (Committee member) / Davis, Mary (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / College of Public Service and Community Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The importance of second language learning in today’s ever-increasing globalized world is becoming ever more paramount. Despite seeming trends which indicate aversion to globalization, the international phenomenon which describes the connection made between peoples and cultures, will only increase its influence in coming years. With the advances globalization has made, it is becoming more important to learn and study foreign languages in order to keep abreast of this trend and not be left behind by globalization. Why electronic translation is not so viable in the long run (at least currently) is that culture and syntax are not things which can be simply ascertained via mediums such as application use. Due to the fact that advanced language proficiency is considered to be an integral piece towards stronger sentiments of “integration” (i.e. Syrian refugees integrating into EU and US) it is of more importance that increasing second language proficiency receives the adequate study and implementation to reflect a more cohesive globalized world. Accompanying this necessity is the simple fact that adult second language learners often struggle to overcome difficulty to the challenging yet rewarding task of learning and eventually mastering a second language.
To truly understand the difficulty some adult second language learners have with learning a second language it can be helpful to compare second language acquisition to how one naturally, and seemingly effortlessly in many cases, acquires their native language. How can a comparative analysis of how native speakers and adult second language learners each learn their first and second language respectively be successfully converted to a specific means of assisting adult second language learners achieve the highest level of possible fluency? In order to more accurately propose a viable solution to the overarching question, the following three questions have been proposed as a means to springboard into better understanding the nature of the main topic.
The points to consider while analyzing the main question throughout this analysis are as follows: How would it be best for an adult second language learner to achieve the same level off proficiency as a native speaker of a given language whom has been exposed to all of its intricacies since birth? At what point exactly is someone considered to have the same level of proficiency which a native speaker of a given language would have and how does that differ from being a heritage speaker? With the final supporting question being: What type of learning would be best suited in helping a heritage speaker (someone who learns a language in the home by virtue of their heritage) or adult second language learner to become highly proficient in a second language?
In order to propose a wide variety of integration between these questions with the conjoined purpose of answering the inquiry of this thesis, many different sources supporting each of the above questions will contain certain overlap, providing a clear basis for constructing a tri-fold argument in answering the thesis question as acutely as possible. In regards to the first question, the question of “proficiency” will be a subsection committed to understanding the nature of how language proficiency works and at what point (if ever) one can ever be considered “highly proficient” in a second language.
All three exploratory questions are compatible with a theory known as Critical Period Theory, a theory in linguistics proposed by Montreal neurologist Wilder Penfield, which states, “There is a critical age, before puberty, that one must learn language. If one has not learned to speak before puberty it is much more difficult, and sometimes impossible, to learn language and speak in a meaningful way.” The overlap which this method binds to Universal Grammar is a rather close-knit relationship. Research composed by certain linguists suggest that “children are born with a certain universal grammar wired into their brains.” This will be compared and cross-examined to a higher degree in a later section of the paper.
The importance of Universal Grammar in relation to Critical Period Theory cannot be overstated. Universal Grammar in relation to the second language Critical Period Theory will help explain at which point, someone is considered to be a “native speaker” of a given language. The third question posed of how would it be best for heritage and second language learners to increase their proficiency in a second language really touches on both of these theories in regards to at which age someone is exposed to a specific language in addition to how Universal Grammar affects the development of second language acquisition. In the realm of perpetually working towards mitigating an answer to this analysis’s thesis, the connecting thread or “roter Faden”, as it is said in German, will be the integrative domain the above questions will have on arriving to a clearer understanding of the nature of how a comparative analysis of second language learners and mother-tongue speakers can expedite the language learning process of second language learners, using techniques of native speakers which they inherently pick-up.
To truly understand the difficulty some adult second language learners have with learning a second language it can be helpful to compare second language acquisition to how one naturally, and seemingly effortlessly in many cases, acquires their native language. How can a comparative analysis of how native speakers and adult second language learners each learn their first and second language respectively be successfully converted to a specific means of assisting adult second language learners achieve the highest level of possible fluency? In order to more accurately propose a viable solution to the overarching question, the following three questions have been proposed as a means to springboard into better understanding the nature of the main topic.
The points to consider while analyzing the main question throughout this analysis are as follows: How would it be best for an adult second language learner to achieve the same level off proficiency as a native speaker of a given language whom has been exposed to all of its intricacies since birth? At what point exactly is someone considered to have the same level of proficiency which a native speaker of a given language would have and how does that differ from being a heritage speaker? With the final supporting question being: What type of learning would be best suited in helping a heritage speaker (someone who learns a language in the home by virtue of their heritage) or adult second language learner to become highly proficient in a second language?
In order to propose a wide variety of integration between these questions with the conjoined purpose of answering the inquiry of this thesis, many different sources supporting each of the above questions will contain certain overlap, providing a clear basis for constructing a tri-fold argument in answering the thesis question as acutely as possible. In regards to the first question, the question of “proficiency” will be a subsection committed to understanding the nature of how language proficiency works and at what point (if ever) one can ever be considered “highly proficient” in a second language.
All three exploratory questions are compatible with a theory known as Critical Period Theory, a theory in linguistics proposed by Montreal neurologist Wilder Penfield, which states, “There is a critical age, before puberty, that one must learn language. If one has not learned to speak before puberty it is much more difficult, and sometimes impossible, to learn language and speak in a meaningful way.” The overlap which this method binds to Universal Grammar is a rather close-knit relationship. Research composed by certain linguists suggest that “children are born with a certain universal grammar wired into their brains.” This will be compared and cross-examined to a higher degree in a later section of the paper.
The importance of Universal Grammar in relation to Critical Period Theory cannot be overstated. Universal Grammar in relation to the second language Critical Period Theory will help explain at which point, someone is considered to be a “native speaker” of a given language. The third question posed of how would it be best for heritage and second language learners to increase their proficiency in a second language really touches on both of these theories in regards to at which age someone is exposed to a specific language in addition to how Universal Grammar affects the development of second language acquisition. In the realm of perpetually working towards mitigating an answer to this analysis’s thesis, the connecting thread or “roter Faden”, as it is said in German, will be the integrative domain the above questions will have on arriving to a clearer understanding of the nature of how a comparative analysis of second language learners and mother-tongue speakers can expedite the language learning process of second language learners, using techniques of native speakers which they inherently pick-up.
ContributorsRoselius, Thomas Jacob (Author) / Lee, Sara (Thesis director) / Reves, Christiane (Committee member) / College of Public Service and Community Solutions (Contributor) / College of Integrative Sciences and Arts (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
Throughout history, terrorism has had major effects on tourists and tourism destinations that are targeted. When terrorists execute an attack in order to communicate a message, resulting impacts go far beyond lives lost. Included in these impacts is the fear that terror attacks leave on tourists, sometimes creating such an impression that tourists change travel plans as a result. Although there are many studies on destination image, risk perception, and decision-making, very few focus specifically on the millennial generation. Because millennials are changing the travel and tourism scene - as they now make up the largest percentage of the population \u2014 it is important for stakeholders in the tourism industry and DMOs to understand this shift and the implications that come with these changes. This study provides a qualitative analysis of millennials' views, attitudes, and beliefs regarding terror impacted tourist destinations. Specifically, it will explore how millennials develop their destination images, if millennials view international travel to be risky, and if millennials are willing to travel to terror impacted tourist destinations. Using focus group methodology, this study gathered data from students from a number of disciplines, genders, and travel experience, in order to understand the themes listed above. Analysis of the findings and implications for officials and DMOs follow, as well as a conclusion including limitations and recommendations for future studies.
ContributorsBacon, Laura Elizabeth (Author) / Buzinde, Christine (Thesis director) / Nyaupane, Gyan (Committee member) / Department of Management and Entrepreneurship (Contributor) / W. P. Carey School of Business (Contributor) / College of Public Service and Community Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Horizon is a young adult dystopian fiction piece that addresses issues of gender and LGBTQIA+ identity. In the story, the world has been divided into two separate societies: earth, inhabited by females, and a platform in the sky, inhabited by males. This physical division is the result of a war between the two groups. Ever since this war, there has been limited communication between the two societies, and the members of each society have animosity for those who are of a different sex or gender. The plot follows two main characters, Andrea and Susumu, as they come to understand the corruption of their societies and attempt to cross the gender divide. They are joined on their journey by other characters of varied gender and LGBTQIA+ identities, each of them unable to fit into their society's parameters of appropriate gendered behavior. This creative project looks critically at the ways in which members of different genders can become alienated from each other through societal pressure. It also analyzes how LGBTQIA+ identity may factor into the gendering of an individual, explores how people can be ostracized because of their identity, and critiques the gender binary. The second component of this creative project is a detailed reflection on the creative writing process. It outlines the steps of creating Horizon, from brainstorming through writing and editing. An explanation of the purpose the project and a discussion of writing challenges and future goals is included. The reflection also puts Horizon in context with other LGBTQIA+ media and dystopian novels and explains some of the most crucial decisions that were made in the creation of this story.
ContributorsPerry, Samantha Lynn (Author) / Himberg, Julia (Thesis director) / Dove-Viebahn, Aviva (Committee member) / Hugh Downs School of Human Communication (Contributor) / College of Public Service and Community Solutions (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12