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Institution

Boston College

EducationBoston, Massachusetts, United States
About: Boston College is a education organization based out in Boston, Massachusetts, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 9749 authors who have published 25406 publications receiving 1105145 citations. The organization is also known as: BC.


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Journal ArticleDOI
TL;DR: Specific Bifidobacteria and Bacteroides differentially digest specific individual HMOS, with the major fucosylated milk oligosaccharides most strongly stimulating key species of mutualist symbionts.
Abstract: Human milk oligosaccharides (HMOS) are not digested in the proximal intestine. In distal intestine, HMOS collectively modify the microbiota, but the response of individual bacteria to individual components of the HMOS is not well defined. Here, each of 25 major isolates of the human intestinal microbiota was fed individual major fucosylated and sialylated HMOS in anaerobic culture. This allowed for an assessment of the influence of specific HMOS on the growth and metabolic products of individual microbiota bacteria. Most Bifidobacteria spp. and Bacteroides spp. grew, induced α-L-fucosidase activity, and produced abundant lactate or short-chain fatty acids (SCFAs) when fed 2'-fucosyllactose (2'-FL), 3-FL, and lactodifucotetraose (LDFT). Lactobacillus delbrueckii ATCC7830, Enterococcus faecalis ATCC19433, and Streptococcus thermophilus ATCC19258 exhibited slight growth, pH reduction, and lactate production when supplemented with 2'-FL or 3-FL, but not LDFT. Supplementation with 3'-sialyllactose (3'-SL) and 6'-SL promoted moderate growth of Bifidobacterium longum JCM7007, 7009, 7010, 7011, 1272, 11347, ATCC15708, Bacteroides vulgatus ATCC8482, and B. thetaiotaomicron ATCC29148; accordingly, these bacteria exhibited greater neuraminidase activity and produced copious lactate, SCFA, or both. Lactobacillus delbrueckii ATCC7830 also consumed 6'-SL. In contrast, Clostridium spp., L. rhamnosus ATCC53103, E. faecalis ATCC29200, Staphylococcus spp., Enterobacter spp., and Escherichia coli K12 did not consume milk oligosaccharides nor produce appreciable acidic fermentation products. Specific Bifidobacteria and Bacteroides differentially digest specific individual HMOS, with the major fucosylated milk oligosaccharides most strongly stimulating key species of mutualist symbionts. This suggests strategies for treating dysbiosis of the microbiota and associated inflammatory disorders.

290 citations

Journal ArticleDOI
TL;DR: Dyadic coping was significantly associated with marital quality over 2 years and both their own dyadic coping and that of their partner were significant predictors, whereas for men only their own Dyadic cope was predictive.
Abstract: Previous studies have revealed that the ways couples deal with stress in their lives are significantly associated with their marital quality and overall marital functioning. However, there has been little empirical evidence linking dyadic coping with marital quality over time. This study addresses the relationship between dyadic coping and marital quality among 90 couples over a period of 2 years. The results reveal that dyadic coping was significantly associated with marital quality over 2 years. For women, both their own dyadic coping and that of their partner were significant predictors, whereas for men only their own dyadic coping was predictive. The results are discussed with regard to prevention of marital distress.

290 citations

Journal ArticleDOI
TL;DR: Controlled experiments are advocated and described that can provide needed information regarding Web 2.0 tools and related practice changes that could help the IS discipline better assess whether or not new practices would be superior to existing ones and under which circumstances.
Abstract: This paper argues that Web 2.0 tools, specifically wikis, have begun to influence business and knowledge sharing practices in many organizations. Information Systems researchers have spent considerable time exploring the impact and implications of these tools in organizations, but those same researchers have not spent sufficient time considering whether and how these new technologies may provide opportunities for us to reform our core practices of research, review, and teaching. To this end, this paper calls for the IS discipline to engage in two actions related to wikis and other Web 2.0 tools. First, the IS discipline ought to engage in critical reflection about how wikis and other Web 2.0 tools could allow us to conduct our core processes differently. Our existing practices were formulated during an era of paper-based exchange; wikis and other Web 2.0 tools may enable processes that could be substantively better. Nevertheless, users can appropriate information technology tools in unexpected ways, and even when tools are appropriated as expected there can be unintended negative consequences. Any potential changes to our core processes should, therefore, be considered critically and carefully, leading to our second recommended action. We advocate and describe a series of controlled experiments that will help assess the impact of these technologies on our core processes and the associated changes that would be necessary to use them. We argue that these experiments can provide needed information regarding Web 2.0 tools and related practice changes that could help the discipline better assess whether or not new practices would be superior to existing ones and under which circumstances.

290 citations

Journal ArticleDOI
TL;DR: It is shown that new high-throughput, massively parallel sequencing technologies can completely and accurately characterize a mutant genome relative to a previously sequenced parental (reference) strain and that detecting mutations in evolved and engineered organisms is rapid and cost-effective at the whole-genome level using new sequencing technologies.
Abstract: Forward genetic mutational studies, adaptive evolution, and phenotypic screening are powerful tools for creating new variant organisms with desirable traits. However, mutations generated in the process cannot be easily identified with traditional genetic tools. We show that new high-throughput, massively parallel sequencing technologies can completely and accurately characterize a mutant genome relative to a previously sequenced parental (reference) strain. We studied a mutant strain of Pichia stipitis, a yeast capable of converting xylose to ethanol. This unusually efficient mutant strain was developed through repeated rounds of chemical mutagenesis, strain selection, transformation, and genetic manipulation over a period of seven years. We resequenced this strain on three different sequencing platforms. Surprisingly, we found fewer than a dozen mutations in open reading frames. All three sequencing technologies were able to identify each single nucleotide mutation given at least 10–15-fold nominal sequence coverage. Our results show that detecting mutations in evolved and engineered organisms is rapid and cost-effective at the whole-genome level using new sequencing technologies. Identification of specific mutations in strains with altered phenotypes will add insight into specific gene functions and guide further metabolic engineering efforts.

289 citations

Journal ArticleDOI
Evelyn Y. Young1
TL;DR: Although culturally relevant pedagogy is widely espoused and applied in educational research and practice, it is often not commonly understood as a conceptual framework that advocates the elements of academic success, cultural competence, and sociopolitical consciousness as mentioned in this paper.
Abstract: Although culturally relevant pedagogy is widely espoused and applied in educational research and practice, it is often not commonly understood as a conceptual framework that advocates the elements of academic success, cultural competence, and sociopolitical consciousness This study was a grassroots attempt to work collaboratively with a group of administrators and teachers at one urban school to define, implement, and assess culturally relevant pedagogy as a viable pedagogical tool A qualitative approach that used the combined methods of action research and critical case study was employed for this study Findings revealed deep structural issues related to teachers’ cultural bias, the nature of racism in school settings, and the lack of support to adequately implement theories into practice The study also recommends further inquiry-based dialogue among scholars and practitioners to more consistently utilize the theory in academic research and in classroom instruction

289 citations


Authors

Showing all 9922 results

NameH-indexPapersCitations
Eric J. Topol1931373151025
Gang Chen1673372149819
Wei Li1581855124748
Daniel L. Schacter14959290148
Asli Demirguc-Kunt13742978166
Stephen G. Ellis12765565073
James A. Russell124102487929
Zhifeng Ren12269571212
Jeffrey J. Popma12170272455
Mike Clarke1131037164328
Kendall N. Houk11299754877
James M. Poterba10748744868
Gregory C. Fu10638132248
Myles Brown10534852423
Richard R. Schrock10372443919
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Performance
Metrics
No. of papers from the Institution in previous years
YearPapers
202398
2022250
20211,282
20201,275
20191,082
20181,058