University of Hartford

About: University of Hartford is a education organization based out in West Hartford, Connecticut, United States. It is known for research contribution in the topics: Population & Context (language use). The organization has 1244 authors who have published 2481 publications receiving 48973 citations. The organization is also known as: UHart.

RPD3 histone deacetylase and nutrition have distinct but interacting effects on Drosophila longevity

Abstract: Single-gene mutations that extend longevity have revealed regulatory pathways related to aging and longevity. RPD3 is a conserved histone deacetylase (Class I HDAC). Previously we showed that Drosophila rpd3 mutations increase longevity. Here we tested the longevity effects of RPD3 on multiple nutrient levels. Dietary restriction (DR) has additive effects on RPD3-mediated longevity extension, but the effect may be modestly attenuated relative to controls. RPD3 and DR therefore appear to operate by distinct but interacting mechanisms. Since RPD3 regulates transcription, the mRNA levels for two proteins involved in nutrient signaling, 4E-BP and Tor, were examined in rpd3 mutant flies. 4E-BP mRNA was reduced under longevity-increasing conditions. Epistasis between RPD3 and 4E-BP with regard to longevity was then tested. Flies only heterozygous for a mutation in Thor, the 4E-BP gene, have modestly decreased life spans. Flies mutant for both rpd3 and Thor show a superposition of a large RPD3-mediated increase and a small Thor-mediated decrease in longevity at all food levels, consistent with each gene product having distinct effects on life span. However, DR-mediated extension was absent in males carrying both mutations and lessened in females. Our results support the view that multiple discrete but interacting mechanisms regulate longevity.

Estimating the Associations between Big Five Personality Traits, Testosterone, and Cortisol

Abstract: Hormones are often conceptualized as biological markers of individual differences and have been associated with a variety of behavioral indicators and characteristics, such as mating behavior or acquiring and maintaining dominance. However, before researchers create strong theoretical models for how hormones modulate individual and social behavior, information on how hormones are associated with dominant models of personality is needed. Although there have been some studies attempting to quantify the associations between personality traits, testosterone, and cortisol, there are many inconsistencies across these studies. In this registered report, we examined associations between testosterone, cortisol, and Big Five personality traits. We aggregated 25 separate samples to yield a single sample of 3964 (50.3% women; 27.7% of women were on hormonal contraceptives). Participants completed measures of personality and provided saliva samples for testosterone and cortisol assays. The results from multi-level models and meta-analyses revealed mostly weak, non-significant associations between testosterone or cortisol and personality traits. The few significant effects were still very small in magnitude (e.g., testosterone and conscientiousness: r = −0.05). A series of moderation tests revealed that hormone-personality associations were mostly similar in men and women, those using hormonal contraceptives or not, and regardless of the interaction between testosterone and cortisol (i.e., a variant of the dual-hormone hypothesis). Altogether, we did not detect many robust associations between Big Five personality traits and testosterone or cortisol. The findings are discussed in the context of biological models of personality and the utility of examining heterogeneity in hormone-personality associations.

Strengthening Capstone Skills in STEM Programs.

Abstract: In this article we describe a curricular strategy that improves the full range of skillsets critical to capstone success. Improved Capstone (ICap) was developed and implemented across the thermo-fluids topical area in the undergraduate Mechanical Engineering Technology Program at the University of Hartford. ICap experiential courses sequentially introduce challenging and open-ended assignments that foster cognitive learning. Using a scaffolding structure, assignments are organized into three modules: (1) classical, (2) transitional, and (3) design of an experiment. ICap enables students to assume greater responsibility for their learning experiences and liberates the instructor to become a mentor. Consequently, higher level skills important in the capstone course are strengthened: critical thinking, quantitative reasoning, teamwork, communications, information literacy, and design process.