University of Missouri

About: University of Missouri is a education organization based out in Columbia, Missouri, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 41427 authors who have published 83598 publications receiving 2911437 citations. The organization is also known as: Mizzou & Missouri-Columbia.

Mitogen-Activated Protein Kinases 3 and 6 Are Required for Full Priming of Stress Responses in Arabidopsis thaliana

Abstract: In plants and animals, induced resistance (IR) to biotic and abiotic stress is associated with priming of cells for faster and stronger activation of defense responses. It has been hypothesized that cell priming involves accumulation of latent signaling components that are not used until challenge exposure to stress. However, the identity of such signaling components has remained elusive. Here, we show that during development of chemically induced resistance in Arabidopsis thaliana, priming is associated with accumulation of mRNA and inactive proteins of mitogen-activated protein kinases (MPKs), MPK3 and MPK6. Upon challenge exposure to biotic or abiotic stress, these two enzymes were more strongly activated in primed plants than in nonprimed plants. This elevated activation was linked to enhanced defense gene expression and development of IR. Strong elicitation of stress-induced MPK3 and MPK6 activity is also seen in the constitutive priming mutant edr1, while activity was attenuated in the priming-deficient npr1 mutant. Moreover, priming of defense gene expression and IR were lost or reduced in mpk3 or mpk6 mutants. Our findings argue that prestress deposition of the signaling components MPK3 and MPK6 is a critical step in priming plants for full induction of defense responses during IR.

Case-based reasoning and instructional design: Using stories to support problem solving

Abstract: With an increased emphasis on problem solving and problem-based learning in the instructional design field, new methods for task analysis and models for designing instruction are needed. An important methodology for both entails the elicitation, analysis, and inclusion of stories as a primary form of instructional support while learning to solve problems. Stories are the most natural and powerful formalism for storing and describing experiential knowledge that is essential to problem solving. The rationale and means for analyzing, organizing, and presenting stories to support problem solving are defined by case-based reasoning. Problems are solved by retrieving similar past experiences in the form of stories and applying the lessons learned from those stories to the new problems. In this paper, after justifying the use of stories as instructional supports, we describe methods for eliciting, indexing, and making stories available as instructional support for learning to solve problems.

Complete Sets of Reductions for Some Equational Theories

Abstract: An extenston of the Knuth-Bendix algorithm for finding complete sets of reductions is described. The extension is intended to handle equational theories which can be split into two parts, R and T, such that each equation m R can be construed as a reduction and T represents an equational theory for which a finite, complete umficat~on algorithm ~s known. The extension ts demonstrated in the case when T is the theory of a fimte number of associaUve and commutatwe functions and to which the extension is presently restricted An tmplementatlon of the extended Knuth-Bendtx algorithm has produced complete sets of reductions for free commutattve groups, commutative rings wtth umt, and distributive lattices.

External Validity of “Trivial” Experiments: The Case of Laboratory Aggression:

Abstract: The external validity of artificial "trivial" laboratory settings is examined. Past views emphasizing generalizability of relations among conceptual variables are reviewed and affirmed. One major implication of typical challenges to the external validity of laboratory research is tested with aggression research: If laboratory research is low in external validity, then laboratory studies should fail to detect relations among variables that are correlated with aggression in "real-world" studies. Meta-analysis was used to examine 5 situational variables (provocation, violent media, alcohol, anonymity, hot temperature) and 3 individual difference variables (sex, Type A personality, trait aggressiveness) in real-world and laboratory aggression studies. Results strongly supported the extemal validity of trivial laboratory studies. Advice is given on how scholars might handle occasional descrepancies between laboratory and real-world findings.