Arts - Buffalo State College
Arts - Buffalo State College
Arts - Buffalo State College
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102<br />
Physical Geography, Sciences, and Mathematics<br />
Proteins Associated With Hsp110 In<br />
Developing Drosophila Embryos<br />
Rujing Wen, Masters Biology<br />
Faculty Mentor: Professor Douglas Easton, Biology<br />
Heat shock proteins (Hsps) are a group of highly conserved<br />
proteins that are well distributed in the phylogeny. Drosophila<br />
melanogaster embryos are endowed with large amounts of<br />
Hsp110 (110 kiloDalton) synthesized in the ovaries of female<br />
flies during oogenesis. This level is maintained constant during<br />
embryogenesis, with newly synthesized (zygotic hsp110) replacing<br />
the maternal store as it turns over. This indicates the necessity of<br />
maintaining high Hsp110 levels. It has been found that Hsps act<br />
as molecular chaperones that assist in protein folding and the<br />
refolding or degradation of aggregated proteins. Hsp110 appears<br />
to act as a co-chaperone in complex with hsp70 in mammalian<br />
cell. The location and expression level of Hsp110 has been<br />
determined by using a Green Fluorescent Protein (GFP) that is<br />
fused on the N-terminus of Hsp110 protein. A new rapid method<br />
of immunoprecipitation of GFP fusion proteins, GFP-Nanotrap<br />
will co-immunopricipitate the proteins that associate with Hsp110<br />
in vivo at different embryonic development stages or under<br />
different experimental conditions. The nature of the associations<br />
between Hsp110, Hsp70 and Hsp90 in Drosophila embryos is<br />
being investigated by determining whether hsp110 is associated<br />
(co-precipitates) with them. This would implicate the roles of<br />
Hsp110 as a chaperone by itself or as a co-chaperone with other<br />
associated proteins during the development of Drosophila embryos.<br />
Presentation Type and Session: Poster VII<br />
Record Low Snowfall On <strong>Buffalo</strong> <strong>State</strong><br />
Campus<br />
Branden Peplowski, Geography<br />
Faculty Mentor: Professor Stephen Vermette, Geography and<br />
Planning<br />
Snow spotters on the campus of <strong>Buffalo</strong> <strong>State</strong> participated in<br />
a regional network of snow spotters. Campus snow spotters were<br />
responsible for snowfall measurements, taken between November 1,<br />
2011 and March 30, 2012. Snowfall measurements were made with<br />
a yardstick and were taken on flat surfaces, either on the grass or<br />
sidewalk, avoiding snow drifts and wind scoured areas. A reported<br />
snowfall value usually involved averaging multiple measurements<br />
from a site. This winter’s snow total of 27 inches was the lowest<br />
ever measured on Campus, since records were first taken in the<br />
1999-2000 snow season. The highest snowfall season on campus<br />
occurred during the 2004-2005 season, where 96 inches of snow<br />
fell on campus. The previous lowest snowfall season, with 48 inches,<br />
occurred the following winter season of 2005-2006. This year’s snow<br />
totals halved the previous lowest total and was 40.8 inches below the<br />
11 year average of 67.8 inches. Over the 2011- 2012 snow season, no<br />
snowfall was measured during the month of November. The month<br />
of December reported 1.5 inches. January experienced the most<br />
snowfall, with 15.5 inches, and February started off snowy although<br />
only accumulated 8.5 inches. March was limited to only 1.5 inches<br />
of snow. Campus snow totals were less than the airport’s total of 34.2<br />
inches (by the end of February). The 2011-2012 winter season has<br />
brought more rain to the region, because the temperatures were<br />
warmer than normal. Another thing unique about this winter season<br />
was the fact that the fallen snow did not last long on the ground – a<br />
few inches of snow usually melted the next day or even that same<br />
day it fell.<br />
Presentation Type and Session: Poster IV<br />
A Risk-Based Approach To Environmental<br />
Policy: Shortcomings In Legislation and<br />
Risk Assessment of Environmental Impacts<br />
West Cassenti, Earth Sciences<br />
Faculty Mentor: Professor Kevin Williams, Earth Sciences and<br />
Science Education<br />
Construction of environmental policy is a difficult task and<br />
depends upon objective science and a keen sense of cumulative net<br />
impacts concerning damage to the environment. Actions that have<br />
an impact on the environment often cause a ripple effect that cannot<br />
be mitigated and overextends the reach of the policy under which the<br />
action falls. This may also occur where no regulations exist, leaving<br />
regulatory agencies no precedence and no legislation to act on behalf<br />
of. These instances often go ignored or overlooked. Rather than<br />
approaching environmental issues from a political or economical<br />
standpoint, impacts should be assessed by the risk posed to the<br />
environment consisting of the ecological and human environment.<br />
By looking at gaps and shortcomings in policy, a well-rounded point<br />
of view can be derived in order for more effective environmental<br />
policies to be produced that encompass all aspects of a potential<br />
action and impede negative impacts. Risk-based assessments are<br />
constituted under current policies, such as National Environmental<br />
Policy Act (NEPA) and <strong>State</strong> Environmental Quality Review (SEQR)<br />
Act by way of an Environmental Impact Assessment (EIA), but<br />
should be adapted to form and benefit all environmental policy. The<br />
goal of this research is to identify the shortfalls of environmental<br />
policy, the strains placed on policy formation and an alternative<br />
method of policy development.<br />
Presentation Type and Session: Poster VIII<br />
Simple Flow Visualization Techniques For<br />
Rotating Fluids<br />
Natalie Alvut and Michael Ludwick, GES 499: Geophysical<br />
Fluid Dynamics Lab<br />
Faculty Mentor: Professor Jude Sabato, Earth Sciences and Science<br />
Education<br />
The complexities involved in geophysical fluid dynamics<br />
typically make it difficult for introductory students to understand<br />
the concepts behind fluid behavior. It is especially difficult to then