Browsing by Subject "LPS"
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Item Elucidating the LPS modification repertoire of Pseudomonas aeruginosa(2015-05) Nowicki, Emily Marie; Trent, Michael Stephen; Whiteley, Marvin; Upton, Jason; Davies, Bryan W.; Kirisits, Mary JoGram-negative bacteria enhance their survival in harmful environments by outer membrane remodeling, particularly at the lipid A moiety of LPS. We recently identified a functional ortholog of the lipid A kinase, lpxT, in Pseudomonas aeruginosa. LpxT[subscript Pa] is unique from previously characterized LpxT enzymes in that it is able to phosphorylate both lipid A phosphate groups as well as generate a novel 1-triphosphate species. Low Mg²⁺ results in modulation of LpxT[subscript Pa] activity and is influenced by transcription of lipid A aminoarabinose (L-Ara4N) transferase ArnT, which is induced when Mg²⁺ is limiting (Nowicki et al., Mol Micro, 2014). We have also revealed the identity of a functional phosphoethanolamine (pEtN) transferase, EptA[subscript Pa], in P. aeruginosa, and the first report of pEtN-modified lipid A in this organism. EptA[subscript Pa] adds pEtN strictly to the non-canonical position of lipid A. Transcription of EptA[subscript Pa] is regulated by Zn²⁺ via the ColRS twocomponent system, contrasting from EptA regulation in enteric bacteria such as Salmonella enterica and Escherichia coli. Further, although L-Ara4N modification readily occurs at the same site of pEtN addition under several environmental conditions, Zn²⁺exclusively induces pEtN addition to lipid A and downregulates transcription of the L-Ara4N transferase gene (Nowicki et al., Mol Micro, 2015). The existence and specificity of these modification enzymes suggests that coordinated regulation of P. aeruginosa outer membrane remodeling occurs to permit adaptation to a changing environment.Item Last Planner System ? Areas of Application and Implementation Challenges(2012-02-14) Porwal, VishalIn recent years projects have increasingly used Last Planner System (LPS) in building construction. However project managers still struggle with figuring out how the LPS could be applied on their specific projects. One main reason for this struggle is that explicit instructions for systematically applying LPS are not available. This thesis offers practitioners and researchers an account of LPS implementation challenges and an indication of how LPS can be applied. The thesis qualitatively aggregates the results of 26 test case projects of LPS applications to show researchers and practitioners reasons why LPS was applied, what benefits were realized and what challenges were found during the implementation. Senior and mid-level managers in AEC industry were surveyed to assess the implementation challenges that they encountered. The main findings of this analysis are; (1) that practitioners have used LPS for the purpose of making plans more reliable, (2) get smooth work flow (3) improve productivity. The survey findings imply that improvements in LPS implementation strategies can be made which will facilitate LPS adoption by the industry. The findings of this thesis suggest that further research on the integration of LPS into work and business processes of project teams is needed to further the widespread use of LPS throughout the building industry.Item Pilot Study of a "Quality of Use" Scale with an Elementary Reading Program(2012-07-16) Gragg, Zelma JaneThis study developed a summative scale that could be administered in a short time period to determine the Quality of Use (QOU) of an intervention used by teachers. The scale can be completed in less than an hour using easily attainable information. The QOU scale was applied to an elementary reading program to determine if the program results were dependent upon the quality of the fidelity of teacher use. The study focused on use of the Linguistic Pattern Series (LPS) portion of the Integrated Skills Method (ISM) Reading Program by 20 special education teachers in 13 elementary schools in San Antonio, Texas. Progress is measured by the use of the Decoding Skills Test (DST) (ISM Teaching Systems, Inc., 2004-b). To determine each teacher's QOU, a summative scale was developed composed of five items (Initial Placement, Frequency of Direct Instruction, Materials ? LPS, Materials ? Literature/Test Prep, and Scheduling) that possessed low-moderate cohesiveness of Alpha=.71. Results of the study showed a correlation between QOU summary scores and residualized DST Raw Score Grade Equivalent (RSGE) gains. The QOU could predict .771^2 = 50 percent of score variance. This is a strong prediction for a non-student external measure in education.