Digital Repository at TCNJThe DSpace digital repository system captures, stores, indexes, preserves, and distributes digital research material.https://dr.tcnj.edu:4432026-04-10T23:01:37Z2026-04-10T23:01:37ZExamining how CYP72A9 confers stress resilience in Arabidopsis thalianaThornton, LeeannPacera, Samanthahttp://dr.tcnj.edu/handle/2900/44312026-04-06T20:45:40Z2025-01-01T00:00:00ZExamining how CYP72A9 confers stress resilience in Arabidopsis thaliana
Thornton, Leeann; Pacera, Samantha
Rapid climate change has caused more severe environmental stressors, such as increasing heat, higher heavy metal concentrations in soil, and drought. In response, plants have evolved defensive mechanisms with growth trade offs. Cytochrome P450s (CYPs) are ancient, diverse enzymes, especially abundant in plants, that play key roles in defense against pathogen infection, hormonal signaling, communication with other organisms, structural biosynthesis, and stress tolerance (Minerdi et al. 2023). The CYP72A subfamily includes enzymes that are induced by
environmental stress that contribute to the broad secondary metabolism of foreign or toxic compounds (Prall et al. 2016). Genes for CYP72As are found in all sequenced flowering plants, but
their biochemical activities vary widely, making them strong candidates for supporting stress responses unique to each plant's environment (Prallet al. 2016). CYP72A9 and homologs convert bioactive gibberellins (GA4) into a less active form of the hormone GA1 reducing growth (He et al. 2019). We hypothesize that overexpression of CYP72A9 confers a resilience to stress as part of the growth reduction and stress acclimation response. Each plant has 8-12 genes encoding CYP72A enzymes (Prall et al. 2016); only some CYP72As show GA inactivating activity (He et al. 2019, 2020). There should be sequence and structure similarities between the CYP72As that inactivate GAs. We hypothesize that there should be signature amino acids that confer to GA inactivation functionality to CYP72A9 and homologs.
Biology Department
2025-01-01T00:00:00Z"The murder of lidice': International responses to genocide during World War IIPaces, CynthiaMcHugh, Gracehttp://dr.tcnj.edu/handle/2900/44302026-04-06T20:36:46Z2025-01-01T00:00:00Z"The murder of lidice': International responses to genocide during World War II
Paces, Cynthia; McHugh, Grace
Using the 1942 Massacre in Lidice, Czechoslovakia as a case study, we seek to
address the following research questions: How do governments, artists, and citizens create and distribute propaganda? What propaganda methods are most successful during war? Why do certain traumatic events resonate with the public? How and why did events like the Lidice massacre overshadow the genocide of European Jews during World War II?
Department of History
2025-01-01T00:00:00ZWhose lived experience matters? An analysis of lived experience criminology’s exclusion of convict criminological researchOrtiz, JenniferParanich, Elissahttp://dr.tcnj.edu/handle/2900/44292026-04-06T20:33:10Z2025-01-01T00:00:00ZWhose lived experience matters? An analysis of lived experience criminology’s exclusion of convict criminological research
Ortiz, Jennifer; Paranich, Elissa
The exclusion of CC work continues to marginalize system-impacted scholars and aids in silencing convict voices.
Department of Criminology
2025-01-01T00:00:00ZBuilding capacity for equitable research on stem learning processes using quantitative ethnographyOnyewuenyi, AdaurennayaCalo, AshtonWireko-Brobby, Kendrahttp://dr.tcnj.edu/handle/2900/44282026-04-06T19:12:46Z2025-01-01T00:00:00ZBuilding capacity for equitable research on stem learning processes using quantitative ethnography
Onyewuenyi, Adaurennaya; Calo, Ashton; Wireko-Brobby, Kendra
The Quantitative Ethnography (QE) Institute at the University of Wisconsin-Madison addresses a critical need by expanding access to advanced research methodologies for underrepresented STEM education scholars. By combining rigorous in-person training with quarterly virtual professional development sessions, the Institute equips scholars to conduct innovative QE studies that explore complex educational problems. The program fosters a supportive Community of Practice, where participants'
expertise is not only validated but centered, creating a collaborative space for developing and sharing QE skills. This project examines the Institute's shortand long-term impact on participants’ research productivity and career trajectories, as well as their ability to sustain and grow QE within their academic and professional networks. By using a participatory QE approach, the study aims to highlight how underrepresented STEM education scholars navigate and transform systemic inequities through their work. The findings will inform strategies for scaling similar NSF supported training initiatives, broadening participation in cutting-edge research, and advancing equity in STEM education. This project underscores the societal importance of empowering diverse voices in STEM, with implications for educational innovation and addressing persistent disparities in the field.
Department of Psychology
2025-01-01T00:00:00Z