Lesion Development in White-tailed Deer (Odocoileus virginianus) Experimentally Infected with Mycobacterium bovis

The recent discovery of tuberculosis in free-living white-tailed deer in northeastern Michigan underscores the need for increased understanding of the pathogenesis of tuberculosis in wildlife species. To investigate lesion development in white-tailed deer, 32 deer were experimentally infected by intratonsilar instillation of 300 colony-forming units of Mycobacterium bovis. Three deer each were euthanatized and examined at days 15, 28, 42, and 56 after inoculation, and five deer each were euthanatized and examined at days 89, 180, 262, and 328 after inoculation. Microscopic lesions first were seen in the medial retropharyngeal lymph node and lung 28 and 42 days after inoculation, respectively. Lung lesions were present in 12 (38%) of 32 deer, involving 23 lung lobes. Left caudal and right middle and caudal lobes were involved in 17 (74%) of the 23 affected lung lobes. Lesions in the medial retropharyngeal lymph node first appeared as granulomas composed of aggregates of macrophages and Langhans-type giant cells. Some early granulomas contained centrally located neutrophils. As granulomas developed, neutrophils were replaced with a central zone of caseous necrosis that first showed signs of mineralization 42 days after inoculation. Granulomas increased in size as the zone of caseous necrosis expanded. Peripheral fibrosis, first seen at 56 days after inoculation, progressed to only a thin fibrous capsule by 328 days after inoculation. By the termination of the study, the central necrotic core of the granuloma contained abundant liquefied necrotic material and grossly resembled an abscess. Although tuberculous lesions in white-tailed deer follow a developmental pattern similar to that in cattle, fibrosis is less pronounced and the advanced lesions may liquefy, a change seldom reported in cattle. An understanding of lesion development will aid in the identification of the spectrum of disease that may be seen in this important wildlife reservoir of tuberculosis.

Joint Computing and Network Resource Scheduling in a Lambda Grid Network

Data-intensive Grid applications require huge data transfers between grid computing nodes. These computing nodes, where computing jobs are executed, are usually geographically separated. A grid network that employs optical wavelength division multiplexing (WDM) technology and optical switches to interconnect computing resources with dynamically provisioned multi-gigabit rate bandwidth lightpath is called a Lambda Grid network. A computing task may be executed on any one of several computing nodes which possesses the necessary resources. In order to reflect the reality in job scheduling, allocation of network resources for data transfer should be taken into consideration. However, few scheduling methods consider the communication contention on Lambda Grids. In this paper, we investigate the joint scheduling problem while considering both optical network and computing resources in a Lambda Grid network. The objective of our work is to maximize the total number of jobs that can be scheduled in a Lambda Grid network. An adaptive routing algorithm is proposed and implemented for accomplishing the communication tasks for every job submitted in the network. Four heuristics (FIFO, ESTF, LJF, RS) are implemented for job scheduling of the computational tasks. Simulation results prove the feasibility and efficiency of the proposed solution.

Agriculture at the Crossroads

What a pleasure it is to have this opportunity to welcome you all to this thirteenth annual Agriculture at the Crossroads Conference sponsored by the Nebraska AgRelations Council and the Department of Agricultural Economics here in the Institute of Agriculture and Natural Resources at the University of Nebraska- Lincoln.

Effects of Systematic Social Skill Training on the Social-Communication Behaviors of Young Children with Autism During Play Activities

A systematic social skills training intervention to teach reciprocal sharing was designed and implemented with triads of preschool-age children, including one child with an autism spectrum disorder (ASD) and two untrained classroom peers who had no delays or disabilities. A multiple-baseline research design was used to evaluate effects of the social skills training intervention on social-communication and sharing behaviors exhibited by the participants with ASD during interactive play activities with peers. Social-communication behaviors measured included contact and distal gestures, touching peers and speaking. Four sharing behaviors were also measured, including sharing toys and objects, receiving toys and objects, asking others to share, and giving requested items. Results indicated considerable gains in overall social-communication behaviors. The greatest improvements were observed in the participants’ use of contact gestures and speaking. Slightly increasing trends were noted and suggested that participants with ASD made modest gains in learning the sharing skills taught during social skills training lessons. Social validity data indicate that participants with ASD and peer participants found the intervention appropriate and acceptable, and staff perception ratings indicated significant changes in the social skills of participants with ASD. Study outcomes have practical implications for educational practitioners related to enhancing social-communication and social interactions of young children with ASD. Study limitations and future directions for research are discussed.