A Preliminary Linkage Map of the Hard Tick, Ixodes Scapularis

Blackwell Publishing Ltd. A linkage map of the Ixodes scapularis genome was constructed, based upon segregation amongst 127 loci. These included 84 random amplified polymorphic DNA (RAPD) markers, 32 Sequence-Tagged RAPD (STAR) markers, 5 cDNAs, and 5 microsatellites in 232 F1 intercross progeny from a single, field-collected P1 female. A preliminary linkage map of 616 cM was generated across 14 linkage groups with one marker every 10.8 cM. Assuming a genome size of ~ 10 9 bp, the relationship of physical to genetic distance was found to be ~ 300 kb/cM in the I. scapularis genome.

A preliminary linkage map of the tick, Ixodes scapularis

A linkage map of the Ixodes scapularis genome was constructed based upon segregation amongst 127 loci. These included 84 random amplified polymorphic DNA (RAPD) markers, 32 Sequence-Tagged RAPD (STAR) markers, 5 cDNAs, and 5 microsatellites in 232 F1 intercross progeny from a single, field-collected P1 female. A preliminary linkage map of 616 cM was generated across 14 linkage groups with one marker every 10.8 cM. Assuming a genome size of ∼109 bp, the relationship of physical to genetic distance is ∼300 kb/cM in the I. scapularis genome.

Book Review of Archaeology as a Process: Processualism and Its Progeny by Michael J. O'Brien, R. Lee Lyman, and Michael Brian Schiffer

The field of archaeology incorporates a confusing assortment of ideas and approaches to the record. With studies ranging widely in ideology and goals, from strict descriptive materialism to sociological interpretation, language used to communicate key concepts (not to mention which concepts are key) also varies widely, resulting in low levels of mutual interest and intelligibility across the discipline. Archaeologists commonly ignore the majority of available literature as a result, further widening intellectual chasms.

School of Natural Resource Sciences

Good afternoon. Thank you for asking me to be with you today; I welcome this opportunity to talk with you, to hear what you're thinking, and to participate with you in an exchange of ideas. I've been asked to make some prepared remarks this afternoon, and when those are ended I welcome your ideas, your questions, and your comments. I look forward to more discussions with you at other times, as well. I do have open hours Friday afternoons, and encourage faculty and staff to stop by to visit, to share an idea, to ask a question, or to just visit. Sometimes duties call me away, as they will for the next few Fridays, but I try to be available as many Friday afternoons as possible for drop-in visitors. I hope you'll be among them. As a big believer in the land grant university, with our mission of teaching, research, and extension education, I also am a big believer that it takes all of us, working together, to fulfill that mission.

THE GLYCOPROTEINS OF PORCINE REPRODUCTIVE AND RESPIRATORY SYNDROME VIRUS AND THEIR ROLE IN INFECTION AND IMMUNITY

The porcine reproductive and respiratory syndrome virus (PRRSV) is an economically important pathogen of swine and is known to cause abortion and infertility in pregnant sows and respiratory distress in piglets. PRRSV contains a major glycoprotein (GP5) and three minor glycoproteins (GP2a, GP3, and GP4) on the virion envelope, all of which are required for infectious virus production. To study their interactions amongst each other and with a cellular receptor for PRRSV, CD163, I cloned each of the viral glycoproteins and CD163 in various expression vectors. My studies have shown that while the GP2a, GP3, and GP4 are co-translationally glycosylated, the GP5 is post-translationally glycosylated. By using co-immunoprecipitation (co-IP) assays, strong interaction was demonstrated between GP4 and GP5 proteins, although weak interactions among the other envelope glycoproteins were also detected. Further, GP4 was found to mediate interactions leading to formation of multiprotein glycoprotein complex. My results also show that GP2a and GP4 proteins are the only two GPs that specifically interact with the CD163 molecule and that glycosylation of these GPs is required for efficient interaction. Based on these studies, I have developed an interactome map of the viral GPs and CD163 and have proposed a model of the viral glycoprotein complex and its interaction with CD163. Studies reported here also show that glycan addition at residue 184 (N184) of GP2a, and residues N42, N50, and N131 of GP3 is essential for recovery of infectious virus. Although single site glycosylation mutants of GP4 had no effect on infectious virus production, introduction of double mutations was lethal. The loss of glycan moieties of GP2a, GP3, and GP4 proteins had no effect on host neutralizing antibody production. Overall, I conclude that the PRRSV glycoproteins are co-translationally and post-translationally glycosylated, the GP4 protein is central to mediating interglycoprotein interactions, and along with GP2a, serves as the viral attachment protein that is responsible for interactions with the viral receptor, CD163. Further, glycosylation of GP2a, GP3, and GP4 proteins is required for infectious virus production, efficient interaction with CD163, but does not play any role in neutralizing antibody response in infected animals.

EMERSON AS A ROMANTICIST

It was the romanticists who tended to write poetry of “autobiography,” who inquired of themselves concerning themselves, and assumed that the world was interested in what they found. Nor was the habit of self-consciousness regarding the poetic office let drop by their successors. That the words poet and poetry were so often on Emerson’s lips would be evidence enough to students of literature, in its changing temper and shifting modes, of his probable localization in time. It is also evidence of his relation to certain European movements of thought to which he gave—comparatively late in their currency and much tempered —American expression. In his doctrine of the superiority and the aloofness of the poet, of the latter’s severance from others to whom he yet bears messages of light, in his self-sufficiency and his sovereignty, his belief in the intrinsic goodness of nature and of man, and his concern with poetic thought rather than poetic form, Emerson may be termed the American representative of ideas which already had had wide circulation in Europe. In great part they emanated from Rousseau, and some of them, especially the gospel of the rights and the supremacy of the individual, had metamorphosed the politics and the map of Europe as well as its literature.

Traces, Patterns, Texture: In Search of Aesthetic Teaching/Learning Encounters

This inquiry reveals the crucial guidance of teachers toward surveying the capacity and needs of students, the formation of ideas, acting upon ideas, fostering connections, seeing potential, making judgments, and arranging conditions. Each aesthetic trace causes me to wonder how teachers learn to create experiences that foster student participation in the world aesthetically. The following considerations surface: • Given the emphasis in schools on outcomes and results, how do we encourage teachers to focus on acts of mind instead of end products in their work with students? • Given the orientations toward technical rationality, to fixed sequence, how do we help teachers experience fluid, purposeful learning adventures with students in which the imagi¬nation is given room to play? • Given the tendency to conceive of planning in teaching as the deciding of everything in advance, how do we help teachers and students become attuned to making good judgments derived from within learning experiences? • How do we help teachers build dialogical multivoiced conversations instead of monolithic curriculum? • What do we do to recover the pleasure dwelling in subject matter? How do we get teachers and students to engage thoughtfully in meaningful learning as opposed to covering curriculum7 • A capacity to attend sensitively, to perceive the complexity of relationships coming together in any teaching/learning experience seems critical. How do we help teachers and students attend to the unity of a learning experience and the play of meanings that arises from such undergoing and doing? The traces, patterns, and texture evidenced locate tremendous hope and wondrous possibilities alive within aesthetic teaching/learning encounters. It is such aliveness I encountered in the grade 4 art classroom that opened this account and continues to compel my attention. Possibilities for teaching, learning, and teacher education emerge. I am convinced they are most worthy of continued pursuit.