Light and electron microscope studies of host-parasite relations in a mycoparasite

Light microscope studies of the mycoparasite Piptocephalis virginiana revealed that the cylindrical spores of the parasite became spherical upon germination and produced 1-4 germ tubes. Generally t"l.vO germ tubes were produced by each spore. When this parasite was inoculated on its potential hosts, Choanephora cucurbitarum and Phascolomyces articulosus, the germ tube nearest to the host hypha continued to grow and made contact with the host hypha. The tip of the parasite's germ tube became swollen to form a distinct appressorium. Up to this stage the behavior of the parasite was similar regardless of the nature of the host. In the compatible host-parasite combination, the parasite penetrated the host, established a nutritional relationship and continued to grow to cover the host completely with its buff colored spores in 3-4 days. In the incompatible host-parasite combination, the parasite penetrated the host but its further advance was arrested. As a result of failure to establish a nutritional relationship with the resistant host, the parasite made further attempts to penetrate the host at different sites producing multiple infections. In the absence of nutrition the parasite weakened and the host outgrew the parasite completely. In the presence of a non-host species, Linderina pennispora the parasite continued to grow across the non-host 1).yp_hae vlithout establishing an initial contact. Germination studies showed that the parasite germinated equally well in the presence of host and non-host species. Further electron microscope studies revealed that the host-parasite interaction between P. virginiana and its host, C. cucurbi tarum, was compatible when the host hyphae were young slender, with a thin cell wall of one layer. The parasite appeared to penetrate mechanically by pushing the host-cell wall inward. The host plasma membrane invaginated along the involuted cell wall. The older hyphae of C. cucurbitarum possessed two distinct layers of cell wall and-showed an incompatible interaction when challenged vlith the parasite. At the point of contact, the outer layer of the host-cell wall dissolved, probably by enzymatic digestion, and the inner layer became thickened and developed a papilla as a result of its response to the parasite. The haustoria of the parasite in the old hyphae were always surrounded by a thick, well developed sheath, whereas the haustoria of the same age in the young host mycelium were devoid of a sheath during early stages of infection. Instead, they were in direct contact with the host protoplast. The incompatible interaction between a resistant host, P. articulosus and the parasite showed similar results as with the old hyphae of C. cucurbitarum. The cell wall of P. articulosus appeared thick-with two or more layers even in the 18-22 h-old hyphae. No contact or interaction was established between the parasite and the non-host L. pennispora. The role of cell wall in the resistance mechanism is discussed.

The Respect Circle: Ten Teachers, One Classroom Management Model

In this qualitative investigation, the researcher examined the experiences of 10 teachers as they implemented a classroom management model called the Respect Circle. Through interviews and journal entries, the writer sought to understand how the participating teachers developed their classroom management practice, using the Respect Circle as a reference point. Data collection occurred over a 10-week period from October to December. The findings of this study demonstrate the multifaceted and complex nature of classroom management. Participants identified relationships with their students as the premier factor in establishing classroom management. Additionally, pro action, professional reflection, adaptability, and consistency figured prominently in the classroom management approaches taken by the participating teachers. Utilizing the experiences and suggestions of the participants as a springboard, the Respect Circle model was revised. The findings underline areas of concern regarding classroom management and suggest that teachers want a respectful, structured yet flexible model upon which to base their classroom management. Suggestions for teachers, new and experienced; school administrators; and developers of classroom management courses are provided.

Community Detection in Multi-Layer Networks

In the scope of the current thesis we review and analyse networks that are formed by nodes with several attributes. We suppose that different layers of communities are embedded in such networks, besides each of the layers is connected with nodes' attributes. For example, examine one of a variety of online social networks: an user participates in a plurality of different groups/communities – schoolfellows, colleagues, clients, etc. We introduce a detection algorithm for the above-mentioned communities. Normally the result of the detection is the community supplemented just by the most dominant attribute, disregarding others. We propose an algorithm that bypasses dominant communities and detects communities which are formed by other nodes' attributes. We also review formation models of the attributed networks and present a Human Communication Network (HCN) model. We introduce a High School Texting Network (HSTN) and examine our methods for that network.