Vicky Turns Tom-boy

Boys and men won\u27t have nay style to call their own, Vicky announced to her roommate after looking at new summer playclothes. She decided that their loss will be our gain in the sportswear line this year

Interviews- Give and Take

One thing that still amazes me is the interest the women who are established in the Home Economics field have in a green graduate

Your Career Days

Each spring you, as Home Economics majors, have the chance to attend similar Career Days in Chicago merely by signing up

Formals Men Prefer

It\u27s really a beautiful formal, but I\u27m not sure it\u27s the type that would make a hit at college. Vicky couldn\u27t help overhearing this remark made by a perplexed young woman who was gazing at her reflection in a department store mirror. The idea of taking a poll to discover Iowa State men\u27s preferences in the line of formals had once occurred to Vicky and, seeing the girl\u27s worried look, she was convinced that many of her college friends would welcome any information she could gather on the subject

Slavery and Freedom in Niagara; Power and Butler; 1993

https://digitalcommons.buffalostate.edu/magazines-books/1011/thumbnail.jp

The Porcine Antibody Repertoire: Variations on the Textbook Theme

The genes encoding the heavy and light chains of swine antibodies are organized in the same manner as in other eutherian mammals. There are ∼30 VH genes, two functional DH genes and one functional JH gene, 14–60 Vκ genes, 5 Jκ segments, 12–13 functional Vλ genes, and two functional Jλ genes. The heavy chain constant regions encode the same repertoire of isotypes common to other eutherian mammals. The piglet models offers advantage over rodent models since the fetal repertoire develops without maternal influences and the precocial nature of their multiple offspring allows the experimenter to control the influences of environmental and maternal factors on repertoire development postnatally. B cell lymphogenesis in swine begins in the fetal yolk sac at 20 days of gestation (DG), moves to the fetal liver at 30 DG and eventually to the bone marrow which dominates until birth (114 DG) and to at least 5 weeks postpartum. There is no evidence that the ileal Peyers patches are a site of B cell lymphogenesis or are required for B cell maintenance. Unlike rodents and humans, light chain rearrangement begins first in the lambda locus; kappa rearrangements are not seen until late gestation. Dissimilar to lab rodents and more in the direction of the rabbit, swine utilize a small number of VH genes to form >90% of their pre-immune repertoire. Diversification in response to environmental antigen does not alter this pattern and is achieved by somatic hypermutation (SHM) of the same small number of VH genes. The situation for light chains is less well studied, but certain Vκ and Jκ and Vλ and Jλ are dominant in transcripts and in contrast to rearranged heavy chains, there is little junctional diversity, less SHM, and mutations are not concentrated in CDR regions. The transcribed and secreted pre-immune antibodies of the fetus include mainly IgM, IgA, and IgG3; this last isotype may provide a type of first responder mucosal immunity. Development of functional adaptive immunity is dependent on bacterial MAMPs or MAMPs provided by viral infections, indicating the importance of innate immunity for development of adaptive immunity. The structural analysis of Ig genes of this species indicate that especially the VH and Cγ gene are the result of tandem gene duplication in the context of genomic gene conversion. Since only a few of these duplicated VH genes substantially contribute to the antibody repertoire, polygeny may be a vestige from a time before somatic processes became prominently evolved to generate the antibody repertoire. In swine we believe such duplications within the genome have very limited functional significance and their occurrence is therefore overrated

Enacting classroom inquiry: Theorizing teachers' conceptions of science teaching

Translating written curricular materials into rich, complex, learning environments is an undertheorized area in science education. This study examines two critical cases of teachers enacting a technology-rich curriculum focused on the development of complex reasoning around biodiversity for fifth graders. Two elements emerged that significantly impact teacher enactment—their conceptions of authenticity (authentic learning/authentic science) and their view of science (descriptive/inferential). The results suggest that disentangling the common conflation of these two elements supports a broader definition of inquiry science teaching that is more sensitive to context and individual teacher enactment. © 2008 Wiley Periodicals, Inc. Sci Ed 92: 973–993, 2008Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/61211/1/20293_ftp.pd