Evolution of endogenous non-retroviral genes integrated into plant genomes

AbstractNumerous comparative genome analyses have revealed the wide extent of horizontal gene transfer (HGT) in living organisms, which contributes to their evolution and genetic diversity. Viruses play important roles in HGT. Endogenous viral elements (EVEs) are defined as viral DNA sequences present within the genomes of non-viral organisms. In eukaryotic cells, the majority of EVEs are derived from RNA viruses using reverse transcription. In contrast, endogenous non-retroviral elements (ENREs) are poorly studied. However, the increasing availability of genomic data and the rapid development of bioinformatics tools have enabled the identification of several ENREs in various eukaryotic organisms. To date, a small number of ENREs integrated into plant genomes have been identified. Of the known non-retroviruses, most identified ENREs are derived from double-strand (ds) RNA viruses, followed by single-strand (ss) DNA and ssRNA viruses. At least eight virus families have been identified. Of these, viruses in the family Partitiviridae are dominant, followed by viruses of the families Chrysoviridae and Geminiviridae. The identified ENREs have been primarily identified in eudicots, followed by monocots. In this review, we briefly discuss the current view on non-retroviral sequences integrated into plant genomes that are associated with plant-virus evolution and their possible roles in antiviral resistance

I Jornadas Rebiun de Préstamo Interbibliotecario, 27 de marzo de 2009

Sección: Noticias externasConvocada y organizada por el Grupo de Trabajo de Préstamo Interbibliotecario de REBIUN, del que formamos parte en representación de las bibliotecas de nuestra red, celebramos en Toledo una jornada dedicada a este servicio que es posiblemente el que interrelaciona más a los bibliotecarios de distintos centros.N

Cross-informant Agreement on Bullying and Victimization of Middle School Students with and without Behavioral Disorders

Cross-rater agreement on bullying, victimization, and related behaviors of middle school students with and without behavioral disorders (BD) was investigated. Students with BD (n = 11), their peers (n = 90), and general education teachers (n = 10) completed the Peer Relationship Survey (PRS), a non-anonymous measurement scale. The results of self-, peer-, and teacher-ratings each indicate that students with BD were seldom, if ever, identified as bullies (0%, 9%, and 0%, respectively) and that they are more often identified as victims (64%, 55%, and 55%, respectively) and bully/victims (23%, 12%, and 19%, respectively) than their peers. The level of agreement between self-, peer-, and teacher-ratings of bullying and related behaviors was generally significant for peers (students without BD). However, agreement between self-ratings and ratings of other informants for the behaviors of students with BD was limited or nonexistent. Use of stand-alone self-ratings may not be adequate for developing effective bullying prevention and intervention approaches. The high level of self-reports of bullying involvement by students with and without BD has implications for classroom curriculum and school policy