The Entomopathogenic Bacterial Endosymbionts Xenorhabdus and Photorhabdus: Convergent Lifestyles from Divergent Genomes

Members of the genus Xenorhabdus are entomopathogenic bacteria that associate with nematodes. The nematode-bacteria pair infects and kills insects, with both partners contributing to insect pathogenesis and the bacteria providing nutrition to the nematode from available insect-derived nutrients. The nematode provides the bacteria with protection from predators, access to nutrients, and a mechanism of dispersal. Members of the bacterial genus Photorhabdus also associate with nematodes to kill insects, and both genera of bacteria provide similar services to their different nematode hosts through unique physiological and metabolic mechanisms. We posited that these differences would be reflected in their respective genomes. To test this, we sequenced to completion the genomes of Xenorhabdus nematophila ATCC 19061 and Xenorhabdus bovienii SS-2004. As expected, both Xenorhabdus genomes encode many anti-insecticidal compounds, commensurate with their entomopathogenic lifestyle. Despite the similarities in lifestyle between Xenorhabdus and Photorhabdus bacteria, a comparative analysis of the Xenorhabdus, Photorhabdus luminescens, and P. asymbiotica genomes suggests genomic divergence. These findings indicate that evolutionary changes shaped by symbiotic interactions can follow different routes to achieve similar end points

Common Core State Standards (CCSS) – Higher Education’s Role In Developing Education Professionals: An Evaluation of the Network for Instructional Support and Enhancement (NISE) Program at the University of Central Missouri

With the implementation of Common Core State Standards (CCSS), K-12 teachers, counselors, and administrators will be held accountable for meeting the explicitly defined standards of college and career readiness for every high school graduate.  An equivalent and reciprocal challenge is also placed upon universities to prepare future education professionals to successfully meet the expectations for CCSS downstream outcomes.  This will require significant changes to higher education processes to ensure rigorous teacher preparation which includes not only best practices in pedagogy, but also full understanding of the standards set forth by the CCSS.  However, opportunities for developing in pedagogy and CCSS do not commonly exist.  In an attempt to improve pedagogical rigor of new faculty members, the Network for Instructional Support and Enhancement (NISE) Program at the University of Central Missouri was initiated in the fall semester of 2012.  Comprised of an orientation and mentoring process, this study provides an evaluation of the programs strengths, deficiencies and specific suggestions for enhancing the program.  The research is limited because it was conducted at the mid-point of the pilot delivery of the complete program.   Qualitative analysis was conducted on data collected from university senior leaders, NISE Program committee members and new faculty about their perceptions of the program’s delivery and impact