DNA sequence of the mouse H-2Dd transplantation antigen gene

The inbred BALB/c mouse has three transplantation antigens, H2-Kd, H2-Ld, and H2-Dd. We present the complete nucleotide sequence of the H2-Dd gene as well as 777 residues of previously unpublished H-2Dd protein sequence. These data complete the sequences of all the BALB/c transplantation antigen genes and permit detailed comparison with each other and with their counterparts from the inbred C57BL/10 mouse. Transplantation antigens may differ from one another by as much as 5%-15% of their amino acid sequence for the external domains. These extensive differences may arise by gene conversion. The H-2D region of the BALB/c mouse encodes the H2-Dd and the H2-Ld genes. Serologic data suggest that at least two additional transplantation antigen molecules, H2-Rd and H2-Md, are encoded in the H-2D region of the major compatibility complex. Paradoxically, gene cloning studies have only identified the H2-Dd and the H2-Ld genes in the H-2D region. A complete DNA sequence of the H2-Dd gene shows that a variety of alternative splice sites exist throughout the gene, which may lead to additional gene products and may explain the multiplicity of H-2D-encoded polypeptides

Development of Beluga, Delphinapterus leucas, Capture and Satellite Tagging Protocol in Cook Inlet, Alaska

Attempts to capture and place satellite tags on belugas, Delphinapterus leucas, in Cook Inlet, Alaska were conducted during late spring and summer of 1995, 1997, and 1999. In 1995, capture attempts using a hoop net proved impractical in Cook Inlet. In 1997, capture efforts focused on driving belugas into nets. Although this method had been successful in the Canadian High Arctic, it failed in Cook Inlet due to the ability of the whales to detect and avoid nets in shallow and very turbid water. In 1999, belugas were successfully captured using a gillnet encirclement technique. A satellite tag was attached to a juvenile male, which subsequently provided the first documentation of this species’ movements within Cook Inlet during the summer months (31 May–17 September)

Application of Suction-cup-attached VHF Transmitters to the Study of Beluga, Delphinapterus leucas, Surfacing Behavior in Cook Inlet, Alaska

Suction-cup-attached VHF radio transmittes were deployed on belugas, Delphinapterus leucas, in Cook Inlet, Alaska, in 1994 and 1995 to characterize the whales' surfacing behavior. Data from video recordings were also used to characterize behavior of undisturbed whales and whales actively pursued for tagging. Statistics for dive intervals (time between the midpoints of contiguous surfacings) and surfacing intevals (time at the surface per surfacing) were estimated. Operations took place on the tidal delta of the Susitna and Little Susitna Rivers. During the 2-yr study, eight whales were successfully tagged, five tags remained attached for >60 min, and data from these were used in the analyses. Mean dive interval was 24.1 sec (interwhale SD=6.4 sec, n=5). The mean surfacing interval, as determined from the duration of signals received from the radio transmitters, was 1.8 sec (SD=0.3 sec, n=125) for one of the whales. Videotaped behaviors were categorized as "head-lifts" or "slow-rolls." Belugas were more likely to head-lift than to slow-roll during vessel approaches and tagging attempts when compared to undisturbed whales. In undisturbed groups, surfacing intervals determined from video records were significantly different between head-lifting (average = 1.02 sect, SD=0.38 sed, n=28) and slow-rolling whales (average = 2.45 sec, SD=0.37 sec, n=106). Undisturbed juveniles exhibited shorter slow-roll surfacing intervals (average = 2.25 sec, SD=0.32 sec, n=36) than adults (average = 2.55 sec, SD=0.36 sec, n=70). We did not observe strong reactions by the belugas to the suction-cup tags. This tagging method shows promise for obtaining surfacing data for durations of several days

A design for local church evangelism in the context of crusades

https://place.asburyseminary.edu/ecommonsatsdissertations/1902/thumbnail.jp

An investigation of changing concerns toward instructional computer use during student teaching

This study investigated hypothesized change in the concerns of student teachers toward instructional computer use during an eight week student teaching experience. In Phase 1, information concerning seven variables which have the potential to influence teacher computer utilization was collected from student teachers and their cooperating teachers. In addition, seven dimensions of concern toward employment of instructional computer use were examined by administering the Stages of Concern Questionnaire (SoCQ) before and after the student teaching experience. Multiple regression analysis indicated that change in only one of the seven stages of concern (concerns toward collaboration) could be predicted by any of the independent variables. Post hoc partitioning of data resulted in construction of a 2 x 2 matrix. SoCQ profiles, constructed for each cell, revealed that change patterns differed greatly depending on the relative level of the two independent variables: (a) student teacher computer competence and (b) instructional computer use by the cooperating teacher. Phases 2 and 3 of the study employed focus group discussions with student teachers and cooperating teachers. Phase Two data yielded a picture of student teachers with modest technical computer knowledge and high concerns for the role of the computer in the classroom. Students teachers looked to their cooperating teachers and university evaluation criteria for direction in establishing a priority of competing concerns. Neither source appeared to place a high priority on competence with instructional computer use. However, the opposite was true for student teachers when they underwent job interviews with school district administrators. Cooperating teachers, aware of the gap between their own university preparation and the computer capabilities they find themselves increasingly expected to utilize, looked to their student teachers to arrive with more up-to-date computer backgrounds. Based on the post hoc partitioning of data, it was concluded that changes in the concerns of student teachers toward instructional computer use do differ as a function of (a) the prior computer competency of student teachers and (b) the amount of instructional computer use employed by cooperating teachers. Focus group discussions revealed that expectations for computer use play a critical role in student teaching experiences and that computer use may present a role reversal within some student teaching triads, as student teachers share personal computer competence