HEN1 recognizes 21-24 nt small RNA duplexes and deposits a methyl group onto the 2' OH of the 3' terminal nucleotide.

microRNAs (miRNAs) and small interfering RNAs (siRNAs) in plants bear a methyl group on the ribose of the 3' terminal nucleotide. We showed previously that the methylation of miRNAs and siRNAs requires the protein HEN1 in vivo and that purified HEN1 protein methylates miRNA/miRNA* duplexes in vitro. In this study, we show that HEN1 methylates both miRNA/miRNA* and siRNA/siRNA* duplexes in vitro with a preference for 21-24 nt RNA duplexes with 2 nt overhangs. We also demonstrate that HEN1 deposits the methyl group on to the 2' OH of the 3' terminal nucleotide. Among various modifications that can occur on the ribose of the terminal nucleotide, such as 2'-deoxy, 3'-deoxy, 2'-O-methyl and 3'-O-methyl, only 2'-O-methyl on a small RNA inhibits the activity of yeast poly(A) polymerase (PAP). These findings indicate that HEN1 specifically methylates miRNAs and siRNAs and implicate the importance of the 2'-O-methyl group in the biology of RNA silencing

The Jews in England during the 13th century

M.A. University of Missouri 1907"Approved by N.M. Trenholm, Prof. of History and director of this research."Typescript.There has been much difference of opinion as to when the Jews first appeared in England. Most historians say they were brought over from the Continent by William the Conqueror upon pecuniary consideration. But there are some who contend that Jews were in England before the Conquest. This evidence is none too convincing on either side, but it seemingly proves that Jews were residents of England earlier than the Norman invasion. But their number was no doubt small, and their influence slight, which, coupled with the fact that such great numbers are known to have come over with William, has led writers to infer that the Conqueror brought the first Jews into England.Includes bibliographical reference

A Critique of Functional Services In Relation To The Central Task Of Evangelism

https://place.asburyseminary.edu/firstfruitspapers/1114/thumbnail.jp

Federal Policy Advocacy Handbook, 2007 Edition

This handbook contains basic information about the policy process to enable its readers to become more effective advocates for community food security and related issues. Contains two main sections: the basics of the Federal Policy Cycle and the basics of effective participation in the federal policy process. Also includes a glossary of policy-related terms and a tip sheet for lobbying

Blame--Do You Know It When You See It?

The landmark Institute of Medicine Report, To Err Is Human: Building a Safer Health Care System. stated that medical error causes 44,000 to 98,000 deaths per year. There is no question that the report raised awareness of patient safety and stressed the importance of patient outcomes. Heightened awareness has produced a patient safety industry of sorts, with solutions that range from technology to outcomes measurement. Regulatory bodies, such as the Joint Commission on Accreditation of Healthcare Organizations (JCAHO), have recognized the need for patient safety to be embedded in the culture of healthcare organizations. In particular, the JCAHO has encouraged use of the root cause analysis process for investigating near miss and adverse events. This process emphasizes learning from system analysis over assigning individual blame, an approach used successfully in such high reliability organizations as the aviation industry and the military. Many healthcare organizations have formulated nonpunitive reporting policies to encourage error reporting and to identify systems issues. This article discusses the importance of a work complexity and human factors focus, how blame will continue to surface as patient safety efforts are implemented, and implications for outcomes management

Voices of chief nursing executives informing a doctor of nursing practice program

The purpose of this article is to describe the business case framework used to guide doctor of nursing practice (DNP) program enhancements and to discuss methods used to gain chief nurse executives' (CNEs) perspectives for desired curricular and experiential content for doctor of nursing practice nurses in health care system executive roles. Principal results of CNE interview responses were closely aligned to the knowledge, skills and/or attitudes identified by the national leadership organizations. Major conclusions of this article are that curriculum change should include increased emphasis on leadership, implementation science, and translation of evidence into practice methods. Business, information and technology management, policy, and health care law content would also need to be re-balanced to facilitate DNP graduates' health care system level practice

Operation of an Animal Blood Bank

FOLLOWING the work of Belenki, Shamov and Yudin, many investigators have demonstrated the advantages of having preserved blood readily available for immediate use. Veterinary clinicians have long recognized the value of transfused blood in the treatment of various conditions, but because of the frequent lack of available donors and the time consumed in preparing for the operation the technique has not been widely employed. With these difficulties in mind a group of senior veterinary students at the College of Veterinary Medicine, State College of Washington, under the direction of Dr. J. E. McCoy, inaugurated an animal blood bank in 1941. This animal blood bank, the first of its kind to our knowledge, has been in operation since that time

Lessons Learned: Nurses’ Experiences with Errors in Nursing

Background Health care organizations seek to maximize the reporting of medical errors to improve patient safety. Purpose This study explored licensed nurses' decision-making with regard to reporting medical errors. Methods Grounded theory methods guided the study. Thirty nurses from adult intensive care units were interviewed, and qualitative analysis was used to develop a theoretical framework based on their narratives. Discussion The theoretical model was titled “Learning Lessons from the Error.” The concept of learning lessons was central to the theoretical model. The model included five stages: Being Off-Kilter, Living the Error, Reporting or Telling About the Error, Living the Aftermath, and Lurking in Your Mind. Conclusion This study illuminates the unique experiences of licensed nurses who have made medical errors. The findings can inform initiatives to improve error reporting and to support nurses who have made errors