A completely automated high inoculation density fed batch process that accommodates clonal diversity and routinely doubles space time yield as compared to low inoculation density processes

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Oas1b-dependent Immune Transcriptional Profiles of West Nile Virus Infection in the Collaborative Cross

The oligoadenylate-synthetase (Oas) gene locus provides innate immune resistance to virus infection. In mouse models, variation in the Oas1b gene influences host susceptibility to flavivirus infection. However, the impact of Oas variation on overall innate immune programming and global gene expression among tissues and in different genetic backgrounds has not been defined. We examined how Oas1b acts in spleen and brain tissue to limit West Nile virus (WNV) susceptibility and disease across a range of genetic backgrounds. The laboratory founder strains of the mouse Collaborative Cross (CC) (A/J, C57BL/6J, 129S1/SvImJ, NOD/ShiLtJ, and NZO/HlLtJ) all encode a truncated, defective Oas1b, whereas the three wild-derived inbred founder strains (CAST/EiJ, PWK/PhJ, and WSB/EiJ) encode a full-length OAS1B protein. We assessed disease profiles and transcriptional signatures of F1 hybrids derived from these founder strains. F1 hybrids included wild-type Oas1b (F/F), homozygous null Oas1b (N/N), and heterozygous offspring of both parental combinations (F/N and N/F). These mice were challenged with WNV, and brain and spleen samples were harvested for global gene expression analysis. We found that the Oas1b haplotype played a role in WNV susceptibility and disease metrics, but the presence of a functional Oas1b allele in heterozygous offspring did not absolutely predict protection against disease. Our results indicate that Oas1b status as wild-type or truncated, and overall Oas1b gene dosage, link with novel innate immune gene signatures that impact specific biological pathways for the control of flavivirus infection and immunity through both Oas1b-dependent and independent processes

UA68/18/3 Women\u27s Studies Marketing Research

Marketing study prepared for Jimmie Price and Dawn Bolton early in the development of WKU\u27s Women\u27s Studies program

Marquette Literary Review, Issue 7, Spring 2014

Table of contents The Late Worm … 3 Katelyn Bishop Leroy Brown … 3 - 4 County Line Road, Indiana … 4 - 6 N. Searles We Don\u27t Even Have an Interstate Exit … 6 Katelyn Bishop Lawyers Don’t Ride Buses … 7 - 8 Ghosts of Our Own Making … 8 - 9 Unnecessary Roughness … 9 Riptide … 9 Erin McKay Untitled … 9-10 Ivana Osmanovic The Prayer … 10-11 Taylor Gall 1973-Now … 11 What Happened When You Left Me … 11-12 Weighted Wings … 12 Mary Klauer Nostalgia’s Bliss … 13 Shannon Cassells On The Rocks … 14-17 Brian Torbik Good Girls … 17-18 Jared Golub Birthday Stroganoff … 18-20 Sunny Days of Solitude … 20-23 Meredith Augspurger Rotten … 23 Color Blind … 23-24 Red Wine … 24-25 Half Full … 25-26 Haley Hendrick Him & Her … 26-27 Taylor Levicki Skinny Love … 27 Allie Othman Drag On … 27-28 Stephanie Dlobik Funeral Potatoes … 28-38 Collen Daw Peter … 38-44 Morgan Ludingto

Teaching about Decoloniality: The Experience of Non-Indigenous Social Work Educators

© 2018 Society for Community Research and Action This paper provides a way to theorize and practice Decoloniality in teaching and learning within higher education. Two social work academics develop a framework for teaching about decoloniality which they hope is useful for other academics from different “helping” professions who also work with First Nations peoples. Rather than a fixed and firm framework it is intended to be used to inform practice and assist students in developing their own framework for practice. The article begins by offering how the authors define decoloniality, then presents a theory for practice/practice to theory framework and explanation of how we use this framework for teaching/learning and practice