Proteomic Analysis of Fusarium solani Isolated from the Asian Longhorned Beetle, Anoplophora glabripennis

Wood is a highly intractable food source, yet many insects successfully colonize and thrive in this challenging niche. Overcoming the lignin barrier of wood is a key challenge in nutrient acquisition, but full depolymerization of intact lignin polymers has only been conclusively demonstrated in fungi and is not known to occur by enzymes produced by insects or bacteria. Previous research validated that lignocellulose and hemicellulose degradation occur within the gut of the wood boring insect, Anoplophora glabripennis (Asian longhorned beetle), and that a fungal species, Fusarium solani (ATCC MYA 4552), is consistently associated with the larval stage. While the nature of this relationship is unresolved, we sought to assess this fungal isolate's ability to degrade lignocellulose and cell wall polysaccharides and to extract nutrients from woody tissue. This gut-derived fungal isolate was inoculated onto a wood-based substrate and shotgun proteomics using Multidimensional Protein Identification Technology (MudPIT) was employed to identify 400 expressed proteins. Through this approach, we detected proteins responsible for plant cell wall polysaccharide degradation, including proteins belonging to 28 glycosyl hydrolase families and several cutinases, esterases, lipases, pectate lyases, and polysaccharide deacetylases. Proteinases with broad substrate specificities and ureases were observed, indicating that this isolate has the capability to digest plant cell wall proteins and recycle nitrogenous waste under periods of nutrient limitation. Additionally, several laccases, peroxidases, and enzymes involved in extracellular hydrogen peroxide production previously implicated in lignin depolymerization were detected. In vitro biochemical assays were conducted to corroborate MudPIT results and confirmed that cellulases, glycosyl hydrolases, xylanases, laccases, and Mn- independent peroxidases were active in culture; however, lignin- and Mn- dependent peroxidase activities were not detected While little is known about the role of filamentous fungi and their associations with insects, these findings suggest that this isolate has the endogenous potential to degrade lignocellulose and extract nutrients from woody tissue

No Evidence for Natural Selection on Endogenous Borna-Like Nucleoprotein Elements after the Divergence of Old World and New World Monkeys

Endogenous Borna-like nucleoprotein (EBLNs) elements were recently discovered as non-retroviral RNA virus elements derived from bornavirus in the genomes of various animals. Most of EBLNs appeared to be defective, but some of primate EBLN-1 to -4, which appeared to be originated from four independent integrations of bornavirus nucleoprotein (N) gene, have retained an open reading frame (ORF) for more than 40 million years. It was therefore possible that primate EBLNs have encoded functional proteins during evolution. To examine this possibility, natural selection operating on all ORFs of primate EBLN-1 to -4 was examined by comparing the rates of synonymous and nonsynonymous substitutions. The expected number of premature termination codons in EBLN-1 generated after the divergence of Old World and New World monkeys under the selective neutrality was also examined by the Monte Carlo simulation. As a result, natural selection was not identified for the entire region as well as parts of ORFs in the pairwise analysis of primate EBLN-1 to -4 and for any branch of the phylogenetic trees for EBLN-1 to -4 after the divergence of Old World and New World monkeys. Computer simulation also indicated that the absence of premature termination codon in the present-day EBLN-1 does not necessarily support the maintenance of function after the divergence of Old World and New World monkeys. These results suggest that EBLNs have not generally encoded functional proteins after the divergence of Old World and New World monkeys

Central catheter dressing in a simulator: the effects of tutor's assistance or self-learning tutorial Parche de catéter central en simulador: efecto de la presencia del tutor o del aprendizaje auto-instruccional Curativo de cateter central em simulador: efeito da presença do tutor ou da aprendizagem autoinstrucional

AIMS: to compare the performance of undergraduate students concerning semi-implanted central venous catheter dressing in a simulator, with the assistance of a tutor or of a self-learning tutorial. METHOD: Randomized controlled trial. The sample consisted of 35 undergraduate nursing students, who were divided into two groups after attending an open dialogue presentation class and watching a video. One group undertook the procedure practice with a tutor and the other with the assistance of a self-learning tutorial. RESULTS: in relation to cognitive knowledge, the two groups had lower performance in the pre-test than in the post-test. The group that received assistance from a tutor performed better in the practical assessment. CONCLUSION: the simulation undertaken with the assistance of a tutor showed to be the most effective learning strategy when compared to the simulation using a self-learning tutorial. Advances in nursing simulation technology are of upmost importance and the role of the tutor in the learning process should be highlighted, taking into consideration the role this professional plays in knowledge acquisition and in the development of critical-reflexive thoughts and attitudes. (ClinicalTrials.gov Identifier: NCT 01614314).<br>OBJETIVO: comparar el desempeño de graduandos en la realización del parche del catéter venoso central semi-implantado, en simulador, con el auxilio del tutor o de un guía auto-instruccional. MÉTODO: estudio experimental controlado hecho aleatorio. La muestra fue compuesta por 35 alumnos de Graduación en Enfermería que fueron asignados en dos grupos después de asistir a una clase expositiva dialogada y a un vídeo. Un grupo realizó el entrenamiento del procedimiento con el tutor y el otro con el auxilio de un guía auto- instruccional. RESULTADOS: con relación al conocimiento cognoscitivo, los dos grupos presentaron desempeño menor en la pre-prueba comparada al pos-prueba. El grupo con presencia del tutor presentó mejor desempeño en la evaluación práctica. CONCLUSIÓN: la utilización de simulación aliada a la presencia del tutor mostró ser una estrategia de enseñanza más efectiva del que la simulación dirigida por guía auto-instruccional. Avances en simulación en el área de enfermería son de extrema importancia y la figura del tutor merece destaque en el proceso enseño-aprendizaje, teniendo en vista el papel que este profesional desempeña durante la adquisición de conocimiento y en el desarrollo de pensamientos y actitudes críticos reflexivos. (ClinicalTrials.gov Identifier: NCT 01614314).<br>OBJETIVO: comparar o desempenho de graduandos na realização do curativo do cateter venoso central semi-implantado, em simulador, com o auxílio do tutor ou de um guia autoinstrucional. MÉTODO: trata-se de estudo experimental, controlado, randomizado. A amostra foi composta por 35 alunos de graduação em enfermagem, que foram alocados em dois grupos, após assistirem a um aula expositiva dialogada e a um vídeo. Um grupo realizou o treino do procedimento com o tutor e o outro com o auxílio de um guia autoinstrucional. RESULTADOS: em relação ao conhecimento cognitivo, os dois grupos apresentaram desempenho menor no pré-teste, comparado ao pós-teste. O grupo com presença do tutor apresentou melhor desempenho na avaliação prática. CONCLUSÃO: a utilização de simulação, aliada à presença do tutor, mostrou ser uma estratégia de ensino mais efetiva do que a simulação dirigida por guia autoinstrucional. Avanços em simulação na área de enfermagem são de extrema importância e a figura do tutor merece destaque no processo de ensino-aprendizagem, tendo em vista o papel que esse profissional desempenha durante a aquisição de conhecimento e no desenvolvimento de pensamentos e atitudes críticos e reflexivos. (ClinicalTrials.gov Identifier: NCT 01614314)