The isolation of differentially expressed cDNA clones from the filarial nematode <i>Brugia pahangi</i>

A cDNA library constructed from 3 day post-infective L3 of the filarial nematode Brugia pahangi was screened by differential hybridization with cDNA probes prepared from different life-cycle stages. Five cDNA clones hybridizing selectively to the mosquito-derived L3 probe were isolated and characterized. Northern blot analysis of 4 of the clones confirmed that each was most highly expressed in the mosquito-derived L3. The expression of each mRNA during parasite development in the mosquito vector was investigated using RT-PCR, and all were shown to be abundant in the immature L3. Four of the 5 cDNAs cloned coded for structural proteins: 2 cuticular collagens, and the muscle proteins tropomyosin and troponin. Further studies on troponin using an antiserum raised to the recombinant protein demonstrated that the protein, unlike the mRNA, was present in all life-cycle stages examined, while immunogold labelling demonstrated that it was localized to the muscle blocks

Interview with Father James Martin

In May 2011, the Ignatian Faculty Scholars at Regis University conducted a Skype interview with Father James Martin, S. J., author of The Jesuit Guide to Almost Everything. The Scholars had used Father Martin’s book as a text for their year of study, which focused on Ignatian Spirituality, the Ignatian Pedagogical Paradigm, and teaching and learning at a Jesuit university. The interview was transcribed and is printed below. Father Martin reflects on the book, and responds to questions about the book itself, about finding God in all learners, and about the Church

Commentary

Commentary on the special issu

Past Meets Present: Margaret Mead as a Case Study Discussion of Public Pedagogy and Public Scholarship

This roundtable aims to present and to create audience discussion of preliminary data categories from an ongoing historical project with implications for contemporary adult education practice. In this case, the researchers analyzed the work of Dr. Margaret Mead, a cultural anthropologist. Dr. Mead was outspoken about the need for all adults to become lifelong learners and of the corresponding responsibility of academics to freely discuss their work and thoughts in public forums in order to stimulate well-informed interest in community, family, and political issues. In fact, in additional to scholarly works, she wrote public essays, editorials, appeared in documentaries, and delivered speeches asking questions about, ―Who is an adult? How do adults learn? How can we create op portunities for everyone who wishes to participate in shaping our communities?‖ Her public addresses frequently raised questions about the issues of difference and inclusion, of civic participation and activism, attitudes towards democracy and public authority, and the pressures of conforming to societal ideas of ̳what is normal‘, ethical applications of scientific advancement, of relationships and family, and of living in a time of international political tensions. (Mead Collection, Boxes I-109, I-209). We chose to focus on upon one segment of her public scholarship: monthly editorial columns published in the 1960s-1970s issues of Redbook magazine

Contesting powerful knowledge: The primary geography curriculum as an articulation between academic and children’s (ethno-) geographies

publication-status: Publishedtypes: ArticleThe argument has been propounded that academic disciplines and school subjects provide a powerful, authoritative knowledge which is key to enabling children to better understand the world in which they live. Inherent in this perspective is that children’s experience, knowledge and understanding is poorly formed and of limited everyday use and value. Yet it is appreciated that children’s naïve knowledge can be a pedagogic starting point to initiate them into academic subjects. While appreciating the purpose and roles of academic subjects, this paper challenges these assumptions, arguing that children’s ethno-knowledges provide powerful learning bases of equivalent authority to subjects. Using the example of younger children’s everyday or ethno-geography, the case is that children bring to school powerful (geographical) knowledge of their own. This can and should be recognised and valued in dialogue with authoritative (geographical) subject knowledge, not as subservient to it. It is argued that this perspective goes beyond that of the child/subject co-construction of knowledge to inter-relate the developmental nature of children’s everyday (geographical) learning with (geography) sense-of-subject evolution. This case is set in the context of geography but is applicable to other school subjects, where children’s and subjects’ powerful knowledges can mutually engage with and enhance each other

A solution concentration dependent transition from self-stratification to lateral phase separation in spin-cast PS:d-PMMA thin films

Thin films with a rich variety of different nano-scale morphologies have been produced by spin casting solutions of various concentrations of PS:d-PMMA blends from toluene solutions. During the spin casting process specular reflectivity and off-specular scattering data were recorded and ex situ optical and atomic force microscopy, neutron reflectivity and ellipsometry have all been used to characterise the film morphologies. We show that it is possible to selectively control the film morphology by altering the solution concentration used. Low polymer concentration solutions favour the formation of flat in-plane phase-separated bi-layers, with a d-PMMA-rich layer underneath a PS-rich layer. At intermediate concentrations the films formed consist of an in-plane phase-separated bi-layer with an undulating interface and also have some secondary phase-separated pockets rich in d-PMMA in the PS-rich layer and vice versa. Using high concentration solutions results in laterally phase-separated regions with sharp interfaces. As with the intermediate concentrations, secondary phase separation was also observed, especially at the top surface

Thermal Field Theory and Generalized Light Front Coordinates

The dependence of thermal field theory on the surface of quantization and on the velocity of the heat bath is investigated by working in general coordinates that are arbitrary linear combinations of the Minkowski coordinates. In the general coordinates the metric tensor $g_{\bar{\mu\nu}}$ is non-diagonal. The Kubo, Martin, Schwinger condition requires periodicity in thermal correlation functions when the temporal variable changes by an amount $-i\big/(T\sqrt{g_{\bar{00}}})$. Light front quantization fails since $g_{\bar{00}}=0$, however various related quantizations are possible.Comment: 10 page