Examining Epistatic and Environmental Effects Using an Alternative Formaldehyde Oxidation Pathway in Methtylobacterium Extorquens

Epistasis is the interaction of genes, particularly how the presence of a gene locus modifies the phenotype of other loci. Previous research in the lab studied the epistatic interactions of beneficial mutations that arose in an evolved isolate of Methylobacterium extorquens, a bacteria that has the ability to utilize one-carbon compounds as the sole source of energy. Four mutations were identified following the replacement of the methanopterin-dependent pathway of M. extorquens’ with a glutathione (GSH)-dependent pathway from Paracoccus denitrificans. The mutations were combined in all viable permutations on a genetic background that only contained the GSH-dependent pathway. We tested the fitness of each strain against the ancestral evolved isolate under two minimal media growth conditions: Hypho in flasks, the condition under which the original study that identified the mutations was conducted, and MPIPES, a more complete media, in sealed Balch tubes in which future experimental work will be performed. We expect to see similar epistatic interactions with diminishing returns as the original study found, suggesting minimal effect of these media conditions on epistasis. By better understanding gene-gene interactions in this system, we hope to lead to models capable of predicting adaptive routes through fitness landscapes underlying M. extorquens physiology

Cultivating Mindfulness in Schools to Promote Well-Being

This chapter orients readers to the landscape of mindfulness and mindfulness-based intervention (MBI) in schools. First, definitions and examples of the key constructs are given: mindfulness and MBI. Next, a discussion is provided on the empirical support and contemporary issues surrounding two aspects of evidence-based practice related to mindfulness in schools: MBI and mindfulness measurement. Following, major considerations are highlighted related to the practical application of mindfulness in schools, focusing on the benefit of a multireed service delivery and the relevance of diversity and developmental considerations when applying mindfulness for the benefit of all in schools. On the whole, this chapter offers a realistic yet optimistic perspective on mindfulness and MBI—suggesting a promising, empirically supported approach for promoting desirable positive psychological functioning among students and their caregivers. Yet much is still unknown; thus, much work remains to inform a thoroughgoing evidence-based approach to using mindfulness and MBI in schools

Functional impact of global rare copy number variation in autism spectrum disorders.

International audienceThe autism spectrum disorders (ASDs) are a group of conditions characterized by impairments in reciprocal social interaction and communication, and the presence of restricted and repetitive behaviours. Individuals with an ASD vary greatly in cognitive development, which can range from above average to intellectual disability. Although ASDs are known to be highly heritable ( approximately 90%), the underlying genetic determinants are still largely unknown. Here we analysed the genome-wide characteristics of rare (<1% frequency) copy number variation in ASD using dense genotyping arrays. When comparing 996 ASD individuals of European ancestry to 1,287 matched controls, cases were found to carry a higher global burden of rare, genic copy number variants (CNVs) (1.19 fold, P = 0.012), especially so for loci previously implicated in either ASD and/or intellectual disability (1.69 fold, P = 3.4 x 10(-4)). Among the CNVs there were numerous de novo and inherited events, sometimes in combination in a given family, implicating many novel ASD genes such as SHANK2, SYNGAP1, DLGAP2 and the X-linked DDX53-PTCHD1 locus. We also discovered an enrichment of CNVs disrupting functional gene sets involved in cellular proliferation, projection and motility, and GTPase/Ras signalling. Our results reveal many new genetic and functional targets in ASD that may lead to final connected pathways