Identification of a small RNA containing the trypanosome spliced leader: a donor of shared 5' sequences of trypanosomatid mRNAs?

The 35 nucleotide spliced leader (SL) sequence is found on the 5' end of numerous trypanosome mRNAs, yet the tandemly organized reiteration units encoding this leader are not detectably linked to any of these structural genes. Here we report the presence of a class of discrete small SL RNA molecules that are derived from the genomic SL reiteration units of Trypanosoma brucei, Trypanosoma cruzi, and Leptomonas collosoma. These small SL RNAs are 135, 105, and 95 nucleotides, respectively, and contain a 5'-terminal SL or SL-like sequence. S1 nuclease analyses demonstrate that these small SL RNAs are transcribed from continuous sequence within the respective SL reiteration units. With the exception of the SL sequence and a concensus donor splice site immediately following it, these small RNAs are not well conserved. We suggest that the small SL RNAs may function as a donor of the SL sequence in an intermolecular process that places the SL at the 5' terminus of many trypanosomatid mRNAs

Structures and Considerations for SoTL Educational Development

Colleges and universities around the world share a broad focus on education. However, unique characteristics and priorities across institutions may lead to vastly different educational development opportunities for the Scholarship of Teaching and Learning (SoTL) and levels of impact for the SoTL efforts (e.g., micro, meso, macro, mega). This chapter is organized in two distinct parts. Part 1 examines five different structures typical for SoTL educational development with a focus on their organizational structure within the institution and the SoTL expertise of individuals who that lead these efforts. Strengths and limitations of each structure are presented. Part 2 provides a discussion of critical considerations that impact all SoTL educational development efforts regardless of the type of structure that exists within an institution

Preliminary Evaluation of NDE Techniques for Structural Ceramics

A preliminary evaluation of several nondestructive testing methods for flaw detection in high-temperature structural ceramic components is being carried out. The ceramics components being investigated include silicon carbide heat-exchanger tubes and silicon nitride rotors. The nondestructive evaluation techniques under consideration include dye-enhanced radiography, holographic interferometry, infrared scanning, acoustic microscopy, acoustic-emission monitoring, acoustic-impact testing, and conventional ultrasonic testing. The capability of each technique to detect critical-size flaws will be discussed. Preliminary results to date\u27 have shown that (a) dye-enhanced radiographic techniques are capable of detecting tight cracks missed with conventional x-ray methods, (b) acoustic microscopy techniques may be useful in detecting and establishing the size of subsurface defects in reaction-bonded silicon nitride, (c) holographic interferometry techniques should be valuable in locating surface cracks in silicon nitride/silicon carbide components, and (d) the results from various silicon carbide tubes suggests that infrared scanning techniques may reveal changes in heat-flow patterns which are related to variations in physical properties. The results for the other techniques mentioned will be discussed. Future efforts in this program, will be directed toward in-depth investigations of the most useful nondestructive techniques

Students as co-creators of teaching approaches, course design and curricula: implications for academic developers

Within higher education, students’ voices are frequently overlooked in the design of teaching approaches, courses and curricula. In this paper we outline the theoretical background to arguments for including students as partners in pedagogical planning processes. We present examples where students have worked collaboratively in design processes along with the beneficial outcomes of these examples. Finally we focus on some of the implications and opportunities for academic developers of proposing collaborative approaches to pedagogical planning

Does hydrogen evolution from HUP- field pea nodules stimulate nitrous oxide production?

Non-Peer Reviewe

How can we confidently judge the extent to which student voice in higher education has been genuinely amplified? A proposal for a new evaluation framework

This article aims to contribute to the development of frameworks for evaluating student voice projects in higher education by offering a critically evaluative account of two student voice projects. Although both projects had been underpinned by the principles of participatory (inclusive) research, one appeared to be more successful than the other in engaging students in a productive or meaningful way. In order to confirm and explain these perceived differences, this paper draws on both student voice and participatory research literature to identify two potentially useful evaluation criteria: reach and fitness for purpose. These criteria are applied to three project factors: aims and assumptions, processes and outcomes to produce an amplitude framework for evaluating student voice in higher education. It is argued that this framework has the potential to enable a rich account of the relative successes and failures of student voice initiatives in higher education

Charge Symmetry Violation Corrections to Determination of the Weinberg Angle in Neutrino Reactions

We show that the correction to the Paschos-Wolfenstein relation associated with charge symmetry violation in the valence quark distributions is essentially model independent. It is proportional to a ratio of quark momenta that is independent of Q^2. This result provides a natural explanation of the surprisingly good agreement found between our earlier estimates within several different models. When applied to the recent NuTeV measurement, this effect significantly reduces the discrepancy with other determinations of the Weinberg angle.Comment: 7 pages, no figures; expanded discussion of N.ne.Z correction

The maximum principle and sign changing solutions of the hyperbolic equation with the Higgs potential

In this article we discuss the maximum principle for the linear equation and the sign changing solutions of the semilinear equation with the Higgs potential. Numerical simulations indicate that the bubbles for the semilinear Klein-Gordon equation in the de Sitter spacetime are created and apparently exist for all times

Stac Proteins Suppress Ca2+-Dependent Inactivation of Neuronal L-type Ca2+ Channels

Stac protein (named for its SH3-and cysteine-rich domains) was first identified in brain 20 years ago and is currently known to have three isoforms. Stac2, Stac1, and Stac3 transcripts are found at high, modest, and very low levels, respectively, in the cerebellum and forebrain, but their neuronal functions have been little investigated. Here, we tested the effects of Stac proteins on neuronal, high-voltage-activated Ca2+ channels. Overexpression of the three Stac isoforms eliminated Ca2+-dependent inactivation (CDI) ofL-type current in rat neonatal hippocampal neurons (sex unknown), but not CDI of non-L-type current. Using heterologous expression in tsA201 cells (together with β and α2-δ1 auxiliary subunits), we found that CDI for CaV1.2 and CaV1.3 (the predominant, neuronalL-type Ca2+ channels) was suppressed by all three Stac isoforms, whereas CDI for the P/Q channel, CaV2.1, was not. For CaV1.2, the inhibition of CDI by the Stac proteins appeared to involve their direct interaction with the channel’s C terminus. Within the Stac proteins, a weakly conserved segment containing ~100 residues and linking the structurally conserved PKC C1 and SH3_1 domains was sufficient to fully suppress CDI. The presence of CDI forL-type current in control neonatal neurons raised the possibility that endogenous Stac levels are low in these neurons and Western blotting indicated that the expression of Stac2 was substantially increased in adult forebrain and cerebellum compared with neonate. Together, our results indicate that one likely function of neuronal Stac proteins is to tune Ca2+ entry via neuronal L-type channels. © 2018 the authors