The Melolontha melolontha Entomopoxvirus (MmEPV) Fusolin Is Related to the Fusolins of Lepidopteran EPVs and to the 37K Baculovirus Glycoprotein

AbstractWe have cloned and sequenced a 1.7-kbp DNA fragment of the MmEPV genome encompassing the major polypeptide of the spindle-shaped inclusions gene termed fusolin. The sequence contained a single open reading frame of 1203 nt capable of coding for a polypeptide of 45.8 kDa. The 13 N-terminal amino acid (aa) residues were hydrophobic and could act as a signal peptide. The aa sequence also contained 13 cysteine residues very likely involved in paracrystal formation. This sequence showed significant homologies with the fusolins of two lepidopteran EPVs, the Choristoneura biennis EPV (CbEPV) and the Heliothis armigera EPV, and also with the 37K glycoproteins of Autographa californica and Orgyia pseudotsugata baculoviruses. No homology was found between the MmEPV fusolin and the 100K MmEPV spherulin, nor with the 11OK polypeptide of the CbEPV and Amsacta moorei EPV spheroidins. These data were confirmed by Western blot analysis. Transfection of vaccinia-infected mammalian cells with a plasmid encompassing the fusolin sequence plus the upstream regulatory region resulted in transient expression of the gene. This indicated that the vaccinia transcription machinery is able to transcribe the fusolin gene. The fusolin was also expressed in insect cells via a recombinant baculovirus

Des normes pour enseigner. Mises à l'épreuve et mises en œuvre

Ce qu'il est convenu d'appeler « crise de l'école », à la suite de sa massification et de l'accroissement de son rôle dans la préparation à la vie adulte, se traduit par un brouillage des normes qui la régissaient dans des périodes antérieures. Ce dossier tente de montrer que, loin de disparaître, les normes sont nécessairement toujours présentes dans l'action éducative, mais qu'il importe de trouver des moyens de saisir ce qui relève davantage de la reconstruction que de la dissolution. Les recherches qu'il présente s'y emploient chacune à sa manière. Loin d'identifier l'univers normatif de l'école à un modèle universel et intemporel, elles s'intéressent à ses modes d'organisation émergents, qu'ils proviennent de l'institution centrale ou de ses acteurs locaux. Elles mettent en évidence l'importance des dispositifs, des normes intermédiaires dans un mouvement général de reconfiguration de l'école. De nombreux métissages y sont à l’œuvre, issus de normes, non exemptes de doxas, que se prescrivent à eux-mêmes les enseignants, mais aussi de valeurs et modes de faire portés par des élèves et des parents qui participent activement à la construction du monde scolaire. The so-called "school crisis", resulting from its massification and increased role in preparing for adulthood, has given way to a blurring of the norms that governed it in previous periods. This special issue aims to show that, far from disappearing, norms are necessarily always present in educational activities but that it is important to find ways of grasping their reconstruction rather than their dissolution. Each of the studies that compose it tackles these questions in different ways. Far from assimilating the normative universe of the school to a universal and timeless model, they focus on its emerging modes of organization, whether the latter are encouraged by central authorities or by local actors. They highlight the importance of devices and of intermediate norms in a general movement of school reconfiguration. Many crossbreeds are at work mixing norms not free of doxas, that teachers prescribe to themselves but also norms influenced by students’ and parents’ values and practices which actively participate to the everyday construction of schools