Characterization of the Polypeptides Formed in Response to Encephalomyocarditis Virus Ribonucleic Acid in a Cell-Free System from Mouse Ascites Tumor Cells

The polypeptide products synthesized at different times in a cell-free system from Krebs mouse ascites tumor cells in response to the addition of encephalomyocarditis (EMC) virus ribonucleic acid (RNA) were characterized by electrophoresis on polyacrylamide gels and fingerprint analysis of their tryptic peptides. Translation of the EMC RNA genome with time occurred in a nonrandom fashion in these systems, to yield products containing sequences characteristic of both virion capsid polypeptides and EMC-specific polypeptides present only in the infected cell. The molecular weights of the products fell in a series from 20,000 to 140,000 daltons, although occasionally traces of larger polypeptides were also observed. All of the major polypeptides appeared to arise from partial or complete translation of about 60% of the EMC RNA genome. They were not formed by cleavage of a large precursor molecule. It is suggested that they are artifacts generated by premature “termination” of nascent polypeptide chains at preferred sites

Transitional Patterns of Adolescent Females in Non-traditional Career Paths

In this study, focus groups (n = 13) were utilized to examine the factors that affected the career decision-making of adolescent females and young women in undergraduate science, engineering, and technology programs. The 51 participants included students from colleges, technical institutes, and universities in Alberta. Qualitative analysis (cf. Vaughn, Schumm, & Sinagub, 1996) was used to uncover seven themes: (a) transition from high school, (b) educational influences, (c) family influences, (d) academic issues, (e) coursework management, (f) gender issues, and (g) creating a successful student environment. Implications for career development theory, education, counselling, and for future research are discussed.Dans cette étude, les auteurs ont observé des groupes de réflexion (n = 13) afin de déterminer les facteurs influençant le choix de carrière des adolescentes et jeunes femmes suivant des programmes universitaires de premier cycle de sciences, d'ingénierie et de technologie. Les 51 participants comprenaient des étudiantes inscrites dans des collèges, des instituts techniques et des universités d'Alberta. Les auteurs ont pu identifier, grâce à l'analyse qualitative, (voir Vaughn, Schumm et Sinagub, 1996) sept thèmes : a) transition à partir de l'école secondaire, b) influences éducatives, c) influences familiales, d) questions sociales, e) gestion des devoirs, f) questions liées aux différences entre les sexes et g) création d'un milieu favorable au succès scolaire. Finalement, cet article discute des implications découlant de cette étude pour la théorie du perfectionnement professionnel, l'éducation, le counseling et pour les recherches futures