SummaryThe bacterial plant pathogen Pseudomonas syringae possesses a type III protein secretion system that delivers many virulence proteins into plant cells. . DC3000 hopPtoD2 mutants were slightly reduced in their ability to multiply in planta and displayed an enhanced ability to elicit an HR. The identification of HopPtoD2 as a PTP and a PCD suppressor suggests that the inactivation of MAPK pathways is a virulence strategy utilized by bacterial plant pathogens.

No abstract

Unicellular eukaryotes, or protists, are among the most ancient organisms on Earth. Protists belong to multiple taxonomic groups; they are widely distributed geographically and in all environments. Their ability to discriminate among con- and heterospecifics has been documented during the past decade. Here we discuss exemplar cases of taxa-, clone-, and possible kin-discrimination in five major lineages: Mycetozoa (Dictyostelium, Polysphondylium), Dikarya (Saccharomyces), Ciliophora (Tetrahymena), Apicomplexa (Plasmodium) and Archamoebae (Entamoeba). We summarize the proposed genetic mechanisms involved in discrimination-mediated aggregation (self versus different), including the csA, FLO and trg (formerly lag) genes, and the Proliferation Activation Factors (PAFs), which facilitate clustering in some protistan taxa. We caution about the experimental challenges intrinsic to studying recognition in protists, and highlight the opportunities for exploring the ecology and evolution of complex forms of cell-cell communication, including social behavior, in a polyphyletic, still superficially understood group of organisms. Because unicellular eukaryotes are the evolutionary precursors of multicellular life, we infer that their mechanisms of taxa-, clone-, and possible kin-discrimination gave origin to the complex diversification and sophistication of traits associated with species and kin recognition in plants, fungi, invertebrates and vertebrates.

The intestinal protozoan pathogen Entamoeba histolytica lacks mitochondria and derives energy from the fermentation of glucose to ethanol with pyruvate, acetyl enzyme Co-A, and acetaldehyde as intermediates. A key enzyme in this pathway may be the 97-kDa bifunctional E. histolytica alcohol dehydrogenase 2 (EhADH2), which possesses both alcohol dehydrogenase (ADH) and acetaldehyde dehydrogenase activity (ALDH). EhADH2 appears to be a fusion protein, with separate N-terminal ALDH and C-terminal ADH domains. Here, we demonstrate that EhADH2 expression is required for E. histolytica growth and survival. We find that a mutant EhADH2 enzyme containing the C-terminal 453 amino acids of EhADH2 has ADH activity but lacks ALDH activity. However, a mutant consisting of the N-terminal half of EhADH2 possessed no ADH or ALDH activity. Alteration of a single histidine to arginine in the putative active site of the ADH domain eliminates both ADH and ALDH activity, and this mutant EhADH2 can serve as a dominant negative, eliminating both ADH and ALDH activity when co-expressed with wild-type EhADH2 in Escherichia coli. These data indicate that EhADH2 enzyme is required for E. histolytica growth and survival and that the C-terminal ADH domain of the enzyme functions as a separate entity. However, ALDH activity requires residues in both the N-and C-terminal halves of the molecule.The anaerobic intestinal protozoan parasite Entamoeba histolytica converts pyruvate to ethanol in its fermentation pathway (1). The last two steps of this pathway are the conversion of acetyl-CoA to acetaldehyde followed by the reduction of acetaldehyde to ethanol (1). E. histolytica possesses at least three enzymes with alcohol dehydrogenase (ADH) 1 activity: a NADP-dependent ADH (EhADH1); a 97-kDa NAD(ϩ)-dependent and Fe 2ϩ -dependent bifunctional enzyme with both ADH and acetaldehyde dehydrogenase (ALDH) activities (EhADH2, also known as EhADHE); and a 43-kDa NADP-dependent ADH with some sequence homology to class III microbial alcohol dehydrogenases (EhADH3) (2-5). There are at least two enzymes with ALDH activity, the EhADH2 enzyme and a NADPdependent ALDH, EhALDH1 (2, 5, 6). Given the presence of multiple ADH and ALDH enzymes in E. histolytica, an important question is whether any of these enzymes are essential for E. histolytica growth and survival and thus potential targets for anti-amebic therapy.The EhADH2 enzyme is part of a newly described family of multifunctional enzymes found in Gram-negative and Grampositive bacteria and the intestinal protozoan parasite Giardia lamblia (2, 7-12). EhADH2 and other members of the family appear to be composed of separate C-terminal ADH and Nterminal ALDH domains linked together to create a fusion enzyme (8). The EhADH2 enzyme utilizes NAD and Fe 2ϩ as co-factors and does not demonstrate homology with the zincdependent ADH enzymes (13). Regions of EhADH2 that could be involved in iron binding and NAD binding have been identified, but a requirement for specific residues in enzymatic activity has not been demo...

Public acceptance of evolution in Northeastern U.S. is the highest nationwide, only 59%. Here, we compare perspectives about evolution, creationism, intelligent design (ID), and religiosity between highly educated New England faculty (n=244; 90% Ph.D. holders in 40 disciplines at 35 colleges/universities) and college students from public secular (n=161), private secular (n=298), and religious (n=185) institutions: 94/3% of the faculty vs. 64/14% of the students admitted to accepting evolution openly and/or privately, and 82/18% of the faculty vs. 58/42% of the students thought that evolution is definitely true or probably true, respectively. Only 3% of the faculty vs. 23% of the students thought that evolution and creationism are in harmony. Although 92% of faculty and students thought that evolution relies on common ancestry, one in every four faculty and one in every three students did not know that humans are apes; 15% of the faculty vs. 34% of the students believed, incorrectly, that the origin of the human mind cannot be explained by evolution, and 30% of the faculty vs. 72% of the students was Lamarckian (believed in inheritance of acquired traits). Notably, 91% of the faculty was very concerned (64%) or somehow concerned (27%) about the controversy evolution vs creationism vs ID and its implications for science education: 96% of the faculty vs. 72% of the students supported the exclusive teaching of evolution while 4% of the faculty vs. 28% of the students favored equal time to evolution, creationism and ID; 92% of the faculty vs. 52% of the students perceived ID as not scientific and proposed to counter evolution or as doctrine consistent with creationism. Although ≈30% of both faculty and students considered religion to be very important in their lives, and ≈20% admitted to praying daily, the faculty was less religious (Religiosity Index faculty=0.5 and students=0.75) and, as expected, more knowledgeable about science (Science Index faculty=2.27 and students=1.60) and evolution (Evolution Index faculty=2.48 and students=1.65) than the students. Because attitudes toward evolution correlate (1) positively with understanding of science/evolution and (2) negatively with religiosity/political ideology, we conclude that science education combined with vigorous public debate should suffice to increase acceptance of naturalistic rationalism and decrease the negative impact of creationism and ID on society’s evolution literacy.

Acceptance of evolution among the general public, high schools, teachers, and scientists has been documented in the USA; little is known about college students’ views on evolution; this population is relevant since it transits from a high-school/parent-protective environment to an independent role in societal decisions. Here we compare perspectives about evolution, creationism, and intelligent design (ID) between a secular (S) and a religious (R) college in the Northeastern USA. Interinstitutional comparisons showed that 64% (mean S + R) biology majors vs. 42/62% (S/R) nonmajors supported the exclusive teaching of evolution in science classes; 24/29% (S/R) biology majors vs. 26/38% (S/R) nonmajors perceived ID as both alternative to evolution and/or scientific theory about the origin of life; 76% (mean S + R) biology majors and nonmajors accepted evolutionary explanations about the origin of life; 86% (mean S + R) biology majors vs. 79% (mean S + R) nonmajors preferred science courses where human evolution is discussed; 76% (mean S+R) biology majors vs. 79% (mean S + R) nonmajors welcomed questions about evolution in exams and/or thought that such questions should always be in exams; and 66% (mean S + R) biology majors vs. 46% (mean S + R) nonmajors admitted they accept evolution openly and/or privately. Intrainstitutional comparisons showed that overall acceptance of evolution among biologists (S or R) increased gradually from the freshman to the senior year, due to exposure to upper-division courses with evolutionary content. College curricular/pedagogical reform should fortify evolution literacy at all education levels, particularly among nonbiologists.

The controversy around evolution, creationism, and intelligent design resides in a historical struggle between scientific knowledge and popular belief. Four hundred seventy-six students (biology majors n=237, nonmajors n=239) at a secular liberal arts private university in Northeastern United States responded to a five-question survey to assess their views about: (1) evolution, creationism, and intelligent design in the science class; (2) students’ attitudes toward evolution; (3) students’ position about the teaching of human evolution; (4) evolution in science exams; and (5) students’ willingness to discuss evolution openly. There were 60.6% of biology majors and 42% of nonmajors supported the exclusive teaching of evolution in the science class, while 45.3% of nonmajors and 32% of majors were willing to learn equally about evolution, creationism, and intelligent design (question 1); 70.5% of biology majors and 55.6% of nonmajors valued the factual explanations evolution provides about the origin of life and its place in the universe (question 2); 78% of the combined responders (majors plus nonmajors) preferred science courses where evolution is discussed comprehensively and humans are part of it (question 3); 69% of the combined responders (majors plus nonmajors) had no problem answering questions concerning evolution in science exams (question 4); 48.1% of biology majors and 26.8% of nonmajors accepted evolution and expressed it openly, but 18.2% of the former and 14.2% of the latter accepted evolution privately; 46% of nonmajors and 29.1% of biology majors were reluctant to comment on this topic (question 5). Combined open plus private acceptance of evolution within biology majors increased with seniority, from freshman (60.7%) to seniors (81%), presumably due to gradual exposure to upper-division biology courses with evolutionary content. College curricular/pedagogical reform should fortify evolution literacy at all education levels, particularly among nonbiologists.

This study demonstrates that iron chelation interrupts the completion of the fermentative pathway of E. histolytica by removing the metal cofactor indispensable for the structural and functional stability of EhADH2, thus affecting trophozoite survival. We propose that iron-starvation-based strategies could be used to treat amoebiasis.