Bovine immunodeficiency virus (BIV) was first isolated in 1969 from a cow, R-29, with a wasting syndrome. The virus isolated induced the formation of syncytia in cell cultures and was structurally similar to maedi-visna virus. Twenty years later, it was demonstrated that the bovine R-29 isolate was indeed a lentivirus with striking similarity to the human immunodeficiency virus. Like other lentiviruses, BIV has a complex genomic structure characterized by the presence of several regulatory/accessory genes that encode proteins, some of which are involved in the regulation of virus gene expression. This manuscript aims to review biological and, more particularly, molecular aspects of BIV, with emphasis on regulatory/accessory viral genes/proteins, in comparison with those of other lentiviruses.

We previously identified a new bovine immunodeficiency virus (BIV) trans-activator factor of transcription (Tat236) that was derived from a variant of BIV. Here, we report a new BIV long terminal repeat (LTR) sequence (LTRn) that was obtained by PCR from the DNA of cells infected with the BIV variant mentioned above. Sequence analysis indicated that the LTRn U3 region harbors three nucleic acid mutations at residue positions -194, -135 and -114 when compared to the original (wild-type) LTR sequence. Reporter gene assays indicated that LTRn promotes basal and Tat-mediated transactivation activity to levels significantly higher than those obtained with the wild-type LTR. Restoration experiments to the wild-type genotype indicated that both the -135 and -114 nucleic acid substitutions were responsible for the enhanced promoter activity of BIV LTRn.

The need to provide education for all has continued to be at a high level even now when access to education is easier and considerably wider than in the previous historical periods. There is a general causality as well as a specific one supporting this necessity. The latter includes an additional set of reasons which connect defining characteristics of disadvantaged learners with the limitations of the pandemic crisis and its effects on communication. They also continue to manifest themselves after the health restrictions have been lifted and further hinder communication and educational counselling, thereby imposing additional barriers to inclusive education. This study is a literature review through which we aim to make a synthesis of current communication and educational counselling new strategic approaches suitable for use in the post – COVID context for facilitating access to education for disadvantaged students. The objectives of the study are as follows: O1: to identify a set of strategies which correspond to the specific communication pattern and information needs of the children and teenagers nowadays; O2: to identify current educational counselling strategies which can be successfully used in the post - COVID context to enable well-informed career decisions for disadvantaged students; O3: to develop a formative intervention model for social inclusion of students from disadvantaged backgrounds. The study findings may be useful in school and career counselling in pre-university education, but also in collaborative approaches between pre-university and academia in order to facilitate the inclusion of the disadvantaged students.