Several papillomas from a single patient who exhibited an unusual immune deficiency syndrome were analyzed for the presence of specific human papillomavirus (HPV) types. Preliminary analysis indicated that the HPV DNA species present in each of these tissues was quite unlike any of the previously characterized HPV types. In order to more rigorously analyze the HPV from this patient we have isolated the HPV DNA by molecularly cloning it into a bacteriophage lambda vector and have constructed a detailed restriction endonuclease map. Comparative hybridization studies using S1 nuclease analyses showed 6% or less nucleotide sequence homology of this viral DNA with HPV types 1, 2, 3, 4, 5, 6, or an HPV-11, molecularly cloned in this laboratory. Moreover, Southern blot analyses under stringent hybridization conditions revealed little, if any, hybridization to HPV types 1, 2, 4, 5, 7, 8, 10, 11, HPV-EV isolated from a patient with epidermodysplasia verruciformis (EV), or 2 previously described HPVs (HPV-P and HPV-PW) related to HPV-3. There was, however, a very weak sequence homology detected with HPV-6 and an extremely weak homology to HPV-3. No filter hybridization was observed with the recently characterized HPVs 9 or -12 to -24. These data accumulatively indicate that the HPV species from this immunosuppressed patient represents a new, hitherto unidentified HPV type.

We investigated how coordinate polarization, budding, and anaphase during a unique developmental program called return to growth (RTG) in which cells in meiosis return to mitosis upon nutrient shift. Cells reentering mitosis from prophase I deviate from the normal cell cycle by budding in G2 instead of G1. We found that cells do not maintain the bipolar budding pattern, a characteristic of diploid cells. Furthermore, strict temporal regulation of M-phase cyclin-dependent kinase (CDK; M-CDK) is important for polarity establishment and morphogenesis. Cells with premature M-CDK activity caused by loss of checkpoint kinase Swe1 failed to polarize and underwent anaphase without budding. Mutants with increased Swe1-dependent M-CDK inhibition showed additional or more penetrant phenotypes in RTG than mitosis, including elongated buds, multiple buds, spindle mispositioning, and septin perturbation. Surprisingly, the enhanced and additional phenotypes were not exclusive to RTG but also occurred with prolonged Swe1-dependent CDK inhibition in mitosis. Our analysis reveals that prolonged activation of the Swe1-dependent checkpoint can be detrimental instead of beneficial.

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An analysis of current accreditation policies of state departments of education reveals that in most instances sound practices have been established in the evaluation of service experiences as they pertain to the granting of a diploma or certificate of equivalency. In general, it can be said that these practices are in accord with the recommendations of the Commission even though there appear individual variations not only among states but also among high schools within the same state.As an outgrowth of the experience in the use of the tests of General Educational Development as a basis for granting a diploma or equivalency certificate many states have extended this device to apply to non-veterans or non-service adults. This, no doubt, has been due to the satisfactory results these states have experienced in the testing of veterans. Of the thirty-six states and territories which reportedly have an adult certification plan, it is interesting to note that twentyseven, or seventy-five per cent of them, are using the GED tests as a basis for their certification and of the remaining nine, now using their own tests, at least one is considering the adoption of the GED tests for this purpose.In conclusion, it should be pointed out that there are other means, equally appropriate, by which such certification can be accomplished and that the attempt here has been merely to indicate a device which has been utilized as a result of its success in the testing of veterans. THE general practice of moving high-school teachers &dquo;down&dquo; or grade teachers &dquo;up&dquo; to teach in junior high schools is well known to school administrators. The number of colleges and universities offering a curriculum designed at CARLETON UNIV on June 25, 2015 bul.sagepub.com Downloaded from 264 specifically for preparing teachers for junior high schools is by no means sufficient to meet demands. In seeking teachers for his school, the employing officials finds candidates trained for either elementaryor high-school teaching. The interests, preparation, and experiences of these two groups are as divergent as the organization, administration, and curriculum of the schools in which they are prepared to teach. Employing officials frequently find it necessary to talk candidates into taking positions in their junior high schools. It is paradoxical that these &dquo;converted&dquo; teachers oftentimes discover to their own amazement that they like to work with this age group and prefer to stay with them. It is noteworthy that junior high-school principals are characteristically enthusiastic and vitally interested in the general welfare of this early teenage group. Successful junior high-school teachers and administrators have achieved success largely by making their own adjustments to teaching in an area for which they were not specifically trained.It must be remembered that the junior high school has been from its very beginnings the pivot between the elementary school and the high school. One of its long-standing functions has been articulation bet...