Aniulus Paludicolens, N. SP. (Julida: Paraiulidae), a Bog-Dwelling Milliped

Almost without exception, millipeds require a continuously moist substratum, yet they do not tolerate flooding. Other ecological factors that limit their distribution are subtle and difficult to recognize. Aniulus paludicolens, n. sp., is unique in that all collections are from Sphagnum bogs in the vicinity of the Great Lakes. It is best known from Byron Bog, in southern Ontario. This bog has the following vegetation zones: a, a central bog based on a mat of Sphagnum moss and covered almost entirely by leatherleaf; b, a low wooded region, damp or flooded, with hardwood trees and shrubs at its outer limits and black spruce and larch at its inner limits; and c, wooded slopes occupied by deciduous trees and shrubs. A. psludicolens occurs only in zones b and c, and in greatest numbers in the former. Other millipeds in the bog include A. bollmani Causey, which was collected only in zone c (Judd, 1965). These two species represent the most northern distribution of the genus, of which there are many species in the southern states and Texas. The species most closely related to A. paludicolens is A. pclitus Chamberlin , which occurs in disjunct polytypic populations in the mountain valleys of Arizona, Colorado, and New Mexico

Searching for Radio Pulsars in 3EG Sources at Urumqi Observatory

Since mid-2005, a pulsar searching system has been operating at 18 cm on the 25-m radio telescope of Urumqi Observatory. Test observations on known pulsars show that the system can perform the intended task. The prospect of using this system to observe 3EG sources and other target searching tasks is discussed.Comment: a training project about MSc thesi

Scientific Reasoning in Preschoolers

One of the most pressing issues in the field of early childhood is the support of young children’s science learning by using what educators know about how children develop and learn combined with the concepts, tools, and structure of science learning. Science literacy in the U.S. includes not only the knowledge and understanding of scientific concepts but also specific types of abilities: the practices of thinking, reasoning, analyzing, and communicating. Preschool children have the capacity to use reasoning and inquiry skills as they investigate how the world around them works. However, current traditional science curriculum for preschoolers limits opportunities to think, or form mental relationships. Piaget called these relationships logico-mathematical knowledge and it is one essential component of science learning for four- and five-year- olds. A growing body of literature has focused on the link between logico-mathematical knowledge and mathematics learning. Yet, little empirical research has been conducted on logico-mathematical knowledge and scientific learning with preschoolers. In particular, no studies have explored this population’s thinking as they participate in physical knowledge tasks. The purpose of this qualitative study was to explore four- and five-year-old’s scientific thinking as they participate in physical knowledge activities called design challenges in an urban summer enrichment program in the Southeastern United States. Using a critical exploration design, the children explored the subject matter and the researcher explored the children’s thinking. The researcher collected data using informal observations/field notes, photographs, and video to assess 17 preschoolers. Findings revealed that children are capable of thinking scientifically as early as ages 4 and 5. Additionally, the preschool students’ scientific thinking was conceptualized within four levels of development. As a result, the Four-Phase Model of Theory Building in Preschool Children was generated. This study has clear implications for research and practice, including science instruction for four- and five-year-olds that allows for and encourages thinking, reasoning, and logic. It also recommends specific curriculum selection and teacher responses in support of the Four Phase Model of Theory Building

Schmallenberg virus pathogenesis, tropism and interaction with the innate immune system of the host

Schmallenberg virus (SBV) is an emerging orthobunyavirus of ruminants associated with outbreaks of congenital malformations in aborted and stillborn animals. Since its discovery in November 2011, SBV has spread very rapidly to many European countries. Here, we developed molecular and serological tools, and an experimental in vivo model as a platform to study SBV pathogenesis, tropism and virus-host cell interactions. Using a synthetic biology approach, we developed a reverse genetics system for the rapid rescue and genetic manipulation of SBV. We showed that SBV has a wide tropism in cell culture and “synthetic” SBV replicates in vitro as efficiently as wild type virus. We developed an experimental mouse model to study SBV infection and showed that this virus replicates abundantly in neurons where it causes cerebral malacia and vacuolation of the cerebral cortex. These virus-induced acute lesions are useful in understanding the progression from vacuolation to porencephaly and extensive tissue destruction, often observed in aborted lambs and calves in naturally occurring Schmallenberg cases. Indeed, we detected high levels of SBV antigens in the neurons of the gray matter of brain and spinal cord of naturally affected lambs and calves, suggesting that muscular hypoplasia observed in SBV-infected lambs is mostly secondary to central nervous system damage. Finally, we investigated the molecular determinants of SBV virulence. Interestingly, we found a biological SBV clone that after passage in cell culture displays increased virulence in mice. We also found that a SBV deletion mutant of the non-structural NSs protein (SBVΔNSs) is less virulent in mice than wild type SBV. Attenuation of SBV virulence depends on the inability of SBVΔNSs to block IFN synthesis in virus infected cells. In conclusion, this work provides a useful experimental framework to study the biology and pathogenesis of SBV