The effects of a synthetic apoE1 peptide, viz., residues 133-149 (apoE[133-149]), a mimetic that comprises the apoE receptor-binding domain, on N-methyl-D-aspartate (NMDA)/glycine-induced ion flow through NMDA receptor (NMDAR) channels, has been investigated. The activity of apoE [133][134][135][136][137][138][139][140][141][142][143][144][145][146][147][148][149] was found to depend on the low density lipoprotein receptor-related protein (LRP). Competition experiments with receptor associated protein (RAP) and activated α 2 macroglobulin (α 2 M*), two proteins that compete for apoE binding to LRP, demonstrate that apoE [133][134][135][136][137][138][139][140][141][142][143][144][145][146][147][148][149] inhibition of NMDAR function is mediated at a locus in LRP that overlaps with the binding sites of RAP and α 2 M*. A co-receptor of LRP, cell-surface heparin sulfate proteoglycan, did not function in this system. Additional electrophysiology experiments demonstrated that the inhibitory potency of apoE [133][134][135][136][137][138][139][140][141][142][143][144][145][146][147][148][149] was 3-fold greater for NMDAR-transfected wild-type Chinese Hamster ovary (CHO) cells compared with NMDAR-transfected CHO cells deficient in LRP. Studies with truncation and replacement variants of the apoE peptide demonstrated that the NMDAR-inhibitory properties of these peptides correlate with their binding affinities for LRP. These novel results indicate that apoE functions as an inhibitor of NMDAR ion channels indirectly via LRP, and are suggestive of a participatory role for LRP in NMDAR-based neuropathies.

Distance teacher education programs employing videoconferencing technology and other online teaching tools are increasingly being used to prepare teachers of students with disabilities in rural and remote communities. This evaluation study compared the effectiveness of a distance and an on-campus teacher education program for teachers of students with severe disabilities. Teacher candidates in the distance cohort received the same program of study as candidates in the on-campus program except that the coursework was delivered through videoconferencing technology instead of traditional, face-to-face instruction. Instructional activities for candidates in both cohorts were supported through online instructional tools (i.e., Web CT) and on-site field supervision from university clinical faculty members and cooperating professionals from the local school districts. A variety of measures were used to assess candidates’ acquisition of content and their ability to apply the knowledge and skills acquired through the program of study. The results indicate that there were no significant differences between students in the distance and on-campus teacher education cohorts on the measures of learning. The implications of the findings for further research are discussed.

Abstract-This project demonstrated concept and feasibility of a proprietary high current decaborane ion source suitable for ultra shallow doping. This was motivated by the attractive scaling of decaborane ions for space charge dominated extraction and transport. A highly modified Bernas source was mounted on an NV-10/80 implanter. Using standard extraction and beamline components, 2.3 mA of boron nucleon current was produced in the form of B 10 H x + at 50 kV. Due to under dense plasma, beam current scaled linearly with extraction voltage.

No abstract

No abstract