No abstract

Comparative interactomics is a strategy for inferring potential interactions among orthologous proteins or “iginterologs”. Herein we focus, in contrast to standard homology-based inference, on the divergence of protein interaction profiles among closely related organisms, showing that the approach can correlate specific traits to phenotypic differences. As a model, this new comparative interactomic approach was applied at a large scale to human papillomaviruses (HPVs) proteins. The oncogenic potential of HPVs is mainly determined by the E6 and E7 early proteins. We have mapped and overlapped the virus-host protein interaction networks of E6 and E7 proteins from 11 distinct HPV genotypes, selected for their different tropisms and pathologies. We generated robust and comprehensive datasets by combining two orthogonal protein interation assays: yeast two-hybrid (Y2H), and our recently described “High-Throughput Gaussia princeps Protein Complementation Assay” (HT-GPCA). HT-GPCA detects protein interaction by measuring the interaction-mediated reconstitution of activity of a split Gaussia princeps luciferase. Hierarchical clustering of interaction profiles recapitulated HPV phylogeny and was used to correlate specific virus-host interaction profiles with pathological traits, reflecting the distinct carcinogenic potentials of different HPVs. This comparative interactomics constitutes a reliable and powerful strategy to decipher molecular relationships in virtually any combination of microorganism-host interactions.

As contact with liquids occurs from an early stage in individuals' lives, children construct explanations for liquids and liquid‐state phenomena. These may differ from the accepted scientific explanations, interfere with formal teaching, and even persist until entry into higher education. The objective of this investigation is to compare student‐teachers' and in‐service science teachers' explanations for liquid‐state phenomena, in three European countries. Data were collected by means of a questionnaire applied to 195 Italian, Portuguese, and Spanish in‐service science teachers. Data analysis revealed poor performance among participants, showing low percentages of correct answers. In addition, no systematic differences were found between participants from the three countries, and teaching experience seems to minimize some of the conceptual difficulties showed by in‐service teachers. Globally, science education seems to have had a limited effect on student‐teachers' and in‐service science teachers' conceptions. We conclude that more attention should be paid to the liquid state in both initial and continuing teacher education programs so that teachers can understand more clearly liquid‐state phenomena and succeed in explaining them to their students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 349–374, 2007

No abstract