Vesicular stomatitis virus contains a phosphorylated NS protein which is necessary along with L protein and RNP template for transcription of mRNA. To further define the structure of the NS protein and its function in transcription and replication, virion NS was purified and separated into two different phosphorylated forms (NSI and NSII) on DEAE-cellulose columns. Cytoplasmic preparations of NS contained one phosphorylated species which eluted from the column in the same place as the virion NSI. When electrophoresed in sodium dodecyl sulfate-polyacrylamide gels containing urea, NSI and NSII each resolved into two components, whereas cell NS migrated as a single band. NSI and cell NS exhibited little activity in a reconstituted transcription assay, whereas the more highly phosphorylated NSII was very active in the same system. Addition of NSI or cell NS to a transcription system containing NSII resulted in even higher levels of activity, indicating that the various NS species might have different enzymatic functions.

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Objective: The biomedical/behavioral sciences lag in the recruitment and ad­vancement of students from historically underrepresented backgrounds. In 2014 the NIH created the Diversity Program Consortium (DPC), a prospective, multi-site study comprising 10 Building Infrastructure Leading to Diversity (BUILD) institutional grantees, the National Research Mentor­ing Network (NRMN) and a Coordination and Evaluation Center (CEC). This article describes baseline characteristics of four incoming, first-year student cohorts at the primary BUILD institutions who completed the Higher Education Research Institute, The Freshmen Survey between 2015-2019. These freshmen are the primary student cohorts for longitudinal analyses comparing outcomes of BUILD program participants and non-participants.Design: Baseline description of first-year students entering college at BUILD institu­tions during 2015-2019.Setting: Ten colleges/universities that each received <$7.5mil/yr in NIH Research Project Grants and have high proportions of low-income students.Participants: First-year undergraduate stu­dents who participated in BUILD-sponsored activities and a sample of non-BUILD stu­dents at the same BUILD institutions. A total of 32,963 first-year students were enrolled in the project; 64% were female, 18% His­panic/Latinx, 19% African American/Black, 2% American Indian/Alaska Native and Na­tive Hawaiian/Pacific Islander, 17% Asian, and 29% White. Twenty-seven percent were from families with an income <$30,000/yr and 25% were their family’s first generation in college.Planned Outcomes: Primary student outcomes to be evaluated over time include undergraduate biomedical degree comple­tion, entry into/completion of a graduate biomedical degree program, and evidence of excelling in biomedical research and scholarship.Conclusions: The DPC national evaluation has identified a large, longitudinal cohort of students with many from groups histori­cally underrepresented in the biomedical sciences that will inform institutional/ national policy level initiatives to help diversify the biomedical workforce.Ethn Dis. 2020;30(4):681-692; doi:10.18865/ed.30.4.681