Unraveling the elongating bovine conceptus microenvironment: identification of gene transcripts and proteins along the conceptus-maternal interface in cattle.

The bovine conceptus elongates near Day 16 of development and releases interferon-tau (IFNT), disrupting the endometrial luteolytic mechanism to sustain luteal P4 and pregnancy. Conceptus factors other than IFNT modify local endometrial activities to support pregnancy; however, the microenvironment is largely uncharacterized. We utilized a bovine conceptus-endometrial culture system to elucidate the microenvironment in the form of RNA and protein.

Differing genetics of saline and cocaine self-administration in the hybrid mouse diversity panel.

To identify genes involved in regulating the behavioral and brain transcriptomic response to the potentially addictive drug cocaine, we performed genome-wide association studies (GWASs) for intravenous self-administration of cocaine or saline (as a control) over 10 days using a panel of inbred and recombinant inbred mice. A linear mixed model increased statistical power for these longitudinal data and identified 145 loci for responding when saline only was delivered, compared to 17 for the corresponding cocaine GWAS. Only one locus overlapped.

Lentiviral Gene Therapy with CD34+ Hematopoietic Cells for Hemophilia A.

Background: Severe hemophilia A is managed with factor VIII replacement or hemostatic products that stop or prevent bleeding. Data on gene therapy with hematopoietic stem-cell (HSC)-based expression of factor VIII for the treatment of severe hemophilia A are lacking.

Methods: We conducted a single-center study involving five participants 22 to 41 years of age with severe hemophilia A without factor VIII inhibitors.

Evidence of a limited relationship between reading fluency and reading comprehension of academic language.

This study examined the relationship between reading fluency and reading comprehension of grade-level academic language. The CUBED Narrative Language Measures: Reading (NLM:R) subtest was used to assess the reading fluency and reading comprehension performance of 605 second- and third-grade students. The Measures of Academic Progress (MAP) reading assessment was also used to assess students' reading comprehension.