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HIV-1, an enveloped RNA virus, produces viral particles that are known to be much more heterogeneous in size than is typical of non-enveloped viruses. We present here a novel strategy to study HIV-1 Viral Like Particles (VLP) assembly by measuring the size distribution of these purified VLPs and subsequent viral cores thanks to Atomic Force Microscopy imaging and statistical analysis. This strategy allowed us to identify whether the presence of viral RNA acts as a modulator for VLPs and cores size heterogeneity in a large population of particles. These results are analyzed in the light of a recently proposed statistical physics model for the self-assembly process. In particular, our results reveal that the modulation of size distribution by the presence of viral RNA is qualitatively reproduced, suggesting therefore an entropic origin for the modulation of RNA uptake by the nascent VLP.

This exploratory study examines the mother's perceptions of her preschooler's acculturation process, using qualitative methods to collect data from six Latino immigrant mothers about their own acculturation and that of their preschool child. Three patterns emerged: parallel dyadic acculturation, vertex dyadic acculturation, and intersegmented dyadic acculturation. One mother-child dyad were coded as parallel, defined by the complete disconnect between mother and child acculturation. Three mother-child dyads were code as vertex dyad, which is defined as the mother and child starting at the same stage of acculturation and then deviating from each other as the child's acculturation accelerates and mother's decelerates. Two dyads fell in the third dyad, intersegmented, where mother and child acculturation processes converge and separate at various points. (Contains 1 table and 3 figures.) [This paper was produced by RAND Labor and Population. It was made possible by the NIA funded RAND Center for the Study of Aging and the NICHD funded RAND Population Research Center.]

The use of six integrated learning systems (ILS) in adult basic education (ABE) programs in British Columbia was analyzed. The systems studied were as follows: Autoskill, Computer Curriculum Corporation (CCC), Jostens (INVEST), Pathfinder, Principle of the Alphabet Literacy System (PALS), and Programmed Logic for Automatic Teaching Operations (PLATO). Three instruments were developed for interviewing instructors and students using the systems as well as some students who were not using an ILS. Twenty sites were visited across the province. Twenty-one instructions and 60 students were interviewed. Generally, the project team felt positive about what they saw and experienced, and the students interviewed seemed enthusiastic about their work with an ILS. None of the systems were found to be perfect, and administrators and instructors were cautioned to determine their needs and the characteristics of the systems carefully before purchasing a system. (Thirty tables provide detailed analysis of student characteristics and responses. Appendixes to the report include the following: guidelines for acquiring computer-based adult literacy systems, analysis of ILS, and interview questionnaires developed for the project. Contains 33 references.) (KC)

Adult basic education (ABE) teachers and administrators in British Columbia find it difficult to attend an annual conference because they are on short-term contracts or do not have budget or time to travel. A project was conducted to address their need for professional development. During the first part of the project, a needs assessment was conducted. A questionnaire was developed and mailed to about 550 adult education practitioners in British Columbia, with a response rate of about 50 percent. The greatest rate of return was from the northwest region, although the greatest number of replies were received from the Lower Mainland and Vancouver Island. Sixty-two percent of the respondents were instructors, 14 percent combined some instruction with responsibilities for program coordination, another 16 percent were coordinators only, and the remainder were in miscellaneous positions. Fifty-eight percent of the respondents had 1-10 years experience in ABE, and 35 percent had more than 10 years in the field. Almost half of the respondents had never attended an annual conference on ABE. Respondents rated 10 topics most important for their professional development: learner diagnosis and assessment, creating learning materials, strategies for teaching people with learning difficulties, strategies for teaching critical thinking, strategies for teaching reading, strategies for teaching writing, strategies for computer-assisted instruction, counseling topics, strategies for teaching numeracy, and strategies for teaching life skills. Based on this needs assessment, a series of 8 workshops, attended by a total of more than 100 educators, were conducted throughout the province. (The needs assessment instrument and workshop outlines are appended to the report.) (KC)

A survey of British Columbia correctional personnel (69% response) and interviews with 22 participants and 56 nonparticipants in prison education programs found support for the value of literacy education and for incentives for attendance, as well as a need for standards and policy on every inmate's right to learn. (SK)

A project examined perspectives of offenders in adult correctional facilities in British Columbia (B.C.) in relation to their literacy needs and how and where those needs were being met. Information was gathered through a series of questionnaires sent to Directors of Correctional Centers in B.C., adult basic education (ABE) administrators with responsibility for educational contracts in B.C. Corrections, and instructors. The response rate was 69 percent. Seventy-eight inmates were interviewed in 9 adult facilities: 22 were participants in educational programs, and 56 were not. Fifteen of 17 facilities offered ABE programs. Several programs used volunteer tutors, although no established program funding existed. Sixty-one percent of inmate nonparticipants and all participants thought community tutors would be helpful. Many inmates had a history of academic failure and identified writing, spelling, and math as weaknesses. All felt strongly that education programs should be offered in all correctional centers. Most participants felt positive about their school experience. Most respondents were not in favor of mandatory educational assessments or attendance and favored incentives, usually pay at the same rate as work pay. Recommendations were for a clear definition of educational policy by B.C. Corrections, improvement of services for low-literate adults, and improvement of the literacy environment. (Appendixes include 43 references, a list of B.C. adult correctional facilities, service delivery standards, and samples of nonparticipants' writing.) (YLB)

An exploratory study investigated the issues of nonparticipation and program attrition in adult basic education (ABE)literacy programs in the province of British Columbia (Canada). Literature was reviewed and opinions were sought from ABE professionals and other field workers. Seven literacy classes were visited, 66 persons from several different locales in the province were personally interviewed, and 2 telephone surveys provided a combined interview sample of another 56 persons. The literature review showed that most research is based in the United States and is fairly recent. The distinctive characteristics of the ABE target population often meant that the usual research approaches did not work, and researchers emphasized the heterogeneity of the target population. Among avoiders or resisters, the evidence suggested that low perceived need and negative attitudes toward school prevailed. Barriers to participation appeared to be predominantly related to economic causes. Among dropouts, work- and family-related reasons appeared to dominate as causes for withdrawal. These issues were highlighted: life circumstances of the individuals involved, low self-esteem, low perceived needs, the long term, the need for more and different programs, a subgroup of people with learning disabilities, trades training, bureaucratic hassles, support issues, and the school system. (Appendixes include 54 references and instruments.) (YLB)