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L A Boyd

Publications and source records attributed to L A Boyd.

3 recordsLinked to original sources

Characterization of an Escherichia coli gene encoding betaine aldehyde dehydrogenase (BADH): structural similarity to mammalian ALDHs and a plant BADH.

An open reading frame of 1476 nucleotides, cloned from a region of the Escherichia coli genome encoding betaine biosynthesis functions, was shown to encode a betaine aldehyde dehydrogenase (BADH; EC 1.2.1.8). Either of two adjacent codons (5'-GTGATG) could function as a start codon, producing a presumptive polypeptide of 491 or 490 amino acids. The deduced primary structure of the E. coli BADH showed 39-43% positional identity, over its entire length, to aldehyde dehydrogenases (ALDH: EC 1.2.1.3) of mammalian origin. This similarity increased to 75-77% when conservative aa substitutions were also taken into consideration. Spinach BADH was also similar to the bacterial BADH, showing 38% identity and 80% overall similarity. Other homologs included a fungal and a putative bacterial ALDH. Although E. coli BADH was specific for the substrate, betaine aldehyde, it showed the highest levels of similarity to the prototype human ALDH-2. Only one gap in each sequence had to be introduced for optimal alignment. The conservation between E. coli BADH and the ALDHs was also evident in the predicted secondary structures and hydrophilicity profiles of the polypeptides, suggesting a similarity in the overall folding patterns of ALDH and BADH. These observations suggest a common ancestry for BADH and ALDH, preceding prokaryote-eukaryote divergence.

Aldehyde Dehydrogenase

Analysis of the AAMD Adaptive Behavior Scale: public school version.

Many state agencies have ruled that assignment of students to special education classes for the mentally retarded must be determined by assessment of verbal, performance, and adaptive behaviors. The AAMD Adaptive Behavior Scale: Public School Version was subjected to a normative and validation study using 291 subjects from the southcentral area of Texas. Data were collected from groups of regular and special education students, both white and nonwhite, at 8, 10, and 12 yr. of age. Results were compared to the original normative data provided in the AAMD manual and indicated that (1) the instrument is effective in discriminating between regular and special education groups; (2) a shortened version may be feasible and more practical; and (3) the derived total score may be useful and effective when used as a cut-off score for placement in special education for the mentally retarded.

Child