The HIV-1 Tat protein has been recently explored as a prospective vaccine candidate with broad, subtype non-specific action. We approached the problem of delivery of Tat through the mucosal route by expressing Tat in an edible plant. The tat gene was assembled from synthetic overlapping oligonucleotides, and was subsequently cloned into a plant virus-based vector tobacco mosaic virus (TMV). Spinach plants inoculated with the Tat-producing constructs were collected and fed to mice 7–14 days post inoculation. DNA vaccinations were performed using a gene gun. Codon optimization of the Tat gene expressed in spinach plants resulted in several-fold yield increase as detected in immunoblots, and did not cause severe symptoms in inoculated plants. Mice were fed with the Tat-producing or control vector-inoculated spinach. After three feedings, 1 week apart, 1 g per mice, no differences were detected in the growth rate or behavior of the animals fed with these three types of spinach. None of the animals developed measurable Tat antibodies. Following DNA vaccination, however, mice having previously received oral Tat developed higher antibody titers to Tat than did the controls, with the titers peaking at 4 weeks post-vaccination. Codon optimization allows production of up to 300–500 μg of Tat antigen per 1 g of leaf tissue in spinach using a plant virus-based expression system. The plant produced Tat does not seem to have any apparent adverse effect on mice growth or behavior, when fed with spinach for 4 weeks. ELISA data suggested that oral Tat primed for the development of Tat antibodies when mice were subsequently vaccinated with plasmid DNA designed for Tat expression.

This study compared black and white children on the Behavior Problem Checklist. Data on 1,162 white and 614 black children were obtained from school records and from teachers and were analyzed using multiple regression analysis of variance. Blacks were judged to have a greater frequency of behavior disorders than whites. A number of interactions of race with other variables were found, and their meanings were discussed.

The Coleman Report demonstrated that family background is correlated with achievement in school. The present study examined this relationship for different sexes and social classes. Data were obtained from the cumulative folders of 637 white children in grades 3 through 6. Measures of scholastic achievement were the Californial Achievement Tests. Multiple regression analyses of variance revealed a number of significant main effects and interactions, and their implications were discussed.

This study was concerned with academic performance in black and white children and the interactions of race with other variables on school achievement. Subjects were 334 blacks and 637 whites in grades three to six. Data consisted of general background information and grade equivalent scores on the California Achievement Tests. They were analyzed using multiple re- gression analysis of variance. Results indicated that blacks scored lower than whites and fell farther behind as they progressed from grade to grade. Significant interactions were revealed for sex, social class, family structure, and teachers. Means for black children were generally less variable than for white children.

The purpose of this study was to examine the influence of family structure and school variables on behavior disorders of children. The sample consisted of 1,162 white elementary school children. General information was obtained from school records, and ratings on behavior disorders were obtained from teachers. Data were analyzed using multiple regression analyses of variance. Results indicated that grade in school, sex, social class, ordinal position in the family, and teacher were important variables in the determination of behavior disorders. Whether or not the children were living with both of their natural parents, number of children in the family, if the children were in special education classes, and whether the children were older than usual for their grade in school were less important or were unimportant. The results, especially those that were not expected, were discussed.

This study examined the relation between behavior problems and school achievement. Subjects were 971 elementary school children. Measures were the Behavior Problem Checklist and the California Achievement Tests. Data were analyzed using canonical correlation techniques. Results indicated a generally negative correlation between the measures that varied with grade, sex, and race and that were felt to provide a framework for interpreting other research in the area.