Cap-snatching by the influenza A virus (IAV) RNA-dependant RNA polymerase (RdRp) is driven by the abundance of transcripts being actively transcribed by host RNA polymerase II (Pol II)[1]–[3]. Deviations from a direct correlation with abundance do arise, due to selective cleavage of transcripts with a compatible length (10 to 13 nucleotides) and nucleotide sequence (ending in 3’AG)[4]–[7]. Some cap-snatched primers are not directly used to transcribe mRNA, but instead undergo a prime-and-realign mechanism (PAR). As of yet it is unknown why this process occurs. My hypothesis is that the prime-and-realign process is related to the physical characteristics of the primers and their interactions with RdRp and the vRNA template. Here, I used four published deep sequencing datasets of the 5’ ends of IAV mRNA obtained from IAV infected A549 cells to examine PAR[1], [7]–[9]. Primers are biased towards PAR on the basis of length (<12 nucleotides) and RNA duplex stability (mediated by the base directed at 3’U1 and the pyrimidine-purine base pair at position four). PAR typically adds a GCA addition resulting in a primer three nucleotides longer ending in a compatible nucleotide sequence with 3’U1. Prime-and-realign converts poor primers on the basis of length and sequence compatibility with the 3’ end of the vRNA into one that can efficiently undergo transcription of the critical conserved sequence without errors, or failure. Prime-and-realign, therefore, affords tremendous flexibility to RdRp in cap snatched primer length and sequence compatibility.

This research was based on ‘Catholic secondary education and identity reformation in Zambia’s Southern Province. Its main purpose was to explore the nature and scope of the undesired identity reformation experienced in Catholic secondary schools in Zambia’s Southern Province as well as suggest possible ways of how the problem can be resolved. The study was guided by the following main research question ‘How has a conflict of values between the evolving Catholic education policies and Zambian national education policies affected the identity of Catholic secondary schools in Zambia’s Southern Province?’ This question formed the main basis for the achievement of the study’s overarching purpose highlighted earlier. A qualitative methodology was utilized to gather data for this research. Data was gathered using semi-structured interviews, focus group interviews/discussions and documentary/content analysis. Research participants included: the Secretary of Catholic education, the PEO, school headteachers, teachers of RE, parents and grade twelve learners. Key documents analyzed using document analysis were Catholic education policies and Zambian national educational policies. The following findings resulted from the study: a conflict of values is non-existent between Catholic education policies and Zambian national education policies; there are four real/major causes of undesired identity reformation in Catholic secondary schools in Zambia’s Southern Province; the various contemporary challenges experienced by Catholic secondary schools in Zambia’s Southern Province are responsible for the undesired weakening of the school’s ‘academic’ and ‘religious’ mission; RE has experienced undesired changes at the levels of its nature, role and place in the Catholic secondary school curriculum over the years; Catholic secondary schools in Zambia’s Southern Province can be characterized as ‘partially Catholic’; realigning Catholic secondary schools with Catholic education policy involves returning such schools back to Catholic educational practice as recommended in Catholic education policies. The main conclusion of the study was that undesired identity reformation is present in Catholic secondary schools in Zambia’s Southern Province but it is not linked to a conflict of values in Catholic education policies and Zambian national education policies. To resolve the problem of undesired identity reformation in Catholic secondary schools, all study recommendations emphasized an urgent return by the schools to educational practice as recommended in Catholic education policy if they are to regain their lost desired total-Catholic character or identity. / Educational Foundations / D. Ed. (Philosophy of Education)