<Emphasis Type="Italic">Darshana</Emphasis> Jolts

The nature of matter, or body considered in general, consists not in its being something which is hard or heavy or coloured, or which affects the senses in any way, but simply in its being something which is extended in length, breadth and depth.     

Cloning and efficient expression of <Emphasis Type="Italic">Bacillus sp.</Emphasis> BH072 <Emphasis Type="Italic">tasA</Emphasis> gene in <Emphasis Type="Italic">Escherichia coli</Emphasis>

The Bacillus strain BH072 isolated from a honey sample showed strong antifungal activity against phytopathogen. Gene cloning test demonstrated that the strain had a tasA gene encoding an antifungal TasA protein. Although the wild strain simultaneously produced various antifungal substances, only the physicochemical property and antifungal activity of TasA protein were unclear due to the difficulty in extraction. In this study, tasA gene encoding the protein from Bacillus sp. BH072 was amplified by using the polymerase chain reaction (PCR) method and cloned into pET 28a (+) vector, and then expressed in host cells Escherichia coli BL21 (DE3). The expressed proteins were collected by centrifugation and ultrasonic treatment, and then purified by using nickel-nitrilotriacetic acid (Ni-NTA) metal affinity column and dialysis methods. The result of sodium dodecyl sulfate-polyacrylamide gel electrophoresis (SDS-PAGE) test showed that an expected protein band appeared with a size of 31 kDa. The expressed products possessed antifungal activity against the phytopathogenic indicator strain Botrytis cinerea. A genetically engineered strain tasA of E. coli was established in this study which can efficiently express Tas A protein.     

两个Ramsey数R(m,n,l)和R(m,n,l,s)的含参数的上界

Ｉｎ 1935 ,Ｐ .Ｅｒｄ¨ｏｓａｎｄＧＳｚｅｋｅｒｅｓｏｂｔａｉｎｅｄｔｈｅｃｌａｓｓｉｃａｌｉｎｅｑｕａｌｉｔｙＲ (ｍ ,ｎ)≤Ｒ (ｍ - 1,ｎ) Ｒ(ｍ ,ｎ - 1) .　Ｉｎ 196 8,Ｋ .ＷａｌｋｅｒｐｒｏｖｅｄｔｈａｔＲ(ｎ ,ｎ)≤ 4Ｒ(ｎ- 2 ,ｎ) 2 .　Ｉｎ 1998,ＨｕａｎｇＹ .Ｒ .ａｎｄＺｈａｎｇＫ .Ｍ .[1,2 ] ｐｒｏｖｅｄｔｈａｔＲ(ｍ ,ｎ)≤ 12 (β 3γ 5 ) 　　12 γ(4α 2 β - 3γ 6 ) (β 1) 2　Ｉｎｔｈｉｓｐａｐｅｒ ,ｗｅｏｂｔａｉｎｓｏｍｅｎｅｗｕｐｐｅｒｂｏｕｎｄｓｆｏｒＲ(ｍ ,ｎ ,ｌ)ａｎｄＲ(ｍ …     

On the Relationship Between <Emphasis Type="Italic">Belief</Emphasis> and <Emphasis Type="Italic">Acceptance</Emphasis> of Evolution as Goals of Evolution Education

The issue of the proper goals of science education and science teacher education have been a focus of the science education and philosophy of science communities in recent years. More particularly, the issue of whether belief/acceptance of evolution and/or understanding are the appropriate goals for evolution educators and the issue of the precise nature of the distinctions among the terms knowledge, understanding, belief, and acceptance have received increasing attention in the 12 years since we first published our views on these subjects. During that time, our own views about these issues have evolved, and this article presents a reconsideration of both these distinctions and the propriety of these goals. In particular, the present paper continues our discussion of the nature of belief as it relates to science education, and more specifically to evolution education. We extend that work to consider the import of the distinction between belief and acceptance.     

Digital <Emphasis Type="Italic">learning trails</Emphasis>: Scaling technology-facilitated curricular innovation in schools with a <Emphasis Type="Italic">rhizomatic</Emphasis> lens

Technological advances in the form of ubiquitous computing has altered the learning landscape today. Contemporary modes of learning afford curricular innovations in schools. While learning journeys of decades ago entailed field trips to places of interest such as museums and zoos where students completed tasks or worksheets after each trip, the learning journeys of today are facilitated by technological tools such as smart devices and global positioning systems. Learners are moving away from being mere content consumers through technology-facilitated dialoguing and content creation (Tay and Lee 2014; Tan et al. 2011). In this paper we unpack tenets of a technology-facilitated curricular innovation (CI) through a case study analysis of the development and implementation of a Digital Learning Trails (DLT) project. Through tracing the trajectory of the DLT project, we identify factors related to the scalability and sustainability of this CI that was developed in one school and subsequently used by more than 200 schools in Singapore. We posit that scaling curricular innovations in schools can be conceptually provisioned through a rhizomatic lens where innovation is characterized by multiple trajectories, allowing for recontextualizations of CIs. We argue that, (1) the pedagogic process in the context of education and scaling is based on supporting apprentice-schools to make multiple recontextualizations; (2) the enculturation process of a school adopting and implementing a particular innovation is based on a rhizomatic rather than linear, conception of the development of expertise; and (3) the process of CI implementation is based on developing the capability to not only make multiple recontextualizations but also to accumulate enough capital to send out new ‘roots and shoots’ as it spreads.     

Biosynthesis of (<Emphasis Type="Italic">R</Emphasis>)-2-hydroxy-3-phenylpropionic acid using whole recombinant <Emphasis Type="Italic">Escherichia coli</Emphasis> cells in an aqueous/<Emphasis Type="Italic">n</Emphasis>-octane biphasic system

(R)-2-hydroxy-3-phenylpropionic acid (PLA) is an ideal antimicrobial compound with broad-spectrum activity against a wide range of Gram-positive bacteria, some Gram-negative bacteria, and fungi. We studied the bioconversion of phenylpyruvate (PPA) to PLA using whole recombinant Escherichia coli cells in a series of buffer/organic solvent systems. Octane was found to be the best organic solvent. The optimum volume ratio of the water phase to the n-octane phase, conversion temperature, substrate concentration, and cell concentration were 6:4, 40 °C, 12.5 g/L, and 30 g/L wet cells, respectively. Under the optimized conditions, the average PLA productivity in the aqueous/n-octane system was 30.69% higher than that in the aqueous system, and 32.31 g/L PLA was obtained with the use of a stirred reactor (2-L scale). Taken together, our findings indicated that PLA biosynthesis was more efficient in an aqueous/n-octane biphasic system than in a monophasic aqueous system. The proposed biphasic system is an effective strategy for enhancing PLA yield and the biosynthesis of its analogues.     

Enumeration of briefly presented items by the chimpanzee (<Emphasis Type="Italic">Pan troglodytes</Emphasis>) and humans (<Emphasis Type="Italic">Homo sapiens</Emphasis>)

In this study, we compared the performances on an enumeration task (numerical labeling task) of 1 chimpanzee (Pan troglodytes) and 4 humans. In this task, two types of trials, with different exposure durations of the sample that was to be enumerated, were used. In the unlimited-exposure trials, the sample remained on until the subject made a choice. In the brief-exposure trials, the sample was presented for 100 msec and then was masked. The results show clear differences between the different species. The main differences had to do with accuracy during the unlimited trials and response times during the brief trials. Detailed analyses of the pattern of response times for the chimpanzee and of looking-back behavior during the task suggests that the enumeration process underlying the subject’s performance was not counting but estimation.     

Influence of nitrogen and sulfur fertilization on quality of canola (<Emphasis Type="Italic">Brassica napus</Emphasis> L.) under rainfed conditions

Field experiments were conducted at Cereal Crops Research Institute, Pirsabak, Nowshera, Pakistan, during winter 2003~2004 and 2004~2005 to evaluate the effect of nitrogen and sulfur levels and methods of nitrogen application on canola (Brassica napus L. cv. Bulbul-98) under rainfed conditions. Four levels of S (0, 10, 20, and 30 kg/ha) and three levels of N (40, 60, and 80 kg/ha) and a control treatment with both nutrients at zero level were included in the experiments. Sulfur levels were applied at sowing while N levels were applied by three methods (100% soil application, 90% soil 10% foliar application, and 80% soil 20% foliar application). The experiments were laid out in randomized complete block (RCB) design having four replications. Oil content increased significantly up to 20 kg S/ha but further increase in S level did not enhance oil content. Glucosinolate content increased from 13.6 to 24.6 μmol/g as S rate was increased from 0 to 30 kg/ha. Protein content increased from 22.4% to 23.2% as S rate was increased from 0 to 20 kg/ha. Oil content responded negatively to the increasing N levels. The highest N level resulted in the highest values for protein (23.5%) and glucosinolate (19.9 μmol/g) contents. Methods of N application had no significant impact on any parameters under study.     

Errors in <Emphasis Type="Italic">The Feynman Lectures on Physics</Emphasis>

We discuss some errors in The Feynman Lectures on Physics related to the concept of symmetry. We also suggest a possible correction to Fig.1.4 of Vol. I. The discussion may be useful for students of crystallography, solid state physics and solid state chemistry.     

<Emphasis Type="Italic">Assistencialism</Emphasis> and the Politics of High-Stakes Testing

In this article I argue that the current high-stakes testing accountability model is an assistencialist model, derived from deficit thinking paradigms. Such models, like the No Child Left Behind Act, sanction low performance with serious consequences for students and educators. Drawing from Freire, I propose an anti-assistencialist accountability model based on local community culture and needs that would include critical, problem-posing education, dialogue as a means toward raising social consciousness, and appropriate assessments according to local community needs. I further argue that such an accountability model can be implemented through cultural immersion programs that include three levels of immersion, (1) classroom culture, (2) local community culture, and (3) trans/cultural, or transnational exposure.