Carboxysomes are polyhedral microcompartments found in all cyanobacteria and in many chemoautotrophs. Within their shell they contain the enzyme ribulose-1, 5-bisphosphate carboxylase/oxygenase (RubisCO), which fixes CO2. Downstream of the carboxysome operon there is another gene cluster containing several genes that may enhance carboxysome function. Two of these genes, cbbQ and cbbO, encode potential RubisCO activases. Using recombinant CbbQ and CbbO protein, and RubisCO isolated from carboxysomes the interaction between these proteins was studied. The CbbO and CbbQ proteins were both His tagged, allowing them to be purified with Ni2+-NTA column chromatography. Each of these tagged proteins was incubated with RubisCO on a Ni2+-NTA column to determine if both proteins could be co-eluted. These studies suggest that recombinant CbbO and CbbQ do not interact individually with RubisCO. Since His-tagged CbbO and untagged CbbQ, when co-expressed in E. coli, form a complex, ongoing studies are focused on determining if both potential activases are needed to interact with RubisCO when co-expressed. --Page iv.
Carboxysomes are polyhedral microcompartments found in all cyanobacteria and in many chemoautotrophs.
Lemongrass from te species of citratus have been used in this research in order to anaylze and compare two extraction methodolgy for extracting essential oils from lemongrass. The two methods involved were steam distillation and maceration extraction. Control methods involved were steam distillation and maceration extraction. Control method for this research was steam distillation. There are three types of essential oils were produced by these two methods, which produced from air dried lemongrass leaves, direct heating lemongrass by using drying oven with temperature of 60c and essential oils from fresh lemongrass leaves.
Lemongrass from te species of citratus have been used in this research in order to anaylze and compare two extraction methodolgy for extracting essential oils from lemongrass.
An experienced special education teacher, newly arrived in an urban school for students with emotional, social and behavioral difficulties, kept a journal spanning the first 95 days at work. Using qualitative content analysis, the field notes were organized by subject areas (work conditions, student behavior, teacher interventions, collaboration with colleagues, work with parents, inter-professional work and school-community relationships, as well as the teacher's reflections) and analyzed with reference to the patterns in them. The results not only provide insights into a challenging educational reality but also provide information for a deeper understanding of student behavior, for the further development of teaching and behavior-related intervention, for supporting the journal-keeping teacher, and for improvement of the overall pedagogical culture of subject school.
The issue of teacher quality is increasingly seen as being central to education policy development and this emphasis highlights the role teacher professional development plays in improving teacher effectiveness and the quality of learning in the classroom. This book describes a large-scale research program which investigated the feasibility of using student perceptual measures as the basis for teacher development and classroom improvement. The book describes how teachers’ use of the student feedback, as part of an action-research process, was used to guide improvements to their respective classrooms which in turn provided them with increased opportunities for teacher development and growth. In addition to this, it reports the efforts of one school which purposefully linked the involvement of their teachers to their school improvement initiatives. This book would be of interest to a range of audiences including researchers, teachers and school leaders. Its attractions include its far-reaching implications for educational systems concerning the ways in which student feedback can be used to facilitate teacher development and growth. The book also reports the use of a multi-method research design in which quantitative and qualitative methods were successfully employed simultaneously within two concurrent and interrelated investigations.
PERCEPTION. DATA. TO. GUIDE. TEACHER. ACTION. RESEARCH. Whereas
the purpose of the previous chapter was to report the development and validation
of the two instruments developed as part of the research program, the COLES ...
