Beyond Cultural Differences and Similarities: Student Teachers Encounter Aboriginal Children’s Literature

This article examines teacher education students’ interactions around a course in Aborig- inal children’s literature. Observations of these students suggest that expressing and ex- ploring ideas and feelings about issues like stereotyping helps them develop a supportive kinship, which promotes learning that transforms attitudes. Some questions explored in this article are: (1) What is effective learning in a multicultural classroom? (2) How can teachers and students become learning partners in the multicultural classroom? (3) What is the difference between understanding culture and valuing people? This exploration may assist teachers to identify changes in students’ social, cognitive, and emotional develop- ment within the context of a growing community of learners from various cultures. Teachers may also find the students’ evaluation of the classroom atmosphere and dy- namics useful in gathering and preparing material for multicultural settings. Dans cet article, l’auteure analyse les interactions d’un groupe d’étudiants-maîtres au sujet de la littérature pour enfants en milieu autochtone. Les remarques de ces étudiants donnent à penser que le fait d’exprimer et d’explorer des idées et des sentiments sur des questions comme les stéréotypes les aident à tisser des liens qui favorisent l’apprentissage et transforment les attitudes. L’article aborde les questions suivantes : (1) Qu’entend-on par un apprentissage efficace dans une classe multiculturelle? (2) Comment les ensei- gnants et les élèves peuvent-ils créer des partenariats d’apprentissage dans une classe multiculturelle? (3) Quelle est la différence entre comprendre une culture et valoriser les personnes? Cette réflexion peut aider les enseignants à identifier les changements dans le développement social, cognitif et émotif des élèves au sein d’une communauté grandis- sante d’apprenants de diverses cultures. Les enseignants peuvent également trouver l’évaluation de l’atmosphère et de la dynamique de la classe par les élèves utile pour la recherche et la préparation de matériel destiné à des classes multiculturelles.

The reconstituted Escherichia coli MsbA protein displays lipid flippase activity

The MsbA protein is an essential ABC (ATP-binding-cassette) superfamily member in Gram-negative bacteria. This 65 kDa membrane protein is thought to function as a homodimeric ATP-dependent lipid translocase or flippase that transports lipid A from the inner to the outer leaflet of the cytoplasmic membrane. We have previously shown that purified MsbA from Escherichia coli displays high ATPase activity, and binds to lipids and lipid-like molecules, including lipid A, with affinity in the low micromolar range. Bacterial membrane vesicles isolated from E. coli overexpressing His6-tagged MsbA displayed ATP-dependent translocation of several fluorescently NBD (7-nitrobenz-2-oxa-1,3-diazole)-labelled phospholipid species. Purified MsbA was reconstituted into proteoliposomes of E. coli lipid and its ability to translocate NBD-labelled lipid derivatives was characterized. In this system, the protein displayed maximal lipid flippase activity of 7.7 nmol of lipid translocated per mg of protein over a 20 min period for an acyl chain-labelled PE (phosphatidylethanolamine) derivative. The protein showed the highest rates of flippase activity when reconstituted into an E. coli lipid mixture. Substantial flippase activity was also observed for a variety of other NBD-labelled phospholipids and glycolipids, including molecules labelled on either the headgroup or the acyl chain. Lipid flippase activity required ATP hydrolysis, and was dependent on the concentration of ATP and NBD–lipid. Translocation of NBD–PE was inhibited by the presence of the putative physiological substrate lipid A. The present paper represents the first report of a direct measurement of the lipid flippase activity of purified MsbA in a reconstituted system

Canadian aboriginal children's literature An analytical study of literacy and instruction as a basis for intercultural and interpersonal development

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