A gene encoding a new cold-active lipase from an Antarctic isolate of Penicillium expansum

Cold-active lipases are of significant interest as biocatalysts in industrial processes. We have identified a lipase that displayed activity towards long carbon-chain-p-nitrophenyl substrates (C12–C18) at 25 °C from the culture supernatant of an Antarctic Penicillium expansum strain assigned P. expansum SM3. Zymography revealed a protein band of around 30 kDa with activity towards olive oil. DNA fragments of a lipase gene designated as lipPE were isolated from the genomic DNA of P. expansum SM3 by genomic walking PCR. Subsequently, the complete genomic lipPE gene was amplified using gene-specific primers designed from the 5′- and 3′-regions. Reverse transcription PCR was used to amplify the lipPE cDNA. The deduced amino acid sequence consisted of 285 residues that included a predicted signal peptide. Three peptides identified by LC/MS/MS analysis of the proteins in the culture supernatant of P. expansum were also present in the deduced amino acid sequence of the lipPE gene suggesting that this gene encoded the lipase identified by initial zymogram activity analysis. Full analysis of the nucleotide and the deduced amino acid sequences indicated that the lipPE gene encodes a novel P. expansum lipase. The lipPE gene was expressed in E. coli for further characterization of the enzyme with a view of assessing its suitability for industrial applications

Let them eat Shakespeare: prescribed authors and the National Curriculum

In this article, we examine the debate that surrounds prescribed reading lists in the English National Curriculum. In particular, we attempt to locate the role which ideas about heritage and social and moral values have played in constructing this debate. We begin by examining the English National Curriculum's origin in the 1980s as a conservative exercise in stemming cultural crisis, and the discourse about literature's role in the curriculum which this helped construct. We then examine how this discourse has influenced, and continues to influence, the educational policy of prescribing a list of authors and consider the assumptions that are embedded in this policy. Finally, we reflect upon how the material conditions of the classroom provide a site of resistance, or difficulty, for the officially sanctioned discourse concerning literature's role in the curriculum