L-Arabinose Isomerase Formation in a Conditional Mutant of Gene \u3cem\u3earaA\u3c/em\u3e of \u3cem\u3eEscherichia coli\u3c/em\u3e B/r

A temperature-sensitive mutant of Escherichia coli in which the synthesis of l-arabinose isomerase is blocked during growth at 42 C was found to possess the following properties. (i) The mutation occurred in the structural gene for the isomerase, gene araA. (ii) During growth at elevated temperatures the mutant accumulates a product which is a precursor to the active enzyme. (iii) The precursor produced at 42 C is slowly converted to active enzyme at 28 C in the absence of protein and ribonucleic acid synthesis. It is concluded that the mutation results in a change in the structure of isomerase which causes formation of active enzyme to be thermolabile at a step beyond the level of translation

Book Reviews

Urban Planning and Land Development Control Law. By Donald Hagman. This book seeks to distill, summarize and state textually the wisdom on planning and development control law collected and serves as a supplement to Mr. Hagman\u27s casebook. The reviewer criticizes the book for not more fully addressing zoning issues and the related problem of population concentration and dispersion as evidenced in the Golden v. Planning Board case. Public Workers and Public Unions. Edited by Sam Zagoria. This book brings together divergent views on on the growth of unions and other employee organizations, the impacts ad legal issues presented by collective bargaining, and the problems of the regulation of labor relations in the public sector

The Impact of User Interface Design on Idea Integration in Electronic Brainstorming: An Attention-Based View

This paper introduces an attention-based view of idea integration that underscores the importance of IS user interface design. The assumption is that presenting ideas via user interface plays a key role in enabling and motivating idea integration in electronic brainstorming (EBS), and thus advances productivity. Building upon Cognitive Network Model of Creativity and ability-motivation framework, our attention-based theory focuses on two major attributes of user interface: visibility and prioritization. While visibility enables idea integration via directing attention to a limited set of ideas, prioritization enhances the motivation for idea integration by providing individuals with a relevant and legitimate proxy for value of the shared ideas. The theory developed in this paper is distinct from previous research on EBS in at least two ways: (1) this theory exclusively focuses on idea integration as the desired outcome and studies it in the context of IS user interface; and (2) rather than debating whether or not EBS universally outperforms verbal brainstorming, the proposed theory revisits the links between user interface and idea integration as an attention-intensive process that contributes to EBS productivity. Idea integration by individuals within a group is an essential process for organizational creativity and thus for establishing knowledge-based capabilities. Lack of such integration significantly reduces the value of idea sharing, which has been a predominant focus of the EBS literature in the past. The current theory posits that the ability of electronic brain-storming to outperform nominal or verbal brainstorming depends on its ability to leverage information system (IS) artifact capabilities for enhancing idea integration to create a key pattern of productivity. The developed theory provides a foundation for new approaches to EBS research and design, which use visibility and prioritization, and also identify new user interface features for fostering idea integration. By emphasizing idea integration, designers and managers are provided with practical, cognition-based criteria for choosing interface features, which can improve EBS productivity. This theory also has implications for both the practice and research of knowledge management, especially for the attention-based view of the organization.

Beyond compliance: ACE and the disability standards for education in 2005.

The Disability Standards for Education 2005 make it unlawful for an education authority to discriminate against a person on the grounds of the person\u27s disability, and providers of adult and community education (ACE) are specifically noted as education authorities in the Standards. Most ACE providers, working as they do from a community development basis, would consider themselves to be non-discriminatory. The devil, nevertheless, is in the detail, and it is one particular detail of the Standards that this article considers &ndash; Part 7: Standards for student support services. Research has indicated that this is an area with which ACE providers are likely to have problems. This article looks firstly at the place of people with a disability in ACE, and then at some of the provisions of the Standards as they relate to student support. Evidence to support the discussion is taken from three research projects into ACE provision for people with a disability. These studies are outlined before the author moves on to some of the issues indicated in the research. Further, some suggestions are made for compliance, and the need for ACE providers to go beyond compliance and consider advocacy to support the inclusion of people with a disability into ACE.<br /

The construction of a survey test in literature for grades four, five and six

Thesis (Ed.M.)--Boston Universit

Principals' administrative competence and teachers' work performance in secondary schools in Calabar Education Zone of Cross River State, Nigeria

The focus of this study was to investigate "principals' administrative competence and teachers work performance" in Calabar Education zone. Four null hypotheses were tested in the course of the study. Correlational research design was adopted, while purposive sampling technique was used in selecting a sample of 800 teachers. Two instruments were used for data collection including "Principals' Administrative Competence Questionnaire (PACQ)," and Teachers' Work Performance Questionnaire (TWPQ)." Pearson Product Moment Correlation Analysis (r) and multiple regression (R) analysis were employed to test the hypotheses at.05 level of significance were applicable, with the aid of SPSS v21. Findings from the study revealed that; principals' supervisory, leadership and communication competences are significantly related to teachers' work performance in terms of instructional delivery, attendance to classes, notes writing, and record keeping respectively. It was also revealed that; principals' supervisory, leadership and communication competences have significant composite influence on teachers' work performance in terms of instructional delivery (p \u3c.05; F = 26.764), attendance to classes (p \u3c.05; F = 109.122), notes writing (p \u3c.05; F = 228.118), and record keeping (P \u3c.05; F = 468.793). Based on these findings, it was recommended amongst others that; such techniques as close supervision of teachers, good leadership styles, and effective communication should be jointly practiced by secondary school principals in order to improve teachers' work performance

Boom Town Victims: Social Work\u27s Latest Clients

The current energy crisis appears to be presenting social work with a new breed of client as the profession moves into the decade of the 1980\u27s. This new clientele - the boom town victim - may be an individual, a group, an entire community or even a geographical region. Accordingly, an effective response to these victims may well require the entire repetoire of social work\u27s helping functions (e.g., clinical, research, community organization, social planning, social action, policy formulation). Since the energy crisis gives every indication of not only continuing, but intensifying, it behooves the social work profession to devote more attention to the social consequences and human costs of energy development. This paper will examine the magnitude of energy development; it will discuss the social consequences and human costs of such development; and it will suggest possible responses by the profession of social work