Nucleotide sequences of the genes encoding fructosebisphosphatase and phosphoribulokinase from Xanthobacter flavus H4-14

The genes encoding fructosebisphosphatase and phosphoribulokinase present on a 2.5 kb SalI fragment from Xanthobacter flavus H4-14 were sequenced. Two large open reading frames (ORFs) were identified, preceded by plausible ribosome-binding sites. The ORFs were transcribed in the same direction and were separated by 39 base pairs. They encoded proteins of 364 and 291 amino acids, with molecular masses of 38739 and 33409 Da, respectively. The ORFs were identified as the genes encoding FBPase and PRK, respectively, on the basis of similarity with FBPase and PRK sequences from other sources.

F faces of apatite and its morphology: Theory and observation

Eighteen connected nets have been determined for hydroxyapatite, and 12 different F faces run parallel to at least one of these connected nets. The order of morphological importance of these F faces is determined by the slice energy, Eslicehkl and compared to the morphological data for natural apatites. It is found that there is a close agreement between predicted and observed morphology. It follows that the lowering of the apatite symmetry (P63/m → P21/b) due to the ordering of OH is not likely to be the cause of the occurence of plate like apatitic crystals in calcified tissues

Cognitive Learning Styles and Digital Equity: Searching for the Middle Way

This research is driven by a desire to understand the lifelong learner in the context of styles of learning and the emerging implications of technology enhanced learning for digital equity. Recognizing cognitive learning styles is the first step educators need to take in order to be most effective in working with students of diversity and bridging across formal and informal settings. Learning environments as a characterising feature of learning styles have undergone unprecedented change over the past decade with learning environments now blending physical and virtual space. To support the increasing diversity of learners pedagogy has to be fair, culturally responsive, equitable and relevant to the ‘virtual generation’. This in turn will inform our understanding of the ‘middle way’ in recognising cognitive learning styles , associated cultural context, and the implications to digital pedagogy equity