Cloning and Characterization of a Streptomyces Single Module Type Non-ribosomal Peptide Synthetase Catalyzing a Blue Pigment Synthesis

In the present study, we cloned a gene, designated bpsA, which encodes a single module type non-ribosomal peptide synthetase (NRPS) from a d-cycloserine (DCS)-producing Streptomyces lavendulae ATCC11924. A putative oxidation domain is significantly integrated into the adenylation domain of the NRPS, and the condensation domain is absent from the module. When S. lividans was transformed with a plasmid carrying bpsA, the transformed cells produced a blue pigment, suggesting that bpsA is responsible for the blue pigment synthesis. However, to produce the blue pigment in Escherichia coli, the existence of the 4′-phosphopantetheinyl transferase (PPTase) gene from Streptomyces was necessary, in addition to bpsA. The chemical structure of the pigment was determined as 5,5′-diamino-4,4′-dihydroxy-3,3′-diazadiphenoquinone-(2,2′), called indigoidine. The bpsA gene product, designated BPSA, was overproduced in an E. coli host-vector system and purified to homogeneity, demonstrating that the recombinant enzyme prefers l-Gln as a substrate. The in vitro experiment using l-Gln also showed that the blue pigment was formed by the purified BPSA only when the enzyme was phosphopantetheinylated by adding a Streptomyces PPTase purified from E. coli cells. Each site-directed mutagenesis experiment of Lys598, Tyr601, Ser603, and Tyr608, which are seen in the oxidation domain of BPSA, suggests that these residues are essential for the binding of FMN to the protein and the synthesis of the blue pigment

ダイガクセイ ノ ケイタイ メール ノ リヨウ タイド ニ カンスル ケンキュウ

Mobile phones and Personal Handy System (PHS) have already become indispensable for college student. A survey on use of digital tools and information behavior was conducted. In order to find out the details about the current situation and effect of mobile phones, and Internet usage among the college student in Hiroshima city carried out a questionnaire survey during April 2003. Men and Women between 18-27 years of age were asked to reply to this questionnaire (N=423). The following things became clear. 1. Mobile phones and PHSs are presently used by 95.5%. 2. More than 90% of the present users of mobile phones have accessed Internet through them and mostly used services were ringing-tone downloads and weather information. 3. Almost 95% of the mobile phone and PHS users have used text message or e-mail service. 4. Although approximately three-quarter of the users of these services are using them at least five times a day, but these messages are not of high importance. These are not very urgent messages and the objective is also not clearly defined

ヒョウシュツ カテイ オ シヒョウ トシタ タイプ A シャ ハンテイ ノ ジッケンテキ ケンキュウ

The present study was to investigated the relation between event-related potentials (ERPs) and Type A behavior pattern. ERPs were recorded while two tones (1000Hz, 750Hz) were presented in random order. One of the two tones occurred with a probability of.15 and was designated as the rare stimulus. Subjects were undergraduate and graduate students. ERPs was obtained from twenty one Type A and twenty Type B subjects. The subjects were instructed to pressing the buttons with the thumb of subjects\u27 more dexterous hand when the rare stimuli were presented. Mismatch negativity (MMN) amplitude was demonstrated significant effects of the personality types. Type A individuals had larger MMN amplitude than Type B subjects. The RT of Type A subjects was smaller than that of Type B subjects

小学校音楽授業における児童の自己効力感を実感させる授業実践に関する考察 ― 第１報：教師の指導言に着目して ―

　According to the new government course guidelines, to develop elementary school students’ ability to “enjoy” music, teachers are required to teach both knowledge and skills. This includes knowledge about motifs and structures of music and skills to express oneself musically. However, in reality, it is very difficult to offer classes that are enjoyable for students and that are not a mere self-satisfying set of instructions pertaining to knowledge and skills.　This study focuses on the impact of advice given by teachers to students in two sample music classes. The results show that the teachers’ positive remarks raised students’ enthusiasm, encouraging participation and helping students overcome difficulties. In addition to the teachers’ encouragements, focusing on class objectives neither negatively impacted students’ commitment to the classes nor understanding of the classes even when the content was challenging and not necessarily enjoyable