Novel regulation of Ras proteins by direct tyrosine phosphorylation and dephosphorylation

Somatic mutations in the RAS genes are frequent in human tumors, especially in pancreatic, colorectal, and non-small-cell lung cancers. Such mutations generally decrease the ability of Ras to hydrolyze GTP, maintaining the protein in a constitutively active GTP-bound form that drives uncontrolled cell proliferation. Efforts to develop drugs that target Ras oncoproteins have been unsuccessful. Recent emerging data suggest that Ras regulation is more complex than the scientific community has believed for decades. In this review, we summarize advances in the "textbook" view of Ras activation. We also discuss a novel type of Ras regulation that involves direct phosphorylation and dephosphorylation of Ras tyrosine residues. The discovery that pharmacological inhibition of the tyrosine phosphoprotein phosphatase SHP2 maintains mutant Ras in an inactive state suggests that SHP2 could be a novel drug target for the treatment of Ras-driven human cancers

How to make a school less white

In this chapter, we pose the critical question – How Can Schools be Made Less White? Our intention, as Aboriginal educators and critical theorists, is to unpack the tensions and complexities in addressing the multifarious demands of community and government on schools for addressing the disparities between Aboriginal and Torres Strait Islander students and non-Indigenous counterparts. Our contention is that the education of Aboriginal and Torres Strait Islander students is not well understood and yet, school leaders are challenged to meet “the needs of young Indigenous Australians and [promote] high expectations for their educational performance requir[ing] strategic investment” (MCEETYA, 2008, p. 15). Therefore, we begin by exploring the challenge for school leaders to acknowledge their power and position to bring change through transformative practice. We discuss the importance of promoting the development of curriculum incorporating the Aboriginal and Torres Strait Islander Histories and Cultures Cross-Curriculum Priority through mobilising teacher knowledge and confidence. Additionally, we investigate the role of school leaders in establishing and maintaining relationships with Aboriginal and Torres Strait Islander communities. Finally, we advocate for critical understandings of Aboriginal and Torres Strait Islander education policy to be built into school culture. It is not our intention in this chapter to position a prescriptive set of practices for addressing these matters. Rather we are bringing to the fore an Aboriginal position, informed by our own classroom experience and as academics who engage in the delivery of teaching and learning for Initial Teacher Education students in the university. Our desire is to have school leadership engage in critical dialogue with Aboriginal and Torres Strait Islander peoples, whether through scholarly articles or school gate conversations. Grappling with the fundamental matters of Aboriginal and Torres Strait Islander education, grappling with the hard questions is to show courage in the movement towards finding strategies that are both responsive and substantive. This is an important measure of leadership, read through an Aboriginal lens, that will open up the possibilities for our future generations, by countering the assimilative effect of education, by making schools less white

Enhancing the Australian Doctoral Experience: Locating Culture and Identity at the Centre

Culture and identity play a significant role in the education of Indigenous and non-Western doctoral students. While a substantial body of literature explores interpersonal communication in doctoral supervision, it remains largely silent about how history impacts on doctoral students' identities and their potential for unique knowledge creation. This book chapter draws upon postcolonial/decolonial theories and life history methodologies in order to more effectively contextualise Indigenous and non-Western doctoral students' identities in Australia. These life histories include those outlined by the Indigenous and Chinese members of this team of authors as well as one life history interview with a migrant Asian student. Through careful theorisation of the interconnections between the life histories of our participants and their supervision experience, an inventory of supervision strategies will be distilled to improve intercultural supervision

R. Blythe, Mémoires d'un village anglais

Verdier Yvonne. R. Blythe, Mémoires d'un village anglais. In: L'Homme, 1972, tome 12 n°4. pp. 118-121

Mobilising indigenous and Non-Western theoretic-linguistic knowledge in doctoral education

Globalization has produced contradictory processes that promote the movement of people and ideas across geographical and epistemological boundaries yet continue to reinforce the dominance of White, Western knowledge production. Intended or not, globalization may yet turn out to be the source of new intellectual labor responsible for generating new theoretic-linguistic knowledge. This article explores the possibilities inherent in the increasing presence of Indigenous and non- Western students in White, Western universities. A theoretical model of transcultural co-research practice developed by the authors demonstrates how, as a research team, we engage in transcultural co-research. We propose a transcultural approach to the vā (Refiti, 2013) of research education, which activates and mobilizes Indigenous and non-Western research candidates theoretic-linguistic contributions to knowledge

Micro histories of intercultural knowledge exchange: Tao Xingzhis educational poetry

Purpose: The purpose of this paper is to provide a micro historical account of the work of a key Chinese educational reformer, Tao Xingzhi (18911946), who transformed educational ideas from John Dewey to effect social and cultural change in 1920s1940s China. Design/methodology/approach: This paper examines English and Chinese language sources, including Taos poetry, to present a fresh analysis of Taos epistemological life history. It draws upon transnational historical approaches to chart the multidirectional circulation of progressive education philosophies around the globe. It also explores some conceptual dimensions of Chinese historical thinking and historiographical strategies. Findings: Tao Xingzhi engaged in critical intercultural knowledge exchange in implementing educational reforms in China. He blended and critiqued Chinese and Deweyian educational philosophies to create unique educational reform, which involved reversing some of Deweys approaches as well as adapting others. Originality/value: This paper foregrounds Tao Xingzhis agency in transforming some of Deweys ideas in the Chinese context and challenges studies that adopt an impact-response approach to Taos contribution, which suggest a one-way flow of knowledge from a modern West to a traditional China. It brings hitherto unexplored Chinese language sources to an English-speaking audience, particularly Taos poetry, to gain new historical insights into Taos educational reforms. It contributes to transnational understandings of the multidirectional flows of knowledge about Progressive educational philosophies around the world

Demonstrating Indigenous women’s educational leadership : tiddas showin' up, talkin' up and puttin' up!

This is the opening paper for a special edition of the Journal of Australian Indigenous Issues and comes from an Australian Learning and Teaching Council (ALTC) Leadership for Excellence in Learning and Teaching Program funded project titled Tiddas Showin’ Up, Talkin’ Up and Puttin’ Up: Indigenous Women and Educational Leadership (Bunda and White 2009). The project name, Tiddas Showin’ Up, Talkin’ Up and Puttin’ Up, draws from two Indigenous sources. Firstly, it reinscribes the white way of knowing the familial relationship of ‘Sister’ in the Indigenous generic language term of ‘Tidda’. Secondly, Showin’ Up, ‘Talkin’ Up’ (Moreton-Robinson 2000) and Puttin’ Up calls into being the constructions of our leadership as Indigenous women, grounded in our communities and with particular reference to our leadership in universities

Karakterisasi Label Kolorimetrik dari Karagenan/nanofiber Selulosa dan Ekstrak Ubi Ungu untuk Indikator Kerusakan Pangan

Pada peneltian ini digunakan sumber antosianin dari ekstrak ubi jalar ungu (Ipomoea batatas) (EUU) dengan matriks karagenan dan nano fiber selulosa (NFC) dari serat daun nanas (Ananas comosus). Bahan yang digunakan merupakan bahan alam yang dapat diperbaharui dan digunakan pada industri pangan. Salah satunya adalah industri kemasan untuk digunakan sebagai kemasan aktif dan kemasan pintar, yang dapat digunakan untuk memonitor dan menginformasikan kepada konsumen terkait kondisi pangan secara langsung. Untuk mempersiapkan label indikator ini, matrik karagenan/NFC ditambahkan ekstrak zat warna dari ubi ungu dengan beberapa konsenstrasi (0%,1%,3%,5% v/v), kemudian dibentuk film dengan menggunakan metode casting. Beberapa karakterisasi dilakukan antara lain, uji stabilitas zat warna terhadap pH, morfologi sifat mekanik dan respon warna label indikator terhadap kerusakan pangan. Hasil yang didapatkan menunjukan label indicator tersebut sensitive terhadap Perubahan pH. Perubahan warna label yaitu dari warna pink menjadi Bening kehijauan. Dari hasil uji sifat mekanik label yang memilik nilai kuat tarik paling tinggi adalah label dengan penambahan ekstrak 1% yaitu sebesar 3,01 Mpa, sedangkan untuk label dengan penambahan ekstrak diatas 1% sifat mekaniknya cenderung menurun. Begitu juga dengan hasil elongasi dan WVTR, penambahan ekstrak menyebabkan label cenderung bersifat hidrofil, dan hal ini dibutuhkan dalam mekanisme Perubahan warna label. Dari hasil ini mengindikasaikan bahwa penambahan EUU ke dalam matrik karagenan/NFC memiliki potensi untuk dijadikan idikator kolorimetrik deteksi kerusakan pangan

Pengaruh Hidrolisis Menggunakan Asam Sulfat pada Karakteristik Micro-fibrillated Cellulose (MFC) dari Serat Tandan Kosong Kelapa Sawit (TKKS) sebagai Agen Nukleasi

Micro-fibrillated cellulose (MFC) dapat diproduksi dari ekstraksi serat Tandan Kosong Kelapa Sawit (TKKS) melalui proses alkalinisasi, oksidasi H2O2, dan hidrolisis asam. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh waktu reaksi terhadap proses hidrolisis H2SO4. MFC dibuat dengan proses alkalinisasi menggunakan natrium hidroksida (NaOH) 4% pada suhu 90 °C selama 2 jam, oksidasi H2O2 20% pada suhu kamar selama 2 jam, dan hidrolisis H2SO4 pada suhu kamar. Hidrolisis asam dilakukan menggunakan H2SO4 20% dengan variasi waktu reaksi 1 jam, 2 jam, dan 3 jam. MFC dianalisis menggunakan Fourier Transform Infrared Spectroscopy (FTIR), X-Ray Difraction (XRD), dan Thermal Gravimetric Analysis (TGA). Analisis FTIR menunjukkan bahwa terjadi penurunan konsentrasi lignin dan selulosa, analisis TGA menunjukkan stabilitas termal pada waktu reaksi 3 jam lebih tinggi dibandingkan waktu reaksi lainnya, dan analisis XRD menunjukkan bahwa semakin lama waktu hidrolisis H2SO4 terjadi kecenderungan persentase kristalisasi meningkat. Dari hasil yang diperoleh, MFC dari serat TKKS memiliki potensi untuk digunakan sebagai agen nukleasi dalam polimer