Interactions of bovine serum albumin with ethylene oxide/butylene oxide copolymers in aqueous solution

The interactions of bovine serum albumin (BSA) with three ethylene oxide/butylene oxide (E/B) copolymers having different block lengths and varying molecular architectures is examined in this study in aqueous solutions. Dynamic light scattering (DLS) indicates the absence of BSA-polymer binding in micellar systems of copolymers with lengthy hydrophilic blocks. On the contrary, stable protein-polyrner aggregates were observed in the case of E18B10 block copolymer. Results from DLS and SAXS suggest the dissociation of E/B copolymer micelles in the presence of protein and the absorption of polymer chains to BSA surface. At high protein loadings, bound BSA adopts a more compact conformation in solution. The secondary structure of the protein remains essentially unaffected even at high polymer concentrations. Raman spectroscopy was used to give insight to the configurations of the bound molecules in concentrated solutions. In the vicinity of the critical gel concentration of E18B10 introduction of BSA can dramatically modify the phase diagram, inducing a gel-sol-gel transition. The overall picture of the interaction diagram of the E18B10-BSA reflects the shrinkage of the suspended particles due to destabilization of micelles induced by BSA and the gelator nature of the globular protein. SAXS and rheology were used to further characterize the structure and flow behavior of the polymer-protein hybrid gels and sols.

Exploring trilingual Chinese children’s language use

This article investigates the patterns of language use among a selected group of trilingual Chinese immigrant children. The study is located in a socio-cultural-linguistic context of a Chinese heritage language school in Montreal, Quebec. Drawing on data collected from classroom observations, I explore how children’s language choices are influenced by their socialization networks, friendship patterns and daily social interactions. The analysis of data is guided by sociocultural theory and the theory of language socialization. The findings indicate that socialization and political institutional contexts can have powerful influences on children’s social and educational development, including language development, identity formation, and mother tongue maintenance and loss.