Bioinformatics based structural characterization of glucose dehydrogenase (gdh) gene and growth promoting activity of Leclercia sp. QAU-66

Glucose dehydrogenase (GDH; EC 1.1. 5.2) is the member of quinoproteins group that use the redox cofactor pyrroloquinoline quinoine, calcium ions and glucose as substrate for its activity. In present study, Leclercia sp. QAU-66, isolated from rhizosphere of Vigna mungo, was characterized for phosphate solubilization and the role of GDH in plant growth promotion of Phaseolus vulgaris. The strain QAU-66 had ability to solubilize phosphorus and significantly (p ≤ 0.05) promoted the shoot and root lengths of Phaseolus vulgaris. The structural determination of GDH protein was carried out using bioinformatics tools like Pfam, InterProScan, I-TASSER and COFACTOR. These tools predicted the structural based functional homology of pyrroloquinoline quinone domains in GDH. GDH of Leclercia sp. QAU-66 is one of the main factor that involved in plant growth promotion and provides a solid background for further research in plant growth promoting activities.

Sphingobacterium pakistanensis sp. nov., a novel plant growth promoting rhizobacteria isolated from rhizosphere of Vigna mungo

The taxonomic status of a bacterium, strain NCCP-246(T), isolated from rhizosphere of Vigna mungo, was determined using a polyphasic taxonomic approach. The strain NCCP-246(T) can grow at 16-37 °C (optimum 32 °C), at pH ranges of 6-8 (optimum growth occurs at pH 7) and in 0-4 % (w/v) NaCl. Phylogenetic analysis based upon on 16S rRNA gene sequence comparison revealed that strain NCCP-246(T) belonged to genus Sphingobacterium. Strain NCCP-246(T) showed highest similarity to the type strain of Sphingobacterium canadense CR11(T) (97.67 %) and less than 97 % with other species of the genus. The DNA-DNA relatedness value of strain NCCP-246(T) with S. canadense CR11(T) and Sphingobacterium thalpophilum JCM 21153(T) was 55 and 44.4 %, respectively. The chemotaxonomic data revealed the major menaquinone as MK-7 and dominant cellular fatty acids were summed feature 3 [C16:1 ω7c/C16:1 ω6c] (37.07 %), iso-C15:0 (28.03 %), C16:0 (11.85 %), C17:0 cyclo (8.84 %) and C14:0 (2.42 %). The G+C content of the strain was 39.2 mol%. On the basis of DNA-DNA hybridization, phylogenetic analyses, physiological and, biochemical data, strain NCCP-246(T) can be differentiated from the validly named members of genus Sphingobacterium and thus represents as a new species, for which the name, Sphingobacterium pakistanensis sp. nov. is proposed with the type strain NCCP-246(T) (= JCM18974 (T) = KCTC 23914(T)).

Promoting critical thinking to high school students when teaching about climate change through a participatory approach

New paradigms in science education are focused on moving towards a sustainable society, meaning redefining the educational practices and developing new methods in order to establish better relationships among individuals, groups, and the society. Being able to reflect upon developing new pedagogic strategies, that support collective action, is crucial to favour social change. Education in the twenty-first century should be based on critical and social theories of the environment and development, in order to link the prospects for sustainability to new forms of economy, social welfare, governance and education (Barraza et al., Environ Educ Res 9(3):347-357, 2003). The nature of contemporary knowledge and knowledge construction demands increasing collaboration and communication between once isolated disciplines. Curriculum integration can reduce curriculum fragmentation, promoting a better awareness of the way different forms of knowledge work and contribute to collaborative knowledge construction, stimulating a critical and a reflexive perspective in their learners. This chapter will focus on the pedagogic strategies used in a research project aiming to provide potential young scientists from rural communities of Mexico and Alaska with a unique opportunity to learn more about their own local knowledge whilst gaining a better understanding of how it intersects with global processes. The project has helped students make cognitive links between their scientific knowledge and life experience, and has established affective and behavioral links which have intensified the ways in which they value their environment, culture, traditions and communities (Tytler et al. 2010; Bodenhorn, Learning about environmental research in a context of climate change: an international scholastic interchange (pilot project). Final report. BASC (Barrow Arctic Science Consortium)). The conjunction of collaborative, interdisciplinary work and multiple pedagogic strategies applied in this specific educational practice has shown the potential of implementing research group initiatives in science education. We believe that educational approaches that create spaces for students to work together towards a goal defined as a common good, can contribute significantly to develop effective science programs in schools.

A pedagogy for outreach activities in ICT : promoting peer to peer learning, creativity and experimentation

The importance of integrating technology into the classroom has become a priority atmo st levels of the curriculum in many countrie s around the world. Th is paper draws onthe evaluation and research that informed four outreach programs. The authorsacknowledge that teachers are generally time poor and often have limited informationand communication technology (ICT) skills and confidence, while students have skillsand knowledge in ICT that often go untapped in the classroom. They present acurriculum that promoted peer to peer learning and support for teachers. This is amodel of pedagogy for outreach that promotes a community of learners between ICTteachers, generalist teachers and preservice teachers while promoting socio-culturalstudent led learning practices in the classroom.

Education about religions and worldviews: promoting intercultural and interreligious understanding in secular societies

This volume presents the findings of a number of empirical and theoretical studies on education about religions and worldviews (ERW) conducted in the Western societies of Britain, Ireland, Canada, Norway, Finland, New Zealand, Australia and Canada. Educational programmes about diverse religions and worldviews began to be investigated and implemented as strategies to encourage interreligious understanding and social cohesion, particularly following the 2005 London bombings when a fear of youth radicalisation and home-grown terrorism became prevalent. In addition, as a growing number of people in Western societies, and young people especially, declare themselves to have no religious affiliation, state actors are currently grappling with the reality that we are living in increasingly multifaith and non-religious societies and government education systems have become places of contestation as a result of these changes. This volume examines ERW research and policies in a number of diverse places in the hope of identifying common themes, overlapping insights and best practices that can inform research and policy for religious literacy and interreligious understanding in other contexts. This book was originally published as a special issue of the Journal of Intercultural Studies.

Creating readiness for adopting a health promoting schools framework.

Belinda’s research examined the adoption of a Health Promoting School (HPS) framework in an International School. The development of a carefully constructed and executed change message, and simultaneously using top-down and bottom-up approaches were critical to initiating change. Alternative strategies for establishing HPS in the international school context were identified.

How can organisations help employees thrive? the development of guidelines for promoting positive mental health at work

Purpose - Benefits of positive mental health have been demonstrated across work and non-work domains. Individuals reporting positive mental health experience better work performance, better social relationships and better physical health. Additionally, positive work environments can contribute to employee mental health. The purpose of this paper is to develop "expert" consensus regarding practical, actionable strategies that organisations can implement to promote positive mental health in the workplace. Design/methodology/approach - A Delphi consensusmethod was used to establish expert consensus on strategies to promote positive workplace mental health. A 278-item questionnaire was developed and strategies were rated over three survey rounds by two panels comprising 36 workplace mental health practitioners and 36 employer representatives and employees (27 and 9, respectively), employees with experience of promoting positive mental health and well-being in the workplace (total - 72 panellists). Findings - In total, 220/278 strategies were rated as essential or important by at least 80 per cent of both panels. Endorsed strategies covered the topics of: mental health and well-being strategy, work environment that promotes positive mental health, positive leadership styles, effective communication, designing jobs for positive mental health, recruitment and selection, supporting and developing employees, work-life balance, and positive mental health and well-being initiatives. Originality/value - The guidelines arising from this study represent expert consensus on what is currently appropriate for promoting positive mental health at work from the perspectives of workplace mental health practitioners, employers and employees, and constitute a resource for translating the growing body of knowledge in this area into policy and practice.