Conserved amino acid residues found in a predicted cytosolic domain of the lipopolysaccharide biosynthetic protein WecA are implicated in the recognition of UDP-N-acetylglucosamine

WecA, an integral membrane protein that belongs to a family of polyisoprenyl phosphate N-acetylhexosamine-1-phosphate transferases, is required for the biosynthesis of O-specific LPS and enterobacterial common antigen in Escherichia coli and other enteric bacteria. WecA functions as an UDP-N-acetylglucosamine (GlcNAc):undecaprenyl-phosphate GlcNAc-1-phosphate transferase. A conserved short sequence motif (His-Ile-His-His; HIHH) and a conserved arginine were identified in WecA at positions 279-282 and 265, respectively. This region is located within a predicted cytosolic segment common to all bacterial homologues of WecA. Both HIHH279-282 and the Arg265 are reminiscent of the HIGH motif (His-Ile-Gly-His) and a nearby upstream lysine, which contribute to the three-dimensional architecture of the nucleotide-binding site among various enzymes displaying nucleotidyltransferase activity. Thus, it was hypothesized that these residues may play a role in the interaction of WecA with UDP-GlcNAc. Replacement of the entire HIHH motif by site-directed mutagenesis produced a protein that, when expressed in the E. coli wecA mutant MV501, did not complement the synthesis of O7 LPS. Membrane extracts containing the mutated protein failed to transfer UDP-GlcNAc into a lipid-rich fraction and to bind the UDP-GlcNAc analogue tunicamycin. Similar results were obtained by individually replacing the first histidine (H279) of the HIHH motif as well as the Arg265 residue. The functional importance of these residues is underscored by the high level of conservation of H279 and Arg265 among bacterial WecA homologues that utilize several different UDP-N-acetylhexosamine substrates.

A PEPTIDE FROM THE CAUDAL NEUROSECRETORY-SYSTEM OF THE DOGFISH SCYLIORHINUS-CANICULA THAT IS STRUCTURALLY RELATED TO UROTENSIN-I

Using reversed-phase HPLC in combination with a radioimmunoassay for ovine corticotropin-releasing hormone (CRH), a peptide with CRH-like immunoreactivity was isolated in pure form from an extract of the caudal spinal cord region of the spotted dogfish, Scyliorhinus canicula. The primary structure of the peptide was established as Pro-Ala-Glu-Thr-Pro-Asn-Ser-Leu-Asp-Leu(10)-Thr-Phe-His-Leu-Leu-Arg-Glu-Met-Ile-Glu(20)-Ile-Ala-Lys-His-Glu-Asn-Gln-Gln-Met-Gln(30)-Ala-Asp-Ser-Asn-Arg-Arg-Ile-Met-Asp-Thr(40)-Ile . NH2. This amino acid sequence shows moderate structural similarity to Catostomus urotensin I (51%) and to human CRH (56%). The data provide, therefore, chemical evidence to support the conclusions of earlier immunohistochemical studies that the diffuse caudal neurosecretory system of elasmobranchs produces a peptide that is immunochemically related to teleost urotensin I peptides. However, the primary structure of urotensin I has been poorly conserved during evolution. (C) 1995 Academic Press, Inc.

Ranachensinin: A Novel Aliphatic Tachykinin from the Skin Secretion of the Chinese Brown Frog, Rana chensinensis

Amphibian skin secretions contain a plethora of pharmacologically-active substances and represent established sources of bioactive peptides, including tachykinins. Tachykinins are one of the most widely-studied peptide families in animals and are found in neuroendocrine tissues from the lowest vertebrates to mammals. They are characterized by the presence of a highly-conserved C-terminal pentapeptide amide sequence motif (-FXGLM-amide) that also constitutes the bioactive core of the peptide. Amidation of the C-terminal methioninyl residue appears to be mandatory in the expression of biological activity. Here, we describe the isolation, characterization and molecular cloning of a novel tachykinin named ranachensinin, from the skin secretion of the Chinese brown frog, Rana chensinensis. This peptide, DDTSDRSN QFIGLM-amide, contains the classical C-terminal pentapeptide amide motif in its primary structure and an Ile (I) residue in the variable X position. A synthetic replicate of ranachensinin, synthesized by solid-phase Fmoc chemistry, was found to contract the smooth muscle of rat urinary bladder with an EC50 of 20.46 nM. However, in contrast, it was found to be of low potency in contraction of rat ileum smooth muscle with an EC50 of 2.98 µM. These data illustrate that amphibian skin secretions continue to provide novel bioactive peptides with selective effects on functional targets in mammalian tissues.

Molecular Cloning of a Novel Tryptophyllin Peptide from the Skin of the Orange-Legged Monkey Frog, Phyllomedusa hypochondrialis

Tryptophyllins are a group of small (4–14 amino acids), heterogenous peptides, mostly from the skins of hylid frogs from the genera, Phyllomedusa and Litoria. To date, more than forty TPHs have been discovered in species from these two genera. Here, we describe the identification of a novel tryptophyllin type 3 peptide, PhT-3, from the extracts of skin of the orange-legged monkey frog, Phyllomedusa hypochondrialis, and molecular cloning of its precursor-encoding cDNA from a cDNA library constructed from the same skin sample. Full primary structural characterization was achieved using a combination of direct Edman degradation, mass spectrometry and deduction from cloned skin-derived cDNA. The open-reading frame of the precursor cDNA was found to consist of 63 amino acid residues. The mature peptide arising from this precursor contains a post-translationally modified N-terminal pyroglutamate (pGlu) residue, formed from acid-mediated cyclization of an N-terminal Gln (Q) residue, and with the structure: pGlu-Asp-Lys-Pro-Phe-Trp-Pro-Pro-Pro-Ile-Tyr-Pro-Met. Pharmacological assessment of a synthetic replicate of this peptide on phenylephrine preconstricted rat tail artery segments, revealed a reduction in relaxation induced by bradykinin. PhT-3 was also found to mediate antiproliferative effects on human prostate cancer cell lines.

Identification and bioactivity evaluation of a novel bradykinin inhibitory peptide from the skin secretion of Chinese large odorous frog, Odorrana livida

A novel peptide was isolated from the skin secretion of Chinese large odorous frog, Odorrana livida, and was named as Rana-BI. The cDNA sequencing was obtained by 'shotgun' cloning. The amino acid sequence of the mature peptide was identified as Gly-Leu-Leu-Ser-Gly-Lys-Ser-Val-Lys-Gly-Ser-Ile-OH by automated Edman degradation, and the molecular weight of the peptide was confirmed to be 1144.68 Da by MALDI-TOF and liquid chromatography/MS. Subsequently, the bioactivity of synthetic peptide was evaluated by smooth muscle assay using isolated rat bladder preparation. It was demonstrated that Rana-BI inhibited the contraction of rat bladder induced by bradykinin. Comparing with other peptides by searching from database, the primary structure of Rana-BI showed high similarity with that of an antimicrobial peptide of Rana family (12/12 residues). These data revealed a novel biological function of this peptide

A escrita colaborativa a distância em inglês língua estrangeira

O presente estudo investigou a temática da escrita colaborativa a distância, no Ensino Superior, em Inglês Língua Estrangeira. A escrita foi estudada de uma perspectiva processual, valorizando, portanto, o caminho que os alunos percorrem até ao produto final. O ambiente colaborativo reforçou este processo, na medida em que proporcionou, aos alunos, um espaço de discussão e melhoramento das diversas versões do texto. Por outro lado, a componente de ensino a distância de blended learning contribuiu, também, para um processo mais interactivo, mais colaborativo e, ao mesmo tempo, mais distanciado, o que beneficiaria o desenvolvimento da competência de escrita dos alunos e, simultaneamente, dos próprios alunos enquanto indivíduos. A investigação procurou averiguar diversos aspectos relacionados com o tipo de ensino já referido: aspectos evolutivos do processo de escrita na colaboração a distância – nomeadamente, as alterações efectuadas aos textos e seu impacto –; estratégias postas em prática pelos participantes em trabalho de escrita colaborativa a distância em Inglês Língua Estrangeira (ILE); formas de colaboração presentes no trabalho e a influência do ensino a distância no trabalho de escrita colaborativa. Para atingir as metas enumeradas, foi seleccionada uma turma de Língua e Cultura Inglesa II, 2º ano, da licenciatura em Ensino de Português/Inglês, da Universidade de Aveiro, que levou a cabo as diversas tarefas de escrita processual colaborativa, tarefas essas determinadas e realizadas através do webCT da Universidade de Aveiro (com uma página adaptada especialmente para a turma em questão). Todo o trabalho realizado pelos alunos foi ali registado para posterior análise. Tornou-se claro, ao longo da análise dos dados, que o ambiente a distância criou várias dificuldades aos alunos, implicando a criação de estratégias para as resolver. Por outro lado, a colaboração dentro dos grupos revelou-se um evidente benefício quer em termos de tarefas, quer em termos do desenvolvimento, motivação e envolvimento pessoais dos alunos. Também a abordagem processual à escrita trouxe resultados díspares: um dos grupos escrevia habitualmente segundo este modelo, não notando diferenças significativas, enquanto que o outro grupo valorizou o processo como um benefício para a escrita, sobretudo pelas fases de revisão que incluía. Pretendeu-se, com a análise referida e sumariada, conseguir não só investigar a escrita colaborativa a distância mas, também, identificar estratégias válidas para o ensino desta competência, estratégias essas que possam ajudar ao desenvolvimento de um ensino de escrita com mais sucesso e melhores resultados, sobretudo do ponto de vista dos alunos. É urgente um aprofundamento desta área ainda pouco desenvolvida, uma vez que as práticas de escrita se afastam cada vez mais da realidade actual, uma realidade construída em conjunto, por indivíduos que trabalham em ambientes virtuais e reais, sendo, portanto, relevante integrar os alunos nestes contextos, para melhor os preparar para o mundo de hoje. ABSTRACT: The study presented here has investigated collaborative writing at a distance in English as a Foreign Language (EFL), with University students. Students were encouraged to write according to a process model, which valued the stages of writing rather than the final product resulting from it. The collaborative environment strengthened the process, in the sense that it gave students room for discussion and improvement of the different versions of the text. On the other hand, distance learning contributed to a more collaborative and interactive process and, at the same time, more distanced, which benefited the development of the students’ writing skills and of the students as individuals. The investigation aimed to study several aspects of collaborative writing at a distance: the evolution of the writing process in distance collaboration, strategies used by the participants when writing collaboratively at a distance, initial writing competences of the participants and eventual advantages of distance learning for the collaborative revision phase of the writing process. In order to accomplish the proposed goals, we selected a class from those in the second year taking English Language and Culture II, of the English/ Portuguese Teaching “Licenciatura” degree at the University of Aveiro, and a web page was created for them. This page registered all the work done by the students along the project, establishing the data for future analysis. From this class, two groups were selected as case studies, in order to carry out a deeper and more comprehensive study of the process. We intended not only to investigate collaborative writing at a distance but also to identify valid strategies for the teaching of writing. Such strategies might aid the development of a more successful teaching of this competence, with better and more lasting results in students. Further research in this poorly developed area is urgent, as the practices of writing get further apart from the current reality. Nowadays, it is becoming growingly common to work both in real and virtual environments. It is thus relevant to integrate students in both, in order to prepare them for today’s world – our mission as teachers and educators.

Organic-walled dinoflagellate cysts in recent sediments from the Guadiana river estuary, South-East Portugal

Dissertação de Mestrado, Biologia Marinha, Faculdade de Ciências do Mar e do Ambiente, Universidade do Algarve, 2007

État des conditions qui favorisent l'intégration des technologies de l'information et de la communication en adaptation scolaire au primaire et au secondaire selon les perceptions des enseignantes et des enseignants du Québec

Les recherches menées en éducation permettent de constater que les technologies de l'information et de la communication ont des effets positifs sur plusieurs dimensions de l'élève. Pourtant, dans ce domaine, l'implantation de la micro-informatique s'effectue lentement. Le projet de recherche trace le portrait des conditions qui favorisent l'intégration des TIC en adaptation scolaire et démontre dans quelle mesure elles sont présentes selon les perceptions des enseignants au Québec. Les sujets sont des enseignants en adaptation scolaire à la commission scolaire de Montréal (CSDM). Le questionnaire et l'entrevue semi-structurée ont été utilisés pour la collecte de données. Les résultats de l'enquête sont présentés à partir d'une analyse quantitative et qualitative. Ils démontrent que des efforts ont été déployés pour fournir aux écoles des ressources matérielles et pour développer des attitudes et perceptions positives chez les enseignants. Cependant, les enseignants réclament davantage de formation ainsi qu'un soutien technique et pédagogique continu.

Les Lionel Groulx : la pseudonymie comme stratégie littéraire et jeu institutionnel (1900-1966)

De 1900 à 1966, Lionel Groulx, prêtre, historien, écrivain, conférencier, professeur, a signé 176 textes d'une vingtaine de pseudonymes différents. Le premier chapitre du mémoire résume d'abord les positions théoriques qu'ont adoptées des chercheurs comme Genette, Laugaa et Jeandillou en ce qui concerne la pseudonymie. Le récit de l'aventure pseudonyme de Groulx commence au deuxième chapitre, alors que le jeune professeur du College de Valleyfield, surtout pour éviter les représailles de son évêque, recourra à la pseudonymie pour signer des textes patriotiques. En 1915, Groulx quitte Valleyfield pour Montréal. Dès 1917, il collabore à l'Action française, dont il devient le directeur en 1920. Sans contredit, l'étude de la pseudonymie de Groulx de 1917 a 1929 prouve qu'il est bel et bien "L'Homme à tout faire" de la revue, comme le démontre le troisième chapitre. Le quatrième et dernier chapitre analyse la période 1930 à 1966. [Résumé abrégé par UMI]

L'influence de la relation maîtres-élèves sur le développement de comportements déviants à l'adolescence

La présente étude vise à explorer le lien possible entre le développement de comportements déviants (troubles du comportement et délinquance) et la qualité des relations maîtres-élèves à l'adolescence. Celles-ci sont considérées sous deux angles distincts, soit la qualité des relations entretenues personnellement par les élèves avec leurs enseignants (relations interpersonnelles : relation chaleureuse et relation conflictuelle maîtres-élèves), soit la perception des élèves de la qualité globale des relations maîtres-élèves dans l'école (relations globales : climat relationnel entre les élèves et les adultes, pratiques pédagogiques et pratiques de gestion des comportements). Les analyses ont été effectuées sur un échantillon incluant 1171 élèves de première secondaire (garçons: 52,9%; filles: 47,1%; âge moyen: 12,75 ans), venant tous de vivre la transition primaire-secondaire, issus de 5 écoles (2 privées et 3 publiques) de la grande région de Montréal. Plus spécifiquement, les données utilisées sont longitudinales et ont été recueillies au cours de la première année (2000-2001: 3 moments de mesure) du Projet Montréalais sur le Développement de la Dépression Adolescente (PMDDA). Une série de régressions multiples hiérarchiques a été effectuée afin d'évaluer l'impact relatif des différentes facettes des relations maîtres-élèves sur le développement de comportements déviants en début d'adolescence. Des analyses additionnelles ont, par la suite, permis d'identifier si ces relations pouvaient être modérées par le sexe et le niveau antérieur de comportements déviants. Les résultats démontrent que plusieurs aspects des relations maîtres-élèves peuvent avoir un impact sur le développement de comportements déviants à l'adolescence. L'apparition de troubles du comportement est influencée davantage par les relations interpersonnelles, tandis que le développement de la délinquance est influencée par les deux types de relations maîtres-élèves à l'étude (interpersonnelles et globales). Certains aspects des relations maîtres-élèves ont également des impacts différents selon le sexe: les pratiques pédagogiques prédisent les deux types de comportements déviants seulement chez les garçons et la relation conflictuelle a un effet plus prononcé chez les filles que chez les garçons pour ce qui est des troubles du comportement. Finalement, une des conclusions principales de cette étude suggère que des programmes de nature curative pourraient être mis en place pour diminuer la présence de comportements déviants. Effectivement, ce sont plus particulièrement les élèves présentant des niveaux moyen et élevé de comportements déviants qui sont affectés par les relations maîtres-élèves.

Représentations sociales de l'interdisciplinarité des enseignants du domaine de l'univers social au premier cycle du secondaire

Cette recherche présente les éléments de représentation sociale de l'interdisciplinarité scolaire du personnel enseignant du premier cycle du secondaire au Québec. Elle s'inscrit dans le contexte du Renouveau pédagogique qui s'actualise par l'implantation du Programme de formation de l'école québécoise (Gouvernement du Québec). Notre recherche débute par une mise en contexte de la situation de l'interdisciplinarité au secondaire. Ensuite notre recherche expose son cadre conceptuel par lequel sont proposés les attributs de l'interdisciplinarité scolaire ainsi [sic]. C'est à partir de ces attributs que se construira notre grille de collecte et d'analyse. Notre collecte de donnée s'effectuera auprès de douze enseignants de la couronne nord de Montréal.

Feminine Identities

The first four essays in this volume all focus on issues of gender in the works of different English authors and thinkers. Shorter versions of each of these essays were formerly presented as papers in an autonomous section of the Research and Educational Programme on Studies of Identity at the XXth Meeting of the Portuguese Association of Anglo-American Studies (Póvoa de Varzim, 1999) and published in the proceedings of the conference. The second cluster of essays in this volume — two of which (Jennie Wang’s and Teresa Cid’s) were first presented, in shorter versions, at the joint ASA/CAAS Conference (Montréal, 1999) — addresses the work of American women variously engaged in contexts of cultural diversity and grappling with the ideas of what it means to be an American and a woman, particularly in the twentieth century. These essays approach, from different angles, the definitional quandaries and semantic difficulties encountered when speaking about the self and the United States and provide, in one way or another, a sort of feminine rewriting of American myths and history.