No abstract

A novel approach to understanding protein–ligand interactions is illustrated using the immunophilin receptor human cyclophilin A and its immunosuppressive ligand cyclosporin A. Synthetic chemistry is used to place “bumps” on the ligand, while site‐directed mutagenesis is used to create compensatory “holes” in the receptor. These novel receptor–ligand combinations can have an affinity even greater than that of the natural system, and are expected to facilitate the inducible dimerization of target proteins, and thus the activation of signaling proteins, in transgenic animals.

The highly abundant GTP binding protein elongation factor Tu (EF-Tu) fulfills multiple roles in bacterial protein biosynthesis. Phage-displayed peptides with high affinity for EF-Tu were selected from a library of approximately 4.7 x 10(11) different peptides. The lack of sequence homology among the identified EF-Tu ligands demonstrates promiscuous peptide binding by EF-Tu. Homolog shotgun scanning of an EF-Tu ligand was used to dissect peptide molecular recognition by EF-Tu. All homolog shotgun scanning selectants bound to EF-Tu with higher affinity than the starting ligand. Thus, homolog shotgun scanning can simultaneously optimize binding affinity and rapidly provide detailed structure activity relationships for multiple side chains of a polypeptide ligand. The reported peptide ligands do not compete for binding to EF-Tu with various antibiotic EF-Tu inhibitors, and could identify an EF-Tu peptide binding site distinct from the antibiotic inhibitory sites.

The cultural assets and lived experiences of communities of color are surfaced through asset-based informed autoethnographic counterstories of students and teacher. These counter-stories often refute external narratives and provide an academic space for students to articulate their lived experiences. The curricula combine autoethnographic methods, hip-hop, and asset-based pedagogy that centers students' explicit racial, cultural context, lived experiences, and cultural wealth as foundational to student learning. Teacher and students express how they use their cultural assets to drive academic literacy and engagement.The structure in which I am presenting information in this article differs from that of "traditional articles." The structure of the article and methods used are, in my opinion, the best way to present what my students and I have to say. Please honor and engage with it. I take the approach of writing in the first person in this article. It is indicative of the method of autoethnography, rather than producing information in the third person.Recently the International Federation of Library Associations (IFLA) produced a report identifying five information trends that they believe will shape what information is in the world. Trend 4 states, "Hyperconnected societies will listen to and empower new voices and groups" (IFLA 2016). The autoethnographic voices in this article are from people of color, first-generation community college students in a library classroom. Our voices and the way in which I format and present information in this article give full voice to our stories, in the spirit of IFLA's Trend 4. asset-based pedagogy/morrison 177 Tell It Like It Is, A Translation for This Article: Code-Switching/Double Consciousness My philosophy to win is calling me to spit this shit . . . (Blue Scholars 2005)Throughout this article I write with a sprinkling of Black English, codeswitching, and double consciousness that is authentic to the African American experience, hip-hop culture, and my class environment. The codeswitching reflects a double consciousness-the awareness of how students survive in a white dominant culture and how they are in their own community that is common within African American and communities of color. In this study I have translated meaning in social context, "academic research language," and with it code-switching/double consciousness. Subheadings are provided to change the advantage of those who are dominated by academic language in the form of hip-hop metaphor. View the code-switching/ double consciousness as literacies situated in cultural and social practices of everyday life of myself and students in this study. Code-switching/double consciousness translates and reinvents language construction, use, and cultural interactions. Many African Americans and communities of color alter what has traditionally been the culture of the ruling class, stretching the limitations of standard language. It is a code of communication, it reverses the power of the dominant culture and its linguist...