An integral membrane aspartyl protease, BACE, is responsible for beta-secretase processing of the beta-amyloid precursor protein (APP) to the large secreted sAPPbeta and membrane-bound CTFbeta of 99 residues. CTFbeta is subsequently cleaved within the membrane by gamma-secretase to the amyloid beta protein (Abeta) that is deposited in the Alzheimer's disease (AD) brain. In this manuscript, we argue that BACE is not limiting for Abeta production and report the existence of a high molecular weight complex of BACE that is more active than the monomer. We also present evidence that the BACE complex is enriched in lipid raft fractions prepared from brain membranes. These findings support the hypothesis that cleavage by BACE is limited by trafficking of APP (<10%) to a lipid raft-derived compartment containing the BACE complex. In addition, the localization of the BACE complex to lipid rafts can explain previous findings that cholesterol and glycosylphosphatidylinositol (GPI)-anchored proteins are necessary for beta-secretase processing of APP. We propose that the BACE complex is a better drug target than the monomer for specific inhibition of Abeta biogenesis.

This paper explores the practicum experience of international students studying in a teacher education course. Much research has investigated the experience of international students during their degree experience but there is limited research that has addressed the practicum; a key component of teacher education. The research that does exist tends to view international students as analogous rather than individual students with distinct needs and experiences. The current paper will draw evidence from fourteen (14) international students gathered via interviews. The themes of learning and teaching contexts and relationships; curriculum, pedagogy and assessment; and personal attributes were identified and the conceptual frameworks of internationalisation and professional socialisation were applied in the data analysis. Findings revealed there are some generalisations can be applied to the understanding of international students' experience during practicum however, each student had individual attributes that impacted on the overall experience. There is potential for this research to inform the development of carefully structured and culturally sensitive work placement programs for international students studying education worldwide.

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This article explores outcomes of research into the role and place of cultural diversity in primary music classes at five government schools in Singapore. The study highlights the ways in which a variety of factors such as specialist music training, government policy, curriculum documents, and professional development influence teacher practice. In particular, the data presented provides insights into the level of support pre-service teachers receive in order to develop programmes based on cultural diversity, and to allow such programmes to flourish and remain successful. There is strong evidence that a foundation has been laid and a commitment made to providing Singaporean pre-service teachers with a comprehensive experience based on the exploration of diverse musics, particularly in the Asian context. This is apparent in the types of musics presented in primary music classrooms and resulting learning outcomes.