Reply to J. W. Adams by R. N. McDonough.

McDonough, R. N.

doi:10.1190/1.1486616

Cited by 13 publications

(18 citation statements)

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“…3, step 4). It has been shown by isotopic labeling that the inversion of configuration at the 3 position of the pentose involves a two-base mechanism, because the hydrogen at position 3 of the product, xylulose-5-P, is derived from water (22,23).…”

Section: Resultsmentioning

confidence: 99%

Quantitative 2H NMR at Natural Abundance Can Distinguish the Pathway Used for Glucose Fermentation by Lactic Acid Bacteria

Roger

Lavigne

Mahmoud

et al. 2004

Journal of Biological Chemistry

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For any given metabolic pathway, isotope redistribution coefficients (a ij ) that characterize the specific derivation of each hydrogen atom can be defined. By using quantitative deuterium NMR, the redistribution of deuterium at natural abundance in lactic acid produced by the bacterial fermentation of glucose has been determined for each non-labile hydrogen atom of glucose or water and the hydrogen atoms of lactic acid. Distinct differences are observed in the lactic acid isolated from Lactococcus lactis and Leuconostoc mesenteroides that can be interpreted in terms of the different fermentative pathways used. Specifically, the affiliations observed between the H1, H3, and H4 positions of glucose with methyl and hydroxymethylene of lactic acid can give quantitative information on whether the glycolytic or the reductive pentose-phosphate pathway was involved in glucose catabolism.

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Section: Resultsmentioning

confidence: 99%

Quantitative 2H NMR at Natural Abundance Can Distinguish the Pathway Used for Glucose Fermentation by Lactic Acid Bacteria

Roger

Lavigne

Mahmoud

et al. 2004

Journal of Biological Chemistry

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“…Further, she found that TBLT improved students' self-esteem, creativity, social skills, and personal relations. McDonough and Chaikitmongkol (2007) piloted a TBLT course with learning strategy training modules in a Thai University and found that the learners not only enjoyed the course, but also were becoming more independent learners. Demir (2008) found that the implementation of 10 reading tasks in two preparatory reading classes at a university in Turkey resulted in learners developing the skills of learning on their own and becoming autonomous in the reading process.…”

Section: Tblt In Classroomsmentioning

confidence: 99%

Task‐Based Language Teaching in Online Ab Initio Foreign Language Classrooms

Lai

Zhao

Wang

2011

The Modern Language Journal

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Task-based language teaching (TBLT) has been attracting the attention of researchers for more than 2 decades. Research on various aspects of TBLT has been accumulating, including the evaluation studies on the implementation of TBLT in classrooms. The evaluation studies on students' and teachers' reactions to TBLT in the online courses are starting to gain momentum, and this study adds to this line of research by enhancing our understanding of the implementation of TBLT in an online ab initio course. This study investigated the implementation of a TBLT syllabus in an ab initio online Chinese as foreign language course over a semester. Surveys and interviews with the students and the instructors revealed that students reacted positively to the online TBLT experience, and analyses of students' performance at the end of the semester suggested that this pedagogy produced good learning outcomes. This study also identified some challenges and advantages of the online context for TBLT.TASK-BASED LANGUAGE TEACHING (TBLT) has been attracting the attention of researchers and language educators since Prabhu (1987) first proposed and experimented with task-based approaches in secondary school classrooms. The essence of TBLT is that communicative tasks serve as the basic units of the curriculum and are the sole elements in the pedagogical cycle in which primacy is given to meaning. TBLT presents a way to realize communicative language teaching at the syllabus design and methodology level (Littlewood, 2004; Nunan, 2004;Richards, 2005). Acknowledging the different approaches to task definition, Samuda and Bygate (2008) define a pedagogical task as "a holistic activity which engages language use in order to achieve some nonlinguistic outcomes while meeting a linguis-

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“…This enzyme, which equilibrates ~-ribulose-5-P and ~-xylulose-5-P, has been obtained from several bacterial sources (60,61), the enzyme from Aerobacter aerogenes having been studied extensively (62)(63)(64)(65). Neither hydrogen nor oxygen from water is found in the sugar (62), implying a mechanism like that of UDP-glucose-4 ' -epimerase in which NAD accepts the substrate hydrogen without exchange with the medium.…”

Section: Dtdp-l-rhamnose Synthetase Gdp-l-fucose Synthetasementioning

confidence: 99%

Section: ~-Ribulose-5-p-3-epimerasementioning

confidence: 99%

“…T h e enzyme has been purified from microbial sources (62,73). Unlike the Lribulose-5-P-4-epimerase reaction, the C-3 hydrogen exchanges with the medium during the reaction (62,73), and use of [32H]-~-xylulose-5-P as substrate decreases the reaction velocity by a factor of 2 to 3 (3). An experiment carried out to examine the alternative of one or two active sites (75) phosphoribulokinase was present to trap the product as 1,5-ribulose diphosphate, preventing the back reaction.…”

Section: ~-Ribulose-5-p-3-epimerasementioning

confidence: 99%

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