Bilayers containing phosphatidylcholine (PC) and the anionic lipid phosphatidic acid (PA) are particularly effective at stabilizing the nicotinic acetylcholine receptor (nAChR) in a functional conformation that undergoes agonist-induced conformational change. The physical properties of PC membranes containing PA are also substantially altered upon incorporation of the nAChR. To test whether or not the negative charge of PA is responsible for this "bi-directional coupling," the nAChR was reconstituted into membranes composed of PC with varying levels of the net negatively charged lipid phosphatidylserine (PS). In contrast to PA, increasing levels of PS in PC membranes do not stabilize an increasing proportion of nAChRs in a functional resting conformation, nor do they slow nAChR peptide hydrogen exchange kinetics. Incorporation of the nAChR had little effect on the physical properties of the PC/PS membranes, as monitored by the gel-to-liquid crystal phase transition temperatures of the bilayers. These results show that a net negative charge alone is not sufficient to account for the unique interactions that occur between the nAChR and PC/PA membranes. Incorporation of the receptor into PC/PS membranes, however, did lead to an altered head group conformation of PS possibly by recruiting divalent cations to the membrane surface. The results show that the nAChR has complex and unique interactions with both PA and PS. The interactions between the nAChR and PS may be bridged by divalent cations, such as calcium.

In South African higher education institutions, the student protests of 2015-2016 called for the decolonisation of higher education spaces and equal access to these spaces. We collected data from students and lecturers over the period of one year in order to better understand the reactions of students and lecturers and the effects the protests had on their experiences. Perspectives of affective theory, decolonisation and social justice were used. It was discovered that the protests had a great affective impact on participants. Strong emotions and beliefs affected the relationships between students and lecturers and African centrality was suggested as a framework for curriculum change. Some settler perspectives emerged and polarisation was evident. It is our hope that lecturers could use this research to assist them in decolonising their spaces of teaching and learning.

This article argues that in spite of its benefits and value, there appears to be little attention given to the use of readers theatre or to its connection to theories of learning or reading. The author takes a "second look" at readers theatre and highlights its value in an attempt to reignite the excitement that it brings to reading. Social constructivism, Cambourne’s (1988) conditions for learning, and reader response theory are examined as the theoretical underpinnings. Using readers theatre increases comprehension, literature appreciation, and student engagement. Evidence is provided to support the claim that readers theatre is not only enjoyable for students, but it is also a sound pedagogy that results in more than improved fluency as reflected in the sample of student thoughts prefacing the next section.

This article, originally written as a performative piece, presents the experiences and perceptions of five graduate students and one professor as they reflect on and write about becoming ethnographers throughout a graduate-level research course. Data sources include reflective journals, synthesis papers, and academic literature. Following the completion of International Journal of Qualitative Methods 2011, 10(2)141 the course, the group came together and applied grounded theory to analyze the data and write collectively about their experiences, feelings, and insights on ethnographic work. They present the data as a readers theatre that incorporates portions of a children's book with the group's reflections. Like authors of other academic literature the group discusses the challenges and benefits of ethnographic research. Their collaborative writing reflects their polyvocality as they negotiated their journeys toward becoming ethnographers.

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