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The view of development and learning being described here has far reaching implications for the way developmental psychologists do their science. What moves to the fore is a detailed understanding of issues of subjectivity, intersubjectivityand social construction. Seen from this perspective, educational and developmental psychologists are not engaged in the activity of discovering the real capabilities of the child. Rather they are involved in the business of constructing particular accounts and representations of the child and notions of competence (Woodhead et al., 1999). The representations they create are historically located, culturally determined and value laden, as are the very issues they choose to investigate. As Burman comments, the developmental psychology we know is tied to the culture which produced it (Burman, 1999, p. 177). Much of the work reported in this chapter has clearly been shaped by unarticulated cultural preconceptions about the contexts, goals and processes of learning and development in Western society at this time (see also Woodhead et al., 1999). Seen from this perspective, psychologists do not exist in isolation from the social contexts they study. They too are situated in particular institutional, cultural and historical contexts and it is in such contexts that they actively create their subject. Educational theories and research shape the environments in which children develop and learn, and to this extent psychologists participate in the construction of contemporary reality (Rose, 1990; Woodhead et al., 1999). Thus, learning, is a process of engagement with culturally elaborated and socially mediated reality. The social processes which shape and constitute learning can be powerful in their effects. The harnessing of these processes to support children s learning holds the key to enhancing the effectiveness of their education, in the widest sense.

This chapter is intended to lay the groundwork for the next few chapters and place them into context within the overall J2EE framework. As a result, in the rest of this chapter we may have to use some terms and references to method names that we don t fully explain. Don t worry too much, as we will provide references to the relevant chapters for you to examine if the need arises.

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6.4.2.1 How Much ATP Can Be Generated from the Oxidation of Mitochondria/ NADH The actual value of the P/O ratio, the ratio of the number of ATP molecules synthesized to the number of oxygen atoms consumed, has long been a subject of considerable controversy. Older studies suggested that the value was 3.0 for electrons entering the electron-transport chain from NADH. This round number was aesthetically pleasing since it suggested synthesis of one ATP from the protons pumped out of the mitochondrion at each of respiratory complexes I, 1 1 and IV. How1, ever, more recent estimates indicate that for each NADH molecule that donates its electrons to the respiratory chain, four protons are pumped out of the mitochondrion by respiratory complex I, four protons by respiratory complex 111, and two protons by respiratory complex IV. Since approximately four protons are needed to provide the energy required to synthesize one ATP, the actual P/O ratio is closer to 2.5 than to 3.0. 6.4.2.2 Why do Electrons from FADH2 Generate Less ATP Than Those from NADH As discussed above, electrons from FADH2, including those arising from the succinate dehydrogenase complex, enter the electron-transport chain at coenzyme Q, bypassing respiratory complex I, which is the initial site at which protons are pumped out of the mitochondrial matrix. As a result, the passage of electrons from FADH2 to molecular oxygen results in a lower net transfer to protons from the mitochondrial matrix to the cytosol, and a P/O ratio of 1.S rather than 2.5.

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3.3.4.1 Resynthesis of Triacylglycerol. In enterocytes, synthesis of triacylglycerol occurs through the sequential action of monoacylglycerol acyltransferase and diacylglycerol acyltransferase, for a net reaction

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