| 1. |
- Ribas, D., et al.
(författare)
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Yeast as a tool to express sugar acid transporters with biotechnological interest
- 2017
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Ingår i: FEMS Yeast Research. - : Oxford University Press (OUP). - 1567-1356 .- 1567-1364. ; 17:2
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Tidskriftsartikel (refereegranskat)abstract
- Sugar acids can be used as platform chemicals to generate primary building blocks of industrially relevant products. Microbial production of these organic compounds at high yields requires the engineering of the enzymatic machinery and the presence of plasma membrane transporters able to export them outside the cells. In this study, several yeast carboxylic acid transporters belonging to the Jen family were screened for the transport of biotechnologically relevant sugar acids, namely gluconic, saccharic, mucic, xylaric and xylonic acid, and functionally characterised in Saccharomyces cerevisiae. We show that Jen permeases are capable of transporting most of these sugar acids, although with different specificities. Saccharate is a substrate of the transporters ScJen1-S271Q and KlJen2, gluconate of CaJen2 and KlJen2, and xylarate and mucate of CaJen2. A molecular docking approach of these transporters identified the residues that play a major role in the substrate binding of these sugar acids, namely R188 (ScJen1), R122 (CaJen2) and R127 (KlJen2), all equivalent residues (TMS II). The identification of Jen members as sugar acid transporters can contribute to engineering efficient microbial cell factories with increased sugar acid production, as the ScJen1 is able to promote substrate efflux.
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| 2. |
- Serholt, Sofia, 1986, et al.
(författare)
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Teachers’ Views on the Use of Empathic Robotic Tutors in the Classroom
- 2014
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Ingår i: 23rd IEEE International Symposium on Robot and Human Interactive Communication, Edinburgh, Scotland. - : IEEE.
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Konferensbidrag (refereegranskat)abstract
- In this paper, we describe the results of an interview study conducted across several European countries on teachers' views on the use of empathic robotic tutors in the classroom. The main goals of the study were to elicit teachers' thoughts on the integration of the robotic tutors in the daily school practice, understanding the main roles that these robots could play and gather teachers' main concerns about this type of technology. Teachers' concerns were much related to the fairness of access to the technology, robustness of the robot in students' hands and disruption of other classroom activities. They saw a role for the tutor in acting as an engaging tool for all, preferably in groups, and gathering information about students' learning progress without taking over the teachers' responsibility for the actual assessment. The implications of these results are discussed in relation to teacher acceptance of ubiquitous technologies in general and robots in particular.
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