| 1. |
- Abou-Hachem, Maher, et al.
(författare)
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Calcium binding and thermostability of carbohydrate binding module CBM4-2 of Xyn10A from Rhodothermus marinus.
- 2002
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Ingår i: Biochemistry. - : American Chemical Society (ACS). - 0006-2960 .- 1520-4995. ; 41:18, s. 5720-5729
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Tidskriftsartikel (refereegranskat)abstract
- Calcium binding to carbohydrate binding module CBM4-2 of xylanase 10A (Xyn10A) from Rhodothermus marinus was explored using calorimetry, NMR, fluorescence, and absorbance spectroscopy. CBM4-2 binds two calcium ions, one with moderate affinity and one with extremely high affinity. The moderate-affinity site has an association constant of (1.3 +/- 0.3) x 10(5) M(-1) and a binding enthalpy DeltaH(a) of -9.3 +/- 0.4 kJ x mol(-1), while the high-affinity site has an association constant of approximately 10(10) M(-1) and a binding enthalpy DeltaH(a) of -40.5 +/- 0.5 kJ x mol(-1). The locations of the binding sites have been identified by NMR and structural homology, and were verified by site-directed mutagenesis. The high-affinity site consists of the side chains of E11 and D160 and backbone carbonyls of E52 and K55, while the moderate-affinity site comprises the side chain of D29 and backbone carbonyls of L21, A22, V25, and W28. The high-affinity site is in a position analogous to the calcium site in CBM4 structures and in a recent CBM22 structure. Binding of calcium increases the unfolding temperature of the protein (T(m)) by approximately 23 degrees C at pH 7.5. No correlation between binding affinity and T(m) change was noted, as each of the two calcium ions contributes almost equally to the increase in unfolding temperature.
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| 2. |
- Duteil, F., et al.
(författare)
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Er/O doped Si1-xGex alloy layers grown by MBE
- 2001
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Ingår i: Optical materials (Amsterdam). - 0925-3467 .- 1873-1252. ; 17:1-2, s. 131-134
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Silicon-based light emitting diodes (LEDs) containing an Er/O-doped Si1-xGex active layer have been studied. The structures were grown by molecular beam epitaxy (MBE), with Er and O concentrations of 5 × 1019 and 1 × 1020 cm-3, respectively, using Er and silicon monoxide sources. The microstructure has been studied by X-ray diffraction (XRD) and cross-sectional transmission electron microscopy, and it is found that Er/O-doped Si0.92Ge0.08 layers of high crystalline quality, can be obtained. Electroluminescence (EL) measurements have been performed on reverse-biased Er/O doped diodes both from the surface and from the edge and the emission at 1.54 µm associated with the Er3+ ions has been studied at 300 K and lower temperatures. To evaluate the possibility to use a Si1-xGex layer for waveguiding in Si-based optoelectronics, studies of the refractive index n of strained Si1-xGex as a function of the Ge concentration have been done by spectroscopic ellipsometry in the range 0.3-1.7 µm. At 1.54 µm the refractive index increases monotonically with the Ge concentration up to n = 3.542 for a Ge concentration of 21.3%. © 2001 Elsevier Science B.V.
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| 3. |
- Stambulova, Natalia, 1952-
(författare)
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Career Research in Flux : To a Better Future Based on Lessons Learned from the Past and the Present
- 2013
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Ingår i: Abstracts of the ISSP 13<sup>th</sup> World Congress of Sport Psychology. - Beijing. ; , s. 58-58
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Konferensbidrag (refereegranskat)abstract
- During the last decade several attempts were undertaken to overview and structure the career development and transition topic in sport psychology. For example, several conceptual and methodological shifts were traced in a meta-review of the topic (Stambulova, 2012), and major scientific (cultural) traditions in career research and assistance (North American, Australian, West European and East European) were identified in the relevant ISSP Position Stand paper (Stambulova, Alfermann, Statler, & Côté, 2009). Within the ISSP new project, that is “Athletes’ careers across cultures” book (Stambulova & Ryba (eds.), 2013), contributors have reviewed the career development contexts, career research and career assistance in 19 countries around the world. The book well illuminated not only complexity and diversity of athletes’ careers in different socio-cultural contexts but also limitations of existing career research (e.g., predominance of the positivist and post-positivist epistemological paradigms, adopting theoretical frameworks from dominant discourses without a critical analysis of their fit to the relevant culture/context, lack of longitudinal and intervention studies, and others). This presentation will focus on lessons learned from analyzing the international research presented in the book proceeding from limitations of the past and current research to the future challenges relevant to more diverse but better contextualized and positioned research projects. A need to use various research methodologies producing complementary knowledge to reflect complexity and diversity of athletes’ careers around the world will be emphasized. Another emphasis will be on the message that better future for the topic is relevant not only to an increase in methodological diversity but also to an increase in methodological and cultural congruence of career projects as it is articulated, for example, in the new paradigm termed cultural praxis of athletes’ careers (Stambulova & Ryba, 2013). According to the cultural praxis of athletes’ careers approach a career relevant project should be well positioned: (a) in socio-cultural context(s) involved, (b) within a scientific discipline (e.g., sport psychology) or in the inter/trans-disciplinary space to match the research problem, (c) in terms of theoretical and methodological approaches used in the research program, (d) in regard of existing applied discourses in sport psychology and beyond. Besides, the research group members are expected to reflect upon their cultural, professional, athletic and living backgrounds as factors permeating and influencing the research planning, actual process and interpretation of results.
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| 4. |
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| 5. |
- Zhu, Egui
(författare)
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Bridging theory and practice : learning design for AR-based continuing professional development in a primary care setting
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Background: General practitioners (GPs) are the gatekeepers of health care in most societies, serving as patients’ first point of contact. Continuing professional development (CPD) is needed for GPs to improve their competence and provide successful patient care. Information communication technologies (ICTs) are expected to be used to support effective CPD. Augmented reality (AR), as a new ICT, might have a potential as a learning tool for CPD, but it has not been explored in primary care for GPs’ CPD. Objective: The aim of this study was to determine how to design AR-based CPD to fit the learning needs of primary care physicians in their clinical practice. Methods: Multiple methods used in design-based research (DBR) were applied in this study. Semi-structured interviews were conducted to understand physicians’ CPD needs and attitudes toward AR (Study I). An integrative review was conducted to understand AR in health care education (Study II). A conceptual framework analysis method (CFAM) was used to construct the AR design framework (Study III). Based on the framework, semi-structured interviews were used to identify AR design needs with the physicians in the chosen setting (Study IV). Results: Most primary care providers accepted the idea of AR-based CPD, but their current CPD model did not help them become qualified GPs. Although the learning needs varied between physicians, they shared a need for integrated clinical competence. Our integrative review showed that AR has been investigated for various research purposes and for all levels of health professionals; however, except for a few reports supported by situation learning theory, 80 percent of the published papers lacked support from learning theories. Driven by situated, experiential, and transformative learning theories, the Mobile AR Education (MARE) framework was proposed, which included identifying learners’ personal paradigms, clarifying learning objectives (LOs), and designing AR learning environments and learning activities to develop learners’ personal paradigms with respect to domain expectations. The application of MARE has demonstrated physicians’ perspectives of AR design needs with the example of rationally using antibiotics. The guidelines, local antibiotics resistance pattern, and physicians’ personal paradigms related to diagnosis, treatment, and prescription, including the choice of drug, were the context for the design needs. Conclusions: To my knowledge, this is the first exploration of learning design for AR-based CPD through practice and theory. The main contribution of this thesis is the design of the MARE framework due to a lack of learning theories supporting the use of AR in medical education. The MARE framework as applied to the Chinese primary care setting shows the usefulness of identifying physicians’ personal paradigms in their decision-making process and their expectations for AR-based CPD to improve their personal paradigms. As a future step, AR prototypes and applications might be designed to meet these expectations.
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