Yanyan Li - Böcker

Lasso peptides form a growing family of fascinating ribosomally-synthesized and post-translationally modified peptides produced by bacteria. They contain 15 to 24 residues and share a unique interlocked topology that involves an N-terminal 7 to 9-residue macrolactam ring where the C-terminal tail is threaded and irreversibly trapped. The ring results from the condensation of the N-terminal amino group with a side-chain carboxylate of a glutamate at position 8 or 9, or an aspartate at position 7, 8 or 9. The trapping of the tail involves bulky amino acids located in the tail below and above the ring and/or disulfide bridges connecting the ring and the tail. Lasso peptides are subdivided into three subtypes depending on the absence (class II) or presence of one (class III) or two (class I) disulfide bridges. The lasso topology results in highly compact structures that give to lasso peptides an extraordinary stability towards both protease degradation and denaturing conditions. Lasso peptides are generally receptor antagonists, enzyme inhibitors and/or antibacterial or antiviral (anti-HIV) agents. The lasso scaffold and the associated biological activities shown by lasso peptides on different key targets make them promising molecules with high therapeutic potential. Their application in drug design has been exemplified by the development of an integrin antagonist based on a lasso peptide scaffold. The biosynthesis machinery of lasso peptides is therefore of high biotechnological interest, especially since such highly compact and stable structures have to date revealed inaccessible by peptide synthesis. Lasso peptides are produced from a linear precursor LasA, which undergoes a maturation process involving several steps, in particular cleavage of the leader peptide and cyclization. The post-translational modifications are ensured by a dedicated enzymatic machinery, which is composed of an ATP-dependent cysteine protease (LasB) and a lactam synthetase (LasC) that form an enzymatic complex called lasso synthetase. Microcin J25, produced by Escherichia coli AY25, is the archetype of lasso peptides and the most extensively studied. To date only around forty lasso peptides have been isolated, but genome mining approaches have revealed that they are widely distributed among Proteobacteria and Actinobacteria, particularly in Streptomyces, making available a rich resource of novel lasso peptides and enzyme machineries towards lasso topologies.

This book addresses main issues concerned with the future learning, learning and academic analytics, virtual world and smart user interface, and mobile learning. This book gathers the newest research results of smart learning environments from the aspects of learning, pedagogies, and technologies in learning. It examines the advances in technology development and changes in the field of education that has been affecting and reshaping the learning environment. Then, it proposes that under the changed technological situations, smart learning systems, no matter what platforms (i.e., personal computers, smart phones, and tablets) they are running at, should be aware of the preferences and needs that their users (i.e., the learners and teachers) have, be capable of providing their users with the most appropriate services, helps to enhance the users' learning experiences, and to make the learning efficient.

This book addresses main issues concerned with the future learning, learning and academic analytics, virtual world and smart user interface, and mobile learning. This book gathers the newest research results of smart learning environments from the aspects of learning, pedagogies, and technologies in learning. It examines the advances in technology development and changes in the field of education that has been affecting and reshaping the learning environment. Then, it proposes that under the changed technological situations, smart learning systems, no matter what platforms (i.e., personal computers, smart phones, and tablets) they are running at, should be aware of the preferences and needs that their users (i.e., the learners and teachers) have, be capable of providing their users with the most appropriate services, helps to enhance the users' learning experiences, and to make the learning efficient.

This volume is a collection of research papers on nonlinear partial differential equations and related areas, representing many aspects of the most recent developments in these important areas. In particular, the following are included: nonlinear conservation laws, semilinear elliptic equations, nonlinear hyperbolic equations, nonlinear parabolic equations, singular limit problems, and analysis of exact and numerical solutions. Important areas such as numerical analysis, relaxation theory, multiphase theory, kinetic theory, combustion theory, dynamical systems, and quantum field theory are also covered.

This book provides an archival forum for researchers, academics, practitioners and industry professionals interested and/or engaged in reforming teaching and learning methods by transforming today’s learning environments into smart learning environments.

The experimental teaching of materials science and engineering (MSE) is important because the comprehensive applications and the practical knowledge of the professionals are not only an important way for undergraduate students to grasp the knowledge but also to understand the purpose of the study. In order to cultivate students' ability to solve complex engineering problems, more comprehensive experiments should be designed.Besides the essential basic experiments in the first few chapters, most of the experiments designed in this book are comprehensive, hence the title. This book breaks the boundaries in the experimental courses of MSE. The experiments in this book are modularized into five parts, including preliminary exploration of materials science and engineering, fundamentals of chemistry and crystallography, material properties, material preparation and treatment, and material applications. Besides the experiments, the appendices will describe the most relevant aspects of experimental safety, error, and data presentation in a general way. The contents and requirements of the experimental report are suggested. At the end of each chapter, a list of books, journal articles, and websites is provided for extended reading on the topics covered in the chapter.This book covers the main contents of experimental courses of MSE. The experiments cover the forefront of scientific research and the materials industry with appropriate modification. It intends to serve as a textbook for undergraduate students and aims to help teachers find a wide enough variety of experiments to construct in an experimental course.

This book demonstrates teachers’ and learners’ experiences with big data in education; education and cloud computing; and new technologies for teacher support. It also discusses the advantages of using these frontier technologies in teaching and learning and predicts the future challenges. As such, it enables readers to better understand how technologies can improve learning and teaching experiences. It is intended for graduates and scholars in educational technology disciplines and anyone interested in the applications of frontier technologies in education.

It also discusses the advantages of using these frontier technologies in teaching and learning and predicts the future challenges. It is intended for graduates and scholars in educational technology disciplines and anyone interested in the applications of frontier technologies in education.

This book provides an archival forum for researchers, academics, practitioners and industry professionals interested and/or engaged in reforming teaching and learning methods by transforming today’s learning environments into smart learning environments. It will facilitate opportunities for discussions and constructive dialogue between various stakeholders on the limitations of current learning environments, the need for reform, innovative uses of emerging pedagogical approaches and technologies, and sharing and promoting best practices, which will lead to the evolution, design and implementation of smart learning environments. The focus of the contributions is on the interplay and fusion of pedagogy and technology to create these new environments. The components of this interplay include but are not limited to:Pedagogy: learning paradigms, assessment paradigms, social factors, policy Technology: emerging technologies, innovative uses of mature technologies, adoption, usability, standards, and emerging/new technological paradigms (open educational resources, cloud computing, etc.)Fusion of pedagogy and technology: transformation of curricula, transformation of teaching behavior, transformation of administration, best practices of infusion, piloting of new ideas.