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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.
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.
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 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.
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.
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.
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