Molecular dynamics simulation of the interactions between EHD1 EH domain and multiple peptides

Objective: To provide essential information for peptide inhibitor design, the interactions of Eps15 homology domain of Eps15 homology domain-containing protein 1 (EHD1 EH domain) with three peptides containing NPF (asparagine-proline-phenylalanine), DPF (aspartic acid-proline-phenylalanine), and GPF (glycine-proline-phenylalanine) motifs were deciphered at the atomic level. The binding affinities and the underlying structure basis were investigated. Methods: Molecular dynamics (MD) simulations were performed on EHD1 EH domain/peptide complexes for 60 ns using the GROMACS package. The binding free energies were calculated and decomposed by molecular mechanics/generalized Born surface area (MM/GBSA) method using the AMBER package. The alanine scanning was performed to evaluate the binding hot spot residues using FoldX software. Results: The different binding affinities for the three peptides were affected dominantly by van der Waals interactions. Intermolecular hydrogen bonds provide the structural basis of contributions of van der Waals interactions of the flanking residues to the binding. Conclusions: van der Waals interactions should be the main consideration when we design peptide inhibitors of EHD1 EH domain with high affinities. The ability to form intermolecular hydrogen bonds with protein residues can be used as the factor for choosing the flanking residues.     

中国网络公共领域的兴起、特征与前景

网络公共领域的兴起为公共领域的重构提供了重要的契机。随着中国网络媒介的发展、网民数量的激增和网络舆论空间的生成,中国网络公共领域开始兴起并成长起来。当前,中国网络公共领域已经初步形成,但尚未完全发育成熟;表现出强烈的现实关怀感,与现实政治过程的互动性较强;具有一定的独立性,但国家的主导作用明显。从发展前景看,中国网络公共领域的独立性会增强,并会不断走向理性和成熟,同时,网络公共领域的兴起会对中国政治发展起到推动作用。     

Aptitude Complexes and Trait Complexes

The origins and development of the concept of aptitude complexes are reviewed. Initial empirical success in demonstrating interactions between aptitude complexes and instructional complexes by Richard E. Snow and his students is followed by an inductive approach to finding broader trait complexes. Three empirical studies of college students and adults up to age 62 are described, where trait complexes were correlated with domain knowledge and ability measures. Differentiated profiles of trait complex-knowledge-ability correlations were found and replicated across the 3 studies. Evidence for trait complexes that are supportive or impeding for the development of domain knowledge is reviewed. The aptitude complex-trait complex approach is viewed as an important means toward researching and reevaluating the nature of aptitude-treatment interactions.     

A CHASE domain containing protein kinase OsCRL4,represents a new AtCRE1-like gene family in rice

INTRODUCTION Cytokinins play a major role in many differentdevelopmental and physiological plant processes,such as cell division, regulation of root and shootgrowth and branching, chloroplast development,leaf senescence, stress response and pathogen re-sistance (Mok and Mok, 2001). Significant ad-vances have been achieved in our understanding ofcytokinin signaling, providing important insightsinto the molecular partners involved (Hutchisonand Kieber, 2002; Sheen, 2002). It had been…     

A CHASE domain containing protein kinase OsCRL4, represents a new AtCRE1-like gene family in rice

AtCRE1 is known to be a cytokinin receptor in Arabidopsis. The AtCRE1 protein contains CHASE domain at the N-terminal part, followed by a transmitter (histidine kinase) domain and two receiver domains. The N-terminal CHASE domain of AtCRE1 contains putative recognition sites for cytokinin. Five CHASE domains containing proteins were found in rice, OsCRL1a, OsCRL1b, OsCRL2, OsCRL3, and OsCRL4. OsCRL1a, OsCRL1b, OsCRL2 and OsCRL3 contain the four domains existing in CRE1, whereas OsCRL4 only contains the CHASE domain and a putative Ser/Thr protein kinase domain. The authors cloned the encoding gene OsCRL4 and found that it represents a new member of the cytokinin receptor protein in rice.     

Aggression and moral development: integrating social information processing and moral domain models

Social information processing and moral domain theories have developed in relative isolation from each other despite their common focus on intentional harm and victimization, and mutual emphasis on social cognitive processes in explaining aggressive, morally relevant behaviors. This article presents a selective summary of these literatures with the goal of showing how they can be integrated into a single, coherent model. An essential aspect of this integration is Crick and Dodge's (1994) distinction between latent mental structures and online processing. It is argued that moral domain theory is relevant for describing underlying mental structures regarding the nature and boundaries of what is moral, whereas the social information processing model describes the online information processing that affects application of moral structures during peer interactions.     

Examining Systems of Influence and Breaking Methodological Barriers to Create Usable Knowledge

The goal of this special section of Mind, Brain, and Education is to provide a platform on which practical insight can be gained from new empirical research on hormones and behavior in development. In this second installment we highlight two articles and a commentary, which broaden our focus beyond cortisol and stress system functioning to other hormone systems and tackle some of the methodological barriers to making research–practice connections in this domain. Articles specifically look at biology by environment interactions and offer nuanced procedures for hormone collection so as to allow for investigation into the day‐to‐day and even within day dynamic functioning of targeted systems.     

鱼类Mx蛋白研究进展

在脊椎动物中,干扰素诱导产生Mx蛋白,能使细胞进入抗病毒状态.I型干扰素通过与其受体的结合引发JAK-STAT信号转导途径的激活,导致了Mx蛋白及其他抗病毒蛋白的表达.Mx蛋白具有典型的结构特征,包括三联体ATP/GTP结合区、发动蛋白家族结构的特征序列以及亮氨酸拉链结构和定位信号.90年代起,鱼类Mx蛋白的研究逐渐引起人们的重视,并且发现polyI:C诱导表达的Mx蛋白具有部分抗病毒活性.现从Mx蛋白结构特征及其作用机制、鱼类Mx蛋白的表达和活性以及其在鱼类天然免疫研究中的意义3个方面对鱼类Mx蛋白进行了综述.     

纤维胶凝蛋白(ficolin)在非特异性免疫中的作用

纤维胶凝蛋白（ficolin）是一组存在于人的不同组织中含有胶原样结构域和纤维蛋白原样结构域曹磐蛋白。人血多中的Ficolin通过胶原样结构域与病原微生物表面的寡聚糖结合后，激活补体凝集素途径，并起调理作用，在非特异性免疫中起着重要作用。     

硒在水产养殖中的应用研究进展

硒在动物生命活动中扮演着重要角色,它能够通过谷胱甘肽过氧化物酶（GSH- Px）和多种具有生物活性的硒蛋白影响动物机体的抗氧化能力和免疫功能,也可以通过与维生素E的交互作用保护细胞膜免受过氧化物攻击。本文综述了硒对水产经济动物生长、抗氧化能力和免疫功能的影响,介绍了硒与维生素E的交互作用研究进展,展望了硒在水产研究中的发展方向。     

Early education teachers’ conceptualizations and strategies for managing closeness with the class in child care

This study investigated teachers’ experiences of closeness during interactions with the group of children in child care. Structured interviews were conducted with 24 female teachers who were teaching children between the ages of three and five (mean age = 3.9) regarding their perceptions of closeness with the group of children in the class. Qualitative analyses of the interviews revealed a group solidarity domain of teacher–group relationships composed of three dimensions which comprise emotional solidarity, consensual solidarity, and functional solidarity, with emotional solidarity most dominant in the teachers’ perceptions. This group solidarity domain was interpreted as being consistent with qualities found in Grusec and Davidov’s group participation domain. The findings that, teachers’ closeness with the group of children in the class were dominated by the emotional dimension is similar to previous research results which report the predominance of personal and intimate interactions in relational closeness between teachers and individual children. Teachers described intentional strategies for managing close group relationships that made use of interactional histories between the teachers and children in the class. These discoveries provide a new perspective on teacher closeness with groups, an area of research not often investigated. It also provides insights into the importance teachers place on connecting emotionally with children when they are with the collective group in the classroom.     

Students’ silence and identity in small group interactions

Problem-based learning (PBL) has been increasingly employed as a teaching and learning approach in many disciplines in higher education. In English medium of instruction (EMI) universities in Asia, PBL can further enhance knowledge construction as well as development of disciplinary language and communicative skills. It is necessary to explore how learners participate in PBL, especially considering PBL requires high level of both domain knowledge and language skills. The issue of silence in small group collaborative learning such as PBL tutorials has received very limited attention. More factors such as identity need to be considered in fully exploring small group interactions in higher education. Thus, this study aims to investigate undergraduate students’ silence and identity in small group interactions for PBL in EMI universities in Asia. Eight PBL tutorials in the Faculty of Dentistry were video recorded. Three extracts of PBL interactions and the accompanying stimulated recall interviews were selected for case analysis. The analysis provides in-depth insights into the significant instances of students’ silence and identity construction in the learning process. Such a study offers opportunities to rethink the issue of silence and provides facilitators and curriculum developers with useful information about small group collaborative learning in higher education.     

Affordances and constraints of computers in science education

Throughout the 1970s and 1980s, computers in science teaching were seen as a panacea for many problems plaguing the domain. While considerable research has been done to determine cognitive achievements of students who interact with computers during their science learning, more basic questions have not yet been addressed. This study was designed to investigate how computers and a modeling software contributed to students' interactions and learning in a physics course. The interpretations focused on the microworld as a tool that supported but also limited students' sense-making activities. First, the computer microworld contributed in significant ways to the maintenance and coordination of students' physics conversations. Second, the computer environment (a) was sometimes “unready to hand” so that students spent more time learning the software rather than physics, and (b) limited the interactions within groups. It was concluded that while computer environments have some potential as learning tools, they also limit interactions in significant ways, rendering them less than ideal for everyday classroom use. With the use of software … students can be provided with the necessary tools and experiences to practice the investigative skills used by scientists and mathematicians… [Students] can pursue specific topics of their own interest and deal with this information in sufficient depth to construe personal meaning to various concepts. (Barman, 1993, p. viii) In educational applications, user interface design has received little attention, despite the fact that the interface is particularly important for educational software… This concern goes much deeper than the nebulous concept most often represented by the buzz phrase, ‘user friendliness.’ (Jackson, Edwards, & Berger, 1993b, p. 414) © 1996 John Wiley & Sons, Inc.     

Introduction of Pedagogical Concepts in Domain Modelling for an Intelligent Tutoring System

This article presents knowledge modelling in an intelligent tutoring system, in which the modelling approach allows the knowledge representation to somewhat depart from its actual or most obvious basis to fit specifically pedagogical needs. The knowledge domain is cost engineering. Although the formulae used in cost engineering problem-solving are usually considered as relations between variables, our approach makes use of these formulae to identify new concepts, the factors, of a more pedagogical nature. The introduction of these concepts should help the student to concentrate either on computations or on economic analysis, and the system to make more accurate and more useful tutoring interventions. Moreover, it leads to important qualitative aspects of the domain modelling and of the tutorial interactions that should also help the learning process. Finally, this concept creation brings to light a hierarchy of intermediate abstraction levels, which can then be used to derive an order of presentation of these concepts, an order of the corresponding prerequisites and an order of the exercise types. All these should facilitate the student's learning.     

Social Interactions in Preschool Classrooms and the Development of Young Children's Conceptions of the Personal

Two studies examined preschool teacher and child interactions regarding personal, moral, and social-conventional issues in the classroom and the development of personal concepts in young children. In Study 1, 20 preschool classrooms, 10 with 3-year-olds and 10 with 4-year-olds, were observed to assess children's and teachers' interactions regarding personal, moral, social-conventional, and mixed events. Teachers used more direct messages regarding moral and social-conventional events than personal and mixed events. Teachers offered children choices, but they rarely negotiated personal events with children. Children responded with personal choice assertions when adults offered them choices, but adults did not differ in the frequency that they negated or affirmed children's assertions of personal choice. In Study 2, 120 preschool children, nearly evenly divided between males and females at 3, 4, and 5 years of age, were interviewed regarding their conceptions of personal events in the classroom and home. With age, children judged that they should retain control over personal decisions in both contexts. In both judgments and social interactions, teachers and children identified a personal domain in which children can and should make choices about how to structure their activities and assert their independence in the classroom.