抗原变异可使得多种致病微生物易于逃避宿主免疫应答。表达在感染红细胞表面的恶性疟原虫红细胞表面蛋白1（PfPMP1）与感染红细胞、内皮细胞、树突状细胞以及胎盘的单个或多个受体作用，在黏附及免疫逃避中起关键的作用。每个单倍体基因组var基因家族编码约60种成员，通过启动转录不同的var基因变异体为抗原变异提供了分子基础。

疟原虫var基因转换速率变化导致抗原变异[英]／Paul H, Robert P, Christodoulou Z, et al//Proc Natl Acad Sci U S A

A stepwise huisgen cycloaddition process: copper(I)-catalyzed regioselective "ligation" of azides and terminal alkynes.

The lion's share of bacteria in various environments cannot be cloned in the laboratory and thus cannot be sequenced using existing technologies. A major goal of single-cell genomics is to complement gene-centric metagenomic data with whole-genome assemblies of uncultivated organisms. Assembly of single-cell data is challenging because of highly non-uniform read coverage as well as elevated levels of sequencing errors and chimeric reads. We describe SPAdes, a new assembler for both single-cell and standard (multicell) assembly, and demonstrate that it improves on the recently released E+V-SC assembler (specialized for single-cell data) and on popular assemblers Velvet and SoapDeNovo (for multicell data). SPAdes generates single-cell assemblies, providing information about genomes of uncultivatable bacteria that vastly exceeds what may be obtained via traditional metagenomics studies. SPAdes is available online ( http://bioinf.spbau.ru/spades ). It is distributed as open source software.

SPAdes, a new genome assembly algorithm and its applications to single-cell sequencing ( 7th Annual SFAF Meeting, 2012)

J. Appl. Cryst.の発刊に際して

http://control.disp.uniroma2.it/galeani/CO/materiale/automatica2000.pdf

Survey Constrained model predictive control: Stability and optimality

Corrigendum to "Mass spectrometry analysis of the oxidation states of the pro oncogenic protein anterior gradient-2 reveals covalent dimerization via an intermolecular disulphide bond" [Biochimica et Biophysica Acta 1864 (2016) 551-561].

The dichotomisation of teaching and learning has constrained our theorizing and misrepresented the nature of activity in institutionalized learning environments such as classrooms. Several languages other than English have a single term that signifies both teaching and learning. The term instructed learning is proposed as a suitable label for the conjoint practice engaged in by teacher and learner(s) in classroom-like settings. Such a term better reflects the interrogative, negotiative and reflective practices that our recent research associates with sophisticated classroom practice and accords appropriate agency to both teacher and learner within the practice of instructed learning in which they are co-participant. Teaching/Learning Previous research, and much of our theorizing, has tended to dichotomize teaching and learning as discrete activities sharing a common context. It will be argued below that this dichotomization is a particularly insidious consequence of the constraints that language (and the English language, in particular) imposes on our theorizing. It is a major premise of this paper that such dichotomization misrepresents both teaching and learning and the classroom settings in which these most frequently occur. It is appropriate to make some specific points in support of this position. There is no intention to challenge the separate integrity of "teacher" and "learner" as labels for individuals engaged in particular practices or discourse modes. Rather, classroom research should be predicated on the possibility that classrooms are more effectively understood as sites for bodies of mutually- sustaining practice that in combination characterize the process I will call "instructed learning." I open my argument for the utility of instructed learning by examining the language in which our theories of learning have been constituted. Any discussion of learning as a social activity calls inevitably upon the writings of Vygotsky. It appears that readers of Vygotsky in English have been denied a richness of meaning present in the original Russian text. Consider the key differences in two published translations of the same passage: From this point of view, instruction cannot be identified as development, but properly organized instruction will result in the child's intellectual development, will bring into being an entire series of such developmental

Instructed Learning: An Integrative Perspective on Classroom Practice and Learning

Click to increase image sizeClick to decrease image size AcknowledgementI would like to thank Neil Wilkin for the very considerable help and information he provided to me. 

David Clarke

Papers

Corrigendum to "Mass spectrometry analysis of the oxidation states of the pro oncogenic protein anterior gradient-2 reveals covalent dimerization via an intermolecular disulphide bond" [Biochimica et Biophysica Acta 1864 (2016) 551-561].

Instructed Learning: An Integrative Perspective on Classroom Practice and Learning

Thoughts on The World of Stonehenge: An Exhibition at the British Museum, February–July 2022, and its accompanying book

Ship Autopilot Tuning Using the Vishnegradskii Aizerman Diagram

Can Ship Manoeuvring Be Chaotic