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

In this project, the cliched ‘student-centred’ versus ‘teacher-centred’ dichotomy has been reconceptualized in terms of the distribution of responsibility for knowledge generation in the classroom and applied in the analysis of ‘well-taught’ mathematics classrooms in Melbourne, Hong Kong, San Diego and Shanghai. This analytical approach enabled the practices of competent teachers in two ‘Asian’ and two ‘Western’ settings to be compared in a more meaningful and insightful fashion than previously possible. This analysis was able to distinguish one classroom from another on the basis of the process whereby mathematical ideas are introduced into classroom discussion and subsequently revoiced and accorded authority. In particular, the methodology and analytical technique employed provided the opportunity to track the movement of mathematical ideas in either direction across the public/personal interface. Critical similarities and differences were identified between and within the classroom practices documented in each country with respect to the distribution of responsibility for knowledge generation.

/pdf/studying-the-distribution-of-responsibility-for-the-22fw7d26rh.pdf

Studying the distribution of responsibility for the generation of knowledge in mathematics classrooms in hong kong, melbourne, san diego and shanghai

Cultural diversity and the learner's perspective: attending to voice and context

The estimation of weighting sequence descriptions for processes, using a pseudo-random test signal and correlation analysis, is studied using a matrix approach and standard discrete least-square methods. This clarifies a number of points arising in practical application.

Errors in weighting sequence estimation

Stimulating thinking related to mathematical content is the focus of many tasks in the mathematics classroom. Beyond such content-related thinking, promoting forms of higher order thinking is among the goals of mathematics instruction as well. So-called hybrid tasks focus on combining both goals: they aim at fostering mathematical thinking and higher order thinking through the same mathematical activities—an aim which requires empirical examination. For empirically valid hybrid task design, evidence is required about the nature of the interrelatedness of content-related and higher order thinking. In this article, we choose the example of statistical thinking and critical thinking for exploring the interrelatedness of these different modes of thinking when solving hybrid tasks. Even if theories about statistical thinking and critical thinking have so far followed almost separate strands, there are commonalities at the theoretical level, which facilitate hybrid task design. We report an empirical study, in which a bottom–up analysis of thinking-aloud interviews with adult learners around solution processes of hybrid tasks affords insight into how these modes of thinking may interact when solving such tasks. The results show that the tasks did evoke both statistical thinking and critical thinking: Both modes of thinking entered in an interplay in which we observed instances of mutual support of both modes of thinking, but also cases in which a strong focus on statistical thinking or critical thinking appeared to impede the other mode of thinking, respectively. The findings can inform the further development of hybrid tasks: Based on the observations, the task format can be enriched with specific reflective stimuli intended to support a fruitful interplay of statistical thinking and critical thinking.

/pdf/hybrid-task-design-connecting-learning-opportunities-related-4phnkqjf0g.pdf

David Clarke

Papers

Studying the distribution of responsibility for the generation of knowledge in mathematics classrooms in hong kong, melbourne, san diego and shanghai

Cultural diversity and the learner's perspective: attending to voice and context

Errors in weighting sequence estimation

Hybrid task design: connecting learning opportunities related to critical thinking and statistical thinking

Is a Question the Best Answer