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

Examining the nature of teacher interactions in a collaborative inquiry-based classroom setting using a Kikan-Shido lens

A pseudo-plant contains a nominal model of the controlled process and combines suitable signals to form a pseudo-output which equals the true output if the model is exact. Robustness against unstructured uncertainty is improved using a pseudo-plant, and in adaptive control the parameter estimates become less sensitive to the input frequency. By introducing an appropriate gain term in the pseudo-plant design, the norm of the effective unstructured uncertainty can be made arbitrarily small. It is shown that the approach can handle a larger unstructured uncertainty which satisfies the established robustness result in non-adaptive and adaptive pole-placement control. Simulation results are presented.

Robust adaptive pole-placement control using the pseudo-plant method

Book review: Identification of industrial processes

In order to accommodate the learning styles of students from a wide variety of cultural backgrounds, we need to consider the cultural origins of the patterns of participation displayed. In this chapter we report the detailed analysis of Overseas Educated (OSE) students' experience of first year university physiotherapy classes (utilizing a problem-based learning tutorial format) as an empirical example of teaching and learning in a multi-cultural setting. In particular, the analysis examines culturally-derived patterns of participation such as the Silent Participant, a pattern of participation that seems characteristic of OSE students from Asian classroom settings. In order to understand the inheritance of culturally-specific patterns of participation that students bring to multi-cultural classrooms, we examine classroom practices in eighth-grade mathematics classrooms contrasting these practices in three classrooms from Asia (Tokyo, Hong Kong and Shanghai) and with practices developed in three Western societies (San Diego, Berlin, and Melbourne). Our analysis suggests that there are distinct differences in patterns of participation both within Asian classrooms and Western classrooms. Thus teachers in multicultural classroom settings must avoid simplistic cultural typifications (e.g. Asian students considered as a homogeneous whole), while remaining sensitive to the differences in expectation and participation that students from different cultures inevitably bring to the multicultural classroom. Classrooms are complex social and cultural settings, and research in such settings must reflect and accommodate that complexity. If we approach social settings (and the situations they frame) as multiply-constructed and open to multiple construal, then the methodology employed in their study must offer a voice to the several participants in these settings. This is particularly true when our interest is the cultural-specificity of practice. Research in such settings is inevitably shaped by the cultural orientation of the researcher(s). Every effort must be made to allow differences in cultural perspective to emerge in both the data collected and in the analysis undertaken. In all the research reported in this paper, post-lesson video-stimulated interviews offered classroom participants the opportunity to reconstruct for the researcher their actions in class, the motivations behind those actions, and the meanings they attributed to their actions and the actions of the teacher and their classmates.

David Clarke

Papers

Examining the nature of teacher interactions in a collaborative inquiry-based classroom setting using a Kikan-Shido lens

Robust adaptive pole-placement control using the pseudo-plant method

Book review: Identification of industrial processes

Cultural origins of patterns of participation in multi-cultural classrooms

Jon Berndt Olsen. Tailoring Truth: Politicizing the Past and Negotiating Memory in East Germany, 1945–1990.