Institution
Keele University
Education•Newcastle-under-Lyme, United Kingdom•
About: Keele University is a education organization based out in Newcastle-under-Lyme, United Kingdom. It is known for research contribution in the topics: Population & Stars. The organization has 11318 authors who have published 26323 publications receiving 894671 citations. The organization is also known as: Keele University.
Topics: Population, Stars, Health care, Galaxy, Planet
Papers published on a yearly basis
Papers
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TL;DR: From a knowledge of the enzymatic barrier, the strategies for oral peptide delivery of enzyme inhibition and the synthesis of enzyme-resistant peptide analogues are logical developments.
Abstract: The oral delivery of therapeutic peptides and proteins is a major challenge to pharmaceutical science. The gastrointestinal (GI) tract contains many endo- and exopeptidases, enzymes that hydrolyze peptide bonds and act synergistically to degrade proteins and peptides. It is important to have both qualitative and quantitative data on these peptidases when devising strategies for oral peptide and protein delivery. The greatest threat to therapeutic peptides lies in the lumen of the small intestine, which contains gram quantities of peptidases secreted from the pancreas, as well as cellular peptidases from the mucosal cells, which are constantly sloughed off from the villi. The second major enzymatic barrier is the brush border membrane of the epithelial cells, which contains at least 15 peptidases that together have a broad specificity and can degrade both proteins and peptides. Lysosomal peptidases will also present a barrier to any peptides or proteins endocytosed by the epithelial cells. Although the colon has received some attention as a possible site for peptide delivery, evidence shows that the lumen of the colon contains substantial amounts of peptidase activity, largely because of enzyme production by microorganisms. From a knowledge of the enzymatic barrier, the strategies for oral peptide delivery of enzyme inhibition and the synthesis of enzyme-resistant peptide analogues are logical developments. The latter approach is the most promising.
294 citations
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TL;DR: This study demonstrates a novel and convenient technique to measure mechanical properties of hydrogel in a non-destructive, online and real-time fashion and can become a valuable tool for soft tissue engineering.
Abstract: We present a novel indentation method for characterizing the viscoelastic properties of alginate and agarose hydrogel based constructs, which are often used as a model system of soft biological tissues. A sensitive long working distance microscope was used for measuring the time-dependent deformation of the thin circular hydrogel membranes under a constant load. The deformation of the constructs was measured laterally. The elastic modulus as a function of time can be determined by a large deformation theory based on Mooney–Rivlin elasticity. A viscoelastic theory, Zener model, was applied to correlate the time-dependent deformation of the constructs with various gel concentrations, and the creep parameters can therefore be quantitatively estimated. The value of Young's modulus was shown to increase in proportion with gel concentration. This finding is consistent with other publications. Our results also showed the great capability of using the technique to measure gels with incorporated corneal stromal cells. This study demonstrates a novel and convenient technique to measure mechanical properties of hydrogel in a non-destructive, online and real-time fashion. Thus this novel technique can become a valuable tool for soft tissue engineering.
294 citations
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TL;DR: A positive potential of 150–200 ms peak latency which responds preferentially, but not exclusively, to faces was identified in 8 out of 9 subjects, and response properties correspond well with those reported for face-related single cells in the temporal cortex of the rhesus monkey.
Abstract: Evoked potentials were recorded to the separate tachistoscopic presentation of a variety of faces and other simple and complex visual stimuli. A positive potential of 150–200 ms peak latency which responds preferentially, but not exclusively, to faces was identified in 8 out of 9 subjects. This potential, best recorded from midline central and parietal electrodes, was evoked by all face stimuli, including photographs, outline drawings, and fragmentary figures. Changes in stimulus size and other parameters which do not affect the clarity of the face, generally had little effect on the peak amplitude. Stimulus changes such as face inversion, reversing the contrast polarity of photographic images, and selectively removing particular facial features, produced a marked increase in latency but often only slight attenuation of this peak. These response properties correspond well with those reported for face-related single cells in the temporal cortex of the rhesus monkey. The scalp distribution of this face-responsive peak also appears consistent with bilateral sources in the temporal cortex.
292 citations
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TL;DR: In this article, the authors detected low-amplitude radial-velocity variations in two stars, USNO-B1.0 1219− 0005465 (GSC 02265−00107 = WASP•B1) and WASP-2b, which were identified as likely host stars of transiting exoplanets in the 2004 SuperWASP wide-field transit survey.
Abstract: We have detected low-amplitude radial-velocity variations in two stars, USNO-B1.0 1219‐ 0005465 (GSC 02265‐00107 = WASP‐1) and USNO-B1.0 0964‐0543604 (GSC 00522‐ 01199 = WASP‐2). Both stars were identified as being likely host stars of transiting exoplanets in the 2004 SuperWASP wide-field transit survey. Using the newly commissioned radial-velocity spectrograph SOPHIE at the Observatoire de Haute-Provence, we found that both objects exhibit reflex orbital radial-velocity variations with amplitudes characteristic of planetary-mass companions and in-phase with the photometric orbits. Line-bisector studies rule out faint blended binaries as the cause of either the radial-velocity variations or the transits. We perform preliminary spectral analyses of the host stars, which together with their radialvelocity variations and fits to the transit light curves yield estimates of the planetary masses and radii. WASP-1b and WASP-2b have orbital periods of 2.52 and 2.15 d, respectively. Given mass estimates for their F7V and K1V primaries, we derive planet masses 0.80‐0.98 and 0.81‐ 0.95 times that of Jupiter, respectively. WASP-1b appears to have an inflated radius of at least 1.33 RJup, whereas WASP-2b has a radius in the range 0.65‐1.26 RJup.
290 citations
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TL;DR: Theories underpinning experiential learning are introduced and expanded further in an AMEE Guide, which considers the theoretical basis of experientials learning from a social learning, constructionist perspective and applies it to three stages of medical education: early workplace experience, clerkships and residency.
Abstract: Whilst much is debated about the importance of experiential learning in curriculum development, the concept only becomes effective if it is applied in an appropriate way. We believe that this effectiveness is directly related to a sound understanding of the theory, supporting the learning. The purpose of this article is to introduce readers to the theories underpinning experiential learning, which are then expanded further in an AMEE Guide, which considers the theoretical basis of experiential learning from a social learning, constructionist perspective and applies it to three stages of medical education: early workplace experience, clerkships and residency. This article argues for the importance and relevance of experiential learning and addresses questions that are commonly asked about it. First, we answer the questions 'what is experiential learning?' and 'how does it relate to social learning theory?' to orientate readers to the principles on which our arguments are based. Then, we consider why those ideas (theories) are relevant to educators--ranging from those with responsibilities for curriculum design to 'hands-on' teachers and workplace supervisors. The remainder of this article discusses how experiential learning theories and a socio-cultural perspective can be applied in practice. We hope that this will give readers a taste for our more detailed AMEE Guide and the further reading recommended at the end of it.
290 citations
Authors
Showing all 11402 results
Name | H-index | Papers | Citations |
---|---|---|---|
George Davey Smith | 224 | 2540 | 248373 |
Simon D. M. White | 189 | 795 | 231645 |
James F. Wilson | 146 | 677 | 101883 |
Stephen O'Rahilly | 138 | 520 | 75686 |
Wendy Taylor | 131 | 1252 | 89457 |
Nicola Maffulli | 115 | 1570 | 59548 |
Georg Kresse | 111 | 430 | 244729 |
Patrick B. Hall | 111 | 470 | 68383 |
Peter T. Katzmarzyk | 110 | 618 | 56484 |
John F. Dovidio | 109 | 466 | 46982 |
Elizabeth H. Blackburn | 108 | 344 | 50726 |
Mary L. Phillips | 105 | 422 | 39995 |
Garry P. Nolan | 104 | 474 | 46025 |
Wayne W. Hancock | 103 | 505 | 35694 |
Mohamed H. Sayegh | 103 | 485 | 38540 |