La Trobe University

About: La Trobe University is a education organization based out in Melbourne, Victoria, Australia. It is known for research contribution in the topics: Population & Health care. The organization has 13370 authors who have published 41291 publications receiving 1138269 citations. The organization is also known as: LaTrobe University & LTU.

Isolation, solution structure, and insecticidal activity of kalata B2, a circular protein with a twist: do Möbius strips exist in nature?

Abstract: A large number of macrocyclic miniproteins with diverse biological activities have been isolated from the Rubiaceae, Violaceae, and Cucurbitaceae plant families in recent years. Here we report the three-dimensional structure determined using H-1 NMR spectroscopy and demonstrate potent insecticidal activity for one of these peptides, kalata B2. This peptide is one of the major components of an extract from the leaves of the plant Oldenlandia affinis. The structure consists of a distorted triple-stranded beta-sheet and a cystine knot arrangement of the disulfide bonds and is similar to those described for other members of the cyclotide family. The unique cyclic and knotted nature of these molecules makes them a fascinating example of topologically complex proteins. Examination of the sequences reveals that they can be separated into two subfamilies, one of which contains a larger number of positively charged residues and has a bracelet-like circularization of the backbone. The second subfamily contains a backbone twist due to a cis-peptidyl-proline bond and may conceptually be regarded as a molecular Mobius strip. Kalata B2 is the second putative member of the Mobius cyclotide family to be structurally characterized and has a cis-peptidyl-proline bond, thus validating the suggested name for this subfamily of cyclotides. The observation that kalata B2 inhibits the growth and development of Helicoverpa armigera larvae suggests a role for the cyclotides in plant defense. A comparison of the sequences and structures of kalata B1 and B2 provides insight into the biological activity of these peptides.

Editors Can Lead Researchers to Confidence Intervals, but Can't Make Them Think Statistical Reform Lessons From Medicine

Abstract: Since the mid-1980s, confidence intervals (CIs) have been standard in medical journals. We sought lessons for psychology from medicine's experience with statistical reform by investigating two attempts by Kenneth Rothman to change statistical practices. We examined 594 American Journal of Public Health (AJPH) articles published between 1982 and 2000 and 110 Epidemiology articles published in 1990 and 2000. Rothman's editorial instruction to report CIs and not p values was largely effective: In AJPH, sole reliance on p values dropped from 63% to 5%, and CI reporting rose from 10% to 54%; Epidemiology showed even stronger compliance. However, compliance was superficial: Very few authors referred to CIs when discussing results. The results of our survey support what other research has indicated: Editorial policy alone is not a sufficient mechanism for statistical reform. Achieving substantial, desirable change will require further guidance regarding use and interpretation of CIs and appropriate effect size measures. Necessary steps will include studying researchers' understanding of CIs, improving education, and developing empirically justified recommendations for improved statistical practice.

What university teachers teach and how they teach it

Abstract: In this chapter we make three related arguments. The first, is that different teachers have different intentions concerning what students will learn and consequently in their teaching they constitute the topic or subject to be taught quite differently. The second is that a teacher’s intentions concerning what it is that students should learn is closely aligned with a teacher’s expectation of how students learn and how they can be helped to learn through teaching. The third is that when teachers focus specifically on the teaching of a particular topic within a specific context, there is a close relationship between their intentions and their teaching practice. In this chapter we explore these arguments through an empirical study which considers the different ways in which 26 university teachers intended to constitute a subject or topic for their students to study, how they then taught the subject and subsequently how consistent were their intentions and their practice. The analysis shows that when the context of teaching and learning is tightly defined there is a clear relationship between a teacher’s intention and their practice. In particular, university teachers who adopt more conceptual change and student-focussed approaches to teaching constitute objects of study which are more relational and focus on the student’s knowledge.

An Exploratory Study of Teachers’ and Students’ Use of Multi‐modal Representations of Concepts in Primary Science

Abstract: As part of a long‐term research study to enhance science learning, this paper reports on an exploratory study aimed at identifying initial beliefs and practices of a group of teachers and students (Years 4–6) in Australia when the students engaged with multiple representations of the same science concepts. There is growing recognition in science education research that students need to understand and link different representational modes, such as graphic and verbal modes, in learning to think and act scientifically. This exploratory study used a multi‐site case‐study approach employing qualitative and quantitative methods. The findings indicated that while teachers used various modes to engage students and assess learning, they were not systematic in their focus on student integration and translation across modes. The study found that various factors affected students’ understanding of different modes, and that students who recognised relationships between modes demonstrated better conceptual understandin...