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1.
Gururao Hariprasad Divya Kota Sundararajan Baskar Singh Alagiri Srinivasan Souparno Adhikary 《Indian journal of clinical biochemistry : IJCB》2014,29(4):430-441
Clonorchis sinensis or the Chinese liver fluke is one of the most prevalent parasites affecting a major population in the oriental countries. The parasite lacks lipid generating mechanisms but is exposed to fatty acid rich bile in the liver. A secretory phospholipase A2, an enzyme that breaks down complex lipids, is important for the growth of the parasite. The enzyme is also implicated in the pathogenesis leading up to the hepatic fibrosis and its complications including cancer. The five isoforms of this particular enzyme from the parasite therefore qualify as potential drug targets. In this study, a detailed structural and ligand binding analysis of the isoforms has been done by modeling. The overall three dimensional structures of the isoforms are well conserved with three helices and a β-wing stabilized by four disulfide bonds. There are characteristic differences at the calcium binding loop, hydrophobic channel and the C-terminal domain that can potentially be exploited for drug binding. But the most significant feature pertains to the catalytic site where the isoforms exhibit three variations of either a histidine-aspartate-tyrosine or histidine-glutamate-tyrosine or histidine-aspartate-phenylalanine. Molecular docking studies show that isoform specific residues and their conformations in the substrate binding hydrophobic channel make unique interactions with certain inhibitor molecules resulting in a perfect tight fit. The proposed ligand molecules have a predicted affinity in micro-molar to nano-molar range. Interestingly, few of the ligand binding interaction patterns is in accordance to the phylogenetic studies to thereby establish the usefulness of evolutionary mechanisms in aiding ligand design. The molecular diversity of the parasitic PLA2 described in this study provides a platform for personalized medicine in the therapeutics of clonorchiasis.
Electronic supplementary material
The online version of this article (doi:10.1007/s12291-013-0377-1) contains supplementary material, which is available to authorized users. 相似文献2.
University Technical Colleges (UTCs) are newly established (since 2010–11) technical and vocational secondary schools in England, catering for young people aged 14–19. The schools focus strongly on delivering vocational, alongside Science, Technology, Engineering and Mathematics (STEM)-focused academic, qualifications. The colleges have been introduced as a new means of improving technical and vocational education and training—a sector which in England has faced problems of low quality and low esteem—and in a wider international context of STEM-trained worker shortages. University Technical Colleges have been advertised as offering state-of-the-art vocational learning, involving access for students to the latest equipment and technologies in key industrial sectors, alongside extensive project-based learning in partnership with employers. However, how have UTC students fared in these respects since the beginning of the coronavirus pandemic and associated lockdowns in 2020? In this paper we report on results from a survey of 252 students across two UTCs in England, exploring the technical and vocational learning experiences of these students during the exceptional 2019–20 academic year. Findings from the survey reveal lost learning and training opportunities during the pandemic, particularly where courses with practical elements relied on specific equipment and facilities that became inaccessible during lockdown. The survey also highlights disruptions to apprenticeship arrangements, work experience plans and other engagement with employers. Students in some instances have been effectively forced to stay on in education owing to reduced apprenticeship and employment opportunities for school-leavers. We find evidence of students adapting their aspirations and career goals to the new economic circumstances. 相似文献
3.
Impact of legislation on post‐school transition practice for young people with additional support needs in Scotland 
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下载免费PDF全文 Thomas D. Richardson Divya Jindal‐Snape Elizabeth F. S. Hannah 《British Journal of Special Education》2017,44(3):239-256
A longitudinal study was conducted to understand post‐school transition practice for young people with additional support needs (ASN) before and after the implementation of key legislation, the Education (Additional Support for Learning) (Scotland) Act 2004, amended in 2009. Primary data were collected from one local authority in Scotland. Twelve professionals involved in post‐school transition planning were interviewed in 2004 and eight in 2010. Minutes of transition meetings from one school for three young people prior to the implementation of the Act and four after the implementation were analysed. Results show some changes since the implementation of the Act. 相似文献
4.
Visual‐perceptual difficulties and the impact on children's learning: are teachers missing the page?
This article attempts to bring to the fore of educational practice the importance of considering the visual‐perceptual condition of Meares–Irlen syndrome (MIS) when identifying students who have prolonged reading difficulties. Dyslexia is a frequently used term which can be used to label children who have specific difficulties with reading and/or spelling but this article discusses the problems that this may cause students who have a reading difficulty caused by a visual processing difficulty, as the working definitions of dyslexia do not, generally, consider this aspect as a factor, especially when remediation interventions are put forward. This article discusses the possibility that teachers and school psychologists may not be fully aware of MIS and therefore not able to recognise it. Moreover, if this condition is not adequately picked up at the important transition times in school then this could harm the student's self‐esteem and affect his or her motivation to succeed in school. The authors argue that the irony of MIS being potentially undetected by teachers and other school professionals is that it is relatively straightforward to identify, and in many cases, to correct. 相似文献
5.
Doris George Yohannan Aswathy Maria Oommen Bhaskaran Jayaprasad Amogh Nithin Kadakampallil Raju Rakesh Omana Suresh Santhanu Jagannath Nair 《Anatomical sciences education》2022,15(3):552-565
Spatial understanding of complex anatomical concepts is often a challenge for learners, as well as for educators. It is even more challenging for students with low mental spatial abilities. There are many options to teach spatial relationships, ranging from simple models to high-end three-dimensional (3D) virtual reality tools. Using a randomized controlled trial design, this study explored the use of a unique combination of deictic and iconic hand gestures to enhance spatial anatomical understanding, coining the term “Air Anatomy”. The control group (n = 45) was given a lecture on the anatomy of extraocular muscles, while the intervention group (n = 49) received the same lecture including “Air Anatomy” hand gestures. When compared to the control group, the post-test scores for the intervention group were significantly higher for basic recall (P < 0.001; Mann–Whitney U test) and for the application of knowledge (P = 0.015; Mann–Whitney U test). Students with low to moderate spatial ability (as assessed by a mental rotation test) were found to benefit most by this technique. Students in the intervention group also reported a lower extrinsic cognitive load and higher germane load, when compared to the control group. An instructional skills questionnaire survey indicated the effectiveness of this technique in improving overall classroom experience. Feedback of the students in the intervention group was also favorable for instruction using “Air Anatomy”. The study suggests that “Air Anatomy” is a useful, “no-cost”, accessible method that aids spatial understanding of anatomical concepts. 相似文献
6.
Yao-Chuen Li Divya Joshi Sara King-Dowling John Hay Brent E. Faught 《European Journal of Sport Science》2018,18(4):569-578
Our understanding of the longitudinal relationship between generalized self-efficacy (GSE) and physical activity in children and youth is limited. The purpose of this study was to investigate the effect of GSE towards physical activity on sedentary behaviours and physical activity in school-aged children over time. A total of 2278 nine-year-old children (1120 girls and 1158 boys) were recruited at baseline and followed for seven waves of data collection from 2005 to 2008. All children completed questionnaires at each wave assessing their GSE (adequacy, predilection, and enjoyment), sedentary behaviours, free play, and organized activity. Mixed-effects models were used to estimate changes in physical activity and GSE within individuals over time, controlling for gender and motor ability. The results showed that participation in free play significantly increased over time, whereas organized activity significantly decreased over the same period. Children with high perceived adequacy and predilection had higher free play and organized activity participation relative to other children over time. However, the effect of perceived adequacy diminished over time, while the gaps between groups with different levels of predilection widened over time. While sedentary behaviours were lower over time in children with high predilection, these behaviours were consistently higher in children with high enjoyment. The differences in sedentary behaviours between groups increased over time for both predilection and enjoyment. This study highlights the importance of different components of GSE on physical activity participation. In addition, interventions targeting the enhancement of predilection may facilitate physical activity and reduce sedentary behaviours. 相似文献
7.
A common assumption in higher education is that international students find it difficult to develop learning and friendship relations with host students. When students are placed in a student-centred environment, international students from different cultural backgrounds are “forced” to work together with other students, which allows students to learn from different perspectives. However, large lecture rooms may provide fewer opportunities for students to work together in small groups. The purpose of this article is to understand how 191 international students from 34 cultural backgrounds and 16 host students build learning and friendship relations in a large classroom of 207 students. We have used an innovative mixed-method design of social network analysis in a pre- and post-test manner combined with two sets of focus groups. Using multiple regression quadratic assignment procedures, the results indicate that learning ties after 11 weeks were significantly predicted by the friendship and learning ties established at the beginning of the module, (sub)specialisation, and whether students were Chinese or not. Contrary to previous findings, team divisions played only a marginal role in building (new) learning relations. A substantial segregation between Confucian Asian, European international and UK students was present. Follow-up qualitative data highlighted that international students made a conscious effort to build friendship and learning relations primarily outside the formal team, which for some were along co-national lines, while others were pro-actively looking for new perspectives from multi-national students. These results indicate that the instructional design might have a strong influence on how international and host students work and learn together. We believe that this study is the first to provide an in-depth and unique understanding of how international students from different cultural backgrounds build friendship and learning-relationships with other students in- and outside their classroom over time in a large classroom of 200+ students. 相似文献
8.
Monicah Muhomba Carla D. Chugani Amanda A. Uliaszek Divya Kannan 《Journal of College Student Psychotherapy》2017,31(3):247-256
This report outlines the evaluation of a brief dialectical behavior therapy (DBT) group skills training program for students presenting with serious psychological concerns (referral reasons included suicidality, self-injury, and substance use). Students were enrolled in distress tolerance groups ranging from 7–10 weeks. The majority of the students in the sample were receiving psychiatric medication, individual therapy, or both. All students (N = 22) demonstrated significantly improved scores on measures of emotion regulation and functional and dysfunctional coping. These results are the first to show that targeted skills training with DBT mindfulness and distress tolerance skills can produce beneficial outcomes in college students in the context of a short-term intervention. 相似文献
9.
Bart Rienties Novie Johan Divya Jindal-Snape 《British Journal of Sociology of Education》2015,36(8):1212-1235
Although many international students experience transitional issues, most research assumes these issues will disappear over time. Using principles of social capital theory, this study addressed whether after three years of study students were able to build multi-national and host social capital links. In this quantitative study of 81 students from 28 nationalities, the results indicate that Confucian Asian students lived in separate social worlds, while English and other international students developed substantial multi-national networks over time. Learning networks after 14?weeks were predicted by group allocation and initial friendships, indicating a positive effect of mixing multi-national groups. 相似文献
10.
Fascinating and grand, with curious beaks and breeding habits, hornbills are a naturalist’s delight. In forest types ranging from open savannah to rainforest across Africa and Asia, they occupy the pride of place among birds and play a pivotal role as mutualistic frugivores and seed dispersers of various trees. Due to the impact of humans on hornbills and their habitats, most species are now endangered. Fortunately, there has been some success in recent conservation efforts to save these magnificent forest flagships. 相似文献