Miracle-dz/UniFAR-FTUs huggingface dataset:
The Cytochromes of Acetobacter pasteurianus NCIB 6428. Evidence of a Role for a Cytochrome a1-like Haemoprotein in Electron Transfer to Cytochrome Oxidase d

SUMMARY: Cells from oxygen-limited cultures of Acetobacter pasteurianus NCIB 6428 contained cytochrome d, a 596 nm absorbance (in reduced minus oxidized difference spectra at room temperature) similar to cytochrome a 1, and b-type cytochromes, including a cytochrome o-like pigment. Oxygen-sufficient cells lacked the d and a 1-like components. Pyridine haemochrome spectra suggested the presence of haem a. Photolysis with white light at −126°C of an anoxic suspension of reduced oxygen-limited cells, into which CO had been bubbled, elicited a photodissociation spectrum that revealed the cytochrome o-like species, but not cytochromes d or a 1. When a similar suspension, but to which O2 had been added at −23°C, was photolysed at −126 to −132°C, using white light or irradiation with a He-Ne laser, an additional, intense absorbance at 648 nm (relative to the CO-liganded, reduced form) was observed, attributable to an oxygenated (Fe2+O2 or Fe3+O2 -) complex of cytochrome oxidase d. Photolysis at progressively warmer temperatures, or successive scans of a sample photolysed at −91°C, revealed (i) increasing depth of a trough (relative to the CO-liganded, reduced form) at 598 nm attributed to the a 1-like haemoprotein and (ii) cytochrome b oxidation. Laser photolysis of the cytochrome d-CO complex at −81°C in the presence of oxygen suggested that oxidation of cytochrome a 1 preceded that of cytochrome(s) b. It is proposed that, in this strain of Acetobacter, a cytochrome a 1,-like pigment mediates electron transfer from cytochrome(s) b to cytochrome oxidase d, but that cytochrome a 1 is not itself an oxidase.
Replacement of meat and dairy by more sustainable protein sources in the Netherlands : Quality of the diet

Een voeding die minder vlees en zuivel bevat en meer duurzame plantaardige voedingsmiddelen kan voldoende eiwitten, mineralen en vitaminen leveren. Daarvoor is het wel nodig gevarieerd te kiezen uit plantaardige producten. De belangrijkste bronnen van plantaardige eiwitbronnen zijn noten, peulvruchten en volkoren graanproducten. Peulvruchten en noten worden nu echter nauwelijks gegeten als vervanger van dierlijke producten. Voor bepaalde vitaminen en mineralen (ijzer, calcium, vitaminen B2 en B12) kunnen ook verrijkte vlees- en zuivelvervangers een goede bron zijn. Dit geldt vooral voor B12, aangezien deze vitamine niet in plantaardige voedingsmiddelen zit. Dit blijkt uit verkennend onderzoek van het RIVM. Hierin is onderzocht wat een verschuiving in een menu van de traditionele, dierlijke eiwitbronnen naar meer duurzamere plantaardige betekent voor de inname van eiwitten, en een selectie van vitaminen en mineralen. Vlees en zuivel leveren in Nederland ongeveer de helft van de eiwitconsumptie. Mensen die geen vlees consumeren, eten meestal wel zuivelproducten. Voor hen zijn zuivel- en graanproducten momenteel de belangrijkste bronnen van eiwit. Daarnaast dragen vlees en zuivel in belangrijke mate bij aan de inname van de vitamines A, B1, B2, en B12 en de mineralen calcium, ijzer, fosfor, selenium en zink. Aanvullend onderzoek is nodig om de inname van voedingsstoffen bij verschillende consumptiepatronen met minder vlees en zuivel, verder te kwantificeren.
New theory... new practices

Abstrac t : This paper presents research which uses the methodological framework of Personal Construct Theory (Kelly, 1955) to investigate Adult Learning tutors’ thinking in a context in which national policy has explicitly redefined practice within the new theoretical paradigm of literacies as social practices. The data, gathered through reflective activities on a teacher education programme, suggests a slippery relationship between the espoused theory of policy and the implicit theories in use in practice. I begin to explore one way of reading dissonances in the data using post modern theories; I propose that the ‘social practice model’ of literacies education may be read as a ‘text’ in which practitioners are making meaning of new theory in a construal process which is highly discursive and power-laden. In conclusion, I consider some possible implications of this perspective for teacher education.
Orthography in the target language: Does it influence interlanguage phonology

This study examines orthography as one source of non-targetlike phonetic output and focuses on the acquisition by speakers of American English vowel reduction in Russian, a salient feature of the Russian phonetic system that is not reflected in the graphics of the Cyrillic script. The researchers conducted a structured interview and administered reading, arithmetic, and listing-from-memory tasks that included the same lexical items as those elicited in the interview. The following conclusions were drawn from the data: (1) a non-targetlike pattern of vowel reduction can be attributed to the influence of the graphic representations of lexical units; (2) native-speaker-non-native speaker interaction influences phonetic accuracy; and (3) the pattern of vowel reduction for highly familiar words remains constant across various tasks. (Author:JL) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************
Fluid Flow Phenomena: A Numerical Toolkit

This book deals with the simulation of the incompressible Navier-Stokes equations for laminar and turbulent flows. The book is limited to explaining and employing the finite difference method. It furnishes a large number of source codes which permit to play with the Navier-Stokes equations and to understand the complex physics related to fluid mechanics. Numerical simulations are useful tools to understand the complexity of the flows, which often is difficult to derive from laboratory experiments. This book, then, can be very useful to scholars doing laboratory experiments, since they often do not have extra time to study the large variety of numerical methods; furthermore they cannot spend more time in transferring one of the methods into a computer language. By means of numerical simulations, for example, insights into the vorticity field can be obtained which are difficult to obtain by measurements. This book can be used by graduate as well as undergraduate students while reading books on theoretical fluid mechanics; it teaches how to simulate the dynamics of flow fields on personal computers. This will provide a better way of understanding the theory. Two chapters on Large Eddy Simulations have been included, since this is a methodology that in the near future will allow more universal turbulence models for practical applications. The direct simulation of the Navier-Stokes equations (DNS) is simple by finite-differences, that are satisfactory to reproduce the dynamics of turbulent flows. A large part of the book is devoted to the study of homogeneous and wall turbulent flows. In the second chapter the elementary concept of finite difference is given to solve parabolic and elliptical partial differential equations. In successive chapters the 1D, 2D, and 3D Navier-Stokes equations are solved in Cartesian and cylindrical coordinates. Finally, Large Eddy Simulations are performed to check the importance of the subgrid scale models. Results for turbulent and laminar flows are discussed, with particular emphasis on vortex dynamics. This volume will be of interest to graduate students and researchers wanting to compare experiments and numerical simulations, and to workers in the mechanical and aeronautic industries.
Hybrid Floating-point Units in FPGAs

Floating point numbers are used in many applications that would be well suited to a higher parallelism than that offered in a CPU. In these cases, an FPGA, with its ability to handle multiple calculations simultaneously, could be the solution. Unfortunately, floating point operations which are implemented in an FPGA is often resource intensive, which means that many developers avoid floating point solutions in FPGAs or using FPGAs for floating point applications.Here the potential to get less expensive floating point operations by using ahigher radix for the floating point numbers and using and expand the existingDSP block in the FPGA is investigated. One of the goals is that the FPGAshould be usable for both the users that have floating point in their designsand those who do not. In order to motivate hard floating point blocks in theFPGA, these must not consume too much of the limited resources.This work shows that the floating point addition will become smaller withthe use of the higher radix, while the multiplication becomes smaller by usingthe hardware of the DSP block. When both operations are examined at the sametime, it turns out that it is possible to get a reduced area, compared toseparate floating point units, by utilizing both the DSP block and higherradix for the floating point numbers.
On some mathematical aspects of sparse modeling

Ce document est organise en quatre chapitres dont trois rediges en anglais et une annexe en francais. Le premier chapitre decrit mes contributions dans le domaine de la separation de sources audio, qui constituent certainement le volet le plus applique de mon activite scientifique, volet auquel ont contribue significativement plusieurs doctorants et collaborateurs. Les deux chapitres suivants sont consacres aux aspects plus mathematiques de mon travail, le premier sur les approximations non-lineaires avec des dictionnaires redondants, en collaboration etroite avec Morten Nielsen, le second sur l'analyse des performances des algorithmes de decomposition parcimonieuse, avec le concours notamment de Pierre Vandergheynst. Dans ces trois chapitres, j'ai adopte un style sans doute peu conventionnel dans la litterature scientifique : j'y ai opte pour le "je" plus que le "nous" et j'ai choisi d'agrementer le texte de divers elements de contexte. L'annexe, dans un style plus traditionnel, reproduit le chapitre de synthese « Separation de sources basee sur la parcimonie » que j'ai ecrit pour l'ouvrage « Separation de Sources » coordonne par Pierre Comon et Christian Jutten dans la collection IC2 publie par Hermes.
Hybrid systems with constraints

Control theory is the main subject of this title, in particular analysis and control design for hybrid dynamic systems. The notion of hybrid systems offers a strong theoretical and unified framework to cope with the modeling, analysis and control design of systems where both continuous and discrete dynamics interact. The theory of hybrid systems has been the subject of intensive research over the last decade and a large number of diverse and challenging problems have been investigated. Nevertheless, many important mathematical problems remain open. This book is dedicated mainly to hybrid systems with constraints; taking constraints into account in a dynamic system description has always been a critical issue in control. New tools are provided here for stability analysis and control design for hybrid systems with operating constraints and performance specifications.
Rewriting: How To Do Things With Texts

"Like all writers, intellectuals need to say something new and say it well. But unlike many other writers, what intellectuals have to say is bound up with the books we are reading . and the ideas of the people we are talking with". What are the moves that an academic writer makes? How does writing as an intellectual change the way we work from sources? In Rewriting, a textbook for the undergraduate classroom, Joseph Harris draws the college writing student away from static ideas of thesis, support, and structure, and toward a more mature and dynamic understanding. Harris wants college writers to think of intellectual writing as an adaptive and social activity, and he offers them a clear set of strategies -- a set of moves -- for participating in it.
The Impact of Context on Learning Idioms in EFL Classes

This paper reports on a study that was carried out to investigate a) the effect of context on learning idiomatic expressions, and b) the long term effect of context on the learners’ retention. Sixty upper-intermediate Iranian EFL learners participated in this study. Twenty participants in the first experimental group (extended-context group) were taught the idiomatic expressions through brief stories, and twenty participants in the second experimental group (limited-context group) were exposed to individual sentences in order to learn the idioms, while the participants in the control group (decontextualized group) underwent the same process with only simple definitions. Results of the data analysis showed that the participants in the extended-context group achieved significantly higher scores on both immediate and delayed posttests than the participants in the limited-context and decontextualized groups. This indicates that context has a positive effect on learning idioms. Resumen Este trabajo presenta un estudio que se llevo a cabo para investigar a) el efecto del contexto en el aprendizaje de las expresiones idiomaticas y b) el efecto a largo plazo del contexto en la retencion de los estudiantes. En este estudio participaron 60 estudiantes iranies en el nivel intermedio alto. A veinte participantes del primer grupo experimental (grupo de contexto extendido) se les enseno las expresiones idiomaticas mediante historietas cortas y a 20 estudiantes en el segundo grupo experimental (grupo de contexto limitado) se les enseno mediante oraciones aisladas para aprender los modismos. Mientras que a los participantes del grupo de control (grupo descontextualizado) pasaron por el mismo proceso con solo definiciones sencillas. Los resultados del analisis de los datos mostraron que los participantes en el grupo del contexto extendido lograron calificaciones significativamente mas altas tanto en las pruebas dadas inmediatamente y las dadas posteriormente que los grupos de participantes en el contexto limitado y descontextualizados. Esto indica que el contexto tiene un efecto positivo en el aprendizaje de idiomas.
VIRTUALLY PERFECT TIME SHARING IN DUAL-TASK PERFORMANCE:

A fundamental issue for psychological science concerns the extent to which people can simultaneously perform two perceptual-motor tasks. Some theorists have hypothesized that such dual-task performance is severely and persistently constrained by a central cognitive "bottleneck" whereas others have hypothesized that skilled procedural decision making and response selection for two or more tasks can proceed at the same time under adaptive executive control The three experiments reported here support this latter hypothesis. Their results show that after relatively modest amounts of practice, at least some participants achieve virtually perfect time sharing in the dual-task performance of basic choice reaction tasks. The results also show that observed interference between tasks can be modulated by instructions about differential task priorities and personal preferences for daring (concurrent) or cautious (successive) scheduling of tasks. Given this outcome, future research should investigate exactly when and how such sophisticated skills in dual-task performance are acquired.
A systematic review of the use of ICTs in developing pupils’ understanding of algebraic ideas

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Practical, scalable algorithms for Byzantine agreement

OF DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor Of Philosophy Computer Science The University of New Mexico Albuquerque, New Mexico December, 2011 Practical, Scalable Algorithms for Byzantine agreement by Olumuyiwa Oluwasanmi B.Sc., Computer Science and Mathematics O.A. U. , Ile-Ife, 2000 M.S., Computer Science, University of New Mexico, 2008 M.S., Mathematics, University of New Mexico, 2009 PhD, Computer Science, University of New Mexico, 2011
“PLUS THAT I BELIEVE IT IS AN INNOVATION....…” On the marginal construction with plus at as an initial conjunction in modern spoken Danish

This paper is about variation and how to make sense of it. It takes as its material a construction that has been treated as a new part of the system of Danish and Swedish, viz. the plus at ‘plus that’ construction. The corpus I have used to evaluate claims about this construction is the LANCHART corpus of spoken Danish from 1970 to 2010. The data from the LANCHART corpus show that the construction has a specific use (and function), that not very many informants use it and that those who do overwhelmingly use only one instance. Thus, the construction may safely be said to be marginal at least in the corpus data. The issue is how to theorize this. This is the theme of the final section.
Influência da adubação nitrogenada na produção do manjericão Toscano folha de alface (Ocimum basilicum L.) em duas épocas, para fins medicinais

Introducao: O manjericao (O cimum basilicum L.) atualmente encontra-se distribuido por todos os continentes e foi introduzido no Brasil com a chegada da colonizacao italiana. Dentre suas utilizacoes a medicinal e crescente. Objetivo: Avaliar o efeito da adubacao mineral nitrogenada na producao do manjericao Toscano folha de alface, cultivados em diferentes epocas (primavera e outono). Metodos: O delineamento utilizado foi em blocos casualizados, em esquema fatorial 6 x 2, com cinco repeticoes, o primeiro fator foi constituido de cinco doses de nitrogenio e uma testemunha (0; 45; 90; 135; 180 e 225 kg ha -1 de nitrogenio) e o segundo pelas epocas de cultivo (primavera e outono), sendo determinado as caracteristicas produtivas dessas. Resultados: A cultivar de manjericao Toscana folha de alface, teve seu desenvolvimento favorecido durante o cultivo de Primavera, nao tendo em nenhuma das epocas de cultivo efeito da adubacao nitrogenada. Conclusao: Nao e recomendado o uso de adubacao nitrogenada nessa cultura, sendo recomendado o cultivo dessa no periodo de primavera.
Students' Use of Teacher Feedback During Badminton Instruction.

This study examined the relationship between teacher feedback variables, student process variables, and student achievement. Another purpose was to investigate the mediating role of student process variables in student achievement. The subjects were 41 college students enrolled in two beginning badminton classes, and an experienced physical education teacher volunteered to teach both classes. Ten 45 minute instructional sessions took place over a 5 week period. Each class session was videotaped for subsequent coding. Subjects were pretested, posttested, and given a retention test on three badminton skills, the forehand high serve, the forehand overhead clear, and the backhand overhead clear. Student practice was coded to determine the total number of practice trials, the number of correct trials, the number of correct trials after feedback, and the students' use of feedback provided by the teacher. A modified version of Fishman and Tobey teacher feedback observation system was used to code teacher feedback episodes. Analysis of pretest, posttest and retention test scores showed that students made significant improvements for the three skills during the unit and the performance level was maintained after an 11-day period without practice. Teacher feedback behavior patterns were consistent with previous studies, and the occurrence of feedback was not related to achievement. Correct practice
Body Schema Deformation in Teleoperation： Effect of Sensori-motor Contingences

Neuropsychological and neurophysiological studies have shown that the body schema is deformable. Experimental studies suggest that human and non-human primates extend their pericorporal space internal representation, in such a way to “include” a tool they use. Such plasticity of our body representation might be explained by the fact that an “artefact”, integrated into the sensori-motor control loop, is assimilated as being part of the organism. Until now, experiments have been limited to direct interaction with simple tools (like sticks, rakes, etc.). In these conditions, perceptivo-motor relationships are relatively straightforward and natural for the user. The objective of this paper is to study whether the body schema can be altered when the correlation between motor actions and their perceptual consequences is more complex, like in teleoperation situations. In the present study, subjects remotely controlled a robotic arm. Its movements could only be seen through a camera connected to a video terminal. The camera was placed at different angles relative to the robotic arm. Results indicate an actual extension of the pericorporal space, only when the topological architecture of the teleoperated system tends to respect the human’s sensori-motor contingencies.
Mobile Devices and Software Applications to Promote Learning in a Musculoskeletal Physical Therapy Class: A Case Report

Background and Purpose. Use of mobile devices in higher education to promote learning (m‐learning) is growing. Mobile devices, such as iPads and software applications (apps) offer faculty tools to improve student learning. Despite increasing use of mobile devices by consumers and health care professionals, little has been reported of m‐learning in physical therapist (PT) higher education. The purpose of this case report is to describe m‐learning with iPads and apps for instruction and assessment in a musculoskeletal physical therapy class, challenges to its use, and student and faculty experiences. Case Description. A university provided iPads to students in a professional level PT program for use in coursework. The instructor of record modified the first musculoskeletal course using iPads and m‐learning. Laboratory instruction was supplemented with a commercially available musculoskeletal examination measures app. Formative assessment was conducted using an active response system (ARS) app promoting class discussion. Summative assessment was conducted with in‐class mobile‐compatible quizzes created in a learning management system, allowing students to review graded quizzes anytime, anywhere. Outcomes. Course assessment results for the m‐learning cohort were similar to those of the preceding cohort despite a larger class size for the m‐learning cohort. Students reported the musculoskeletal measures app was helpful to learn proper technique. Most students did not like inclass mobile quizzes due to technical difficulties, including wireless connectivity problems. Discussion and Conclusion. Students perceived m‐learning with musculoskeletal measures and ARS apps to be helpful for learning and for formative assessment. There was no apparent effect on assessment scores. Because technical challenges to m‐learning for summative assessment are present, collaboration between academic technology professionals and faculty is necessary for planning and implementing m‐learning in PT curricula.