title: Neutron frequency windows and the protein dynamical transition

authors: Becker, Torsten

abstract: Proteins undergo an apparent dynamical transition on temperature variation that has been correlated with the onset of function. The transition in the mean-square displacement, ∆r2 , that is observed using a spectrometer or computer simulation, depends on the relationship between the timescales of the relaxation processes activated and the timescale accessible to the instrument or simulation. Models are described of two extreme situations—an "equilibrium" model, in which the long-time dynamics changes with temperature and all motions are resolved by the instrument used; and a "frequency window" model, in which there is no change in the long-time dynamics but as the temperature increases, the relaxation frequencies move into the instrumental range. Here we demonstrate that the latter, frequency-window model can describe the temperature and timescale dependences of both the intermediate neutron scattering function and  ∆r2  derived from molecular dynamics simulations of a small protein in a cryosolution. The frequency-window model also describes the energy-resolution and temperature-dependences of  ∆r2  obtained from experimental neutron scattering on glutamate dehydrogenase in the same solvent. Although equilibrium effects should also contribute to dynamical transitions in proteins, the present results suggests that frequency-window effects can play a role in the simulations and experiments examined. Finally, misquotations of previous findings are discussed in the context of solvent activation of protein dynamics and the possible relationship of this to activity.

text: Neutron frequency windows and the protein dynamical transition Proteins undergo an apparent dynamical transition on temperature variation that has been correlated with the onset of function. The transition in the mean-square displacement, ∆r2 , that is observed using a spectrometer or computer simulation, depends on the relationship between the timescales of the relaxation processes activated and the timescale accessible to the instrument or simulation. Models are described of two extreme situations—an "equilibrium" model, in which the long-time dynamics changes with temperature and all motions are resolved by the instrument used; and a "frequency window" model, in which there is no change in the long-time dynamics but as the temperature increases, the relaxation frequencies move into the instrumental range. Here we demonstrate that the latter, frequency-window model can describe the temperature and timescale dependences of both the intermediate neutron scattering function and  ∆r2  derived from molecular dynamics simulations of a small protein in a cryosolution. The frequency-window model also describes the energy-resolution and temperature-dependences of  ∆r2  obtained from experimental neutron scattering on glutamate dehydrogenase in the same solvent. Although equilibrium effects should also contribute to dynamical transitions in proteins, the present results suggests that frequency-window effects can play a role in the simulations and experiments examined. Finally, misquotations of previous findings are discussed in the context of solvent activation of protein dynamics and the possible relationship of this to activity.

year: 2004-09

title: Building Connections: Professional online presence and learning networks.

authors: Forbes, Dianne Leslie

abstract: The focus of this paper is on social media in teacher education in relation to the use of social media for building a professional online presence and learning network. This paper relates experience and insights drawn from my own work as a teacher educator experimenting with social media, and presents a discussion of tertiary teaching practice, ethnographic research in progress and innovation in action. In the context of teacher education, the question posed is: How might social media support professional learning? Recent reports suggest that social media is used in teacher education for sharing content, discussing and collaborating. There are, however, challenges and risks with social media in an academic context. These are explored, along with implications for student learning, professional expectations, policy, research and practice in teacher education. Specific practical illustrations are provided, drawing upon work across several blended teacher education programmes in New Zealand, relating experiences when starting out with social media, integrating coursework challenges for student teachers, and considering feedback and future planning. Finally, issues and challenges are summed up, highlighting attitudes, learning orientations and safety.

text: Building Connections: Professional online presence and learning networks. The focus of this paper is on social media in teacher education in relation to the use of social media for building a professional online presence and learning network. This paper relates experience and insights drawn from my own work as a teacher educator experimenting with social media, and presents a discussion of tertiary teaching practice, ethnographic research in progress and innovation in action. In the context of teacher education, the question posed is: How might social media support professional learning? Recent reports suggest that social media is used in teacher education for sharing content, discussing and collaborating. There are, however, challenges and risks with social media in an academic context. These are explored, along with implications for student learning, professional expectations, policy, research and practice in teacher education. Specific practical illustrations are provided, drawing upon work across several blended teacher education programmes in New Zealand, relating experiences when starting out with social media, integrating coursework challenges for student teachers, and considering feedback and future planning. Finally, issues and challenges are summed up, highlighting attitudes, learning orientations and safety.

year: 2015

title: Creating an environment to inform, build, and sustain a Māori health research workforce

authors: Barrett, Nikki Maree

subjects: Kaupapa Māori

abstract: Ensuring the growth and development of the Māori health research workforce is key to achieving health equity for Māori and enabling positive change for all New Zealanders. The purpose of this study was to identify enablers and barriers to research for Māori staff in a large health organisation, and to understand how research is developed and undertaken. A Kaupapa Māori mixed-methods study was undertaken, using an electronic survey comprised of quantitative data and open-ended responses delivered to all Māori staff at the Waikato District Health Board. Following the survey were 10 one on one interviews. Survey data were analysed using descriptive statistics and open-ended responses summarised. A descriptive thematic analysis was undertaken of the interview data. Each of the interview responses was coded and five themes emerged. Frontline Māori staff affirmed their desire to conduct, design, and undertake health research. Challenges to staff included a lack of information on research opportunities, unclear processes for initiating research, and lack of support and resource. The evidence from participants provides insights into Māori health research priorities, considerations for those wanting to undertake research, and solutions for informing, building, and sustaining the Māori health research workforce.

text: Creating an environment to inform, build, and sustain a Māori health research workforce Ensuring the growth and development of the Māori health research workforce is key to achieving health equity for Māori and enabling positive change for all New Zealanders. The purpose of this study was to identify enablers and barriers to research for Māori staff in a large health organisation, and to understand how research is developed and undertaken. A Kaupapa Māori mixed-methods study was undertaken, using an electronic survey comprised of quantitative data and open-ended responses delivered to all Māori staff at the Waikato District Health Board. Following the survey were 10 one on one interviews. Survey data were analysed using descriptive statistics and open-ended responses summarised. A descriptive thematic analysis was undertaken of the interview data. Each of the interview responses was coded and five themes emerged. Frontline Māori staff affirmed their desire to conduct, design, and undertake health research. Challenges to staff included a lack of information on research opportunities, unclear processes for initiating research, and lack of support and resource. The evidence from participants provides insights into Māori health research priorities, considerations for those wanting to undertake research, and solutions for informing, building, and sustaining the Māori health research workforce.

year: 2023