Sulfur analysis of Bolu-Mengen lignite before and after microbiological treatment using reductive pyrolysis and gas chromatography/mass spectrometry

Atmospheric pressure-temperature programmed reduction coupled with on-line mass spectrometry (AP-TPR/MS) is used for the first time on microbiologically treated coal samples as a technique to monitor the degree of desulfurization of the various sulfur functionalities. The experimental procedure enables the identification of both organic and inorganic sulfur species present in the coal matrix. A better insight in the degradation of the coal matrix and the accompanying processes during the AP-TPR experiment is obtained by a quantitative differentiation of the sulfur. The determination of the sulfur balance for the reductive pyrolysis gives an overview of the side reactions and their relative contribution in the total process. The volatile sulfur species are unambiguously identified using AP-TPR off-line coupled with gas chromatography/mass spectrometry (GC/MS). In this way, fundamental mechanisms and reactions that occur during the reductive pyrolysis could be quantified, explaining the differences in AP-TPR recoveries. Therefore, this study gives a clearer view on the possibilities and limitations of AP-TPR as a technique to monitor sulfur functionalities in coal

Attentive Tensor Product Learning

This paper proposes a new architecture - Attentive Tensor Product Learning (ATPL) - to represent grammatical structures in deep learning models. ATPL is a new architecture to bridge this gap by exploiting Tensor Product Representations (TPR), a structured neural-symbolic model developed in cognitive science, aiming to integrate deep learning with explicit language structures and rules. The key ideas of ATPL are: 1) unsupervised learning of role-unbinding vectors of words via TPR-based deep neural network; 2) employing attention modules to compute TPR; and 3) integration of TPR with typical deep learning architectures including Long Short-Term Memory (LSTM) and Feedforward Neural Network (FFNN). The novelty of our approach lies in its ability to extract the grammatical structure of a sentence by using role-unbinding vectors, which are obtained in an unsupervised manner. This ATPL approach is applied to 1) image captioning, 2) part of speech (POS) tagging, and 3) constituency parsing of a sentence. Experimental results demonstrate the effectiveness of the proposed approach

Tah1 helix-swap dimerization prevents mixed Hsp90 co-chaperone complexes

Specific co-chaperone adaptors facilitate the recruitment of client proteins to the Hsp90 system. Tah1 binds the C-terminal conserved MEEVD motif of Hsp90, thus linking an eclectic set of client proteins to the R2TP complex for their assembly and regulation by Hsp90. Rather than the normal complement of seven α-helices seen in other tetratricopeptide repeat (TPR) domains, Tah1 unusually consists of the first five only. Consequently, the methionine of the MEEVD peptide remains exposed to solvent when bound by Tah1. In solution Tah1 appears to be predominantly monomeric, and recent structures have failed to explain how Tah1 appears to prevent the formation of mixed TPR domain-containing complexes such as Cpr6-(Hsp90)2-Tah1. To understand this further, the crystal structure of Tah1 in complex with the MEEVD peptide of Hsp90 was determined, which shows a helix swap involving the fifth α-helix between two adjacently bound Tah1 molecules. Dimerization of Tah1 restores the normal binding environment of the bound Hsp90 methionine residue by reconstituting a TPR binding site similar to that in seven-helix-containing TPR domain proteins. Dimerization also explains how other monomeric TPR-domain proteins are excluded from forming inappropriate mixed co-chaperone complexes

An exploratory investigation examining male and female students' initial impressions and expectancies of lecturers

The aim of this study was to examine the informational cues that male and female students perceive to be influential when developing initial impressions and expectancies of a lecturer. University students (n 752) rated the extent to which 30 informational cues influence their initial perceptions of a lecturer. Following exploratory factor analysis (EFA), a five-factor model (i.e. appearance (APP), accessories (ACC), third-party reports (TPR), communication skills (CS) and nationality/ethnicity (NE)) was extracted for male students and a five-factor model (i.e. ACC, TPR, APP, interpersonal skills (IPS) and engagement (ENG)) extracted for female students. Inspection of mean scores identified that male students rated CS (e.g. clarity of voice) and TPR (e.g. qualifications) and female students IPS (e.g. control of class), ENG (e.g. eye contact) and TPR to be influential factors in forming initial impressions and expectancies of a lecturer. The findings further identify the potential for expectancy effects within student lecturer interactions

Biodesulphurized subbituminous coal by different fungi and bacteria studied by reductive pyrolysis. Part 1: Initial coal

One of the perspective methods for clean solid fuels production is biodesulphurization. In order to increase the effect of this approach it is necessary to apply the advantages of more informative analytical techniques. Atmospheric pressure temperature programming reduction (AP-TPR) coupled with different detection systems gave us ground to attain more satisfactory explanation of the effects of biodesulphurization on the treated solid products. Subbituminous high sulphur coal from ‘‘Pirin” basin (Bulgaria) was selected as a high sulphur containing sample. Different types of microorganisms were chosen and maximal desulphurization of 26% was registered. Biodesulphurization treatments were performed with three types of fungi: ‘‘Trametes Versicolor” – ATCC No. 200801, ‘‘Phanerochaeta Chrysosporium” – ME446, Pleurotus Sajor-Caju and one Mixed Culture of bacteria – ATCC No. 39327. A high degree of inorganic sulphur removal (79%) with Mixed Culture of bacteria and consecutive reduction by 13% for organic sulphur (Sorg) decrease with ‘‘Phanerochaeta Chrysosporium” and ‘‘Trametes Versicolor” were achieved. To follow the Sorg changes a set of different detection systems i.e. AP-TPR coupled ‘‘on-line” with mass spectrometry (AP-TPR/MS), on-line with potentiometry (AP-TPR/pot) and by the ‘‘off-line” AP-TPR/GC/MS analysis was used. The need of applying different atmospheres in pyrolysis experiments was proved and their effects were discussed. In order to reach more precise total sulphur balance, oxygen bomb combustion followed by ion chromatography was used

Structural basis for recruitment of mitochondrial fission complexes by Fis1

Mitochondrial fission controls mitochondrial shape and physiology, including mitochondrial remodeling in apoptosis. During assembly of the yeast mitochondrial fission complex, the outer membrane protein Fis1 recruits the dynamin-related GTPase Dnm1 to mitochondria. Fis1 contains a tetratricopeptide repeat (TPR) domain and interacts with Dnm1 via the molecular adaptors Mdv1 and Caf4. By using crystallographic analysis of adaptor-Fis1 complexes, we show that these adaptors use two helices to bind to both the concave and convex surfaces of the Fis1 TPR domain. Fis1 therefore contains two interaction interfaces, a binding mode that, to our knowledge, has not been observed previously for TPR domains. Genetic and biochemical studies indicate that both binding interfaces are important for binding of Mdv1 and Caf4 to Fis1 and for mitochondrial fission activity in vivo. Our results reveal how Fis1 recruits the mitochondrial fission complex and will facilitate efforts to manipulate mitochondrial fission

Total Physical Response in the Foreign Language Classroom

The following research addresses a critical question in the field of foreign language education; specifically, the research was conducted at a high school in the Spanish 2 classroom. First, the question was decided upon after careful observation of 95 Spanish students in Spanish 2. Many students struggle with communicating with one another; communication is a key component in learning a foreign language. The students struggled because they did not know vocabulary words to communicate. Therefore, this research studies the effect of Total Physical Response in the foreign language classroom. TPR is a method which requires students to physically respond to words. TPR also assumes that by producing words, students then understand the words. the research question is as follows: Will total physical response increase vocabulary retention in second tear Spanish students? To collect this data, there were three different methods used: observation, student interviews, and data collection. The data collection shows the average scores between two different classes. One, the control class, learned the vocabulary as normal. There was no difference in the methodology and no use of TPR. The data shows that the class who used TPR scored an average of 2.64 points higher. Additionally, initial observation showed that students were more engaged when using TPR

Structure of the TPR Domain of AIP: Lack of Client Protein Interaction with the C-Terminal alpha-7 Helix of the TPR Domain of AIP Is Sufficient for Pituitary Adenoma Predisposition

PMCID: PMC3534021This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited