Enhancing design learning using groupware

Project work is increasingly used to help engineering students integrate, apply and expand on knowledge gained from theoretical classes in their curriculum and expose students to 'real world' tasks [1]. To help facilitate this process, the department of Design, Manufacture and Engineering Management at the University of Strathclyde has developed a web±based groupware product called LauLima to help students store, share, structure and apply information when they are working in design teams. This paper describes a distributed design project class in which LauLima has been deployed in accordance with a Design Knowledge Framework that describes how design knowledge is generated and acquired in industry, suggesting modes of design teaching and learning. Alterations to the presentation, delivery and format of the class are discussed, and primarily relate to embedding a more rigorous form of project-based learning. The key educational changes introduced to the project were: the linking of information concepts to support the design process; a multidisciplinary team approach to coaching; and a distinction between formal and informal resource collections. The result was a marked improvement in student learning and ideation

Enhancing design learning using a digital repository

The process of design is context dependent and open-ended, and therefore does not revolve around a specific body of information or knowledge. The educational paradigm shift in the area of engineering design from teaching to coaching and the increased use of social constructivist learning ideals requires students to have access to as wide a range of information as possible. Digital resources provide an excellent opportunity for extending the range of information available to design students and to this end, as part of a joint research program with Stanford University, the University of Strathclyde has developed a groupware product called LauLima to provide students with a collaborative environment which allows them to gather, organise, store and share information. This paper describes the improvement to design learning, based on a Design Knowledge Framework, in a 3rd year product design engineering project from session 03/04 to 04/05 which has been facilitated by the implementation of this technology

Vasudeva of Panini IV, iii, 98

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Art. XIX.—On the Mugdhāvabodhamauktika, and its evidence as to Old Gujarātī

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Assaying protein palmitoylation in plants

<p>Abstract</p> <p>Background</p> <p>Protein S-acylation (also known as palmitoylation) is the reversible post-translational addition of acyl lipids to cysteine residues in proteins through a thioester bond. It allows strong association with membranes. Whilst prediction methods for S-acylation exist, prediction is imperfect. Existing protocols for demonstrating the S-acylation of plant proteins are either laborious and time consuming or expensive.</p> <p>Results</p> <p>We describe a biotin switch method for assaying the S-acylation of plant proteins. We demonstrate the technique by showing that the heterotrimeric G protein subunit AGG2 is S-acylated as predicted by mutagenesis experiments. We also show that a proportion of the Arabidopsis alpha-tubulin subunit pool is S-acylated <it>in planta</it>. This may account for the observed membrane association of plant microtubules. As alpha-tubulins are ubiquitously expressed they can potentially be used as a positive control for the S-acylation assay regardless of the cell type under study.</p> <p>Conclusion</p> <p>We provide a robust biotin switch protocol that allows the rapid assay of protein S-acylation state in plants, using standard laboratory techniques and without the need for expensive or specialised equipment. We propose alpha-tubulin as a useful positive control for the protocol.</p

HEV in the pork food chain in United Kingdom

Hepatitis E virus (HEV) is responsible of acute viral hepatitis in people and it is endemic in developing countries where it is transmitted mainly through faecal contamination of drinking water. Some of the cases in developed countries are autochthonous

TikiWiki: a tool to support engineering design students in concept generation

For student design engineers, the concept generation stage of the design process is usually one of most creative, but poses problems in handling large amounts of information when developing new ideas. Storing such information digitally potentially makes its retrieval and utilisation quicker and easier - ideal for the inherently spontaneous nature of the concept generation task. There is, however, currently a low use of existing electronic resources amongst undergraduate students. This paper discusses how a group of product design engineering students were encouraged to use TikiWiki, a groupware product, as an integral part of a design project. It was observed that a digital repository has a positive effect on concept generation, despite the logistical problems with moving information into the digital domain. Students were able to better interact with the information, evidenced by hierarchical and well constructed topic information resources, a high number of ‘hits’ on their Wiki pages, clear references to information used in concept design templates and instances of ‘topic-led’ designs where the research carried out by a group clearly influenced design direction. Additionally, students showed a strong preference for browsing the structured Wiki pages they had created rather than searching with keywords, in keeping with the open-ended nature of concept generation

Using engineering design tools in multidisciplinary distributed student teams

Collaborative design practice in distributed student teams is becoming more popular as technology makes it easier to communicate ideas with others that are geographically distant. However, a challenge for students is to use design tools which they are not familiar with. These design tools usually differ from each other and engineers may find it much more difficult to share their ideas. This could make the whole design process longer and less successful. Each year the University of Malta, City University London and University of Strathclyde organise a joint collaborative design project, involving engineering students with different disciplines and cultural backgrounds. In this paper, the patterns of use of design tools by students to collaborate with each other are investigated. Based on survey results of students, this paper proposes an approach which can be utilised by engineering students to enhance collaboration in multidisciplinary distributed design teams

AAV9-mediated central nervous system-targeted gene delivery via cisterna magna route in mice

Current barriers to the use of adeno-associated virus serotype 9 (AAV9) in clinical trials for treating neurological disorders are its high expression in many off-target tissues such as liver and heart, and lack of cell specificity within the central nervous system (CNS) when using ubiquitous promoters such as human cytomegalovirus (CMV) or chicken-β-actin hybrid (CAG). To enhance targeting the transgene expression in CNS cells, self-complementary (sc) AAV9 vectors, scAAV9-GFP vectors carrying neuronal Hb9 and synapsin 1, and nonspecific CMV and CAG promoters were constructed. We demonstrate that synapsin 1 and Hb9 promoters exclusively targeted neurons in vitro, although their strengths were up to 10-fold lower than that of CMV. In vivo analyses of mouse tissue after scAAV9-GFP vector delivery via the cisterna magna revealed a significant advantage of synapsin 1 promoter over both Hb9 variants in targeting neurons throughout the brain, since Hb9 promoters were driving gene expression mainly within the motor-related areas of the brain stem. In summary, this study demonstrates that cisterna magna administration is a safe alternative to intracranial or intracerebroventricular vector delivery route using scAAV9, and introduces a novel utility of the Hb9 promoter for the targeted gene expression for both in vivo and in vitro applications

Root hairs aid soil penetration by anchoring the root surface to pore walls

The physical role of root hairs in anchoring the root tip during soil penetration was examined. Experiments using a hairless maize mutant (Zea mays: rth3–3) and its wild-type counterpart measured the anchorage force between the primary root of maize and the soil to determine whether root hairs enabled seedling roots in artificial biopores to penetrate sandy loam soil (dry bulk density 1.0–1.5g cm(−3)). Time-lapse imaging was used to analyse root and seedling displacements in soil adjacent to a transparent Perspex interface. Peak anchorage forces were up to five times greater (2.5N cf. 0.5N) for wild-type roots than for hairless mutants in 1.2g cm(−3) soil. Root hair anchorage enabled better soil penetration for 1.0 or 1.2g cm(−3) soil, but there was no significant advantage of root hairs in the densest soil (1.5g cm(−3)). The anchorage force was insufficient to allow root penetration of the denser soil, probably because of less root hair penetration into pore walls and, consequently, poorer adhesion between the root hairs and the pore walls. Hairless seedlings took 33h to anchor themselves compared with 16h for wild-type roots in 1.2g cm(−3) soil. Caryopses were often pushed several millimetres out of the soil before the roots became anchored and hairless roots often never became anchored securely.The physical role of root hairs in anchoring the root tip may be important in loose seed beds above more compact soil layers and may also assist root tips to emerge from biopores and penetrate the bulk soil