Yeast Screen for Constitutively Active Mutant G Protein–Activated Potassium Channels

AbstractGIRK2 is a major contributor to G protein–activated inward rectifier potassium channels in the mammalian brain. How GIRK channels open upon contact with Gβγ remains unknown. Using a yeast genetic screen to select constitutively active mutants from a randomly mutagenized GIRK2 library, we identified five gating mutations at four residues in the transmembrane domain. Further mutagenesis indicates that GIRK channel opening involves a rotation of the transmembrane segments, bringing one of these residues (V188) to a pore-lining position in the open conformation. Combined with double-mutant studies, these findings suggest that GIRK channels gate by moving from the open conformation inferred from our yeast study of Kir2.1 to a closed conformation perhaps resembling the known KcsA structure

The impact of social media on cultural tourism

Social networks have become very popular recently in the tourism sector. This chapter presents the use of social media and more specifically Trip Advisor in reference to reviews of cultural attractions and their potential influence on the development of cultural tourism in Bahrain. The findings propose that people use Trip Advisor to collect information about a destination and share experiences with other community members. They also suggest that cultural tourism has a potential to grow in the region; however, there should be more information available. The cultural attractions should be more organized, offer more information, and enhance the cultural experience. This chapter recommends that social networks and Trip Advisor should be used by the local tourism authorities for the development and promotion of cultural tourism in Bahrain. Finally, the attraction websites should be further enhanced and other social media could be used to communicate with visitors in Bahrain

Immersive education spaces using open wonderland: From pedagogy through to practice

This chapter presents a case study of the use of virtual world environment in UK Higher Education. It reports on the activities carried out as part of the SIMiLLE (System for an Immersive and Mixed reality Language Learning) project to create a culturally sensitive virtual world to support language learning (funded by the UK government JISC program). The SIMiLLE project built on an earlier project called MiRTLE, which created a mixed-reality space for teaching and learning. The aim of the SIMiLLE project was to investigate the technical feasibility and pedagogical value of using virtual environments to provide a realistic socio-cultural setting for language learning interaction. The chapter begins by providing some background information on the Wonderland platform and the MiRTLE project, and then outlines the requirements for SIMiLLE, and how these requirements were supported through the use of a virtual world based on the Open Wonderland virtual world platform. The chapter then presents the framework used for the evaluation of the system, with a particular focus on the importance of incorporating pedagogy into the design of these systems, and how to support good practice with the ever-growing use of 3D virtual environments in formalized education. Finally, the results from the formative and summative evaluations are summarized, and the lessons learnt are presented, which can help inform future uses of immersive education spaces within Higher Education. © 2011, IGI Global

The virtual classroom @ work

Before we can exploit new technologies to realize new ways of working we must be able to imagine innovative possibilities for learning. Organizations seeking to improve the way they work and build knowledge reach for new learning paradigms. By exploring learning and working in virtual spaces from social learning perspectives, such as situated learning, possibilities emerge. In this chapter, findings from a qualitative case study in a geographically dispersed organization are used a springboard for exploring the challenges of introducing innovative e-learning initiatives. This chapter adds to our understanding of learning and working in virtual spaces by delving into: (1) workplace practices related to virtual learning and work that facilitate and frustrate new ways of learning; and (2) notions of online community, informal learning, and blended learning which offer promise for re-conceptualizing learning within virtual work spaces. Recommendations are provided to guide the creation of fresh teaching and learning practices