Evaluation of formal IDEs for human-machine interface design and analysis: the case of CIRCUS and PVSio-web

Critical human-machine interfaces are present in many systems including avionics systems and medical devices. Use error is a concern in these systems both in terms of hardware panels and input devices, and the software that drives the interfaces. Guaranteeing safe usability, in terms of buttons, knobs and displays is now a key element in the overall safety of the system. New integrated development environments (IDEs) based on formal methods technologies have been developed by the research community to support the design and analysis of high-confidence human-machine interfaces. To date, little work has focused on the comparison of these particular types of formal IDEs. This paper compares and evaluates two state-of-the-art toolkits: CIRCUS, a model-based development and analysis tool based on Petri net extensions, and PVSio-web, a prototyping toolkit based on the PVS theorem proving system.This work is partially supported by: Project NORTE-01-0145-FEDER-000016, financed by the North Portugal Regional Operational Programme (NORTE 2020), under the PORTUGAL 2020 Partnership Agreement, and through the European Regional Development Fund (ERDF); Conselho Nacional de Desenvolvimento Cientifico e Tecnologico (CNPq) PhD scholarship

Caractérisation des protéolipides de la membrane plasmique de Saccharomyces cerevisiae

Doctorat en sciences agronomiques -- UCL, 199

Production of Recombinant Glycoproteins in Nicotiana tabacum BY-2 Suspension Cells

This protocol describes a robust method to obtain transgenic Nicotiana tabacum BY-2 cells that produce glycoproteins of interest via Agrobacterium tumefaciens transformation. Compared to biolistics-based transformation, this procedure requires only standard laboratory equipment

Membrane hyperpolarization and salt sensitivity induced by deletion of PMP3, a highly conserved small protein of yeast plasma membrane

Yeast plasma membranes contain a small 55 amino acid hydrophobic polypeptide, Pmp3p, which has high sequence similarity to a novel family of plant polypeptides that are overexpressed under high salt concentration or low temperature treatment. The PMP3 gene is not essential under normal growth conditions. However, its deletion increases the plasma membrane potential and confers sensitivity to cytotoxic cations, such as Na(+) and hygromycin B. Interestingly, the disruption of PMP3 exacerbates the NaCl sensitivity phenotype of a mutant strain lacking the Pmr2p/Enap Na(+)-ATPases and the Nha1p Na(+)/H(+) antiporter, and suppresses the potassium dependency of a strain lacking the K(+) transporters, Trk1p and Trk2p. All these phenotypes could be reversed by the addition of high Ca(2+) concentration to the medium. These genetic interactions indicate that the major effect of the PMP3 deletion is a hyperpolarization of the plasma membrane potential that probably promotes a non-specific influx of monovalent cations. Expression of plant RCI2A in yeast could substitute for the loss of Pmp3p, indicating a common role for Pmp3p and the plant homologue

Implicit learning in the presence of conflicting cues

info:eu-repo/semantics/nonPublishe

Competency-Based Education as a Force for Equity

In recent publications, critics and advocates of competency-based education (CBE) have raised questions about whether or not CBE advances the cause of equity in education. This article offers a response, by way of a case study, describing an open-admissions CBE program for adult students with graduation rates over double the US national average. Exploring this program\u27s success, the article argues that CBE can advance equity, but doing so requires research-based understanding of, institution-wide respect for, and mission-focused commitment to adult and other “nontraditional” learners

Crossing Campus Boundaries: Using Classical Mythology and Digital Storytelling to Connect Honors Colleges

In spring 2018, two honors colleges—Indiana State University (ISU) and University of Wisconsin-Stout (UW-Stout)— came together to create a cross-institutional collaboration blurring the boundaries between campuses. This project connected first-year honors students with the core curriculum of two geographically separated honors colleges. Building on their studies of Classical mythology, ISU honors students in Classical Cultures of Greece and Rome reviewed, advised, and critiqued screenplays composed by UW-Stout students in Honors English, leading to the production of short films presented at ISU’s Spring Classics Fest and UW-Stout’s 4:51 Short Film Festival and Exhibition. Drawing on our NCHC 2018 panel presentation in Boston, this illustrated paper highlights the value of cross-institutional collaborations for honors students, teachers, and programs. The collaborative process advanced skills in critical reading, analysis, and writing; engaged students and teachers in the scholarship of teaching and learning; and contributed to curricular innovation. Examples of assignments, interim results, and student-created short films are featured along with students’ assessments of the value of crossing campus boundaries

Inactivation of the β(1,2)-xylosyltransferase and the α(1,3)-fucosyltransferase genes in Nicotiana tabacum BY-2 cells by a multiplex CRISPR/Cas9 strategy results in glycoproteins without plant-specific glycans

Plants or plant cells can be used to produce pharmacological glycoproteins such as antibodies or vaccines. However these proteins carry N-glycans with planttypical residues [β(1,2)-xylose and core α(1,3)-fucose], which can greatly impact the immunogenicity, allergenicity, or activity of the protein. Two enzymes are responsible for the addition of plant-specific glycans: β(1,2)-xylosyltransferase (XylT) and α(1,3)- fucosyltransferase (FucT). Our aim consisted of knocking-out two XylT genes and four FucT genes (12 alleles altogether) in Nicotiana tabacum BY-2 suspension cells using CRISPR/Cas9. Three XylT and six FucT sgRNAs were designed to target conserved regions. After transformation of N. tabacum BY-2 cells with genes coding for sgRNAs, Cas9, and a selectable marker (bar), transgenic lines were obtained and their extracellular as well as intracellular protein complements were analyzed by Western blotting using antibodies recognizing β(1,2)-xylose and α(1,3)-fucose. Three lines showed a strong reduction of β(1,2)-xylose and α(1,3)-fucose, while two lines were completely devoid of them, indicating complete gene inactivation. The absence of these carbohydrates was confirmed by mass spectrometry analysis of the extracellular proteins. PCR amplification and sequencing of the targeted region indicated small INDEL and/or deletions between the target sites. The KO lines did not show any particular morphology and grew as the wild-type. One KO line was transformed with genes encoding a human IgG2 antibody. The IgG2 expression level was as high as in a control transformant which had not been glycoengineered. The IgG glycosylation profile determined by mass spectrometry confirmed that no β(1,2)-xylose or α(1,3)-fucose were present on the glycosylation moiety and that the dominant glycoform was the GnGn structure. These data represent an important step toward humanizing the glycosylation of pharmacological proteins expressed in N. tabacum BY-2 cells. © 2017 Mercx, Smargiasso, Chaumont, De Pauw, Boutry and Navarre

Great Colleges Network 2018 Summer Institute Keynote Conversation: Understanding Adult Learners with Catherine Marienau and David Scobey, moderated by Michelle Navarre Cleary

Catherine Marienau and David Scobey explore the following questions in conversation with Michelle Navarre Cleary and the audience at the Great Colleges 2018 Summer Institute:Briefly describe how you came to work with adult and/or nontraditional learners. What was an “ah-ha” moment for you?What is it that higher education does not understand about the adult learner? How do you know this?Given the diversity of both today’s younger and adult students, are adult learners really a unique population? What are the non-negotiables that any program must have if it is going to deliver high-quality higher education for adult learners?Beyond these non-negotiables, what characteristics distinguish truly excellent programs for adult learners