Teaching computers to fold proteins

A new general algorithm for optimization of potential functions for protein folding is introduced. It is based upon gradient optimization of the thermodynamic stability of native folds of a training set of proteins with known structure. The iterative update rule contains two thermodynamic averages which are estimated by (generalized ensemble) Monte Carlo. We test the learning algorithm on a Lennard-Jones (LJ) force field with a torsional angle degrees-of-freedom and a single-atom side-chain. In a test with 24 peptides of known structure, none folded correctly with the initial potential functions, but two-thirds came within 3{\AA} to their native fold after optimizing the potential functions.Comment: 4 pages, 3 figure

Persuasive Technology for Learning and Teaching – The EuroPLOT Project

The concept of persuasive design has demonstrated its benefits by changing human behavior in certain situations, but in the area of education and learning, this approach has rarely been used. To change this and to study the feasibility of persuasive technology in teaching and learning, the EuroPLOT project (PLOT = Persuasive Learning Objects and Technologies) has been funded 2010-2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) in the Life-long Learning (LLL) programme. In this program two tools have been developed (PLOTMaker and PLOTLearner) which allow to create learning objects with inherently persuasive concepts embedded. These tools and the learning objects have been evaluated in four case studies: language learning (Ancient Hebrew), museum learning (Kaj Munk Museum, Denmark), chemical handling, and academic Business Computing. These case studies cover a wide range of different learning styles and learning groups, and the results obtained through the evaluation of these case studies show the wide range of success of persuasive learning. They also indicate the limitations and areas where improvements are required

Persuasive Technology for Learning in Business Context

"Persuasive Design is a relatively new concept which employs general principles of persuasion that can be implemented in persuasive technology. This concept has been introduced by BJ Fogg in 1998, who since then has further extended it to use computers for changing attitudes and behaviour. Such principles can be applied very well in learning and teaching: in traditional human-led learning, teachers always have employed persuasion as one of the elements of teaching. Persuasive technology moves these principles into the digital domain, by focusing on technology that inherently stimulates learners to learn more quickly and effectively. This is very relevant for the area of Business Management in several aspects: Consumer Behavior, Communications, Human Resource, Marketing & Advertising, Organisational Behavior & Leadership. The persuasive principles identified by BJ Fogg are: reduction, tunnelling, tailoring, suggestion, self-monitoring, surveillance, conditioning, simulation, social signals. Also relevant is the concept of KAIROS, which means the just-in-time, at the right place provision of information/stimulus. In the EuroPLOT project (2010-2013) we have developed persuasive learning objects and tools (PLOTs) in which we have applied persuasive designs and principles. In this context, we have developed a pedagogical framework for active engagement, based on persuasive design in which the principles of persuasive learning have been formalised in a 6-step guide for persuasive learning. These principles have been embedded in two tools – PLOTmaker and PLOTLearner – which have been developed for creating persuasive learning objects. The tools provide specific capability for implementing persuasive principles at the very beginning of the design of learning objects. The feasibility of employing persuasive learning concepts with these tools has been investigated in four different case studies with groups of teachers and learners from realms with distinctly different teaching and learning practices: Business Computing, language learning, museum learning, and chemical substance handling. These case studies have involved the following learner target groups: school children, university students, tertiary students, vocational learners and adult learners. With regards to the learning context, they address archive-based learning, industrial training, and academic teaching. Alltogether, these case studies include participants from Sweden, Africa (Madagascar), Denmark, Czech Republic, and UK. One of the outcomes of this investigation was that one cannot apply a common set of persuasive designs that would be valid for general use in all situations: on the contrary, the persuasive principles are very specific to learning contexts and therefore must be specifically tailored for each situation. Two of these case studies have a direct relevance to education in the realm of Business Management: Business Computing and language learning (for International Business). In this paper we will present the first results from the evaluation of persuasive technology driven learning in these two relevant areas.

Peer review i et obligatorisk bachelorkursus for civilingeniørstuderende i medikoteknik

Et nyudviklet peer review-system, der integrerer studenterdata, administration og grafiske procesoversigter, blev afprøvet i et obligatorisk bachelorkursus. Overens-stemmelse mellem de studerende og hjælpelærernes kvantitative bedømmelser blev undersøgt for en relativt udfordrende opgave med 15 delspørgsmål. 49 stude-rende afleverede besvarelser. Efterfølgende blev hver besvarelse bedømt af tre medstuderende, svarende til at 735 delbesvarelser blev bedømt. Ud af disse var der enighed mellem studenterbedømmerne og hjælpelærerne i 480 tilfælde (65 %). I under 3,5 % af tilfældene var der total uenighed. Der var tendens til, at jo mere rig-tigt en besvarelse blev bedømt, eller jo mere konkret svaret var, des mere enighed. En interviewundersøgelse hos de studerende viste stor opbakning til fremgangsmå-den og viste også, at de studerende fandt det meget nyttigt at se andre studerendes besvarelser såvel som rettevejledningen. Afslutningsvis gives en række anbefalinger til processen og systemet

A new sea ice albedo scheme including melt ponds for ECHAM5 general circulation model

Today we experience an accelerated melting of sea ice in the Arctic which global circulation models are inadequate to predict. We believe one of the reasons is the shortcomings in the sea ice albedo schemes for these models. This paper investigates a physically based sea ice albedo scheme for ECHAM5 GCM, which separates between snow-covered sea ice, bare sea ice, melt ponds, and open water (separately for the albedos and albedo fractions). The new albedo scheme includes important components such as albedo decay due to snow aging, bare sea ice albedo dependent on the ice thickness, and a melt pond albedo dependent on the melt pond depth. The explicit treatment of melt pond albedos has, to our knowledge, not been included in general circulation models before and represents a substantial improvement when simulating the annual cycle of sea ice albedo. The new albedo scheme overall reduces the sea ice albedo both in winter, because of snow aging, and in summer, because of melt ponds. The reduced sea ice albedo leads to overall reduced sea ice thickness, concentration, and volume, with large temporal and spatial variations. In the Northern Hemisphere in March, some areas experience increased albedo, resulting in thicker sea ice and higher ice concentration, but in August the pattern is spatially homogeneous, with reduced albedo, thickness, and concentrations for all areas where the new scheme has a significant effect. [References: 57

Urban Policies on Diversity in Copenhagen, Denmark

Critical analysis of existing urban policy programmes and discourses in Copenhagen, Denmark. Includes overview of political systems and governance structures, key shifts in national discourses, and approaches to policy over migration, citizenship, and diversity