Исторический опыт подбора и расстановки научно-педагогических кадров на руководящие должности в высших учебных заведениях Сибири (конец 50-х - начало 90-х гг. XX в.)

В статье на широкой документальной основе рассматривается деятельность центральных и региональных структур управления высшей школой в конце 1950-х - начале 1990-х гг. Большое место отводится малоизученной проблеме активного привлечения к руководству сибирскими вузами и их подразделениями кадров высшей квалификации, молодых научно-педагогических работников

Protein dynamics in the reductive activation of a B12-containing enzyme

B12-dependent proteins are involved in methyl transfer reactions ranging from the biosynthesis of methionine in humans to the formation of acetyl-CoA in anaerobic bacteria. During their catalytic cycle, they undergo large conformational changes to interact with various proteins. Recently, the crystal structure of the B12-containing corrinoid iron–sulfur protein (CoFeSP) in complex with its reductive activator (RACo) was determined, providing a first glimpse of how energy is transduced in the ATP-dependent reductive activation of corrinoid-containing methyltransferases. The thermodynamically uphill electron transfer from RACo to CoFeSP is accompanied by large movements of the cofactor-binding domains of CoFeSP. To refine the structure-based mechanism, we analyzed the conformational change of the B12-binding domain of CoFeSP by pulsed electron–electron double resonance and Förster resonance energy transfer spectroscopy. We show that the site-specific labels on the flexible B12-binding domain and the small subunit of CoFeSP move within 11 Å in the RACo:CoFeSP complex, consistent with the recent crystal structures. By analyzing the transient kinetics of formation and dissociation of the RACo:CoFeSP complex, we determined values of 0.75 μM–1 s–1 and 0.33 s–1 for rate constants kon and koff, respectively. Our results indicate that the large movement observed in crystals also occurs in solution and that neither the formation of the protein encounter complex nor the large movement of the B12-binding domain is rate-limiting for the ATP-dependent reductive activation of CoFeSP by RACo

The importance of learning agility as a component of sustained business success

The purpose of this treatise is to determine if learning agility is an important component for business success. With the arrival of new technology, change and information explosion the rate of uncertainty is increasing. Leaders are challenged to present continuous change and need to be able to adapt and develop their competencies to remain relevant. The VUCA world increased the complexity of the environment and provide volatility, uncertainty, complexity and are ambiguous. A significant amount of research has been done to define learning agility. The three drivers of learning agility are change, information explosion and rapid response during a crisis. The concept of learning agility can be defined as the readiness and ability to learn from experience and to utilise the learning competency to perform successfully under new environments. The seven-model framework was developed to assess how leaders cope under change. The three leadership competencies are intellectual intelligence, managerial intelligence, and emotional intelligence. Studies shows that emotional intelligence will be an important competency a leader can have and together with learning agility, will provide success to any organisation. The researcher believes that an individual who is not learning agile will not succeed in the new fast-changing environment. The term learning agile is rather a new concept and the influence it has on the organisation is complex. For leaders to succeed, their mindset needs to be adaptable and willing to change. Training and learning from experience will assist the leader to move forward and be an agile leader. A key success factor for organisations is to identify and recruit learning agile individuals to drive competitiveness and enhance relevance in the market.Thesis (MBA) -- Faculty of Business and Economic Sciences, Business Administration, 202

The importance of learning agility as a component of sustained business success

The purpose of this treatise is to determine if learning agility is an important component for business success. With the arrival of new technology, change and information explosion the rate of uncertainty is increasing. Leaders are challenged to present continuous change and need to be able to adapt and develop their competencies to remain relevant. The VUCA world increased the complexity of the environment and provide volatility, uncertainty, complexity and are ambiguous. A significant amount of research has been done to define learning agility. The three drivers of learning agility are change, information explosion and rapid response during a crisis. The concept of learning agility can be defined as the readiness and ability to learn from experience and to utilise the learning competency to perform successfully under new environments. The seven-model framework was developed to assess how leaders cope under change. The three leadership competencies are intellectual intelligence, managerial intelligence, and emotional intelligence. Studies shows that emotional intelligence will be an important competency a leader can have and together with learning agility, will provide success to any organisation. The researcher believes that an individual who is not learning agile will not succeed in the new fast-changing environment. The term learning agile is rather a new concept and the influence it has on the organisation is complex. For leaders to succeed, their mindset needs to be adaptable and willing to change. Training and learning from experience will assist the leader to move forward and be an agile leader. A key success factor for organisations is to identify and recruit learning agile individuals to drive competitiveness and enhance relevance in the market.Thesis (MBA) -- Faculty of Business and Economic Sciences, Business Administration, 202

Saliency Map Verbalization: Comparing Feature Importance Representations from Model-free and Instruction-based Methods

Saliency maps can explain a neural model's predictions by identifying important input features. They are difficult to interpret for laypeople, especially for instances with many features. In order to make them more accessible, we formalize the underexplored task of translating saliency maps into natural language and compare methods that address two key challenges of this approach -- what and how to verbalize. In both automatic and human evaluation setups, using token-level attributions from text classification tasks, we compare two novel methods (search-based and instruction-based verbalizations) against conventional feature importance representations (heatmap visualizations and extractive rationales), measuring simulatability, faithfulness, helpfulness and ease of understanding. Instructing GPT-3.5 to generate saliency map verbalizations yields plausible explanations which include associations, abstractive summarization and commonsense reasoning, achieving by far the highest human ratings, but they are not faithfully capturing numeric information and are inconsistent in their interpretation of the task. In comparison, our search-based, model-free verbalization approach efficiently completes templated verbalizations, is faithful by design, but falls short in helpfulness and simulatability. Our results suggest that saliency map verbalization makes feature attribution explanations more comprehensible and less cognitively challenging to humans than conventional representations.Comment: ACL 2023 Workshop on Natural Language Reasoning and Structured Explanations (NLRSE