Oscillatory combustion in rockets Semiannual report, 1 Jun. - 30 Nov. 1968

Vaporization of droplets near critical poin

Next-generation cell line selection methodology leveraging data lakes, natural language generation and advanced data analytics

Cell line development is an essential stage in biopharmaceutical development that often lies on the critical path. Failure to fully characterise the lead clone during initial screening can lead to lengthy project delays during scale-up, which can potentially compromise commercial manufacturing success. In this study, we propose a novel cell line development methodology, referenced as CLD4, which involves four steps enabling autonomous data-driven selection of the lead clone. The first step involves the digitalisation of the process and storage of all available information within a structured data lake. The second step calculates a new metric referenced as the cell line manufacturability index (MICL) quantifying the performance of each clone by considering the selection criteria relevant to productivity, growth and product quality. The third step implements machine learning (ML) to identify any potential risks associated with process operation and relevant critical quality attributes (CQAs). The final step of CLD4 takes into account the available metadata and summaries all relevant statistics generated in steps 1–3 in an automated report utilising a natural language generation (NLG) algorithm. The CLD4 methodology was implemented to select the lead clone of a recombinant Chinese hamster ovary (CHO) cell line producing high levels of an antibody-peptide fusion with a known product quality issue related to end-point trisulfide bond (TSB) concentration. CLD4 identified sub-optimal process conditions leading to increased levels of trisulfide bond that would not be identified through conventional cell line development methodologies. CLD4 embodies the core principles of Industry 4.0 and demonstrates the benefits of increased digitalisation, data lake integration, predictive analytics and autonomous report generation to enable more informed decision making

Educating for urban sustainability: A transdisciplinary approach

An understanding of sustainability issues should be a key component of degree programmes. It is widely regarded as being a central attribute to professional practice and responsible global citizenship, arguably more so for the training of teachers since they potentially influence their students. This issue was brought to the fore when responsibility for delivering the 'design and the environment' course was transferred to the building discipline at the University of Newcastle in Australia as a result of restructuring. The attractiveness of the subject as an elective, the need to make it accessible to distance learning students and the desirability of applying transdisciplinary approaches to solving environmental problems presented the course designers with both challenges and opportunities, particularly in devising an assessment context within which students from multiple disciplines could be exposed to, and learn from each other's professional environmental evaluation norms. This paper describes an innovative holistic, multi-criteria problem-solving course design that allows a diverse mix of undergraduates to develop a transdisciplinary understanding of sustainability issues through the use of learning contracts. It reports the experiences of staff and students involved with the course, highlighting the beneficial outcomes

The conserved C-terminus of the PcrA/UvrD helicase interacts directly with RNA polymerase

Copyright: © 2013 Gwynn et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Funding: This work was supported by a Wellcome Trust project grant to MD (Reference: 077368), an ERC starting grant to MD (Acronym: SM-DNA-REPAIR) and a BBSRC project grant to PM, NS and MD (Reference: BB/I003142/1). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.Peer reviewedPublisher PD

Discourses and practices in teaching methods and assessment: Insights from an early career academic

© The Author(s) 2015. Translating the purposes of education into practice is particularly challenging for those who are new or have recently entered academia. By reflecting on my first years of teaching in higher education, I discuss two key aspects of my teaching practice: shifts in choice of teaching methods and a critique of different forms of assessment. Through the discussion, I argue that a teacher needs to be reflective on both these aspects and that such reflection needs to be carried out so that the student develops into a “self-directing,” “self-monitoring,” and “self-correcting” individual. At the end of the discussion, the relevance of a “project-based learning” approach starts to become significant in taking my pedagogical practice forward

Reconstruction of bacterial transcription-coupled repair at single-molecule resolution

International audienc

The link between job satisfaction and organizational commitment:differences between public and private sector employees

Employees in the public and private sectors experience different working conditions and employment relationships. Therefore, it can be assumed that their attitudes toward their job and organizations, and relationships between them, are different. The existing literature has identified the relationship between organizational commitment and job satisfaction as interesting in this context. The present field study examines the satisfaction–commitment link with respect to differences between private and public sector employees. A sample of 617 Greek employees (257 from the private sector and 360 from the public sector) completed standardized questionnaires. Results confirmed the hypothesized relationship differences: Extrinsic satisfaction and intrinsic satisfaction are more strongly related to affective commitment and normative commitment for public sector employees than for private sector ones. The results are discussed, limitations are considered, and directions for future research are proposed

Motivated learning with digital learning tasks: what about autonomy and structure?

Article about Motivated learning with digital learning tasks: what about autonomy and structure