A quantitative indicator diagram for lytic polysaccharide monooxygenases reveals the role of aromatic surface residues in HjLPMO9A regioselectivity

Lytic polysaccharide monooxygenases ( LPMOs) have changed our understanding of lignocellulosic degradation dramatically over the last years. These metalloproteins catalyze oxidative cleavage of recalcitrant polysaccharides and can act on the C1 and/or C4 position of glycosidic bonds. Structural data have led to several hypotheses, but we are still a long way from reaching complete understanding of the factors that determine their divergent regioselectivity. Site-directed mutagenesis enables the investigation of structure-function relationship in enzymes and will be of major importance in unraveling this intriguing matter. In this context, it is crucial to have an enzyme assay or screening approach with a direct correlation with the desired functionality. LPMOs render this search extra challenging due to their insoluble substrates, complex pattern of reaction products and lack of synthetic standards of most oxidized products. Here, we describe a regioselectivity indicator diagram based on the time-course of only 2 HPAEC-PAD signals. The diagram was successfully used to confirm the hypothesis that aromatic surface residues influence the C1/C4 oxidation ratio in Hypocrea jecorina LPMO9A. Consequently, the diagram should become a valuable tool in the search towards better understanding and engineering of regioselectivity in LPMOs

Transforming protein engineering: advanced integration of deep learning and 3DM technology for superior protein function predictions

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Modeling Assessment for Re-use of Traditional and New Types of Assessment

In the new learning approach assessment is integrated in learning and instruction and addresses complex traits (the abilities, the characteristics in a specific domain) of students. To match this new approach, new types of assessment are developed, like peer assessment or competence assessment. The development of these new assessments is an expensive and intensive activity. Exchange initiatives promise to reduce those efforts by the re-use of materials. But they also raise questions: is it a complete assessment or are there specific parts of an assessment that can be re-used? And is reuse limited to particular item formats? In order to support the re-use of both new and traditional assessment types an educational model for assessment is developed.In this article we present this model. The model is validated against [Stiggins, R. J. (1992). Het ontwerpen en ontwikkelen van performance-assessment toetsen [Design and development of performance assessments]. In J. W. M. Kessels, & C. A. Smit (Eds.). Opleiders in organisaties/Capita Selecta (pp. 75-91). Deventer: Kluwer (afl. 10)] guidelines for the development of performance assessments, the four-process framework of [Almond, R. G., Steinberg, L., & Mislevy, R. J. (2001). A sample assessment using the four-process framework. CSE Report 543. Center for study of evaluation, University of California, Los Angeles. Retrieved November 15, 2005 from http:// www.cse.ucla.edu/cresst/reports/tech543.pdf, Almond, R. G., Steinberg, L., & Mislevy, R. J. (2003). A four-process architecture for assessment delivery, with connections to assessment design. CSE Report 616. Center for study of evaluation. University of California, Los Angeles], a specification for the exchange and interoperability of assessments and performance assessment as a new type of assessment. The educational model for assessment gives new input to the alignment of the teaching, learning and assessment. (C) 2006 Elsevier Ltd. All rights reserved

Towards a methodology for educational modelling: a case in educational assessment

Giesbers, B., van Bruggen, J., Hermans, H., Joosten-ten Brinke, D., Burgers, J., Koper, R., & Latour, I. (2007). Towards a methodology for educational modelling: a case in educational assessment. Educational Technology & Society, 10 (1), 237-247.Interoperability of an educational system requires a model of the system in question. Such a model is a framework that contains its important concepts, processes and relations. Several models have been published but their development, which we call educational modelling, still is a tedious process. We lack clear guidelines or a methodology. In this article we present a case study, in which we take first steps towards the development of a methodology for educational modelling. We do so by analysing our current practice that we typify as expert-driven, model-centred and consensus-based. We explicate the assumptions under this approach and test whether they are met in the case. The results give rise to a number of guidelines that can be used by future projects and that provide a first step towards a more systematic approach to educational modelling