Searching for self-similarity in switching time and turbulent cascades in ion transport through a biochannel. A time delay asymmetry

The process of ion transport through a locust potassium channel is described by means of the Fokker-Planck equation (FPE). The deterministic and stochastic components of the process of switching between various conducting states of the channel are expressed by two coefficients, $D^{(1)}$ and $D^{(2)}$, a drift and a diffusion coefficient, respectively. The FPE leads to a Langevin equation. This analysis reveals beside the well known deterministic aspects a turbulent, cascade type of action. The (noisy-like) switching between different conducting states prevents the channel from staying in one, closed or open state. The similarity between the hydrodynamic flow in the turbulent regime and hierarchical switching between conducting states of this biochannel is discussed. A non-trivial character of $D^{(1)}$ and $D^{(2)}$ coefficients is shown, which points to different processes governing the channel's action, asymetrically depending on the history of the previously conducting states. Moreover, the Fokker-Planck and Langevin equations provide information on whether and how the statistics of the channel action change over various time scales.Comment: submitted to physica A text : 12 pages + 8 figure

Building Tomorrow's Primary Schools Today: Using Future Studies to Anticipate How Increased Techonology Use in Education Might Effect Current Primary School Design

Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends.Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends.Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends.Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends.Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends.Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends.Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends.Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends

Reconstruction of Industrial Lighting Systems .

Cílem této bakalářské práce je problematika návrhu osvětleni v průmyslových budovách v souladu s platnými normami v České republice. Práce pojednává o kvantitativních a kvalitativních požadavcích pro nové osvětlovací soustavy. Praktická část se zabývá rekonstrukcí konkrétního průmyslového objektu. Je zde popsán stav osvětlení před a po rekonstrukci. Teoretický stav osvětlení před/po rekonstrukci byl simulován použitím programu ReluxPro. Závěr práce obsahuje vícekriteriální srovnání původního a výsledného stavu osvětlení. Zjednodušená projektová dokumentace výsledného řešení byla zhotovena v prostředí programu Sichr.The aim of this bachelor’s thesis is problematics of lighting systems in industrial objects according to stanndards in Czech Republic. It gives information about quantitative and qualitative requirements for new-desighned lighting systems. The practical part discuss reconstruction of particular industrial object. It describes state of lighting before and after reconstraction. Theoretical before/after lighting state was simulated using ReluxPro software. The conclusion includes multi-criteria comparison of original and final state of lighting systems. Simplified project documentation was draw in Sichr software.410 - Katedra elektroenergetikyvelmi dobř

Geometry-induced asymmetric diffusion

Past work has shown that ions can pass through a membrane more readily in one direction than the other. We demonstrate here in a model and an experiment that for a mixture of small and large particles such asymmetric diffusion can arise solely from an asymmetry in the geometry of the pores of the membrane. Our deterministic simulation considers a two-dimensional gas of elastic disks of two sizes diffusing through a membrane, and our laboratory experiment examines the diffusion of glass beads of two sizes through a metal membrane. In both experiment and simulation, the membrane is permeable only to the smaller particles, and the asymmetric pores lead to an asymmetry in the diffusion rates of these particles. The presence of even a small percentage of large particles can clog a membrane, preventing passage of the small particles in one direction while permitting free flow of the small particles in the other direction. The purely geometric kinetic constraints may play a role in common biological contexts such as membrane ion channels.Comment: published with minuscule change

Persepsi Pegawai Terhadap Kesesuaian Kompensasi, Rotasi Pekerjaan Dan Kepuasan Kerja Terhadap Komitmen Organisasi Serta kinerja Pegawai

A source of human resources in this case employees are one of the most important element in an organization either in the sphere of government as well as private which moves in the service sector and non services .A source of human resources this includes a whole by individuals engaged in the activities of the organization starting from its highest level until the lowest involved in operational activities organization. The research found conformity compensation where it has some positive effects significantly to the organization on employees, rotation work influential not significantly to the organization on employees, job satisfaction it has some positive effects significantly to the organization on employees, the organization it has some positive effects significantly to the employee performanceKeywords: Perception employees, compensation, rotation work, satisfaction work, commitment organization, performance employees, papua provinc

Nanopores and Nanochannels: From Gene Sequencing to Genome Mapping

DNA strands can be analyzed at the single-molecule level by isolating them inside nanoscale holes. The strategy is used for the label-free and portable sequencing with nanopores. Nanochannels can also be applied to map genomes with high resolution, as shown by Jeffet et al. in this issue of ACS Nano. Here, we compare the two strategies in terms of biophysical similarities and differences and describe that both are complementary and can improve the DNA analysis for genomic research and diagnostics

Reading amino acids in a nanopore

In a step toward nanopore sequencing of proteins, an aerolysin pore discriminates many of the proteinogenic amino acids

PERLINDUNGAN HUKUM TERHADAP WARGA NEGARA INDONESIA DALAM PERKAWINAN CAMPURAN DENGAN PENGUNGSI ROHINGYA

Tujuan dilakukannya penelitian ini adalah untuk mengetahui bagaimana status kewarganegaraan pengungsi Rohingya yang melakukan ikatan perkawinan dengan Warga Negara Indonesia (WNI) dan bagaimana perlindungan hukum terhadap anak akibat perkawinan Warga Negara Indonesia dengan pengungsi Rohingya, di mana dengan metode penelitian hukum normatif disimpulkan: 1. Berdasarkan Undang-undang Nomor 12 Tahun 2006 Bab I pasal 1 ayat 3, pewarganegaraan adalah tata cara bagi orang asing untuk memperoleh kewarganegaraan Republik Indonesia melalui permohonan bukan melalui ikatan perkawinan.  Jika melihat status pernikahan seorang Stateless person dengan Warga Negara Indonesia menurut Pasal 2 ayat (2) Undang-undang Nomor 16 Tahun 2019 atas perubahan Undang-undang 1 Tahun 1974 Tentang Perkawinan., tidak dapat dicatakan karena tidak memenuhi syarat-syarat dalam PP Nomor 9 Tahun 1975, antara lain memuat nama, umur, agama/kepercayaan, pekerjaan dan tempat tinggal.  Dalam hal ini stateless person tidak memiliki kejelasan tempat tinggal sehingga tidak dapat diterbitkan akta perkawinan sesuai dalam pasal 12 PP Nomor 9 Tahun 1975.  2.Berkaitan dengan status dan kedudukan hukum anak dari hasil perkawinan campuran, mengingat berlakunya  Undang-Undang Nomor 12 Tahun 2006 Tentang Kewarganegaran RI memberikan jaminan kewarganegaran anak dari hasil perkawinan campuran hak mendapatkan status kewarganegaraan. Kata kunci: perkawinan campuran; rohingya

HUBUNGAN PERSEPSI METODE PEMBELAJARAN DARING DENGAN MOTIVASI BELAJAR SELAMA PANDEMI PADA MAHASISWA KEPERAWATAN UNIVERSITAS KLABAT

Metode pembelajaran daring merupakan metode belajar yang menggunakan jaringan internet yang dimulai sejak pemerintah mewajibkan social distancing untuk mencegah penyebaran virus COVID-19. Salah satu faktor yang dapat mempengaruhi proses pembelajaran daring yaitu motivasi belajar. Tujuan  penelitian ini untuk mengetahui hubungan persepsi metode pembelajaran daring dengan motivasi belajar selama pandemi pada mahasiswa Keperawatan Universitas Klabat. Metode penelitian yang digunakan yaitu kuantitatif dengan pendekatan cross sectional. Teknik pengambilan sampel yaitu total sampling sebanyak 206 responden dan data diambil melalui kuesioner. Data dianalisa menggunakan spearmen correlation. Hasil penelitian menunjukkan tidak ada hubungan yang signifikan antara persepsi metode pembelajaran daring dengan motivasi belajar mahasiswa selama pandemi dengan nilai p=0,626 (>0,005). Hal ini disebabkan ada beberapa faktor yang mempengaruhi motivasi belajar seseorang yang tidak diteliti pada penelitian ini. Direkomendasikan bagi peneliti selanjutnya untuk menambahkan atau dapat mengganti variabel menggunakan variabel lain seperti cara berpikir kritis, cara berpikir sains dan kemampuan metakognitif.     KATA KUNCI: Metode Pembelajaran Daring, Motivasi Belajar, Persepsi   ABSTRACT The online learning method is a learning method that uses the internet network which began when the government required social distancing to prevent the spread of the COVID-19 virus. One of the factors that can influence the online learning process is learning motivation. The low motivation to learn can affect the understanding of the learning. This study aimed to determine the relationship between perceptions of brave learning methods and motivation to learn during the pandemic in Universitas Klabat of nursing student. The research method used is quantitative research with a cross-sectional approach. The sampling technique used is total sampling with a sample of 206 respondents. The results showed that the perception of the brave learning method of first and second-grade students was sufficient for as many as 162 respondents (78.6%). There are 111 respondents (53.9%). The results of the statistical correlation spearmen test found a p value = 0.626 (> 0.005), which means that there is no significant relationship between perceptions of online learning methods and student motivation to learn during the pandemic. This is because there are several factors that influence a person's learning motivation that were not examined in this study It is recommended for further researchers to add or replace variables using other variables such as critical thinking, scientific thinking, and metacognitive abilities.   KEYWORD: Learning Motivation, Online Learning Methods, Perceptio

Urine peptidomic biomarkers for diagnosis of patients with systematic lupus erythematosus

Background: Systematic lupus erythematosus (SLE) is characterized with various complications which can cause serious organ damage in the human body. Despite the significant improvements in disease management of SLE patients, the non-invasive diagnosis is entirely missing. In this study, we used urinary peptidomic biomarkers for early diagnosis of disease onset to improve patient risk stratification, vital for effective drug treatment. Methods: Urine samples from patients with SLE, lupus nephritis (LN) and healthy controls (HCs) were analyzed using capillary electrophoresis coupled to mass spectrometry (CE-MS) for state-of-the-art biomarker discovery. Results: A biomarker panel made up of 65 urinary peptides was developed that accurately discriminated SLE without renal involvement from HC patients. The performance of the SLE-specific panel was validated in a multicentric independent cohort consisting of patients without SLE but with different renal disease and LN. This resulted in an area under the receiver operating characteristic (ROC) curve (AUC) of 0.80 (p < 0.0001, 95% confidence interval (CI) 0.65–0.90) corresponding to a sensitivity and a specificity of 83% and 73%, respectively. Based on the end terminal amino acid sequences of the biomarker peptides, an in silico methodology was used to identify the proteases that were up or down-regulated. This identified matrix metalloproteinases (MMPs) as being mainly responsible for the peptides fragmentation. Conclusions: A laboratory-based urine test was successfully established for early diagnosis of SLE patients. Our approach determined the activity of several proteases and provided novel molecular information that could potentially influence treatment efficacy