Excitation Enhancement of a Quantum Dot Coupled to a Plasmonic Antenna

Plasmonic antennas are key elements to control the luminescence of quantum emitters. However, the antenna's influence is often hidden by quenching losses. Here, the luminescence of a quantum dot coupled to a gold dimer antenna is investigated. Detailed analysis of the multiply excited states quantifies the antenna's influence on the excitation intensity and the luminescence quantum yield separately

The PAS-domain kinase PASKIN: a new sensor in energy homeostasis

Abstract.: The PAS domain kinase PASKIN, also termed PAS kinase or PASK, is an evolutionarily conserved potential sensor kinase related to the heme-based oxygen sensors of nitrogen-fixing bacteria. In yeast, the two PASKIN homologs link energy flux and protein synthesis following specific stress conditions. In mammals, PASKIN may regulate glycogen synthesis and protein translation. Paskin knock-out mice do not show any phenotype under standard animal husbandry conditions. Interestingly, these mice seem to be protected from the symptoms of the metabolic syndrome when fed a high-fat diet. Energy turnover might be increased in specific PASKIN-deficient cell types under distinct environmental conditions. According to the current model, binding of a putative ligand to the PAS domain disinhibits the kinase domain and activates PASKIN auto- and target phosphorylation. Future research needs to be conducted to elucidate the nature of the putative ligand and the molecular mechanisms of downstream signalling by PASKI

Editorial: water governance in a climate change world: appraising systemic and adaptive effectiveness

and other research outputs Editorial: water governance in a climate change world: appraising systemic and adaptive effectivenes

Valuing initial teacher education at Master's level

The future of Master’s-level work in initial teacher education (ITE) in England seems uncertain. Whilst the coalition government has expressed support for Master’s-level work, its recent White Paper focuses on teaching skills as the dominant form of professional development. This training discourse is in tension with the view of professional learning advocated by ITE courses that offer Master’s credits. Following a survey of the changing perceptions of Master’s-level study during a Post Graduate Certificate in Education course by student teachers in four subject groups, this paper highlights how the process of professional learning can have the most impact on how they value studying at a higher level during their early professional development

Distributed leadership, trust and online communities

This paper analyses the role of distributed leadership and trust in online communities. The team-based informal ethos of online collaboration requires a different kind of leadership from that in formal positional hierarchies. Such leadership may be more flexible and sophisticated, capable of encompassing ambiguity and rapid change. Online leaders need to be partially invisible, delegating power and distributing tasks. Yet, simultaneously, online communities are facilitated by the high visibility and subtle control of expert leaders. This paradox: that leaders need to be both highly visible and invisible as appropriate, was derived from prior research and tested in the analysis of online community discussions using a pattern-matching process. It is argued that both leader visibility and invisibility are important for the facilitation of trusting collaboration via distributed leadership. Advanced leadership responses to complex situations in online communities foster positive group interaction and decision-making, facilitated through active distribution of specific tasks

Towards a killer app for the Semantic Web

Killer apps are highly transformative technologies that create new markets and widespread patterns of behaviour. IT generally, and the Web in particular, has benefited from killer apps to create new networks of users and increase its value. The Semantic Web community on the other hand is still awaiting a killer app that proves the superiority of its technologies. There are certain features that distinguish killer apps from other ordinary applications. This paper examines those features in the context of the Semantic Web, in the hope that a better understanding of the characteristics of killer apps might encourage their consideration when developing Semantic Web applications

Not all features are created equal: Processing asymmetries between location and object features

Previous research has shown spontaneous location processing when location is not a task relevant feature and when a target is presented together with distractors. The present study investigates whether such processing can occur in the absence of distractor inhibition, and whether there is a processing asymmetry between location and an object feature. The results show that not all features are created equal. Whereas attending to an object’s color or texture led to the involuntary processing of that object’s location, attending to an object’s location did not necessarily result in the encoding of its color or texture when these nonspatial properties were not task relevant. These results add to the body of evidence demonstrating the special role of location in attentional selection. They also provide a clearer picture of the interactions among location, object features, and participants’ behavioral goals

Designing Contextualized Learning

Specht, M. (2008). Designing Contextualized Learning. In H. H. Adelsberger, Kinshuk, J. M. Pawlowski & D. Sampson (Eds.), Handbook on Information Technologies for Education and Training (2th ed., pp. 101-111). Springer, Berlin Heidelberg 2008: International Handbook on Information Systems Series.Contextualized and ubiquitous learning are relatively new research areas that combine the latest developments in ubiquitous and context aware computing with pedagogical approaches relevant to structure more situated and context aware learning support. Searching for different backgrounds of mobile and contextualized learning authors have identified the relations between existing educational paradigms and new classes of mobile appli- cations for education (Naismith, Lonsdale, Vavoula, & Sharples, 2004). Furthermore best practices of mobile learning applications have been iden- tified and discussed in focused workshops (Stone, Alsop, Briggs, & Tomp- sett, 2002; Tatar, Roschelle, Vahey, & Peunel, 2002). Especially in the area of educational field trips (Equator Project, 2003; RAFT, 2003) in the last years innovative approaches for intuitive usage of contextualized mo- bile interfaces have been developed. The following paper describes the motivation and background for con- textualizing learning and illustrates the implementation of a service based and flexible learning toolkit developed in the RAFT project for supporting contextualized collaborative learning support

Evaluation of Etiquette Strategies to Adapt Feedback In Affect-Aware Tutoring

The purpose of this research is to investigate how to mitigate user frustration and improve task performancein the context of human-computer interaction (HCI). Even though user frustration plays a role in manyaspects of HCI and studies have looked into the consequences of frustration in various fields, the ways tomitigate frustration are less deeply examined. Once the system has the ability to understand and includeuser emotions as factors in HCI, the interaction between the user and the computer system could be adaptedif the computers are able to modify its behavior with users in appropriate ways to further joint performance.Specifically, a preliminary study was conducted to explore the task performance, motivation, andconfidence implications of changing the interaction between the human and the computer via differentetiquette strategies. Participants solved a total of twenty mathematics problems under different frustrationcondition with feedback given in different styles of etiquette. Changing etiquette strategies in tutoring ledto changes in performance, motivation, and confidence. The most effective etiquette strategies changedwhen users were frustrated. This work provides the foundation for the design of adaptive intelligenttutoring system based on etiquette strategies.Copyright Human Factors and Ergonomics Society 2016. Posted with permission.</div