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An uncharacterized gene encoding a glycoside hydrolase family 43-like enzyme from Clostridium boliviensis strain E-1 was identified from genomic sequence data, and the encoded enzyme, CbE1Xyn43-l, was produced in Escherichia coli. CbE1Xyn43-l (52.9 kDa) is a two-domain endo-β-xylanase consisting of a C-terminal CBM6 and a GH43-like catalytic domain. The positions of the catalytic dyad conserved
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In Saccharomyces cerevisiae, pH homeostasis is reliant on ATP due to the use of proton-translocating ATPase (H+-ATPase) which constitutes a major drain within cellular ATP supply. Here, an exogenous proton-translocating pyrophosphatase (H+-PPase) from Arabidopsis thaliana, which uses inorganic pyrophosphate (PPi) rather than ATP, was evaluated for its effect on reducing the ATP burden. The H+-Ppas
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An outbreak of acidity and sulphate salts was observed on the hull of the 17th-century Swedish warship Vasa, following humidity variations in the Vasa Museum during the rainy summer in 2000. Analyses of total sulphur in oak cores sampled from 16 locations showed, in the outermost 2 cm., mean concentrations betwen 0.2 and 6 mass percent. Synchrotron-based sulphur K-edge X-ray absorption spectroscop
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Boreal forests are key to global carbon (C) sequestration and storage. However, the potential impacts of climate change on these forests could be profound. Nearly 70 % of the European boreal forests are intensively managed, but our understanding of the combined effects of forest management and climate change on the forest's integral role as a C sink is still limited. In this study, we aim to fill
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We present Clog, a declarative language for describing static code checkers for C. Unlike other extensible state-of-the-art checker frameworks, Clog enables powerful interprocedural checkers without exposing the underlying program representation: Clog checkers consist of Datalog-style recursive rules that access the program under analysis via syntactic pattern matching and control flow edges only.
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Nya studier visar att elever ofta ignorerar feedback. Samtidigt vet vi att feedback är centralt för lärande. För att förstå vad som händer måste vi betrakta feedback som en sammanhängande process i flera steg av uppmärksamhet, tolkning, förståelse och användning. Detta i motsats till en traditionell modell som endast betraktar den feedback som ges (input) och elevens motsvarande prestation (output