Specific and reversible immobilization of proteins tagged to the affinity polypeptide C-LytA on functionalized graphite electrodes

We have developed a general method for the specific and reversible immobilization of proteins fused to the choline-binding module C-LytA on functionalized graphite electrodes. Graphite electrode surfaces were modified by diazonium chemistry to introduce carboxylic groups that were subsequently used to anchor mixed self-assembled monolayers consisting of N,N-diethylethylenediamine groups, acting as choline analogs, and ethanolamine groups as spacers. The ability of the prepared electrodes to specifically bind C-LytA-tagged recombinant proteins was tested with a C-LytA-β-galactosidase fusion protein. The binding, activity and stability of the immobilized protein was evaluated by electrochemically monitoring the formation of an electroactive product in the enzymatic hydrolysis of the synthetic substrate 4-aminophenyl β-D-galactopyranoside. The hybrid protein was immobilized in an specific and reversible way, while retaining the catalytic activity. Moreover, these functionalized electrodes were shown to be highly stable and reusable. The method developed here can be envisaged as a general, immobilization procedure on the protein biosensor field.

How to make a natural language interface to query databases accessible to everyone: An example

Natural Language Interfaces to Query Databases (NLIDBs) have been an active research field since the 1960s. However, they have not been widely adopted. This article explores some of the biggest challenges and approaches for building NLIDBs and proposes techniques to reduce implementation and adoption costs. The article describes {AskMe*}, a new system that leverages some of these approaches and adds an innovative feature: query-authoring services, which lower the entry barrier for end users. Advantages of these approaches are proven with experimentation. Results confirm that, even when {AskMe*} is automatically reconfigurable against multiple domains, its accuracy is comparable to domain-specific NLIDBs.

Exploring the use of cooperative activities in a language subject to develop students’ social competences at the University

Cooperative learning has been successfully implemented in the last 60 years for teaching at different educational levels including the Higher Studies due to its solid theoretical foundation, the principles it proposes and its practical applications. The purpose of this article is to offer a proposal for some cooperative activities that allow students to work in small groups in a language subject in order to learn not only contents but also putting into practice what they learn, i.e., they learn by being active. This article discusses how the said activities make it possible for students to work with the main principles of cooperative learning, i.e.: positive interdependence, face-to-face interaction, individual and group accountability, interpersonal and small-group skills and group processing. Moreover, this research will also point out that the proposed activities allow students to acquire some of the social competences required in the labour market such as leadership, conflict solving and cooperation.

Macroalgas epífitas de Zostera marina L. en Bahía Concepción, B.C.S., México

Macroalgas epífitas de Zostera marina L. en Bahía Concepción, B. C. S. México.

International conference paper presentations: A multimodal analysis to determine effectiveness

International conference presentations represent one of the biggest challenges for academics using English as a Lingua Franca (ELF). This paper aims to initiate exploration into the multimodal academic discourse of oral presentations, including the verbal, written, non-verbal material (NVM) and body language modes. It offers a Systemic Functional Linguistic (SFL) and multimodal framework of presentations to enhance mixed-disciplinary ELF academics' awareness of what needs to be taken into account to communicate effectively at conferences. The model is also used to establish evaluation criteria for the presenters' talks and to carry out a multimodal discourse analysis of four well-rated 20-min talks, two from the technical sciences and two from the social sciences in a workshop scenario. The findings from the analysis and interviews indicate that: (a) a greater awareness of the mode affordances and their combinations can lead to improved performances; (b) higher reliance on the visual modes can compensate for verbal deficiencies; and (c) effective speakers tend to use a variety of modes that often overlap but work together to convey specific meanings. However, firm conclusions cannot be drawn on the basis of workshop presentations, and further studies on the multimodal analysis of ‘real conferences’ within specific disciplines are encouraged.