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关键词： Biochemical oxygen demand   Deep echo state network   Extreme learning machine   Gradient boosting regression tree   Random forests   Water quality prediction  

摘要： The biochemical oxygen demand (BOD), one of widely utilized variables for water quality assessment, is metric for the ecological division in rivers. Since the traditional approach to predict BOD is time-consuming and inaccurate due to inconstancies in microbial multiplicity, alternative methods have been recommended for more accurate prediction of BOD. This study investigated the capability of a novel deep learning-based model, Deep Echo State Network (Deep ESN), for predicting BOD, based on various water quality variables, at Gongreung and Gyeongan stations, South Korea. The model was compared with the Extreme Learning Machine (ELM) and two ensemble tree models comprising the Gradient Boosting Regression Tree (GBRT) and Random Forests (RF). Diverse water quality variables (i.e., BOD, potential of Hydrogen (pH), electrical conductivity (EC), dissolved oxygen (DO), water temperature (WT), chemical oxygen demand (COD), suspended solids (SS), total nitrogen (TN), and total phosphorus (T-P)) were utilized for developing the Deep ESN, ELM, GBRT, and RF with five input combinations (i.e., Categories 1-5). These models were evaluated by root mean square error (RMSE), NashSutcliffe efficiency (NSE), coefficient of determination (R-2), and correlation coefficient (R). Overall evaluations suggested that the Deep ESNS model provided the most reliable predictions of BOD among all the models at both stations.

关键词： Human-specific   Chimpanzee   Genome alterations   Genetic differences   Molecular evolution  

摘要： Chimpanzees are the closest living relatives of humans. The divergence between human and chimpanzee ancestors dates to approximately 6,5-7,5 million years ago. Genetic features distinguishing us from chimpanzees and making us humans are still of a great interest. After divergence of their ancestor lineages, human and chimpanzee genomes underwent multiple changes including single nucleotide substitutions, deletions and duplications of DNA fragments of different size, insertion of transposable elements and chromosomal rearrangements. Human-specific single nucleotide alterations constituted 1.23% of human DNA, whereas more extended deletions and insertions cover similar to 3% of our genome. Moreover, much higher proportion is made by differential chromosomal inversions and translocations comprising several megabase-long regions or even whole chromosomes. However, despite of extensive knowledge of structural genomic changes accompanying human evolution we still cannot identify with certainty the causative genes of human identity. Most structural gene-influential changes happened at the level of expression regulation, which in turn provoked larger alterations of interactome gene regulation networks. In this review, we summarized the available information about genetic differences between humans and chimpanzees and their potential functional impacts on differential molecular, anatomical, physiological and cognitive peculiarities of these species.

摘要： Salinity is one of the most important abiotic stresses that affect vegetative growth, reproductive yield, biomass distribution, and physiological parameters of many crop plants. A study was conducted to evaluate these parameters in soybean plants (cv. Peking and LS678), following seed priming with benzyladenine (2.16 mu M). Soybean plants were subjected to salinity stress imposed by irrigation with a high amount of NaCl (250 mM) solution under greenhouse conditions. Results showed that exogenously applied benzyladenine dramatically improved growth, biomass, and yield parameters as a priming solution compared to hydroprimed plants exposed to similar salt stress conditions. High reduction in mean photosynthetic pigments (0.87-1.88), carbohydrates (24.942-27.091%), phenolic content (2.28-2.33), flavonoids (2.37-2.11), and antioxidant capacity (34.5-37.2%) was observed in plants developed from hydroprimed seeds under salt conditions. These findings suggest that priming of seeds with 2.16 mu M benzyladenine improved the vegetative, reproductive, and physiological responses of soybeans under induced salinity stress.

关键词： Upper-Division Undergraduate   Biochemistry   Distance Learning/Self Instruction   Multimedia-Based Learning   Nucleic Acids/DNA/RNA  

摘要： The COVID-19 pandemic provided a unique opportunity for a biochemistry course to cover the life cycle of SARS-CoV 2, the coronavirus that causes the disease. Adjusting the topics covered after the course transitioned to an online mode included switching to the chapters covering nucleic acid topics. The order of these related well to the coronavirus life cycle. This change promoted student engagement in the online version of the remainder of the course.

关键词： Upper-Division Undergraduate   Second-Year Undergraduate   Inquiry-Based/Discovery Learning   Biochemistry   Organic Chemistry   Laboratory Instruction   Undergraduate Research   Distance Learning/Self Instruction   Curriculum  

摘要： Faculty in the Department of Chemistry and Physics at the University of New England (UNE) have recently transformed introductory and advanced chemistry curricula by embedding the high impact practice of undergraduate research. Course Based Undergraduate Research Experiences (CUREs) have provided experiential learning opportunities for over 272 students over the past three years in three different courses: University Organic Chemistry I/II (CHE 250/1 with lab), Fundamentals of Biochemistry (CHE 310/310L), and Advanced Biochemistry Laboratory (CHE 450). This communication discusses how three different faculty members in three different courses adapted workflow and curricula of chemistry CUREs laboratories to a virtual environment as dictated by the COVID-19 pandemic. Additionally, the advantages and disadvantages of curricular adaptations are discussed considering both the faculty and student experience and the importance of meeting originally defined student learning outcomes.

关键词： Upper-Division Undergraduate   Biochemistry   Enzymes   Equilibrium   Kinetics   Mechanisms of Reactions   Nucleic Acids/DNA/RNA   Carbohydrates   Amino Acids   Glycolysis  

摘要： Case study exercises are extensively used as a pedagogical tool not only to deliver the content but also to engage students in problem-solving using real-life scenarios. The transition to the virtual learning platform due to COVID-19 made it even more imperative to implement an inquiry-driven learning exercise that tethers various biochemistry concepts into one activity. Here, I present a case-based activity that was used to review and integrates multiple concepts taught in the introductory biochemistry course. This case study is derived from the clinical data of a newborn, diagnosed with hemolytic anemia pertaining to a defect in the phosphoglucose isomerase enzyme, and laboratory-generated research data comparing the wild type and the mutant proteins. This data-driven case study takes a question-guided approach to review acidbase chemistry, protein structure, protein purification, protein characterization, enzyme kinetics, mechanism, nucleic acids chemistry, carbohydrate chemistry, and metabolism. This activity is conducted over two lecture periods, allowing enough time to implement concepts learned during the entire semester to solve the questions in this activity. Furthermore, the case study helps students to identify some of the challenging concepts and guides them to generate a study list for the cumulative final exam. This activity has been conducted both in a face-to-face classroom setting and in a synchronous virtual classroom using Blackboard Collaborate Ultra. The survey of this activity clearly shows students enthusiasm toward participating in case-based learning in both modalities.

关键词： Laboratory Instruction   Curriculum   Interdisciplinary/Multidisciplinary   Capstone Course  

摘要： The Chemistry Department at Sonoma State University teaches two upper division capstone laboratory courses as culminating experiences for our BS chemistry and biochemistry majors. The courses share complementary learning experiences and have student learning objectives (SLOs) of literature competency, experimental design, development of communication and group work skills, and development of standard lab techniques. During spring semester 2020, this course had to abruptly pivot to online learning, and this communication shares that journey and lessons learned, specifically that students can learn a great deal about experimental planning and protocols online, but lab technique development and connections cannot be replaced.

关键词： Upper-Division Undergraduate   Biochemistry   Public Understanding/Outreach   Distance Learning/Self Instruction   Inquiry-Based/Discovery Learning   Molecular Biology   Nucleic Acids/DNA/RNA   Undergraduate Research  

摘要： Closing the university due to the COVID-19 pandemic resulted in a sudden shift from independent research projects in biochemistry to a virtual learning experience focused on essential research skills and an added community outreach activity. Here, pedagogical strategies and lessons learned on restructuring this upper-level biochemistry laboratory course to a remote format are described.

关键词： Second-Year Undergraduate   Upper-Division Undergraduate   Biochemistry   Laboratory   Instruction   Distance Learning/Self Instruction   Multimedia-Based Learning   Professional Development  

摘要： Gonzaga University is a small, private, liberal arts institution that values engaging, humanistic learning environments. During the coronavirus pandemic, the University moved its in-person learning to a distance-learning format, and an extra week of spring break was given to faculty to oversee this transition. This communication focuses on how our introductory biochemistry lab course was modified for students to complete the final 6 weeks of the semester in the distance-learning format. The instructors worked collaboratively on this transition and focused on reassessing the learning objectives, finding creative solutions for students to experience laboratory techniques, and supporting and engaging our students. A survey administered to students at the end of the semester highlighted the strengths and weaknesses of both our in-person and distance-learning lab formats. This sudden change to course delivery in spring 2020 highlighted that we need to be prepared to teach under many unexpected scenarios. The student responses, along with faculty reflections, are being used to plan how our lab can be improved upon and delivered in a variety of modalities, including in-person, distancing-learning, and hybrid models.