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길봉섭,Lovett, J. V. 한국생태학회 1997 Journal of Ecology and Environment Vol.20 No.2
Although the number of active workers in Australia is small the range of species associated with allelopathic activity is at least as large as that reported elsewhere in the world. In this paper, work on native and infroduced plants is discussed under the general heading of "conventional allelopathy", thiat is, interactions between plants which are chemically mediated. Work in which compounds associated with allelopathy, in the conventional sense, are biologically active in different contexts is included under "unconventional allelopathy", Examples which involve microorganisms, corals and other marie species, and mammals are discussed.mmals are discussed.
Ramachandran, Pradeep L.,Lovett, Janet E.,Carl, Patrick J.,Cammarata, Marco,Lee, Jae Hyuk,Jung, Yang Ouk,Ihee, Hyotcherl,Timmel, Christiane R.,van Thor, Jasper J. American Chemical Society 2011 JOURNAL OF THE AMERICAN CHEMICAL SOCIETY - Vol.133 No.24
<P>The signaling state of the photoactive yellow protein (PYP) photoreceptor is transiently developed via isomerization of its blue-light-absorbing chromophore. The associated structural rearrangements have large amplitude but, due to its transient nature and chemical exchange reactions that complicate NMR detection, its accurate three-dimensional structure in solution has been elusive. Here we report on direct structural observation of the transient signaling state by combining double electron electron resonance spectroscopy (DEER), NMR, and time-resolved pump–probe X-ray solution scattering (TR-SAXS/WAXS). Measurement of distance distributions for doubly spin-labeled photoreceptor constructs using DEER spectroscopy suggests that the signaling state is well ordered and shows that interspin-label distances change reversibly up to 19 Å upon illumination. The SAXS/WAXS difference signal for the signaling state relative to the ground state indicates the transient formation of an ordered and rearranged conformation, which has an increased radius of gyration, an increased maximum dimension, and a reduced excluded volume. Dynamical annealing calculations using the DEER derived long-range distance restraints in combination with short-range distance information from <SUP>1</SUP>H–<SUP>15</SUP>N HSQC perturbation spectroscopy give strong indication for a rearrangement that places part of the N-terminal domain in contact with the exposed chromophore binding cleft while the terminal residues extend away from the core. Time-resolved global structural information from pump–probe TR-SAXS/WAXS data supports this conformation and allows subsequent structural refinement that includes the combined energy terms from DEER, NMR, and SAXS/WAXS together. The resulting ensemble simultaneously satisfies all restraints, and the inclusion of TR-SAXS/WAXS effectively reduces the uncertainty arising from the possible spin-label orientations. The observations are essentially compatible with reduced folding of the I<SUB>2</SUB>′ state (also referred to as the ‘pB’ state) that is widely reported, but indicates it to be relatively ordered and rearranged. Furthermore, there is direct evidence for the repositioning of the N-terminal region in the I<SUB>2</SUB>′ state, which is structurally modeled by dynamical annealing and refinement calculations.</P><P><B>Graphic Abstract</B> <IMG SRC='http://pubs.acs.org/appl/literatum/publisher/achs/journals/content/jacsat/2011/jacsat.2011.133.issue-24/ja200617t/production/images/medium/ja-2011-00617t_0002.gif'></P><P><A href='http://pubs.acs.org/doi/suppl/10.1021/ja200617t'>ACS Electronic Supporting Info</A></P>
Designing Approximations of Practice: The Case of Teacher Noticing
Nina G. Bailey,Lara K. Dick,Allison W. McCulloch,Demet Yalman Ozen,Jennifer N. Lovett,Charity Cayton 대한수학교육학회 2024 수학교육학연구 Vol.34 No.3
As a core practice, teacher noticing of students' mathematical thinking is foundational to other teaching practices. Yet, this practice is difficult for preservice teachers (PSTs), particularly the component of interpreting students' thinking (e.g., Teuscher et al., 2017). We report on a study of our design of a specific approximation of teacher noticing task with the overarching goal of conceptualizing how to design approximations of practice that support PSTs' learning to notice student thinking in technology-mediated environments with a specific focus on interpreting students' mathematical thinking. Drawing on Grossman et al.'s (2009) Framework for Teaching Practice (i.e., pedagogies of practice), we provided decomposed opportunities for PSTs to engage with the practice of teacher noticing. We analyzed how our design choices led to different evidence of the PSTs' interpretations through professional development design study methods. Findings indicate that the PSTs frequently interpret what students understood. Yet, they were more challenged by interpreting what students did not yet understand. Furthermore, we found that providing lesson goals and asking the PSTs to respond to a prompt of deciding how to respond had the potential to elicit PSTs' interpretations of what the students did not yet understand. The study highlights the interplay between task design, prompt wording, and PSTs' interpretations, which emphasizes the complexity of developing teacher noticing.