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Recent years have seen great advances in the development of glycoproteomics protocols and methods resulting in a sustainable increase in the reporting proteins, their attached glycans and glycosylation sites. However, only very few of these reports find their way into databases or data repositories. One of the major reasons is the absence of digital standard to represent glycoproteins and the challenging annotations with glycans. Depending on the experimental method, such a standard must be able to represent glycans as complete structures or as compositions, store not just single glycans but also represent glycoforms on a specific glycosylation side, deal with partially missing site information if no site mapping was performed, and store abundances or ratios of glycans within a glycoform of a specific site. To support the above, we have developed the GlycoConjugate Ontology (GlycoCoO) as a standard semantic framework to describe and represent glycoproteomics data. GlycoCoO can be used to represent glycoproteomics data in triplestores and can serve as a basis for data exchange formats. The ontology, database providers and supporting documentation are available online (https://github.com/glycoinfo/GlycoCoO).

Systems glycobiology aims to provide models and analysis tools that account for the biosynthesis, regulation, and interactions with glycoconjugates. To facilitate these methods, there is a need for a clear glycan representation accessible to both computers and humans. Linear Code, a linearized and readily parsable glycan structure representation, is such a language. For this reason, Linear Code was adapted to represent reaction rules, but the syntax has drifted from its original description to accommodate new and originally unforeseen challenges. Here, we delineate the consensuses and inconsistencies that have arisen through this adaptation. We recommend options for a consensus-based extension of Linear Code that can be used for reaction rule specification going forward. Through this extension and specification of Linear Code to reaction rules, we aim to minimize inconsistent symbology thereby making glycan database queries easier. With a clear guide for generating reaction rule descriptions, glycan synthesis models will be more interoperable and reproducible thereby moving glycoinformatics closer to compliance with FAIR standards. Here, we present Linear Code for Reaction Rules (LiCoRR), version 1.0, an unambiguous representation for describing glycosylation reactions in both literature and code.

GlycoStore ( http://www.glycostore.org ) is an open access chromatographic and electrophoretic retention database of glycans characterized from glycoproteins, glycolipids, and biotherapeutics. It is a continuation of the GlycoBase project (Oxford Glycobiology Institute and National Institute for Bioprocessing Research and Training, Ireland) but addresses many of the technological limitations that impacted the growth of GlycoBase, in particular, improvements to the bioinformatics architecture, enhancing data annotations and coverage, and improving connectivity with external resources. The first release of GlycoStore (October 2017) contains over 850 glycan entries accompanied by 8500+ retention positions including data from: (1) fluorescently labelled released glycans determined using hydrophilic interaction chromatography (HILIC) ultrahigh-performance liquid chromatography (U/HPLC) and reversed phase (RP)-U/HPLC; (2) porous graphitized carbon chromatography (PGC) interfaced with ESI-MS/MS; and (3) capillary electrophoresis with laser induced fluorescence detection (CE-LIF). In this chapter, we outline the objectives of GlycoStore, and describe a selection of step-by-step workflows for navigating and browsing the information available. We also provide a short description of informatics tools available to query the database using Semantic technologies. The information presented in this chapter supplements our documentation knowledge base that describes interface improvements, new features and tools, and content updates ( https://unicarbkb.freshdesk.com/ ).

Purpose The purpose of this paper is to explore the experiences of students and teachers who had participated in a postgraduate work-based praxis course within a Master of mental health practice qualification. Design/methodology/approach This qualitative study used an interpretative phenomenological approach to understand the lived experience of students and course convenors participating in a work-based praxis course. Seven students and two convenors were recruited. Interview and reflective portfolio data were analysed thematically. Findings The main themes identified were the importance of planning, the value of partnerships, the significance of learning in the workplace and how the facilitation of work-based learning differs from coursework. Originality/value Work-based learning within postgraduate coursework qualifications can support higher-level learning, knowledge and skills has received limited attention in the literature. This study supported the value of providing postgraduate students with work-based learning opportunities, resulting in the application of new or advanced skills, within their existing work roles. This study is important, because it provides insights into the student experience of postgraduate work-based learning and the impact of this learning on professional practice.

Capillary electrophoresis-based glycan separation and structure identification is one of the most frequently used tools in almost all fields of biological-medical research and biopharmaceutical manufacturing. In this chapter, recent advances in database search assisted glycan structure identification techniques are discussed. The underlying theory together with the principles of the different approaches as well as practical aspects are described in detail targeting both academic and industrial audience. Methods, such as traditional glucose unit calculation, the so-called virtual ladder approach, exoglycosidase based glycan sequencing, as well as possible utilization options of the current databases are detailed emphasizing their fundamentals and applications.

The Asian giant hornet (Vespa mandarinia) is the world9s largest hornet. It is native to East Asia, but was recently detected in British Columbia, Canada, and Washington State, USA. Vespa mandarinia are an invasion concern due to their potential to negatively affect honey bees and act as a human nuisance pest. Here, we assessed effects of bioclimatic variables on V. mandarinia and used ensemble forecasts to predict habitat suitability for this pest globally. We also simulated potential dispersal of V. mandarinia in western North America. We show that V. mandarinia are most likely to invade areas with warm to cool annual mean temperature but high precipitation, and could be particularly problematic in regions with these conditions and high levels of human activity. We identified regions with suitable habitat on all six continents except Antarctica. The realized niche of introduced populations in the USA and Canada was small compared to native populations, implying high potential for invasive spread into new regions. Dispersal simulations showed that without containment, V. mandarinia could rapidly spread into southern Washington and Oregon, USA and northward through British Columbia, Canada. Given its potential negative impacts, and the capacity for spread within northwestern North America and worldwide, strong mitigation efforts are needed to prevent further spread of V. mandarinia.

GUcal is a standalone application for automatically calculating the glucose unit (GU) values for separated N-glycan components of interest in an electropherogram and suggests their tentative structures by utilizing an internal database. We have expanded the original database of GUcal by integrating all publicly available capillary electrophoresis (CE) data in the GlycoStore collection (https://www.glycostore.org) and with in-house measured GU values. The GUcal app is freely available online (https://www.gucal.hu) and readily facilitates CE-based high throughput GU value determination for first line structural elucidation.

Advanced practitioner skill development has become an important focus in health service delivery as increasingly complex consumer needs, practice environments and national professional registration requirements impact on professional work practices. Increasingly, work-based or workplace learning experiences are being seen as an effective means for maintaining skill currency across working lives. Currently there is limited literature on pedagogical practices to support the educational and training requirements associated with development across a person's working life. This paper reports on an example of how an intervention mapping framework was used to guide the development, implementation and evaluation of a work-based praxis course for students in an interprofessional, online postgraduate mental health programme. The intervention mapping framework provided a stepped process to guide decision-making and allowed the incorporation of theory and evidence into the course design. This approach provide...

Much rhetoric around the construct of a work-ready graduate has focused on the technical abilities of students to fulfill the expectations of the future workplace. Efforts have been made to extend from the technical skills (e.g., skills in calculation for engineers) to include soft or behavioral skills (e.g., communication). However, within previous models of understanding of the work-ready graduate there has been little done to explore them as critical moral agents within the workplace. That is, whilst the focus has been on being work-ready, it is argued here that in current and future workplaces it is more important for university graduates to be profession-ready. Our understanding of the profession-ready graduate is characterized by the ability to demonstrate capacities in critical thinking and reflection, and to have an ability to navigate the ethical challenges and shape the organizational culture of the future workplace. This chapter aims to explore a movement of thinking away from simply aspiring to develop work-ready graduates, expanding this understanding to argue for the development of profession-ready graduates. The chapter begins with an exploration of the debates around the characteristics of being work-ready, and through a consideration of two professional elements: professional identity and critical moral agency, argues for a reframing of work-readiness towards professional-readiness. The chapter then considers the role of work-integrated learning (WIL) in being able to support the development of the profession-ready graduate.

Rapid and continued growth in the generation of glycomic data has revealed the need for enhanced development of basic infrastructure for presenting and interpreting these datasets in a manner that engages the broader biomedical research community. Early in their growth, the genomic and proteomic fields implemented mechanisms for assigning unique gene and protein identifiers that were essential for organizing data presentation and for enhancing bioinformatic approaches to extracting knowledge. Similar unique identifiers are currently absent from glycomic data. In order to facilitate continued growth and expanded accessibility of glycomic data, the authors strongly encourage the glycomics community to coordinate the submission of their glycan structures to the GlyTouCan Repository and to make use of GlyTouCan identifiers in their communications and publications. The authors also deeply encourage journals to recommend a submission workflow in which submitted publications utilize GlyTouCan identifiers as a standard reference for explicitly describing glycan structures cited in manuscripts.

Non-traditional open-plan schools and classrooms are currently enjoying a resurgence in Australia, with proponents arguing for the necessity of educational spaces that more readily accommodate the needs of twenty-first century learners. However, these learning environments can pose considerable pedagogic challenges for teachers who must balance the ethos of spaces designed to facilitate autonomous and flexible student learning, while simultaneously managing the complexities of shared space and resources, decreased staff–student ratios, and highly variable student responses to learning in open-plan settings. This paper draws on observational and interview data from an Australian study of three primary schools operating in open-plan spaces. Informed by cultural theories of spatial practice, we argue that the ways in which teachers conceptualize and operationalize notions of “structure” is pivotal to the responsiveness of pedagogic approaches within open-plan spaces.

The discourse of the non-traditional classroom has found itself fundamentally intertwined with the rationalities of creating learning relevant for the future-orientated twenty-first century. In such an imaginary the idea of the conventional classroom – with its four walls, blackboard, ‘closed’ door, teacher-centred pedagogy and student learning conceptualised through the logics of the industrial era – is being renegotiated. This article focuses on an empirical examination of some of the changes to student classroom practice enabled by the material conditions of non-traditional learning spaces. In particular, it highlights the ways in which non-traditional learning spaces have become complex settings through which students negotiate increased learner autonomy, co-operative learning, acceptable classroom behaviour and fluid relations with teachers and peers. The article presents a discussion of the discourse of ‘twenty-first-century learning’ and focuses on non-traditional classrooms as an example of a localised expression of this discourse, supported by ethnographic data generated from field visits to three primary schools in Sydney, Australia to explore student practices enabled by such spaces.

Publishing databases in the Resource Description Framework (RDF) model is becoming widely accepted to maximize the syntactic and semantic interoperability of open data in life sciences. Here we report advancements made in the 6th and 7th annual BioHackathons which were held in Tokyo and Miyagi respectively. This review consists of two major sections covering: 1) improvement and utilization of RDF data in various domains of the life sciences and 2) meta-data about these RDF data, the resources that store them, and the service quality of SPARQL Protocol and RDF Query Language (SPARQL) endpoints. The first section describes how we developed RDF data, ontologies and tools in genomics, proteomics, metabolomics, glycomics and by literature text mining. The second section describes how we defined descriptions of datasets, the provenance of data, and quality assessment of services and service discovery. By enhancing the harmonization of these two layers of machine-readable data and knowledge, we improve the way community wide resources are developed and published. Moreover, we outline best practices for the future, and prepare ourselves for an exciting and unanticipatable variety of real world applications in coming years.

In response to the demands of the ‘21st century learner’, classroom environments are increasingly moving away from traditional models of a single-teacher isolated in their classroom. There is an advent of ‘non-traditional’ environments that challenge long-held practices in teaching. To support these changes there is a pressing need to create opportunities for professional learning. This article reports on a study undertaken within three primary schools that had recently adopted ‘non-traditional’ classroom environments. The study aimed to identify how these new spaces were shaping teaching practices and the challenges that they presented for professional learning. This article presents findings from this study with recommendations for how systems and schools can better manage the opportunities presented by these ‘non-traditional’ environments.

PurposeThe purpose of this paper is to provide a case study of a newcomer to the practice of policing to explore conceptualisations of learning through practice. It aims to position learning as the intersections of trajectories of being and becoming within a community of practice. The paper seeks to argue that learners need to be understood with respect to their personal histories and how these interact with the social and cultural dimensions of the workplace.Design/methodology/approachThis paper is a case study of a new police officer with data collected through a series of interviews and observations over a two‐year period.FindingsThe case study presented demonstrates the relationship between prior experience, personal histories, participation and a sense of belonging in shaping the learning of early‐career police officers. It suggests that in considering newcomers to the workplace it is important to view the process of learning as being influence by these interconnected factors.Research limitations/implicationsThis study concludes that the position of the individual in the social learning of a community of practice is an important aspect that needs further exploration. Although the significance of learner identity with communities of practice is acknowledged by Lave and Wenger it remains underdeveloped, and continues to present as an area for further research.Practical implicationsTrajectories of learning for newcomers to the workplace are affected by their previous social and cultural experiences and expertise, the association that they bring from these to the new community and participation in practices of the community. There exists, therefore, a role for managers in shaping the organisation to be supportive of these informal learning experience and, thus, the selection and training of managers should be aligned to these goals.Originality/valueThis paper extends current understandings of learning and development in the policing context as well as contributing to the broader discussion of informal learning in the workplace and understanding of experts and novices within communities of practice.

This chapter undertakes an exploration of the intersection of work integrated learning and the development of professional ethics, arguing for a focus on the development of an awareness of critical moral agency within the emerging professional. The chapter considers the construct of agency in the workplace alongside issues of power and subjugation created through the positioning of the emerging professional. Developing from this consideration it is argued that work integrated learning, combined with an effective and integrated professional ethics curriculum can empower the emerging professional to transform practice through accessing opportunities of agency.