Open Access Publications (Univ. de Genève)
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RB137 and RB138 antibodies recognize human cathelicidin LL37 by ELISA
Get PDFLL37 is a cationic antimicrobial peptide (AMP), which can undergo post-translational modifications (PTM), such as citrullination and carbamylation. We demonstrate here that recombinant antibodies RB137 and RB138 are specific for native LL37 and do not recognize modified LL37 (citrullinated and carbamylated). They thus represent tools to assess the presence of native, unmodified LL37 in body fluids by ELISA
The RB596 antibody recognizes the spike S protein from SARS-CoV-2 by ELISA
Get PDFThe recombinant antibody RB596 detects by ELISA the spike S protein from SARS-CoV-2
RB571, RB572, RB573, RB574, RB575, RB576, RB577 and RB578 antibodies recognize a fragment of the membrane M protein from SARS-CoV-2 by ELISA
Get PDFThe recombinant antibodies RB571, RB572, RB573, RB574, RB575, RB576, RB577 and RB578 detect by ELISA a synthetic peptide from the SARS-CoV-2 M protein
The AJ517 antibody detects the mouse CD8β protein by flow cytometry
Get PDFThe AJ517 antibody detects the mouse CD8β protein by flow cytometry
The AJ519 antibody labels the human TAC/IL2RA protein by immunofluorescence
Get PDFThe recombinant antibody AJ519 detects by immunofluorescence the human TAC surface protein in paraformaldehyde-fixed cells
The RA11 and RA12 antibodies recognize a peptide of the D. discoideum Mucolipin protein by western blot
No full textThe recombinant antibodies RA11 and RA12 detect by western blot a peptide of the Dictyostelium discoideum Mucolipin protein fused to a GST protein
The AI215 antibody recognizes an EPEA-tagged recombinant protein by immunofluorescence
Get PDFThe AI215 antibody against the EPEA tag recognizes an EPEA-tagged human TAC protein by immunofluorescence in paraformaldehyde-fixed HeLa cells
The RB487 antibody recognizes a yeast WBP1 peptide by ELISA
Get PDFThe recombinant antibody RB487 detect by ELISA a synthetic peptide from the yeast WBP1 protein
RB196 and RB197 antibodies recognize a fragment of the RdRp region of the hepatitis E virus ORF1 protein by ELISA
Get PDFThe recombinant antibodies RB196 and RB197 detect by ELISA a fragment of the RdRp region of the hepatitis E virus ORF1 protein fused to a GST protein
Formation en gestion des données de recherche: propositions de dispositifs d’e-learning pour le projet DLCM
Get PDFLe projet DLCM financé par Swissuniversities a pour objectif de fournir un soutien et des ressources adaptées à chaque étape du cycle de vie des données, et de permettre aux chercheu-r-se-s académiques suisses d’implémenter une gestion des données de la recherche (GDR). La seconde phase du projet (2019-2020) se concentre sur la définition des approches et la mise en place d’outils et de services pour la GDR les mieux adaptés aux besoins de l’environnement académique suisse. Cet article fournit des recommandations et des propositions d’options pour la conception d’un dispositif de formation e-learning en GDR qui rentre dans le cadre de cette seconde phase du projet DLCM. Il reprend certains résultats du mémoire d’un projet de recherche d’étudiantes du Master of Science HES-SO en Sciences de l’information.
Après une revue de la littérature sur les formations à la GDR, sur le projet DLCM et sur l’e-learning, les principales observations portant sur l’inventaire des formations et des ressources en GDR des partenaires DLCM sont présentées. Elargi à l’international, cet inventaire permet d’identifier les ressources éventuellement réutilisables pour la formation e-learning de DLCM. A partir de cet inventaire, un panorama global des activités dans ce domaine est dressé, et la typologie des ressources disponibles est identifiée. Puis, à partir d’études de cas (le suivi de cinq formations e-learning sur la GDR et d’autres sujets variés), des recommandations pour la formation e-learning de DLCM sont formulées. Elles concernent le contenu de la formation, le parcours de formation, l’accompagnement des apprenant-e-s et les possibilités d’interaction.
Une formation e-learning peut se décliner selon de multiples modalités. Certaines d’entre elles, particulièrement importantes pour le contexte DLCM, sont discutées. En s’appuyant sur ces différents éléments développés précédemment, en fonction de profils-types du public-cible pour la formation, trois dispositifs e-learning adaptés sont alors proposés: un SPOC (Small Private Online Course), un MOOC (Massive Open Online Course) et une formation libre. Les avantages spécifiques apportés par la formation libre au projet DLCM et à ses partenaires sont discutés plus en détail.
The Swissuniversities-funded DLCM project aims at providing support and resources for every step of the data lifecycle and allowing Swiss academic researchers to implement Research Data Management (RDM) practices. The second phase of the project (2018-2020) focuses on specifying strategies and setting up tools and services in RDM most suited to the needs of the Swiss academic environment.
This paper makes recommendations and suggestions for the design of an e-learning training in RDM in the frame of the second phase of the DLCM project. It is based on a research project by students of the Master of Science HES-SO in Information Science, and as such, uses some results already presented in the research project report.
After the literature review on RDM training, on the DLCM project and on e-learning, we present our main observations on the inventory of RDM training activities and resources from the partner institutions of DLCM project. By bringing up this inventory to the international level, we identify some reusable and adaptable material for the DLCM e-learning training. We then use the inventory to draw a global landscape and to set up a typology of e-learning resources in RDM. From five case studies (e-learning trainings on RDM and other topics), we formulate recommendations for the DLCM e-learning training. These recommendations address the training content, the learning pathway, the coaching and the interaction between the trainer and the learners. E-learning trainings may be very diverse, depending on many components. Some of these components which are specifically important for DLCM environment are presented in detail. Basing on the previously discussed items and taking into consideration some personas typical from the target audience of DLCM training, three e-learning models are presented: a SPOC (Small Private Online Course), a MOOC (Massive Open Online Course) and a free training. The specific advantages of the free training model for DLCM and its partners are emphasized