. "Biomolecular catalysis and signalling"@en . . "4" . "Learning outcomes\nModule 1: Cell Signaling, provides an overview of main principles and mechanisms signal transduction. Concepts like information flow, cellular computation, and decision making will be introduced. A systematic overview of main eukaryotic and prokaryotic signaling pathways will be presented.\nModule 2: Biomolecular Catalysis, will provide a sufficiently detailed overview of the basic enzyme mechanisms and kinetic approaches to study enzymes.\nModule 3: Structural Biology, will give a basic overview of protein (and DNA) structure. Special lectures are dedicated to contemporary methods for structural analysis of proteins and other biological macromolecule. Structural modeling methods and software will be introduced and tested in a seminar.\nModule 4: provides and overview of bacterial signaling, protein synthesis and antibiotic mechanisms.\nBrief description of content\n3-D structure of proteins; X-ray; Neutron diffraction. Structure of proteins in solution from NMR methods. The structural building blocks. Motifs or supersecondary structures. Assembly of proteins from the building blocks.\nProtein diversity. Introns, exons, and inteins and exteins. Divergent evolution of families of proteins. Convergent evolution. Evolution of proteins by fusion of gene fragments. Homology, sequence identity, and structural similarity.\nPrinciples of chemical catalysis. Transition state theory. The Hammond postulate. Chemical basis of the Hammond postulate. Intramolecular catalysis: The \"effective concentration\" of a group on an enzyme. General acid-base catalysis. Entropy: The theoretical basis of intramolecular catalysis and effective concentration. Electrostatic catalysis. Metal ion catalysis. Covalent catalysis. Electrophilic catalysis by Schiff base formation. Pyridoxal phosphate-Electrophilic catalysis. Thiamine pyrophosphate-Electrophilic catalysis. Nucleophilic catalysis. Structure-activity relationships. Nucleophilic attack at the carbonyl group. The principle of microscopic reversibility or detailed balance. The principle of kinetic equivalence." . . "Presential"@en . "FALSE" . . "Biotechnology"@en . . . . . . . . "Bachelor in Science and technology"@en . . "https://ut.ee/en/curriculum/science-and-technology" . "180"^^ . "Presential"@en . "The international three-year bachelor's programme in Science and Technology has innovative content and comprises selected parts of all taught in the Faculty of Science and Technology. It provides a broad overview of natural and exact sciences and technologies.\n\nIn the first year, students study subjects which give good basic knowledge and prepare them to work with modern technologies and materials. Later it is possible to choose a suitable field of specialisation based on the acquired knowledge about different areas. Students can choose a combined specialisation in genetics and biotechnology, bioengineering and robotics, or chemistry and materials science. Learning outcomes\nThe student who has completed the curriculum:\n1) possesses a sufficient level of knowledge in mathematics and natural and exact sciences to continue professional studies on Master's level and work in professions that require basic knowledge in the field and simpler working skills;\n2) understand the general principles of the main areas of natural sciences, orientates in the basic principles of the fields of natural sciences and can describe these by basic concepts;\n3) knows the main research methods used in the field and understands the nature of scientific method;\n4) knows how to collect professional information by using relevant methods and tools, and interpret the information critically and creatively;\n5) is able to plan and complete professional assignments, choosing and implementing the suitable methods and technologies;\n6) is able to analyse the issues related to the field in oral and written form and participate in the respective discussions;\n7) is able to assess the theoretical and application value of knowledge and skills obtained during the completion of the curriculum from both the personal and social perspective, taking into account the scientific, social and ethical aspects;\n8) has acquired the necessary learning skills and needs for constant professional development and lifelong learning."@en . . . . . "3"@en . "FALSE" . . "Bachelor"@en . "Thesis" . "6000.00" . "Euro"@en . "6000.00" . "None" . "The general objective of the programme is to provide students with a broad-based academic education in natural sciences, which enables them to continue studies at the master's level in any field of natural science or work in professions that require basic knowledge and working skills. For example, graduates can work at monitoring centres, different technological enterprises and laboratories as a technologically competent lab personnel members."@en . "3"^^ . "TRUE" . "Upstream"@en . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .