1,721,112 research outputs found
Kart Barth, Christus und Adam nach Röm. 5. Ein Beitrag zur Frage nach dem Menschen und der Menschheit. « Theologische Studien », N° 35. Zollikon-Zürich, Evangelischer Verlag, 1952
No full textKopp B. Kart Barth, Christus und Adam nach Röm. 5. Ein Beitrag zur Frage nach dem Menschen und der Menschheit. « Theologische Studien », N° 35. Zollikon-Zürich, Evangelischer Verlag, 1952. In: Revue d'histoire et de philosophie religieuses, 36e année n°2,1956. pp. 154-155
Morale chrétienne et requêtes contemporaines, Ouvrage collectif dans la Collection des « Cahiers de l'Actualité religieuse », par F. Braun, H. Delville, A. Descamps, P. Driessen, F. Duyckaerts, B. Flacelière, F. Jeanson, J. Leclerq, A. Léonard, B. Olivier, H. Robert, C. Spicq. Paris, Castermann » 1954
No full textKopp B. Morale chrétienne et requêtes contemporaines, Ouvrage collectif dans la Collection des « Cahiers de l'Actualité religieuse », par F. Braun, H. Delville, A. Descamps, P. Driessen, F. Duyckaerts, B. Flacelière, F. Jeanson, J. Leclerq, A. Léonard, B. Olivier, H. Robert, C. Spicq. Paris, Castermann » 1954. In: Revue d'histoire et de philosophie religieuses, 36e année n°2,1956. pp. 156-158
An international project on supporting online collaboration: outcomes and conclusions.
No full textIn the last two decades, a rapidly growing amount of experiences and research focusing on technology-supported learning from different theoretical perspectives has been implemented. Within this wide scenario of experiences, the effectiveness of collaborative learning and on computer supported collaborative learning (CSCL) has been confirmed by an ample research literature (e.g., Mandl et al., 2006). But still nowadays, a teacher or tutor who aims at organising an e-learning course can wonder whether all collaborative learning experiences involving technologies are effective at the same level, and which strategies are the most effective in order to foster knowledge acquisition of learners. In order to answer these questions, the International project “Social networks and knowledge construction promotion in e-learning contexts” (http://minerva.ing2.unibo.it) was launched, co-financed by the EU within the Socrates-Minerva action.
The project was developed from October 2006 to the end of September 2008 and involved the following four subsequent phases: 1) an exploratory study on a sample of 78 noteworthy e-learning experiences (of 17 European countries); 2) the design and delivery of e-learning courses based on emerging “good practices”; 3) the process and outcome evaluation of e-learning experimental courses; 4) the identification of “guidelines” aimed at fostering good practices, which may facilitate the promotion of knowledge construction through social interaction.
The results of the exploratory study showed that e-tutors acknowledge the importance of creating favourable conditions for social interaction in e-learning contexts, and that they mainly act for this purpose on the technical and didactical design of their courses. Moreover, they also report systematic support to the learners’ epistemic activities, but report infrequent interventions either to avoid pitfalls in social interaction (e.g. free-riding), or to foster more effective socio-cognitive dynamics (e.g. perspective-taking in argumentation, social influence). Practical guidelines were therefore identified in order to sustain the practical realization and implementation of e-learning activities which foster knowledge acquisition and effective collaborative activities (Matteucci, 2007). Even if further studies are needed to verify the actual effectiveness of these guidelines, these results may be considered a step forward on the way to “a better understanding by teachers, learners, decision-makers and the public at large of the implications of ICT for education, to ensure that pedagogical considerations are given proper weight in the development of ICT and multimedia-based educational products and services” (European Commission, Minerva Action: http://ec.europa.eu/education/programmes/socrates/minerva/index_en.html).
• Mandl, H., Ertl, B., & Kopp, B. (2006). Computer support for collaborative learning environments. In F. Dochy, L. Verschaffel, M. Boekaerts, & S. Vosniadou (Eds.), Instructional psychology: Past, present, and future trends: Sixteen essays in honour of Erik De Corte (pp. 223-237). Oxford: Elsevier.
• Matteucci M.C. (2007) (Ed.). Promoting good practices. Lessons from a collection of European eLearning experiences. Retrived August, 1, 2008, from http://minerva.ing2.unibo.it
*This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein
Kinetic analysis of PKC- and GRK-mediated phosphorylation of chemokine receptor CCR5 by phosphosite-specific antibodies
No full textG protein-coupled receptor kinases promote phosphorylation and beta-arrestin-mediated internalization of CCR5 homo- and hetero-oligomers
No full textExpression levels of the chemokine receptor, CC chemokine receptor 5 (CCR5), at the cell surface determine cell susceptibility to HIV entry and infection. Cellular activation by CCR5 itself, but also by unrelated receptors leads to cross-phosphorylation and cross-internalization of CCR5. This study addresses the underlying molecular mechanisms of homologous and heterologous CCR5 regulation. As shown by bioluminescence resonance energy transfer experiments, CCR5 formed constitutive homo- as well as heterooligomeric complexes together with C5aR but not with the unrelated AT(1a)R in living cells. Stimulation with CCL5 of RBL cells, which co-expressed CCR5 together with an N-terminally truncated CCR5-Delta NT mutant, resulted in both protein kinase C(PKC)- and G protein-coupled receptor (GPCR) kinase (GRK)-mediated cross-phosphorylation of the mutant unligated receptor, as determined by phosphosite-specific monoclonal antibody. Similarly, both PKC and GRK cross-phosphorylated CCR5 in a heterologous manner after C5a stimulation of RBL-CCR5/ C5aR cells, whereas AT(1a)R stimulation resulted only in classical PKC-mediated CCR5 phosphorylation. Co-expression of CCR5-Delta NT together with a phosphorylation-deficient CCR5 mutant that neither binds beta-arrestin nor undergoes internalization partially restored the CCL5-induced association of beta-arrestin with the homo- oligomeric receptor complex and augmented cellular uptake of I-125-CCL5. Co-expression of C5aR, but not of AT1aR, promoted CCR5 co-internalization upon agonist stimulation by a mechanism independent of CCR5 phosphorylation. Co-internalization of phosphorylated CCR5 was also observed in C5a-stimulated macrophages. Finally, co-expression of a constitutively internalized C5aR-US28(CT) mutant led to intracellular accumulation of CCR5 in the absence of ligand stimulation. These results show that GRKs and beta-arrestin are involved in heterologous receptor regulation by cross-phosphorylating and co-internalizing unligated receptors within homo- or hetero-oligomeric protein complexes
Kinetic analysis of PKC- and GRK-mediated phosphorylation of chemokine receptor CCR5 by phosphosite-specific antibodies
No full textMotivated (e)-learning : results of a European project as starting point to explore social-psychological dimensions of effective social interaction.
No full textIn the framework of a European Socrates-Minerva project, the learner-tutor interaction has been investigated as key aspect in order to foster collaborative knowledge construction. Aiming at identifying effective supporting strategies, seventy-eight e-tutors from 17 different European countries completed a questionnaire on their actual experience asking for main support methods. Results showed that e-tutors support collaborative learning in providing specific technical and didactical support and in fostering the collaborative learning process, especially content-specific activities like online discussio
Experienced and non-experienced e-tutors in Europe: Differences in supporting online collaboration.
No full textIn this study, we investigated differences between experienced and non-experienced European e-tutors in their support of online collaboration in practice. Therefore, we developed a questionnaire European e-tutors had to fill in to evaluate specific collaborative activities and to answer yes/no-questions regarding their intervention to support these collaborative activities. In respect of these collaborative activities, we distinguished between cognitive and social activities which are relevant for effective online collaboration. Overall, we received answers of 78 e-learning experiences from 17 different European countries. Cluster analysis was conducted to determine groups of e-tutors who answered similar regarding the response type across the various categories of support activities. To validate the cluster solution, we compared the resulting two clusters on the basis of the experience of e-tutors. The results indicate that e-tutors with experience evaluate relevant cognitive activities more important for collaboration than e-tutors without experience. Furthermore, e-tutors with experience intervene more often to foster cognitive and social activities. These findings show the importance of expertise in e-tutoring: It seems that e-tutors with experience consider the importance of specific cognitive activities for effective online collaboration and that they also are more familiar in detecting dysfunctional social phenomena and in adequately intervening to avoid such phenomena. Therefore, for daily practice it seems to be necessary to train e-tutors in sensitizing them to the problems and pitfalls of online collaboration so that they are able to detect such difficulties and to intervene in such a way that it supports group work
Cognitive flexibility and N2/P3 event-related brain potentials
Full text linkTask switching is often considered for evaluating limitations of cognitive flexibility. Switch costs are behavioural indices of limited cognitive flexibility, and switch costs may be decomposable into stimulus- and response-related fractions, as conjectured by the domain hypothesis of cognitive flexibility. According to the domain hypothesis, there exist separable stimulus- and response-related neural networks for cognitive flexibility, which should be discernible as distinct event-related potentials (ERPs). The present card-matching study allowed isolating stimulus- and response-related switch costs, while measuring ERPs evoked by task cues and target stimuli with a focus on the target-locked N2/P3 complex. Behavioural data revealed that both stimulus-task and response-task bindings contribute to switch costs. Cue-locked ERPs yielded larger anterior negativity/posterior positivity in response to switch cues compared to repeat cues. Target-locked ERPs revealed separable ERP correlates of stimulus- and response-related switch costs. P3 waveforms with fronto-central scalp distributions emerged as a corollary of stimulus-related switch costs. Fronto-centrally distributed N2 waveforms occurred when stimulus-task and response-task bindings contributed jointly to switch costs. The reported N2/P3 ERP data are commensurate with the domain hypothesis according to which there exist separable stimulus- and response-related neural networks for cognitive flexibility
E-Tutorial support for collaborative online learning: An explorative study on experienced and non-experienced e-tutors.
No full textThe e-tutor plays a major role in supporting virtual collaborative learning, as he/she supervises learners in collaboratively solving tasks, acquiring new skills, and applying new knowledge. This study is aimed at gaining further insights into the daily support practices of e-tutors. Seventy-six e-tutors from 17 different European countries were invited to fill in an online questionnaire to evaluate collaborative activities, and to answer yes/no-questions regarding their intervention to support these
collaborative activities. A cluster analysis identified two profiles of e-tutors according to the
importance ascribed to collaborative activities, and to the number of times they intervened to foster
such activities. The cluster validation revealed a difference between experienced and inexperienced
European e-tutors in their support of online collaboration: e-tutors with experience considered specific
cognitive activities to be more important for effective online collaboration, and they seemed to be more
familiar in detecting and adequately intervening to avoid dysfunctional social phenomena. Thus,
experience in supporting online collaboration seems to be a useful precondition for successfully
intervening to stimulate necessary learning activities and to avoid dysfunctional collaborative
activities
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