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Structure-activity relationships of thiostrepton derivatives: implications for rational drug design
(2014)
The Project SupraMetall: Towards Commercial Fabrication of High-Temperature Superconducting Tapes
(2014)
Gene expression and cell growth rely on the intracellular concentration of amino acids, which in metazoans depends on extracellular amino acid availability and transmembrane transport. To investigate the impact of extracellular amino acid concentrations on the expression of a concentrative amino acid transporter, we overexpressed the main kidney proximal tubule luminal neutral amino acid transporter B0AT1-collectrin (SLC6A19-TMEM27) in MDCK cell epithelia. Exogenously expressed proteins co-localized at the luminal membrane and mediated neutral amino acid uptake. However, the transgenes were lost over few cell culture passages. In contrast, the expression of a control transgene remained stable. To test whether this loss was due to inappropriately high amino acid uptake, freshly transduced MDCK cell lines were cultivated either with physiological amounts of amino acids or with the high concentration found in standard cell culture media. Expression of exogenous transporters was unaffected by physiological amino acid concentration in the media. Interestingly, mycoplasma infection resulted in a significant increase in transgene expression and correlated with the rapid metabolism of L-arginine. However, L-arginine metabolites were shown to play no role in transgene expression. In contrast, activation of the GCN2 pathway revealed by an increase in eIF2α phosphorylation may trigger transgene derepression. Taken together, high extracellular amino acid concentration provided by cell culture media appears to inhibit the constitutive expression of concentrative amino acid transporters whereas L-arginine depletion by mycoplasma induces the expression of transgenes possibly via stimulation of the GCN2 pathway.
GRI4-Guidelines
(2014)
In diesem Beitrag wird gezeigt, dass das Corporate Social Responsibility-Controlling (CSR-Controlling) im Zuge der neuen Berichterstattungsvorgaben der Global Reporting Initiative (GRI) vor neuen Herausforderungen steht. Die neue GRI-4-Version fordert über erweiterte und neue Pflichtstandardangaben die CSR-Umsetzung in höchster Niveauausprägung ein und setzt neue Maßstäbe an die CSR-Gütekriterien „Transparenz“ und „Rechenschaftslegung“ in der gesamten Supply Chain. In der Analyse werden die für den zukünftigen GRI-4-Berichtseinstieg erforderlichen Anpassungsschritte dargestellt und in einem GRI-3.1-versus-GRI-4-Vergleich indikatorenbezogen erläutert.
The analytical pyrolysis technique hyphenated to gas chromatography–mass spectrometry (GC–MS) has extended the range of possible tools for the characterization of synthetic polymers and copolymers. Pyrolysis involves thermal fragmentation of the analytical sample at temperatures of 500–1400 °C. In the presence of an inert gas, reproducible decomposition products characteristic for the original polymer or copolymer sample are formed. The pyrolysis products are chromatographically separated using a fused-silica capillary column and are subsequently identified by interpretation of the obtained mass spectra or by using mass spectra libraries. The analytical technique eliminates the need for pretreatment by performing analyses directly on the solid or liquid polymer sample. In this article, application examples of analytical pyrolysis hyphenated to GC–MS for the identification of different polymeric materials in the plastic and automotive industry, dentistry, and occupational safety are demonstrated. For the first time, results of identification of commercial light-curing dental filling material and a car wrapping foil by pyrolysis–GC–MS are presented.
The central concept behind Open Educational Resources (OER) is opening up the access to educational resources for stakeholders who are not the usual target user group. This concept must be perceived as innovative because it describes a general economic and social paradigm shift: Education, which formerly was limited to a specific group of learners, now, is promoted as a public good. However, despite very good intentions, internationally agreed quality standards, and the availability of the required technological infrastructure, the critical threshold is not yet met. Due to several reasons, the usefulness of OER is often limited to the originally targeted context. Questions arise if the existing quality standards for Technology Enhanced Learning (TEL) actually meet the specific requirements within the OER value chain, if the existing quality standards are applicable to OER in a meaningful way, and under which conditions related standards generally could support the exploitation of OER. We analyze quality standards for TEL and contrast the life cycle model of commercial learning resources against the life cycle model of OER. We investigate special demands on quality from the context of OER and, taking the former results into account, derive emergent quality criteria for OER. The paper concludes with recommendations for the design of OER and a future standard development.
Open Educational Resources in the Context of School Education: Barriers and possible solutions
(2014)
Due to the increasing professional mobility of their parents, pupils often find themselves in new and unfamiliar learning scenarios in foreign contexts and countries. Besides having to leave their familiar environments, these pupils additionally may face language barriers, different curricula, and have to cope with foreign cultures. Printed textbooks, which are the most commonly used educational resources in schools, provide little support for these pupils to manage the new challenges. Teachers are the professionals designated to provide the necessary support. However, they often may not fully appreciate the pupils’ individual challenges. Possible solutions could be the provision of alternative learning contents in the pupils’ native languages and an international open exchange of knowledge and experiences amongst schoolteachers. These issues are addressed by the Open Discovery Space platform. In order to empower this platform to provide the best possible support to teachers, we explored barriers to adoption of Open Educational Practices in the context of school education and asked for manageable solutions. The investigation took place in an action research scenario. After an introduction of the ODS project, we will present the identified barriers and recommendations for solutions to overcome these, and the mechanisms which we are going to implement in the ODS platform in order to provide the best possible support to the community.