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We present the performance of the upGREAT heterodyne array receivers on the SOFIA telescope after several years of operations. This instrument is a multi-pixel high resolution (R≳107) spectrometer for the Stratospheric Observatory for Far-Infrared Astronomy (SOFIA). The receivers use 7-pixel subarrays configured in a hexagonal layout around a central pixel. The low frequency array receiver (LFA) has 2×7 pixels (dual polarization), and presently covers the 1.83–2.07THz frequency range, which allows to observe the [CII] and [OI] lines at 158μm and 145μm wavelengths. The high frequency array (HFA) covers the [OI] line at 63μm and is equipped with one polarization at the moment (7 pixels, which can be upgraded in the near future with a second polarization array). The 4.7THz array has successfully flown using two separate quantum-cascade laser local oscillators from two different groups. NASA completed the development, integration and testing of a dual-channel closed-cycle cryocooler system, with two independently operable He compressors, aboard SOFIA in early 2017 and since then, both arrays can be operated in parallel using a frequency separating dichroic mirror. This configuration is now the prime GREAT configuration and has been added to SOFIA’s instrument suite since observing cycle 6.
MOOCs in POM Education
(2016)
Basic demand from enterprises towards academic education: provide students not only methodological/theoretical knowledge, but also prepare them for the future tasks in the world of works! This contradicts academia’s focus on sustainably teaching basic principles. With the extra-curricular international online program erp4students, we successfully managed to bridge this "conflict-of-interest”.
The Whole Is More than the Sum of Its Parts - On Culture in Education and Educational Culture
(2015)
The Learning Culture Survey investigates learners’ expectations towards and perceptions of education on international level with the aim to make culture in the context of education better understandable and support educators to prevent and solve intercultural conflicts in education. So far, we found that culture-related expectations differ between educational settings, depend on the age of the learners, and that a nationally homogenous educational culture is rather an exception than the rule. The results of our recently completed longitudinal study provided evidence that educational culture on the institutional level actually is persistent, at least over a term of four years. After a brief introduction of the general background, we will subsume the steps taken during the past seven years and achieved general insights regarding educational culture. Last, we will introduce a method for the determination of conflict potential, which bases on the understanding of culture as the level to w hich people within a society accept deviations from the usual. We close with demonstrating the method’s functionality on examples from the Learning Culture Survey.
After an introduction, we discuss the conflicts that occurred in a highly experimental course setting, in which we implemented a student-centered course in urban higher education with a constructivist, blended-learning design. We analyse to which extent the cultural country profiles from our Learning Culture Survey suffice to prevent intercultural conflicts in education and provide support for the design of respective interventions.
In Anlehnung an die von Leidner und Kayworth (2006) durchgeführte Studie zum Umgang mit Kultur in der angelsächsischen Wissenschaftsdisziplin „Information Systems“ wurde eine entsprechende Literaturstudie für die gestaltungsorientierte Wirtschaftsinformatik des deutschen Sprachraums durchgeführt. In der Studie wurde in den Hauptorganen der Disziplin untersucht, in welcher Häufigkeit kulturelle Einflüsse auf Informationstechnologie thematisiert wurden, wie diese Einflüsse aufgearbeitet wurden und welche Referenzmodel-le/Referenzliteratur verwendet wurden. Nach einer kurzen Darstellung der gewählten Vorgehensweise werden die Ergebnisse und Beschränkungen der Studie präsentiert.
This paper addresses special skills, learners in Internet-based learning scenarios need. In self-directed learning scenarios, as most Internet-based learning scenarios are designed, learners bear the responsibility for their learning progress. To ease this task, institutions could prime the learners for the situation which may be quite different to their previous learning experiences. Basing on a Delphi-study, conducted with experts from the e-Learning sector in Germany, Austria, and Switzerland, the basic requirements have been determined.
Here, we present a miR mechanism which is active in the nucleus and is essential for the production of intron included, C-terminal truncated and biologically active proteins, like e.g. Vim3. We exemplified this mechanism by miRs, miR-15a and miR-498, which are overexpressed in clear cell renal carcinoma or oncocytoma. Both miRs directly interact with DNA in an intronic region, leading to transcriptional stop, and therefore repress the full length version of the pre-mRNA, resulting in intron included truncated proteins (Mxi-2 and Vim3). A computational survey shows that this miR:DNA interactions mechanism may be generally involved in regulating the human transcriptome, with putative interaction sites in intronic regions for over 1000 genes. In this work, an entirely new mechanism is revealed how miRs can repress full length protein translation, resulting in C-terminal truncated proteins.