Roles of residues 3 and 4 in cyclic tetrapeptide ligand recognition by the Κ -opioid receptor

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/75723/1/j.1399-3011.2005.00220.x.pd

Mild place illusion: a virtual reality factor to spark creativity in writing

Developments in Virtual Reality (VR) technology have modified the creative potential of each individual. We introduce a new con cept, called "mild place illusion", as a new paradigm for designing VR-based user interfaces targeted at stimulating creativity. We show that for creative tasks - such as creative writing, new product ideation, and brainstorming - a "just-enough" amount of place illu sion leads to a greater self-perception of creativity, as opposed to a "full-level" place illusion. This is a somewhat unexpected result since one would suppose, a priori, to have the full-level place illu sion as the optimal setup for stimulating creativity. We considered that the methodology in this work was fairly complex, but our re sults show – through a data triangulation approach – that we were able to identify more consistent and personal creative experiences. Therefore, the main contribution of this paper is a new paradigm for designing VR user interfaces targeted at stimulating creativity by showing that a “one-illusion interspace” leads to a greater self perception of creativity.info:eu-repo/semantics/publishedVersio

Submerged in the mainstream? A case study of an immigrant learner in a New Zealand primary classroom

Immigrant children from diverse language backgrounds face not only linguistic challenges when enrolled in mainstream English-medium classrooms, but also difficulties adjusting to an unfamiliar learning community. The culture of primary school classrooms in New Zealand typically reflects conventions across three dimensions: interactional, instructional task performance and cognitive-academic development. All three dimensions are underpinned by the culturally specific discourse conventions involved in language socialisation. New learners may be helped by classmates or their teacher to understand and successfully use these conventions, but left on their own they may sink rather than swim. This is a case study of one Taiwanese 11-year old boy, 'John', who entered a New Zealand primary classroom midway through the school year. John's basic conversational ability was sound, but he did not possess the interactive classroom skills needed to operate in the new culture of learning. Selected from a wider study of the classroom, transcript data from audio-recorded excerpts of John's interactions over several months with his teacher and classmates are interpreted from perspectives derived from sociocultural and language socialisation theories. The article concludes with a brief consideration of the extent to which John constructed, or was constrained from constructing meaningful learning experiences, and suggestions for further research and reflection

High-solids black liquor firing in pulp and paper industry kraft recovery boilers: Phase 1 -- Final report. Volume 2: Project technical results

This project is a multiple-phase effort to develop technologies to improve high-solids black liquor firing in pulp mill recovery boilers. The principal means to this end is to construct and operate a pilot-scale recovery furnace simulator (RFS) in which these technologies can be tested. The Phase 1 objectives are to prepare a preliminary design for the RFS, delineate a project concept for evaluating candidate technologies, establish industrial partners, and report the results. Phase 1 addressed the objectives with seven tasks: Develop a preliminary design of the RFS; estimate the detailed design and construction costs of the RFS and the balance of the project; identify interested parties in the paper industry and key suppliers; plan the Phase 2 and Phase 3 tests to characterize the RFS; evaluate the economic justification for high-solids firing deployment in the industry; evaluate high-solids black liquor property data to support the RFS design; manage the project and reporting results, which included planning the future program direction

Quantitative Study of Guide-Field Effects on Hall Reconnection in a Laboratory Plasma

The effect of guide field on magnetic reconnection is quantitatively studied by systematically varying an applied guide field in the Magnetic Reconnection Experiment (MRX). The quadrupole field, a signature of two-fluid reconnection at zero guide field, is significantly altered by a finite guide field. It is shown that the reconnection rate is significantly reduced with increasing guide field, and this dependence is explained by a combination of local and global physics: locally, the in-plane Hall currents are reduced, while globally guide field compression produces an increased pressure both within and downstream of the reconnection region. _________________________________________________

Institutional creativity and pathologies of potential space: The modern university

This paper proposes the applicability of object relations psychoanalytic conceptions of dialogue (Ogden, 1986, 1993) to thinking about relationships and relational structures and their governance in universities. It proposes that: the qualities of dialogic relations in creative institutions are the proper index of creative productivity; that is of, as examples, ’thinking’ (Evans, 2004), ’emotional learning’ (Salzberger-Wittenburg et al., 1983) or ’criticality’ (Barnett, 1997); contemporary institutions’ explicit preoccupation in assuring, monitoring and managing creative ’dialogue’ can, in practice, pervert creative processes and thoughtful symbolic productivity, thus inhibiting students’ development and the quality of ’thinking space’ for teaching and research. In this context the paper examines uncanny and perverse connections between Paulo Freire’s (1972) account of educational empowerment and dialogics (from his Pedagogy of the oppressed) to the consumerist (see, for example, Clarke & Vidler, 2005) rhetoric of student empowerment, as mediated by some strands of managerialism in contemporary higher education. The paper grounds its critique of current models of dialogue, feedback loops, audit and other mechanisms of accountability (Power, 1997; Strathern, 2000), in a close analysis of how creative thinking emerges. The paper discusses the failure to maintain a dialogic space in humanities and social science areas in particular, exploring psychoanalytic conceptions from Donald Winnicott (1971), Milner (1979), Thomas Ogden (1986) and Csikszentmihalyi (1997). Coleridge’s ideas about imagination as the movement of thought between subjective and objective modes are discussed in terms of both intra- and inter-subjective relational modes of ’dialogue’, which are seen as subject to pathology in the pathologically structured psychosocial environment. Current patterns of institutional governance, by micromanaging dialogic spaces, curtail the ’natural’ rhythms and temporalities of imagination by giving an over-emphasis to the moment of outcome, at the expense of holding the necessary vagaries of process in the institutional ’mind’. On the contrary, as this paper argues, creative thinking lies in sporadic emergences at the conjunction of object/(ive) outcome and through (thought) processes

In vivo imaging and quantitative analysis of leukocyte directional migration and polarization in inflamed tissue

Directional migration of transmigrated leukocytes to the site of injury is a central event in the inflammatory response. Here, we present an in vivo chemotaxis assay enabling the visualization and quantitative analysis of subtype-specific directional motility and polarization of leukocytes in their natural 3D microenvironment. Our technique comprises the combination of i) semi-automated in situ microinjection of chemoattractants or bacteria as local chemotactic stimulus, ii) in vivo near-infrared reflected-light oblique transillumination (RLOT) microscopy for the visualization of leukocyte motility and morphology, and iii) in vivo fluorescence microscopy for the visualization of different leukocyte subpopulations or fluorescence-labeled bacteria. Leukocyte motility parameters are quantified off-line in digitized video sequences using computer-assisted single cell tracking. Here, we show that perivenular microinjection of chemoattractants [macrophage inflammatory protein-1alpha (MIP-1alpha/Ccl3), platelet-activating factor (PAF)] or E. coli into the murine cremaster muscle induces target-oriented intravascular adhesion and transmigration as well as polarization and directional interstitial migration of leukocytes towards the locally administered stimuli. Moreover, we describe a crucial role of Rho kinase for the regulation of directional motility and polarization of transmigrated leukocytes in vivo. Finally, combining in vivo RLOT and fluorescence microscopy in Cx3CR1(gfp/gfp) mice (mice exhibiting green fluorescent protein-labeled monocytes), we are able to demonstrate differences in the migratory behavior of monocytes and neutrophils.Taken together, we propose a novel approach for investigating the mechanisms and spatiotemporal dynamics of subtype-specific motility and polarization of leukocytes during their directional interstitial migration in vivo

From training to artisanal practice : rethinking choreographic relationships in modern dance

In the first part of the twentieth century early modern dancers created both a new art form and the forms of group social organisation that were its condition of possibility. This paper critically examines the balletic and disciplinary ‘training’ model of dancer formation and proposes that the assumption of training in dance can obscure other ways of understanding dance-making relationships and other values in early modern dance. An ‘artisanal’ mode of production and knowledge transmission based on a non-binary relationship between ‘master’ and apprentice and occurring in a quasi-domestic and personalised space of some intimacy is proposed as a more pertinent way to think the enabling conditions of modern dance creation

Teaching Writing: a situated dynamic

publication-status: Publishedtypes: ArticleThe paper is theoretically grounded in Cultural Historical Activity Theory (CHAT) which holds that human development is founded within participation in social and cultural practices. In particular, the teaching of literacy is shaped not only by the curriculum as designated by policy makers and the institution in which it is located but also by the individuals’ understanding of what literacy and learning involves and how they act to achieve their goals. The paper explores data from a project that investigated the relationship between classroom talk and the teaching of writing in six early years classrooms. Participants’ own understandings of teaching and learning need to be taken into account by researchers and policy makers. CHAT has been used to explore the dynamic relationship between activity at societal, institutional and individual levels. It is argued that researchers and policy makers need to take account of the wider socio-cultural context in planning and evaluating curriculum development initiatives