Auf der Suche nach dem Licht didaktischer Theorien

Was können Theorien, die das Allgemeine einer Situation ins Licht des Bewusstseins rücken, für die Beschreibung und Analyse von Situationen leisten, die durch die Einmaligkeit von Personen und ihren Beziehungen geprägt sind? Die Erfahrung dieses Widerspruchs – zwischen Allgemeinem und Besonderem, Einmaligem – bildet den Ausgangspunkt der Überlegungen. Die Autorin lässt sich, zunächst unabhängig von vorgefertigten Theorien, beobachtend auf die Komplexität der drei Musikstunden ein und beobachtet sich selbst als Beobachtende. Drei Perspektiven kristallisieren sich dabei als zentral heraus: die unterschiedlichen Lehrerpersönlichkeiten und Unterrichtsstile, die Rolle der Sprache und die Frage nach dem, was guter Musikunterricht eigentlich sei. Am Ende des Beitrags wird nochmals – auf der Meta-Ebene der Theoriebildung – das unauflösliche Wechselspiel thematisiert: zwischen impliziten Theorien, die die Beobachtung leiten, und expliziten Theorien, die das Individuelle und Besondere als Verallgemeinerbares und Wiederholbares beschreiben.Are theories, which focus on the generality of situations, able to describe and analyze situations, which are characterized through uniqueness of persons and their relations to each other? The experience of this contradiction – between the general and the specific or unique – is the starting point of the reflections. The author observes – at first independent of any theories – the complexity of three music-classes and observes herself as observing person. Three central perspectives are the result: the different personalities of teachers and styles of teaching, the importance of verbalization and the crucial question about a „good musical lesson“. Subject of the final part is – on the meta-basis of theory – the indissoluble interplay between implicit theories which determine the observation, and explicit theories, which describe the special and individual as something that can be generalized

Auf der Suche nach dem Licht didaktischer Theorien

Was können Theorien, die das Allgemeine einer Situation ins Licht des Bewusstseins rücken, für die Beschreibung und Analyse von Situationen leisten, die durch die Einmaligkeit von Personen und ihren Beziehungen geprägt sind? Die Erfahrung dieses Widerspruchs – zwischen Allgemeinem und Besonderem, Einmaligem – bildet den Ausgangspunkt der Überlegungen. Die Autorin lässt sich, zunächst unabhängig von vorgefertigten Theorien, beobachtend auf die Komplexität der drei Musikstunden ein und beobachtet sich selbst als Beobachtende. Drei Perspektiven kristallisieren sich dabei als zentral heraus: die unterschiedlichen Lehrerpersönlichkeiten und Unterrichtsstile, die Rolle der Sprache und die Frage nach dem, was guter Musikunterricht eigentlich sei. Am Ende des Beitrags wird nochmals – auf der Meta-Ebene der Theoriebildung – das unauflösliche Wechselspiel thematisiert: zwischen impliziten Theorien, die die Beobachtung leiten, und expliziten Theorien, die das Individuelle und Besondere als Verallgemeinerbares und Wiederholbares beschreiben.Are theories, which focus on the generality of situations, able to describe and analyze situations, which are characterized through uniqueness of persons and their relations to each other? The experience of this contradiction – between the general and the specific or unique – is the starting point of the reflections. The author observes – at first independent of any theories – the complexity of three music-classes and observes herself as observing person. Three central perspectives are the result: the different personalities of teachers and styles of teaching, the importance of verbalization and the crucial question about a „good musical lesson“. Subject of the final part is – on the meta-basis of theory – the indissoluble interplay between implicit theories which determine the observation, and explicit theories, which describe the special and individual as something that can be generalized

Auf der Suche nach dem Licht didaktischer Theorien

Was können Theorien, die das Allgemeine einer Situation ins Licht des Bewusstseins rücken, für die Beschreibung und Analyse von Situationen leisten, die durch die Einmaligkeit von Personen und ihren Beziehungen geprägt sind? Die Erfahrung dieses Widerspruchs – zwischen Allgemeinem und Besonderem, Einmaligem – bildet den Ausgangspunkt der Überlegungen. Die Autorin lässt sich, zunächst unabhängig von vorgefertigten Theorien, beobachtend auf die Komplexität der drei Musikstunden ein und beobachtet sich selbst als Beobachtende. Drei Perspektiven kristallisieren sich dabei als zentral heraus: die unterschiedlichen Lehrerpersönlichkeiten und Unterrichtsstile, die Rolle der Sprache und die Frage nach dem, was guter Musikunterricht eigentlich sei. Am Ende des Beitrags wird nochmals – auf der Meta-Ebene der Theoriebildung – das unauflösliche Wechselspiel thematisiert: zwischen impliziten Theorien, die die Beobachtung leiten, und expliziten Theorien, die das Individuelle und Besondere als Verallgemeinerbares und Wiederholbares beschreiben.Are theories, which focus on the generality of situations, able to describe and analyze situations, which are characterized through uniqueness of persons and their relations to each other? The experience of this contradiction – between the general and the specific or unique – is the starting point of the reflections. The author observes – at first independent of any theories – the complexity of three music-classes and observes herself as observing person. Three central perspectives are the result: the different personalities of teachers and styles of teaching, the importance of verbalization and the crucial question about a „good musical lesson“. Subject of the final part is – on the meta-basis of theory – the indissoluble interplay between implicit theories which determine the observation, and explicit theories, which describe the special and individual as something that can be generalized

Co−stratification of GABA(A) receptors with the directionally selective circuitry of the rat retina

Direction-selective (DS) ganglion cells of the mammalian retina have their dendrites in the inner plexiform layer (IPL) confined to two narrow strata. The same strata are also occupied by the dendrites of cholinergic amacrine cells which are probably presynaptic to the DS ganglion cells. GABA is known to play a crucial role in creating DS responses. We examined the types of GABAA receptors expressed by the cholinergic amacrine cells and also those expressed by their presynaptic and postsynaptic neurons, by applying immunocytochemical markers to vertical sections of rat retinas. Double-labelling experiments with antibodies against choline acetyltransferase (ChAT) and specific antibodies against different GABAA receptor subunits were performed. Cholinergic amacrine cells seem to express an unusual combination of GABAA receptor subunits consisting of alpha 2-, beta 1-, beta 2/3-, gamma 2-, and delta-subunits. Bipolar cells, which could provide synaptic input to the DS circuitry, were stained with antibodies against the glutamate transporter GLT-1. The axon terminals of these bipolar cells are narrowly stratified in close proximity to the dendritic plexus of displaced cholinergic amacrine cells. The retinal distribution of synaptoporin, a synaptic vesicle associated protein, was studied. Strong reduction of immunolabelling was observed in the two cholinergic strata. The anatomical findings are discussed in the context of models of the DS circuitry of the mammalian retina

Polymorphisms in the Gene Regions of the Adaptor Complex <em>LAMTOR2/LAMTOR3</em> and Their Association with Breast Cancer Risk

<div><h3>Background</h3><p>The late endosomal LAMTOR complex serves as a convergence point for both the RAF/MEK/ERK and the PI3K/AKT/mTOR pathways. Interestingly, both of these signalling cascades play a significant role in the aetiology of breast cancer. Our aim was to address the possible role of genetic polymorphisms in <em>LAMTOR2</em> and <em>LAMTOR3</em> as genetic risk factors for breast cancer.</p> <h3>Methodology/Results</h3><p>We sequenced the exons and exon–intron boundaries of <em>LAMTOR2</em> (p14) and <em>LAMTOR3</em> (MP1) in 50 prospectively collected pairs of cancerous tissue and blood samples from breast cancer patients and compared their genetic variability. We found one single nucleotide polymorphism (SNP) in <em>LAMTOR2</em> (rs7541) and two SNPs in <em>LAMTOR3</em> (rs2298735 and rs148972953) in both tumour and blood samples, but no somatic mutations in cancerous tissues. In addition, we genotyped all three SNPs in 296 samples from the Risk Prediction of Breast Cancer Metastasis Study and found evidence of a genetic association between rs148972953 and oestrogen (ER) and progesterone receptor negative status (PR) (ER: OR = 3.60 (1.15–11.28); PR: OR = 4.27 (1.43–12.72)). However, when we additionally genotyped rs148972953 in the MARIE study including 2,715 breast cancer cases and 5,216 controls, we observed neither a difference in genotype frequencies between patients and controls nor was the SNP associated with ER or PR. Finally, all three SNPs were equally frequent in breast cancer samples and female participants (n = 640) of the population-based SAPHIR Study.</p> <h3>Conclusions</h3><p>The identified polymorphisms in <em>LAMTOR2</em> and <em>LAMTOR3</em> do not seem to play a relevant role in breast cancer. Our work does not exclude a role of other not yet identified SNPs or that the here annotated polymorphism may in fact play a relevant role in other diseases. Our results underscore the importance of replication in association studies.</p> </div

Genotype frequencies of the analyzed SNPs by study population.

<p> <b><u>Notes:</u></b></p><p>Call rates in all study populations were above 98%.</p><p>MAF… Minor allele frequency.</p><p>HWE… p-value for test for Hardy-Weinberg-Equilibrium (Chi-Square test).</p><p>GD… Genotype distribution (in %).</p><p>RPBCMS… Risk Prediction of Breast Cancer Metastasis Study.</p

Genetic association of rs148972953 with risk of having metastasis in MARIE breast cancer cases.

<p> <b><u>Notes:</u></b></p><p>The analysis was only performed in breast cancer cases of the MARIE Study. At baseline, 2367 patients suffered from a primary invasive breast cancer and 159 patients suffered from in situ breast cancer; those 159 patients were excluded for this analysis. In the Risk Prediction of Breast Cancer Metastasis Study, information on metastasis was either missing in most patients or the follow-up time was too short for the development of metastasis after primary treatment.</p><p>OR … odds ratio.</p><p>95% CI … 95% confidence interval.</p

Genetic association of rs148972953 with tumour characteristics (oestrogen and progesterone receptor status and metastases).

<p> <b><u>Notes:</u></b></p><p>Due to the low minor allele frequency of rs148972953, heterozygous and homozygous mutation allele carriers were assessed combined in comparison to wild-type allele carriers assuming a dominant mode of inheritance.</p><p>For this analysis, only samples with complete information on ER, PR and an rs148972953 genotype were taken into consideration.</p><p>OR … odds ratio.</p><p>95% CI … 95% confidence interval.</p><p>RPBCMS… Risk Prediction of Breast Cancer Metastasis Study.</p

The LAMTOR complex as a convergence point of MAPK and mTORC1 pathways (Schematic overview).

<p>Internalized activated receptors keep their ability to signal while they traffic through the endocitic compartment. The arrival at late endosomes/multivesicular bodies of the activated receptor and the detection of aminoacids in the lumen of the organelle, trigger a cascade of phosphorylation events leading to the local activation of both mTORC1 and ERK1/2. The p18/Mp1/p14 complex, also known as the LAMTOR complex was shown to function as a convergence point for both pathways. Both signaling cascades were simplified for didactic reasons.</p