The proteasome biogenesis regulator Rpn4 cooperates with the unfolded protein response to promote ER stress resistance

Misfolded proteins in the endoplasmic reticulum (ER) activate the unfolded protein response (U PR), which enhances protein folding to restore homeostasis. Additional pathways respond to ER stress, but how they help counteract protein misfolding is incompletely understood. Here, we develop a titratable system for the induction of ER stress in yeast to enable a genetic screen for factors that augment stress resistance independently of the UPR. We identify the proteasome biogenesis regulator Rpn4 and show that it cooperates with the UPR. Rpn4 abundance increases during ER stress, first by a post-transcriptional, then by a transcriptional mechanism. Induction of RPN4 transcription is triggered by cytosolic mislocalization of secretory proteins, is mediated by multiple signaling pathways and accelerates clearance of misfolded proteins from the cytosol. Thus, Rpn4 and the UPR are complementary elements of a modular cross-compartment response to ER stress

Learning through question and answer interactions on the web

© 2002 IEEE. The paper discusses the use of a question and answer section of a discussion board on a computer-mediated web conferencing tool, and the way in which this facility fits with ideas of social learning. A description is provided of how learning was developed through questions and answers in this subject and insights are shared regarding the various uses of this facility by the students. Issues related to participation, peer misconceptions and teacher intervention are raised and discussed

The opportunities and challenges of research partnerships in teacher education

Collaborative research partnerships are widely recognised as being of value. This paper examines the benefits, constraints and challenges of research partnerships between teacher education faculties in universities and teacher employing authorities or departments of education and schooling. A case study of a collaborative research partnership between an education faculty and a teacher employing authority is examined to illustrate the features that supported a truly collaborative partnership and also to provide insights about the challenges that occurred. This research partnership was studied using self-study methods. The partnership between the individual researchers was examined in the context of the systemic partnership, to investigate the impact of the two contexts on each other and on the partnership. Constraints and facilitators of this collaborative partnership are identified in this paper. The feasibility of truly collaborative partnerships between institutions with differing aims and methods of operation is critiqued, using this particular partnership as an illustrative case study. © 2012 The Australian Association for Research in Education, Inc

Enhancing teacher education in primary mathematics with mobile technologies

A challenge of teacher education is to produce graduate primary school teachers who are confident and competent teachers of mathematics. Various approaches to primary school teacher education in mathematics have been investigated, but primary teacher education graduates still tend to be diffident in their teaching of mathematics. In an age where personal use of mobile technologies is becoming ubiquitous, such technologies could provide a conduit into making mathematics teaching and learning more accessible to primary teacher education students. This paper introduces the use of a pedagogical framework which can scaffold mobile learning in mathematics teacher education programs. The paper discusses ways in which this framework, the Mobile Pedagogical Framework, can contribute to enhanced primary teacher education in mathematics, using mobile technologies. The Framework has three major dimensions: authenticity, collaboration and personalisation. Each of these will be discussed in terms of their alignment with current ideas about quality teaching in mathematics

Medium polarization in asymmetric nuclear matter

The influence of the core polarization on the effective nuclear interaction of asymmetric nuclear matter is calculated in the framework of the induced interaction theory. The strong isospin dependence of the density and spin density fluctuations is studied along with the interplay between the neutron and proton core polarizations. Moving from symmetric nuclear matter to pure neutron matter the crossover of the induced interaction from attractive to repulsive in the spin singlet state is determined as a function of the isospin imbalance.The density range in which it occurs is also determined. For the spin triplet state the induced interaction turns out to be always repulsive. The implications of the results for the neutron star superfluid phases are shortly discussed.Comment: 6 pages, 4 figure

Exploring pedagogy with interactiue whiteboards in Australian schools

This research project investigated the use of interactive whiteboards (IWBs) in K-12 education. Exploration of the use of IWBs in six different school settings provided insights into the activities, approaches, roles and beliefs of students and teachers in a range of primary and secondary class contexts and discipline areas. The study was informed by socio-cultural theory and a major focus was on the interactions between the new technology, pedagogy and the social conditions of the classroom. The findings presented in this paper focus on the pedagogical aspects of using IWBs that emerged from the study

Teacher education futures: today's trends, tomorrow's expectations

Education is facing significant political and contextual challenges that will impact its future. This study employs a Delphi methodology to investigate teacher educators' views of current trends and their consequences for teacher education futures. Interviews were conducted with a sample of expert teacher educators drawn from eight countries. This provided international perspectives on both local and global trends. The data were analysed to identify and elaborate key themes reported by the participants. The article draws on these themes to develop brief narratives around current developments that the teacher educators argue will have a major impact on the future of teacher education. These narratives are used to develop possible scenarios to inform thinking about teacher education futures. © 2013 Teacher Development

Dynamics of few-body states in a medium

Strongly interacting matter such as nuclear or quark matter leads to few-body bound states and correlations of the constituents. As a consequence quantum chromodynamics has a rich phase structure with spontaneous symmetry breaking, superconductivity, condensates of different kinds. All this appears in many astrophysical scenarios. Among them is the formation of hadrns during the early stage of the Universe, the structure of a neutron star, the formation of nuclei during a supernova explosion. Some of these extreme conditions can be simulated in heavy ion colliders. To treat such a hot and dense system we use the Green function formalism of many-body theory. It turns out that a systematic Dyson expansion of the Green functions leads to modified few-body equations that are capable to describe phase transitions, condensates, cluster formation and more. These equations include self energy corrections and Pauli blocking. We apply this method to nonrelativistic and relativistic matter. The latter one is treated on the light front. Because of the medium and the inevitable truncation of space, the few-body dynamics and states depend on the thermodynamic parameters of the medium.Comment: 3 pages, 2 figures, talk presented at the 19th European Conference on Few-Body System