@article{AngelikaRolandoBeitzingeretal.2011,
  author    = {Angelika, Kronhardt and Rolando, Monica and Beitzinger, Christoph and Stefani, Caroline and Leuber, Michael and Flatau, Gilles and Popoff, Michel R. and Benz, Roland and Lemichez, Emmanuel},
  title     = {Cross-Reactivity of Anthrax and C2 Toxin: Protective Antigen Promotes the Uptake of Botulinum C2I Toxin into Human Endothelial Cells},
  series = {PLoS ONE},
  volume    = {6},
  journal   = {PLoS ONE},
  number    = {8},
  doi       = {10.1371/journal.pone.0023133},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-134791},
  pages     = {e23133},
  year      = {2011},
  abstract  = {Binary toxins are among the most potent bacterial protein toxins performing a cooperative mode of translocation and exhibit fatal enzymatic activities in eukaryotic cells. Anthrax and C2 toxin are the most prominent examples for the AB(7/8) type of toxins. The B subunits bind both host cell receptors and the enzymatic A polypeptides to trigger their internalization and translocation into the host cell cytosol. C2 toxin is composed of an actin ADP-ribosyltransferase (C2I) and C2II binding subunits. Anthrax toxin is composed of adenylate cyclase (EF) and MAPKK protease (LF) enzymatic components associated to protective antigen (PA) binding subunit. The binding and translocation components anthrax protective antigen (PA(63)) and C2II of C2 toxin share a sequence homology of about 35\%, suggesting that they might substitute for each other. Here we show by conducting in vitro measurements that PA(63) binds C2I and that C2II can bind both EF and LF. Anthrax edema factor (EF) and lethal factor (LF) have higher affinities to bind to channels formed by C2II than C2 toxin's C2I binds to anthrax protective antigen (PA(63)). Furthermore, we could demonstrate that PA in high concentration has the ability to transport the enzymatic moiety C2I into target cells, causing actin modification and cell rounding. In contrast, C2II does not show significant capacity to promote cell intoxication by EF and LF. Together, our data unveiled the remarkable flexibility of PA in promoting C2I heterologous polypeptide translocation into cells.},
  language  = {de}
}
@article{MandelHoernleinIflandetal.2011,
  author    = {Mandel, Alexander and H{\"o}rnlein, Alexander and Ifland, Marianus and L{\"u}neburg, Edeltraud and Deckert, J{\"u}rgen and Puppe, Frank},
  title     = {Aufwandsanalyse f{\"u}r computerunterst{\"u}tzte Multiple-Choice Papierklausuren},
  series = {GMS Journal for Medical Education},
  volume    = {28},
  journal   = {GMS Journal for Medical Education},
  number    = {4},
  doi       = {10.3205/zma000767},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-134386},
  pages     = {1-15, Doc55},
  year      = {2011},
  abstract  = {Introduction: Multiple-choice-examinations are still fundamental for assessment in medical degree programs. In addition to content related research, the optimization of the technical procedure is an important question. Medical examiners face three options: paper-based examinations with or without computer support or completely electronic examinations. Critical aspects are the effort for formatting, the logistic effort during the actual examination, quality, promptness and effort of the correction, the time for making the documents available for inspection by the students, and the statistical analysis of the examination results. Methods: Since three semesters a computer program for input and formatting of MC-questions in medical and other paper-based examinations is used and continuously improved at Wuerzburg University. In the winter semester (WS) 2009/10 eleven, in the summer semester (SS) 2010 twelve and in WS 2010/11 thirteen medical examinations were accomplished with the program and automatically evaluated. For the last two semesters the remaining manual workload was recorded. Results: The cost of the formatting and the subsequent analysis including adjustments of the analysis of an average examination with about 140 participants and about 35 questions was 5-7 hours for exams without complications in the winter semester 2009/2010, about 2 hours in SS 2010 and about 1.5 hours in the winter semester 2010/11. Including exams with complications, the average time was about 3 hours per exam in SS 2010 and 2.67 hours for the WS 10/11. Discussion: For conventional multiple-choice exams the computer-based formatting and evaluation of paper-based exams offers a significant time reduction for lecturers in comparison with the manual correction of paper-based exams and compared to purely electronically conducted exams it needs a much simpler technological infrastructure and fewer staff during the exam."},
  language  = {de}
}
@article{HoernleinMandelIflandetal.2011,
  author    = {H{\"o}rnlein, Alexander and Mandel, Alexander and Ifland, Marianus and L{\"u}neberg, Edeltraud and Deckert, J{\"u}rgen and Puppe, Frank},
  title     = {Akzeptanz medizinischer Trainingsf{\"a}lle als Erg{\"a}nzung zu Vorlesungen},
  series = {GMS Zeitschrift f{\"u}r Medizinische Ausbildung},
  volume    = {28},
  journal   = {GMS Zeitschrift f{\"u}r Medizinische Ausbildung},
  number    = {3},
  doi       = {10.3205/zma000754},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-133569},
  pages     = {Doc42},
  year      = {2011},
  abstract  = {Introduction: Medical training cases (virtual patients) are in widespread use for student education. Most publications report about development and experiences in one course with training cases. In this paper we compare the acceptance of different training case courses with different usages deployed as supplement to lectures of the medical faculty of Wuerzburg university during a period of three semesters. Methods: The training cases were developed with the authoring tool CaseTrain and are available for students via the Moodle-based eLearning platform WueCampus at Wuerzburg university. Various data about usage and acceptance is automatically collected. Results: From WS (winter semester) 08/09 till WS 09/10 19 courses with about 200 cases were available. In each semester, about 550 different medical students from W{\"u}rzburg and 50 students from other universities processed about 12000 training cases and filled in about 2000 evaluation forms. In different courses, the usage varied between less than 50 and more than 5000 processed cases. Discussion: Although students demand training cases as supplement to all lectures, the data show that the usage does not primarily depend on the quality of the available training cases. Instead, the training cases of nearly all case collections were processed extremely often shortly before the examination. It shows that the degree of usage depends primarily on the perceived relevance of the training cases for the examination."},
  language  = {de}
}
@article{MaibachSchulzHeinrich2011,
  author    = {Maibach, Christiane and Schulz, Johannes and Heinrich, Axel},
  title     = {Fallbasiertes Lernen mit CaseTrain: Umsetzung und Einsatz zur Vermittlung von Informationskompetenz an der Universit{\"a}tsbibliothek W{\"u}rzburg},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-65313},
  year      = {2011},
  abstract  = {Eines der Schlagworter, das die Hochschullehre in den letzten Jahren f{\"u}r sich entdeckt hat, ist das Blended Learning. Nach einer Ern{\"u}chterung {\"u}ber das Potential von eLearning, setzte sich die Idee der Kombination aus Pr{\"a}senzlehre und eLearning immer st{\"a}rker durch . Die Entstehung zahlreicher universit{\"a}rer eLearning- und Blended-Learning-Zentren tritt den Beweis daf{\"u}r an, dass die Erg{\"a}nzung des herkommlichen Hochschulunterrichts durch eLearning-Einheiten nicht mehr nur das Steckenpferd einiger technikaffiner Dozenten ist, sondern weitreichende Akzeptanz an Hochschulen gefunden hat. Die Universitiit W{\"u}rzburg hat 2007 mit dem Beginn ihres Blended-Learning-Projekts entschieden, der Hochschuldidaktik einen h{\"o}heren Stellenwert einzur{\"a}umen und der Entwicklung neuer Systeme damit T{\"u}r und Tor zu {\"o}ffnen. Inzwischen ist nicht nur die Lernplattform Moodle unter der Bezeichnung WueCampus universit{\"a}tsweit etabliert. Im Zuge des Blended-Learning-Projekts wurde auch ein computerbasiertes System f{\"u}r fallbasierte Trainingseinheiten (CaseTrain) entwickelt, das die Pr{\"a}senzlehre in fast allen Fakult{\"a}ten unterst{\"u}tzt und damit problembasiertes Lernen aus der Medizin und den Rechtswissenschaften in andere Fakult{\"a}ten tr{\"a}gt. Auch die Universit{\"a}tsbibliothek hat schnell das Potential dieser Software f{\"u}r die Vermittlung von Informationskompetenz erkannt und setzt das System seit 2008 mit zunehmender Akzeptanz bei den Studierenden ein.},
  subject      = {Informationskompetenz},
  language  = {de}
}
@article{BollSchmidt2011,
  author    = {Boll, Katharina and Schmidt, Hans-G{\"u}nter},
  title     = {Elektronische Semesterapparate der UB W{\"u}rzburg},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-70429},
  year      = {2011},
  abstract  = {Elektronische Semesterapparate, verstanden als kompakte Sammlungen der Literatur in elektronischer Form, die f{\"u}r eine Lehrveranstaltung ben{\"o}tigt werden, sind aus der universit{\"a}ren Lehre nicht mehr wegzudenken. Da die Universit{\"a}ts- und Hochschulbibliotheken die Studienliteratur vorhalten, bietet es sich an, dass die Bibliotheken hier als Dienstleister fungieren und Wege finden, elektronische Semesterapparate einzurichten. F{\"u}r die Hochschule insgesamt bietet ein zentralisierter Semesterapparat-Service die M{\"o}glichkeit, digitale Dokumente f{\"u}r die Lehre aus einer Hand, in standardisierter guter Qualit{\"a}t und rechtssicherer Form anbieten zu k{\"o}nnen. Im Sommersemester 2008 ging die UB W{\"u}rzburg mit den elektronischen Semesterapparaten an den Start. Im Sinne einer "one stop"-L{\"o}sung wurden die im Auftrag der Dozenten gescannten kleinen Teile aus B{\"u}chern und Zeitschriften in die entsprechenden Kursr{\"a}ume der uniweiten E-Learning-Plattform "WueCampus" integriert. Der handgestrickte Workflow stieß bald an seine Grenzen. Dies und die steigende Nachfrage nach dem Service waren der Grund f{\"u}r die Entwicklung eines Workflowsystems f{\"u}r elektronische Semesterapparate, das die UB 2011 einf{\"u}hrte. Mithilfe dieses Workflowsystems gelang es, zentrale Schritte im Bearbeitungsprozess zu automatisieren. Der Artikel res{\"u}miert die Anforderungen an ein Workflowsystem f{\"u}r elektronische Semesterapparate, stellt die einzelnen Module n{\"a}her vor und res{\"u}miert die Erfahrungen mit dem neuem Workflowsystem.},
  subject      = {Elektronischer Semesterapparat},
  language  = {de}
}
@article{SchwaegerlHaemmer2011,
  author    = {Schw{\"a}gerl, Birgit and H{\"a}mmer, Viola},
  title     = {Neue Angebote f{\"u}r Sch{\"u}ler},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-54994},
  year      = {2011},
  abstract  = {Die Zusammenarbeit der UB W{\"u}rzburg mit Schulen, Sch{\"u}lern und Lehrern hat sich im letzten Jahr grundlegend ver{\"a}ndert. Ausl{\"o}ser dieser umfassenden Neugestaltung war die Reform der gymnasialen Oberstufe (G8). Bereits vor dem G8 waren Sch{\"u}ler eine wichtige Zielgruppe der UB. Im Beitrag werden speziell die Angebote und Ver{\"a}nderungen vorgestellt, die sich durch die Oberstufenreform ergeben haben. Berichtet wird auch {\"u}ber Kooperationen zu anderen Bibliotheken, die in der Zukunft noch ausgebaut werden sollen.},
  subject      = {W{\"u}rzburg},
  language  = {de}
}