TY - JOUR A1 - Schwab, Andrea A1 - Meeuwsen, Annick A1 - Ehlicke, Franziska A1 - Hansmann, Jan A1 - Mulder, Lars A1 - Smits, Anthal A1 - Walles, Heike A1 - Kock, Linda T1 - Ex vivo culture platform for assessment of cartilage repair treatment strategies JF - ALTEX - Alternatives to animal experimentation N2 - There is a great need for valuable ex vivo models that allow for assessment of cartilage repair strategies to reduce the high number of animal experiments. In this paper we present three studies with our novel ex vivo osteochondral culture platform. It consists of two separated media compartments for cartilage and bone, which better represents the in vivo situation and enables supply of factors pecific to the different needs of bone and cartilage. We investigated whether separation of the cartilage and bone compartments and/or culture media results in the maintenance of viability, structural and functional properties of cartilage tissue. Next, we valuated for how long we can preserve cartilage matrix stability of osteochondral explants during long-term culture over 84 days. Finally, we determined the optimal defect size that does not show spontaneous self-healing in this culture system. It was demonstrated that separated compartments for cartilage and bone in combination with tissue-specific medium allow for long-term culture of osteochondral explants while maintaining cartilage viability, atrix tissue content, structure and mechanical properties for at least 56 days. Furthermore, we could create critical size cartilage defects of different sizes in the model. The osteochondral model represents a valuable preclinical ex vivo tool for studying clinically relevant cartilage therapies, such as cartilage biomaterials, for their regenerative potential, for evaluation of drug and cell therapies, or to study mechanisms of cartilage regeneration. It will undoubtedly reduce the number of animals needed for in vivotesting. KW - ex vivo model KW - osteochondral biopsy KW - cartilage repair KW - critical size defect KW - replacement Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-181665 VL - 34 IS - 2 ER - TY - THES A1 - Djakowski, Paul T1 - Schulische politische Bildung in Deutschland und Polen. Eine kompetenzbasierte komparative Analyse der Leitfächer für politische Bildung anhand von Stundentafeln und Curricula allgemeinbildender staatlicher Schulformen der Primarstufe sowie der Sekundarstufen I und II im Schuljahr 2019/20 T1 - Scholastic political education in Germany and Poland. A competence-based comparative analysis of the key subjects for political education by means of the timetables and curricula of general state school types at primary, lower secondary and upper secondary level in the 2019/20 school year T1 - Szkolna edukacja obywatelska w Niemczech i w Polsce. Analiza porównawcza oparta na kompetencjach kluczowych przedmiotów edukacji obywatelskiej na bazie ramowych planów nauczania oraz podstaw programowych dla szkół państwowych podstawowych i ponadpodstawowych ogólnokształcących w roku szkolnym 2019/20 N2 - Politische Bildung übt nicht nur einen großen Einfluss auf die zukünftige Konstellation des politischen Systems aus, sondern beeinflusst ebenfalls das soziale Miteinander prägend. Damit werden entscheidende Weichen für die Entwicklung der Gesellschaft, der Nation und des Staates gestellt. Im Zuge dieses Prozesses durchläuft jeder junge Bürger einen politischen Bildungsweg an Schulen. Die Vorgaben darüber, wie schulische politische Bildung auszusehen hat und welche Kompetenzen Schüler in diesem Zusammenhang erwerben sollen, geben die Kultus- bzw. Bildungsministerien in Curricula vor, verbindlich für alle Lehrer. Durch eine komparative Analyse der Curricula kann damit eindeutig die staatlich vorgegebene politische, gesellschaftliche und soziale Richtung festgestellt werden, die junge Menschen einschlagen sollen. Welche edukativen Ziele der politischen Bildung werden verfolgt? Was sollen Schüler lernen, um mit diesen Kompetenzen die Zukunft ihres Kollektivs zu gestalten? Wo liegen die Gemeinsamkeiten und Unterschiede zweier Staaten, in unserem Fall Deutschlands und Polens, im Hinblick auf die schulische politische Bildung? Beantwortet werden diese Fragestellungen durch das Anwenden zweier Methoden der qualitativen Sozialforschung, der komparativen Inhaltsanalyse, zum einen der strukturierenden zum anderen der induktiven. Davor erfolgt eine komparativ quantitative Untersuchung, die den Umfang der Unterrichtszeit in den Leitfächern für politische Bildung in allen Bundesländern und in Polen vergleicht, was einer empirischen Totalerhebung der komplex umfangreichen Daten entspricht. Die quantitativen Forschungsergebnisse zeigen deutliche Differenzen zwischen Deutschland und Polen, in einem der beiden Staaten wird signifikant mehr Zeit für politische Bildung im Leitfach dieser Disziplin investiert als im anderen. Anhand der qualitativen Daten ist zu erkennen, dass einerseits eine gemeinsame Grundbasis von Kompetenzen der politischen Bildung zwischen Deutschland und Polen besteht. Anderseits stechen in beiden Ländern eindeutige Unterschiede hervor, deren Ursprung zum einen historische Erfahrungen der Nationen und Staaten abbildet, zum anderen aktuell gegensätzliche politische Interessen untermauert. N2 - Political education not only exerts a major influence on the future constellation of the political system, but also has a formative influence on social interaction. It sets the course for the development of society, the nation and the state. In the course of this process, every young citizen undergoes political education at school. The curricula set out by the ministry of education and cultural affairs are binding for all teachers and specify what political education at school should look like and what skills pupils should acquire in this context. Through a comparative analysis of the curricula, the political, societal and social direction that young people should take can be clearly determined by the state. What are the goals of political education? What should pupils learn in order to use these skills to shape the future of their collective? What are the similarities and differences between two countries, in our case Germany and Poland, with regard to political education in schools? These questions are answered by applying two methods of qualitative social research, comparative content analysis, one structuring and the other inductive. This is preceded by a comparative quantitative study that compares the amount of teaching time in the key subjects for political education in all German federal states and in Poland, which corresponds to a complete empirical survey of the complex and extensive data. The quantitative research results show clear differences between Germany and Poland; in one of the two countries, significantly more time is invested in political education in the key subject of this discipline than in the other state. The qualitative data shows that, on the one hand, there is a common basis of competencies in political education between Germany and Poland. On the other hand, clear differences stand out in both countries, the origin of which reflects the historical experiences of the nations and states and underpins opposing political interests. N2 - Edukacja obywatelska nie tylko wywiera znaczący wpływ na przyszłą konstelację systemu politycznego, ale także ma formacyjne oddziaływanie na interakcje społeczne. Wyznacza ona kierunek rozwoju społeczeństwa, narodu i państwa. W trakcie tego procesu każdy młody obywatel odbywa edukację obywatelską w szkole. Wydane przez ministerstwo edukacji podstawy programowe, które są wiążące dla wszystkich nauczycieli, określają, jak powinna być realizowana edukacja obywatelska w szkole i jakie umiejętności uczniowie powinni nabyć w tym zakresie. Na podstawie analizy porównawczej szkolnych podstaw programowych można jasno określić kierunek oraz postawę polityczną i społeczną, jaką wobec państwa powinni obrać młodzi ludzie. Jakie są cele edukacji obywatelskiej? Czego uczniowie powinni się nauczyć, aby wykorzystać zdobyte kompetencje do kształtowania swojego środowiska? Jakie są podobieństwa i różnice między Niemcami a Polską w odniesieniu do szkolnej edukacji obywatelskiej? Odpowiedzi na te pytania udzielono stosując dwie metody jakościowe w obszarze badań społecznych, to znaczy porównawczą analizę treści strukturyzującej i indukcyjnej. Poprzedza je porównawcze badanie ilościowe, którego celem jest porównanie czasu przeznaczonego na nauczanie przedmiotów istotnych dla edukacji obywatelskiej we wszystkich krajach związkowych w Niemczech oraz w Polsce, co pozwala ostatecznie ukazać model działania edukacji obywatelskiej stworzony na podstawie badań empirycznych i analizy danych zastanych. Badania ilościowe wskazują na istotne różnice między Niemcami a Polską. W Niemczech więcej czasu poświęca się na edukację obywatelską w ramach głównego przedmiotu tej dyscypliny niż w Polsce. Z badań jakościowych wynika, że z jednej strony istnieje wspólna podstawa katalogu kompetencji w edukacji obywatelskiej w Niemczech i Polsce, z drugiej zaś strony w obu krajach uwidaczniają się wyraźne różnice, które odzwierciedlają historyczne doświadczenia narodów i państw oraz leżą u podstaw przeciwstawnych interesów politycznych. KW - Politische Bildung KW - Curriculum KW - Lehrplan KW - Deutschland KW - Polen KW - Schule KW - Wirtschaft KW - Schulanalyse KW - Bildung KW - Bildungsministerium KW - Gymnasium KW - Primarstufe KW - Sekundarstufe I KW - Sekundarstufe II KW - Unterricht KW - Sozialkunde KW - Gesellschaftslehre KW - Politik Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-326799 SN - 978-3-95826-230-0 SN - 978-3-95826-231-7 N1 - Parallel erschienen als Druckausgabe bei Würzburg University Press, ISBN 978-3-95826-230-0, 40,90 Euro. PB - Würzburg University Press CY - Würzburg ER - TY - JOUR A1 - Letunic, Ivica A1 - Khedkar, Supriya A1 - Bork, Peer T1 - SMART: recent updates, new developments and status in 2020 JF - Nucleic Acids Research N2 - SMART (Simple Modular Architecture Research Tool) is a web resource (https://smart.embl.de) for the identification and annotation of protein domains and the analysis of protein domain architectures. SMART version 9 contains manually curatedmodels formore than 1300 protein domains, with a topical set of 68 new models added since our last update article (1). All the new models are for diverse recombinase families and subfamilies and as a set they provide a comprehensive overview of mobile element recombinases namely transposase, integrase, relaxase, resolvase, cas1 casposase and Xer like cellular recombinase. Further updates include the synchronization of the underlying protein databases with UniProt (2), Ensembl (3) and STRING (4), greatly increasing the total number of annotated domains and other protein features available in architecture analysis mode. Furthermore, SMART's vector-based protein display engine has been extended and updated to use the latest web technologies and the domain architecture analysis components have been optimized to handle the increased number of protein features available. KW - SMART KW - SMART version 9 KW - protein domains KW - protein domain architectures Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-363816 VL - 49 IS - D1 ER - TY - JOUR A1 - Gerlich, C. A1 - Andreica, I. A1 - Küffner, R. A1 - Krause, D. A1 - Lakomek, H. J. A1 - Reusch, A. A1 - Braun, J. T1 - Evaluation einer Basisschulung für Patienten mit rheumatoider Arthritis T1 - Evaluation of a basic educational program for patients with rheumatoid arthritis JF - Zeitschrift für Rheumatologie N2 - Hintergrund Ein neues Rahmenkonzept hat die flexible Ableitung und Nutzung von rheumatologischen Schulungsprogrammen für unterschiedliche Versorgungsbereiche ermöglicht. Auf dieser Grundlage wurde eine 5‑stündige Basisschulung für Patienten mit rheumatoider Arthritis (RA) entwickelt, es wurden rheumatologische Fachärzte und Psychologen trainiert, und dann wurde die Wirksamkeit nach dem Wirkmodell der Patientenschulung evaluiert. Methoden Mit dem Studiendesign einer extern randomisierten Wartekontrollgruppenstudie mit 3 Messzeitpunkten wurde geprüft, wie sich die 5‑stündige Basisschulung auf das Erkrankungs- und Behandlungswissen sowie auf die Gesundheitskompetenz von RA-Patienten (n = 249) auswirkt. Weitere Fragen betrafen Einstellungsparameter, Kommunikationskompetenz, Erkrankungsauswirkungen und die Zufriedenheit mit der Schulung. Die Auswertungen erfolgten auf Intention-to-treat-Basis mit Kovarianzanalysen für die Hauptzielgrößen unter Berücksichtigung des Ausgangswertes. Ergebnisse Die Analysen zeigen, dass die Basisschulung RA wirksam ist. Noch 3 Monate nach der Schulung verfügten die Schulungsteilnehmer über mehr Wissen und Gesundheitskompetenz als die Wartekontrollgruppe mit kleinem bis mittelgroßem Effekt (d = 0,37 bzw. 0,38). In den Nebenzielgrößen zeigten sich mit Ausnahme der Krankheitskommunikation keine weiteren Schulungseffekte. Diskussion Die Basisschulung bietet eine gute Grundlage, auf der weitere Interventionen zur Verbesserung von Einstellungs- und Erkrankungsparametern aufbauen können. Sie eignet sich damit als zentraler Baustein für die rheumatologische Versorgung auf verschiedenen Ebenen. N2 - Background A new conceptual framework has enabled the flexible development of rheumatological patient educational programs for different healthcare settings. On this basis, a 5‑h basic training program for patients with rheumatoid arthritis (RA) was developed to be used in specialized centers. Rheumatologists and psychologists were first trained and then the efficacy of the patient training program was evaluated based on the causal model of patient education. Methods The externally randomized waiting control group study with 249 RA patients included 3 measurement points. The impact of the 5‑h basic training on disease and treatment-related knowledge as well as health competence of RA patients was examined. Secondary questions included attitudinal parameters, communication competence, effects on the disease and satisfaction with the educational program. Data were analyzed on an intention to treat basis by means of covariance analyses for the main target variables, adjusted for baseline values. Results The analyses showed that the training program was effective. Even 3 months after training, participants reported more knowledge and health competence than the waiting control group, with small to medium-sized effects (d = 0.37 and 0.38, respectively). With the exception of disease communication, no other effects of training were observed in the secondary objectives. Conclusion The basic training program provides a good foundation to develop further interventions to improve attitudinal and disease parameters. It can serve as a central component for rheumatological healthcare for patients with RA at various levels. KW - Rheumatoide Arthritis KW - Patientenschulung KW - Evaluation KW - Rheumatoid arthritis KW - Patient education KW - Evaluation Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-280359 VL - 79 ER - TY - JOUR A1 - Landmann, Eva A1 - Breil, Christina A1 - Huestegge, Lynn A1 - Böckler, Anne T1 - The semantics of gaze in person perception: a novel qualitative-quantitative approach JF - Scientific Reports N2 - Interpreting gaze behavior is essential in evaluating interaction partners, yet the ‘semantics of gaze’ in dynamic interactions are still poorly understood. We aimed to comprehensively investigate effects of gaze behavior patterns in different conversation contexts, using a two-step, qualitative-quantitative procedure. Participants watched video clips of single persons listening to autobiographic narrations by another (invisible) person. The listener’s gaze behavior was manipulated in terms of gaze direction, frequency and direction of gaze shifts, and blink frequency; emotional context was manipulated through the valence of the narration (neutral/negative). In Experiment 1 (qualitative-exploratory), participants freely described which states and traits they attributed to the listener in each condition, allowing us to identify relevant aspects of person perception and to construct distinct rating scales that were implemented in Experiment 2 (quantitative-confirmatory). Results revealed systematic and differential meanings ascribed to the listener’s gaze behavior. For example, rapid blinking and fast gaze shifts were rated more negatively (e.g., restless and unnatural) than slower gaze behavior; downward gaze was evaluated more favorably (e.g., empathetic) than other gaze aversion types, especially in the emotionally negative context. Overall, our study contributes to a more systematic understanding of flexible gaze semantics in social interaction. KW - human behaviour KW - psychology KW - semantics of gaze KW - person perception KW - face perception Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-361413 SN - 2045-2322 VL - 14 IS - 1 ER - TY - JOUR A1 - Denk, S. A1 - Schmidt, S. A1 - Schurr, Y. A1 - Schwarz, G. A1 - Schote, F. A1 - Diefenbacher, M. A1 - Armendariz, C. A1 - Dejure, F. A1 - Eilers, M. A1 - Wiegering, Armin T1 - CIP2A regulates MYC translation (via its 5′UTR) in colorectal cancer JF - International Journal of Colorectal Disease N2 - Background Deregulated expression of MYC is a driver of colorectal carcinogenesis, suggesting that decreasing MYC expression may have significant therapeutic value. CIP2A is an oncogenic factor that regulates MYC expression. CIP2A is overexpressed in colorectal cancer (CRC), and its expression levels are an independent marker for long-term outcome of CRC. Previous studies suggested that CIP2A controls MYC protein expression on a post-transcriptional level. Methods To determine the mechanism by which CIP2A regulates MYC in CRC, we dissected MYC translation and stability dependent on CIP2A in CRC cell lines. Results Knockdown of CIP2A reduced MYC protein levels without influencing MYC stability in CRC cell lines. Interfering with proteasomal degradation of MYC by usage of FBXW7-deficient cells or treatment with the proteasome inhibitor MG132 did not rescue the effect of CIP2A depletion on MYC protein levels. Whereas CIP2A knockdown had marginal influence on global protein synthesis, we could demonstrate that, by using different reporter constructs and cells expressing MYC mRNA with or without flanking UTR, CIP2A regulates MYC translation. This interaction is mainly conducted by the MYC 5′UTR. Conclusions Thus, instead of targeting MYC protein stability as reported for other tissue types before, CIP2A specifically regulates MYC mRNA translation in CRC but has only slight effects on global mRNA translation. In conclusion, we propose as novel mechanism that CIP2A regulates MYC on a translational level rather than affecting MYC protein stability in CRC. KW - CIP2A KW - MYC KW - translation KW - colon cancer Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-280092 VL - 36 IS - 5 ER - TY - GEN A1 - Baur, Johannes A1 - Ramser, Michaela A1 - Keller, Nicola A1 - Muysoms, Filip A1 - Dörfer, Jörg A1 - Wiegering, Armin A1 - Eisner, Lukas A1 - Dietz, Ulrich A. T1 - Erratum to: Robotic hernia repair II. English version Robotic primary ventral and incisional hernia repair (rv-TAPP and r-Rives or r-TARUP). Video report and results of a series of 118 patients T2 - Der Chirurg N2 - No abstract available. KW - erratum Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-326357 VL - 92 IS - SUPPL 1 SP - S27 ER - TY - JOUR A1 - Reddersen, Kirsten A1 - Güllmar, André A1 - Tonndorf-Martini, Silke A1 - Sigusch, Bernd W. A1 - Ewald, Andrea A1 - Dauben, Thomas J. A1 - Martin, Karin A1 - Wiegand, Cornelia T1 - Critical parameters in cultivation of experimental biofilms using the example of Pseudomonas fluorescens JF - Journal of Materials Science: Materials in Medicine N2 - Formation and treatment of biofilms present a great challenge for health care and industry. About 80% of human infections are associated with biofilms including biomaterial centered infections, like infections of prosthetic heart valves, central venous catheters, or urinary catheters. Additionally, biofilms can cause food and drinking water contamination. Biofilm research focusses on application of experimental biofilm models to study initial adherence processes, to optimize physico-chemical properties of medical materials for reducing interactions between materials and bacteria, and to investigate biofilm treatment under controlled conditions. Exploring new antimicrobial strategies plays a key role in a variety of scientific disciplines, like medical material research, anti-infectious research, plant engineering, or wastewater treatment. Although a variety of biofilm models exist, there is a lack of standardization for experimental protocols, and designing experimental setups remains a challenge. In this study, a number of experimental parameters critical for material research have been tested that influence formation and stability of an experimental biofilm using the non-pathogenic model strain of Pseudomonas fluorescens. These parameters include experimental time frame, nutrient supply, inoculum concentration, static and dynamic cultivation conditions, material properties, and sample treatment during staining for visualization of the biofilm. It was shown, that all tested parameters critically influence the experimental biofilm formation process. The results obtained in this study shall support material researchers in designing experimental biofilm setups. KW - biomaterials KW - biomedical engineering and bioengineering KW - regenerative medicine/tissue engineering KW - polymer sciences KW - ceramics, glass, composites, natural materials KW - surfaces and interfaces, thin films Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-309911 SN - 0957-4530 SN - 1573-4838 VL - 32 IS - 9 ER - TY - JOUR A1 - Glinz, Jonathan A1 - Šleichrt, Jan A1 - Kytýř, Daniel A1 - Ayalur-Karunakaran, Santhosh A1 - Zabler, Simon A1 - Kastner, Johann A1 - Senck, Sascha T1 - Phase-contrast and dark-field imaging for the inspection of resin-rich areas and fiber orientation in non-crimp vacuum infusion carbon-fiber-reinforced polymers JF - Journal of Materials Science N2 - In this work, we present a multimodal approach to three-dimensionally quantify and visualize fiber orientation and resin-rich areas in carbon-fiber-reinforced polymers manufactured by vacuum infusion. Three complementary image modalities were acquired by Talbot–Lau grating interferometer (TLGI) X-ray microcomputed tomography (XCT). Compared to absorption contrast (AC), TLGI-XCT provides enhanced contrast between polymer matrix and carbon fibers at lower spatial resolutions in the form of differential phase contrast (DPC) and dark-field contrast (DFC). Consequently, relatively thin layers of resin, effectively indiscernible from image noise in AC data, are distinguishable. In addition to the assessment of fiber orientation, the combination of DPC and DFC facilitates the quantification of resin-rich areas, e.g., in gaps between fiber layers or at binder yarn collimation sites. We found that resin-rich areas between fiber layers are predominantly developed in regions characterized by a pronounced curvature. In contrast, in-layer resin-rich areas are mainly caused by the collimation of fibers by binder yarn. Furthermore, void volume around two adjacent 90°-oriented fiber layers is increased by roughly 20% compared to a random distribution over the whole specimen. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-351581 VL - 56 IS - 16 ER - TY - JOUR A1 - Greefrath, Gilbert A1 - Siller, Hans-Stefan A1 - Klock, Heiner A1 - Wess, Raphael T1 - Pre-service secondary teachers’ pedagogical content knowledge for the teaching of mathematical modelling JF - Educational Studies in Mathematics N2 - The article deals with the pedagogical content knowledge of mathematical modelling as part of the professional competence of pre-service teachers. With the help of a test developed for this purpose from a conceptual model, we examine whether this pedagogical content knowledge can be promoted in its different facets—especially knowledge about modelling tasks and about interventions—by suitable university seminars. For this purpose, the test was administered to three groups in a seminar for the teaching of mathematical modelling: (1) to those respondents who created their own modelling tasks for use with students, (2) to those trained to intervene in mathematical modelling processes, and (3) participating students who are not required to address mathematical modelling. The findings of the study—based on variance analysis—indicate that certain facets (knowledge of modelling tasks, modelling processes, and interventions) have increased significantly in both experimental groups but to varying degrees. By contrast, pre-service teachers in the control group demonstrated no significant change to their level of pedagogical content knowledge. KW - mathematical modelling KW - pedagogical content knowledge KW - professional competence KW - pre-service teacher Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-308259 SN - 0013-1954 SN - 1573-0816 VL - 109 IS - 2 ER -