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The binding of tritiated benzo(a)pyrene (BP) to liver DNA of 25 adult male rats (SIV 50) has been determined 50 h after a single intraperitoneal injection of doses between 40 ug/kg and 4; mg/kg. The dose-response relations~ ip is linear up to i mg/kg, shows a sigmoid step towards 2 mg/kg and a shallow linear. slope above that value. TlJe 0 bserved bin ding ranges from 1.7 to 180 nmoles BP per mole DNA phosphate. The non-linearity between 1 and 2 mg/kg could be explained 0):1 the basis of an induction of metabolizing enzymes. A pure1y mathematical extrapolation of therumour incidence from a carcinogenic dose (1 x 40mg/kg for a 20% hepatoma incidence in newborn mice) to human exposure levels (aboilt 0.1 ug/kg per day) would never have followed a step like the on~ found in our experiments. Our dose-effect study therefore shows how carcinogenitity data could be extrapolated in a biologically founded way to low doses.
Follow-ups across discourse domains: A cross-cultural exploration of their forms and functions
(2012)
The edited volume documents the proceedings of the ESF workshop "Follow-ups across discourse domains: a cross-cultural exploration of their forms and functions". It examines the forms and functions of the dialogue act of a follow-up, viz. accepting or challenging a prior communicative act, in political discourse across spoken and written dialogic genres. Specifically, it considers (1) the discourse domains of political interviews, editorials, op-eds and discussion forums, (2) their sequential organization as regards the status of initial (or 1st order) follow-up, a follow-up of a prior follow-up (2nd order follow-up), or nth-order follow-up, and (3) their discursive realization as regards degrees of indirectness and responsiveness which are conceptualized as a continuum along the lines of degrees of explicitness and degrees of responsiveness. The chapters come from the fields of linguistics, discourse analysis, socio-pragmatics, communication, political science and psychology, examining the heterogeneous field of political discourse and its manifestation in diverse discourse genres with respect to evasiveness, indirectness and redundancy in mediated political discourse, professional discourse, discourse identity and doing politics, to name but the most prominent questions.
The combination of globalization and digitalization emphasizes the importance of media-related and intercultural competencies of teacher educators and preservice teachers. This article reports on the initial prototypical implementation of a pedagogical concept to foster such competencies of preservice teachers. The proposed pedagogical concept utilizes a social virtual reality (VR) framework since related work on the characteristics of VR has indicated that this medium is particularly well suited for intercultural professional development processes. The development is integrated into a larger design-based research approach that develops a theory-guided and empirically grounded professional development concept for teacher educators with a special focus on teacher educator technology competencies (TETC8). TETCs provide a suitable competence framework capable of aligning requirements for both media-related and intercultural competencies. In an exploratory study with student teachers, we designed, implemented, and evaluated a pedagogical concept. Reflection reports were qualitatively analyzed to gain insights into factors that facilitate or hinder the implementation of the immersive learning scenario as well as into the participants’ evaluation of their learning experience. The results show that our proposed pedagogical concept is particularly suitable for promoting the experience of social presence, agency, and empathy in the group.
Fostering Teacher Educators’ Intercultural Media-Related Competencies Using a Social VR Environment
(2023)
Recent studies suggest that teacher educators require intercultural media-related educational competencies to respond to contemporary and future educational needs. However, necessary professional development concepts, which are aimed at fostering these competencies, are underrepresented in current teacher education research. This study reports on the results of a case study within a Design-Based-Research project aimed at designing, implementing and evaluating a professional development concept to foster teacher educators’ intercultural media-related competencies. A remote workshop using a Social VR environment was conducted with a convenience sample of 10 teacher educators. Data collected through a qualitative pre-post survey and a focus group was interpreted through qualitative content analysis. Findings showed intercultural aspects were addressed in several domains as well as an increased ability to evaluate potentials and risks related to interculturally focused teaching and learning with Social VR.
Various amphibolites, metagabbros and eclogitic relics of the Mariänske Läzne complex, and amphibolites from the Cernä Hora Massif exhibit an uniform geochemical character which compares weil with modern mid-ocean ridge basalts. Geochemically these metabasites are similar to the amphibolites of the Myto area and to schistose, partly striped amphibolites of the neighbouring Tirschenreuth-Mähring Zone and the Erbendorf-Vohenstrauss Zone (Bavaria). Greenschists and amphibolites from the Domazlice metamorphic complex show an alkaline-basaltic tendency conforming to modern within-plate basalts or basalts from anomalaus midocean ridge segments. In their chemical character, these metabasites compare weil with the flaseramphibolites of the Erbendorf-Vohenstrauss Zone. Fine-grained amphibolites in the Warzenrieth area and (gabbro-) amphibolites in the Blätterberg-Hoher Bogen area show normal MORB character. The metamorphosed gabbroic rocks in the southern part of the Neukirchen-Kdyne (meta-) igneous complex are subalkaline - tholeiitic and exhibit a magmatic differentiation trend. They differ from the neighbouring amphibolites by generally lower contents of incompatible elements.
In the present work we report the results of magneto-transport measurements on some Hg-based li-VI semiconductor epitaxiallayers grown by molecular beam epitaxy. The transport measurement were carried out at temperatures in the range 0.4 - 4.2 K in magnetic fields up to 10.0 T. Further, we point out the necessity of using multicarrier models for data interpretation and show finally some Shubnikov-de-Haas results on sampies with high mobility carners.
Fulgurites (= natural glasses formed by lightning strikes to the ground) are indicators of thunderstorms (e.g. Julien 1901). The distribution pattern of fulgurites in the study area (Grand Erg de Bilma and Erg de Tenere between 11.5°E and 16.5° and 18.5°N) shows decreasing fulgurite concentration from south to north. The fulgurite sites are concentrated in the area of fossil dune complexes, where they occur topographically above palaeolimnic deposits in mid-slope position of interdune depressions.
Both research and policy indicate the importance of considering ICT-related and intercultural competence development in education together. Teacher educators play a significant role in the development of these related competencies. The aim of this study is to analyze ICT- related competence frameworks addressing teacher educators, focusing on how they incorporate intercultural considerations. We analyze four internationally recognized models—Teacher Educator Technology Competencies (TETCs), DigCompEdu, Jisc Digital Capabilities, and Media Didactica—showing that with the TETCs important steps have been taken to integrate both discourses, while the other frameworks treat aspects related to culture as isolated phenomena. In TETC 8, the global dimension is represented by a specific competency, which is also differentiated into specific areas of competence. This offers a strong starting point for further international discourse, in terms of both the diversification of underlying theoretical concepts and approaches to culturally responsive education. Further research is needed to investigate how professional development can meet the needs of teacher educators in a global context.
Immersive, sensor-enabled technologies such as augmented and virtual reality expand the way human beings interact with computers significantly. While these technologies are widely explored in entertainment games, they also offer possibilities for educational use. However,their uptake in education is so far very limited. Within the ImTech4Ed project, we aim at systematically exploring the power of interdisciplinary, international hackathons as a novel method to create immersive educational game prototypes and as a means to transfer these innovative technical prototypes into educational use. To achieve this, we bring together game design and development, where immersive and interactive solutions are designed and developed; computer science, where the technological foundations for immersive technologies and for scalable architectures for these are created; and teacher education, where future teachers are educated. This article reports on the concept and design of these hackathons.
Modern immersive multimodal technologies enable the learners to completely get immersed in various learning situations in a way that feels like experiencing an authentic learning environment. These environments also allow the collection of multimodal data, which can be used with artificial intelligence to further improve the immersion and learning outcomes. The use of artificial intelligence has been widely explored for the interpretation of multimodal data collected from multiple sensors, thus giving insights to support learners’ performance by providing personalised feedback. In this paper, we present a conceptual approach for creating immersive learning environments, integrated with multi-sensor setup to help learners improve their psychomotor skills in a remote setting.
In this paper, we bridge the gap between procedural content generation (PCG) and user-generated content (UGC) by proposing and demonstrating an interactive agent-based model of self-assembling ensembles that can be directed though user input. We motivate these efforts by considering the opportunities technology provides to pursue game designs based on according game design frameworks. We present three different use cases of the proposed model that emphasize its potential to (1) self-assemble into predefined 3D graphical assets, (2) define new structures in the context of virtual environments by self-assembling layers on the surfaces of arbitrary 3D objects, and (3) allow novel structures to self-assemble only considering the model’s configuration and no external dependencies. To address the performance restrictions in computer games, we realized the prototypical model implementation by means of an efficient entity component system (ECS). We conclude the paper with an outlook on future steps to further explore novel interactive, dynamic PCG mechanics and to ensure their efficiency.
The \(\alpha\)-Sialyl-\(\beta\) 2-3-Galactosyl-specific adhesin (S adhesin) was isolated from cells of a recombinant Escherichia coli K-12 strain expressing the S-flmbrial adhesin complex. A crude cell extract was partiaUy dissociated into fimbriae and an adhesin-enriched fraction by heating to 7O°C. From the latter, adhesin was purified to apparent homogeneity (by fast protein liquid chromatography, immunoblot, and NaDodSO\(_4\)/PAGE) by differential ammonium sulfate precipitation, dissociation in 8 M guanidine hydrochloride, and high-resolution anion-exchange chromatography in 8 M urea. The purified adhesin formed an aggregate of M\(_r\)\(\approx\)10\(^6\) that was made up of one type of 12-kDa polypeptide (fimbrillin is 16.5 kDa). It had pI value of 4.7 (fimbriae has a pI value of 6). Adhesin and fimbrillin had different amino add compositions. The purified adhesins agglutinated human and bovine erythrocytes with the same speclfkity as the whole bacteria; purified fimbriae were not adhesive. Monoclonal anti-adhesin and anti-fimbriae antibodies were obtained. Monoclonal antiadhesin, but none of the anti-fimbriae, antibodies inhibited the agglutination of erythrocytes. The anti-adhesive antibodies were used in immuno-gold electron microscopy to localize adhesin exclusively on the fimbriae, with a possible preference to their tips.