bluuebunny/crossref_metadata_2025_split huggingface dataset:
Discourse analysis in the quality of expected learning
Authors: Schalk-Quintanar Ana-Elena , Marcelo-García Carlos 
Published: September 2010

Universities are gradually implementing virtual learning processes. However, research still remains limited in examining the internal processes that occur in learning in virtual environments. This article presents an investigation that seeks to describe the relationship between the quality of interaction in asynchronous discussion forums in training experiences in e-learning, and the quality of learning offered and achieved. The main objective was to determine how interactions in online environments add quality to the learning of students. For this, a descriptive investigation was done that combines qualitative and quantitative phase, analyzing more than 10,000 messages in 171 participants from four postgraduate courses developed in the form of e-learning. Asynchronous communication was analyzed through a category system that analyzes the social, cognitive and didactic discourse online. Among the research findings, there highlights a positive relationship between quality and quantity of speech of the participants and the quality of learning achieved and reflected in the different levels of assessment. We can conclude that the need to analyze, not only the written discourse in asynchronous communication, but also to establish relations with both cognitive and social learning of students. Moreover, we conclude the necessity to train teachers to deal with the processes of online communication.
Las Universidades están implementando de forma progresiva procesos de formación virtual. Sin embargo, todavía resulta escasa la investigación que analiza los procesos internos en lo que se produce el aprendizaje en ambientes virtuales. En este artículo se presenta una investigación que busca describir la relación entre la calidad de la interacción, en los foros de discusión asincrónica en experiencias de formación en e-learning, y la calidad de los aprendizajes propuestos y logrados. El principal objetivo consistió en conocer, de qué forma las interacciones en los espacios virtuales, aportan calidad a los aprendizajes de los alumnos. Para ello se realizó un estudio descriptivo que combina una fase cualitativa y una cuantitativa, analizando más de 10.000 mensajes en 171 participantes de cuatro cursos de postgrado desarrollados en la modalidad de e-learning. Se analizó la comunicación asíncrona, a través de un sistema de categorías que contenía dimensiones sociales, cognitivas y didácticas del discurso on-line. Entre los resultados de la investigación se destaca una relación positiva entre la calidad y cantidad del discurso de los participantes y la calidad de los aprendizajes obtenidos y reflejados en las diferentes instancias de evaluación. Podemos concluir la necesidad de hacer un análisis, más allá del discurso escrito, para establecer relaciones con los aprendizajes tanto cognitivos como sociales de los alumnos. Por otra parte concluimos la necesidad de formar a los docentes para abordar los procesos de comunicación on-line.
Online students´ satisfaction with blended tearning
Authors: Cabero-Almenara Julio , Llorente-Cejudo María-del-Carmen , Puentes-Puente Angel 
Published: September 2010

This paper shows the results obtained from a blended training experience based on internet usage, more specifically, under the Blended Learning (b-learning) modality carried out on first year students of Philosophy and Physics at the Pontifical University of Dominican Republic. The theoretical model in which the experience, that is, b-learning, is sustained will be first presented and described, emphasizing the separation of activities to be done in virtual and attending sessions. Information was gathered for the purpose of this study through three different but complementary instruments: students’ satisfaction questionnaire, interviews with students and interviews with lecturers by e-mail. The results achieved and the level of students’ satisfaction show the significance of the experience as well as some limitations found concerning the need for teacher training and the difficulty of changing the organizational structures are highlighted. Some of the conclusions point to the favorable attitude shown by teachers and students in blended learning, as well as the need for universities to include centers that support teacher training in these formative actions.
En este artículo se exponen los resultados obtenidos a través de una experiencia de formación semipresencial apoyada en el uso de las redes, más concretamente, bajo la modalidad blended learning (b-learning) llevada a cabo con los estudiantes de primero de la licenciatura que cursaban la asignatura de Filosofía y Química en la Universidad Pontificia de República Dominicana. Para ello se parte de la presentación y fundamentación del modelo teórico en el cual se sustenta la experiencia, es decir, el b-learning, haciendo especial hincapié en la separación de las actividades a realizar en las sesiones virtuales y presenciales. En el estudio se recogió información a través de tres instrumentos diferentes pero complementarios para nuestro objeto de estudio: cuestionario de satisfacción de los estudiantes, entrevistas a los alumnos y entrevistas mediante correo electrónico a los profesores. Los resultados alcanzados y el nivel de satisfacción de los alumnos nos muestran la significación de la experiencia, así como, al mismo tiempo se apuntan algunas de las limitaciones encontradas referidas a la necesidad de capacitación del profesorado y a la dificultad que supone transformar las estructuras organizativas. Algunas de las conclusiones apuntan hacia la actitud favorable que tanto profesores como estudiantes muestran hacia la formación semipresencial, así como la necesidad de la existencia en la universidad de instituciones que apoyen la formación del profesorado en dichas acciones formativas.
Use of information and communication technologies in Castilla & León universities
Authors: Baelo-Álvarez Roberto , Cantón-Mayo Isabel 
Published: September 2010

This paper explores the uses of information and communication technologies (ICT) in the universities of Castilla y León. We believe that the integration of ICT in the universities is essential for the development of a university system in line with the requirements of the knowledge society. This piece of work must be placed within a research that has analyzed the use of ICT in higher education in the universities of Castilla y León. In our view, the uses of ICT in higher education are one of the main key indicators for its level of integration. With this research, whose goals relate to ascertaining the level of integration of ICT in the universities of Castilla y León, we seek to identify the factors that influence the use-avoidance of ICT by the professors, and to describe the uses that they do of ICT in the development of their profession (teaching and research).For this reason, we have conducted an ex-postfacto research with a descriptive and improvement-seeking motivation. Even though the results of this research highlight the widespread use of ICTs within the universities, they also point out that this use is superficial and indicate a lack of actual integration of ICT in the universities of Castilla y León.
El presente trabajo se enmarca dentro de una investigación que ha analizado la utilización que se hacen de las tecnologías de la información y la comunicación (TIC) en la educación superior en los centros universitarios de Castilla y León. Bajo nuestra perspectiva los usos de las TIC por parte del docente se conforman como un indicador esencial para conocer el grado de integración que éstas tienen dentro de las universidades. De esta forma los objetivos principales de la presente investigación se encuentran en relación con la indagación sobre el nivel de integración de las TIC existente en los centros universitarios de Castilla y León, tratando de identificar los elementos que influyen tanto en la utilización, como en el no uso de las TIC por parte del docente universitario, para posteriormente hacer un descripción sobre los usos a los que el profesorado destina las TIC en el desarrollo de su actividad profesional, tanto en el ámbito docente, como en el investigador. Para ello se ha llevado a cabo una investigación ex-postfacto, con una orientación descriptiva y de búsqueda de la mejora, cuyos resultados inciden en una generalización en la utilización de las TIC dentro de la educación superior de Castilla y León, aunque se ha de señalar que esta utilización se encuentra referida a unos usos superficiales de las TIC, lo que denota una falta de integración real de las TIC en las universidades de Castilla y León.
ICT competences of future teachers
Authors: Prendes-Espinosa María-Paz , Castañeda-Quintero Linda , Gutiérrez-Porlán Isabel 
Published: September 2010

ICT competences are an essential part of teachers’ curriculums in Spain. This paper presents an analysis of the technical skills in the use of ICT of future primary school teachers in the final year of teacher training at the University of Murcia (period 2008- 2009). This analysis adopts a three dimensional approach. Firstly, it aims to explore students’ mastery of the technical skills in using ICT. Secondly, it analyses how the university is working in terms of developing ICT skills in professionals in general. Finally, but probably most importantly, it attempts to show the current ICT levels of the future school teachers. This analysis is crucial, and not only for teachers who are already working. It is equally, if not more so, for newly trained teachers on the point of going into formal education in schools. Therefore, this study helps us to evaluate them not only as students, professionals and teachers who use ICT, but at the same time it help us to assess if a course at a Higher Education institution is a real way of obtaining minimum knowledge of this area. This is crucial in integrating new teachers into the new social and technological environment and it makes the evaluation of transversal competences in the University of Murcia real.
Las competencias tecnológicas de los maestros son un elemento básico de sus planes de formación en España. En este artículo se presenta un análisis de las competencias para el uso de TIC por parte de estudiantes de último curso de la titulación de Magisterio de la Universidad de Murcia en el curso 2008-09. El objetivo ha sido describir el grado de competencias técnicas que poseen los futuros maestros. El análisis de los datos se ha realizado desde un enfoque tridimensional, pues en primer lugar se han considerado aspectos del dominio técnico; en segundo lugar se ofrece una visión de cómo se encuentra dicha competencia en los estudiantes; y por último –y probablemente lo más relevante–, se considera cuál es el estado de competencia técnica para el uso de las TIC que tienen los docentes de futura incorporación a nuestra aulas. Este análisis permite no sólo evaluarles como estudiantes, profesionales y docentes que usan las TIC, sino que permite tener una idea de si el paso por una institución universitaria supone la garantía de tener unos mínimos conocimientos en esta área que sean de utilidad a la hora de incorporarse como profesionales, docentes y aprendices del nuevo entorno tecno-social, es decir, permite una aproximación a la evaluación de las competencias TIC que son no sólo propias de este título de Grado, sino también son competencias genéricas de la Universidad de Murcia.
Naturally Occurring CD4+CD25+ Regulatory T Cells Prevent but Do Not Improve Experimental Myasthenia Gravis
Authors: Nessi Valeria , Nava Sara , Ruocco Chiara , Toscani Chiara , Mantegazza Renato , Antozzi Carlo , Baggi Fulvio 
Published: September 2010

Abstract
In the current study, we investigated whether naturally occurring CD4+CD25+ T cells, separated by immunomagnetic anti-CD4 and anti-CD25 Abs from naive animals, are able to protect from experimental autoimmune myasthenia gravis (EAMG) and modify the progression of ongoing disease when administered to Torpedo californica acetylcholine receptor (AChR)-immunized Lewis rats. Even though CD4+CD25+ and CD4+CD25high T cell frequencies were similar in the spleens and lymph nodes of EAMG and healthy rats, we observed that CD4+CD25+ T cells isolated from the spleens of naive animals inhibited in vitro the Ag-induced proliferation of T cell lines specific to the self-peptide 97–116 of the anti-AChR subunit (R97-116), an immunodominant and myasthenogenic T cell epitope, whereas CD4+CD25+ T cells purified from the spleens of EAMG rats were less effective. CD4+CD25+ T cells from EAMG rats expressed less forkhead box transcription factor P3 but more CTLA-4 mRNA than healthy rats. Naive CD4+CD25+ T cells, obtained from naive rats and administered to T. californica AChR-immunized animals according to a preventive schedule of treatment, reduced the severity of EAMG, whereas their administration 4 wk postinduction of the disease, corresponding to the onset of clinical symptoms (therapeutic treatment), was not effective. We think that the exogenous administration of CD4+CD25+ naive T cells prevents the early events underlying the induction of EAMG, events linked to the T cell compartment (Ag recognition, epitope spreading, and T cell expansion), but fails to ameliorate ongoing EAMG, when the IgG-mediated complement attack to the AChR at the neuromuscular junction has already taken place.
Steroid Receptor Coactivator 3 Is Required for Clearing Bacteria and Repressing Inflammatory Response in Escherichia coli-Induced Septic Peritonitis
Authors: Chen Qiang , Chen Tenghui , Xu Yixiang , Zhu Jingwei , Jiang Yuan , Zhao Yang , Xu Jianming , Yu Chundong 
Published: September 2010

Abstract
Steroid receptor coactivator 3 (SRC-3) is a multifunctional protein that plays an important role in regulation of bacterial LPS-induced inflammation. However, its involvement in host defense against bacterial infection remains unclear. In this study, we used SRC-3 knockout mice to assess the role of SRC-3 in antibacterial defense in Escherichia coli-induced septic peritonitis. After E. coli bacteria were injected i.p., SRC-3–deficient mice exhibited excessive local and systemic inflammatory responses and more severe bacterial burdens, leading to a significantly higher mortality compared with wild-type mice. Peritoneal macrophages of SRC-3–deficient mice showed a decrease in bacterial phagocytosis in culture and an increase in apoptosis, which was consistent with the defective bacterial clearance observed in SRC-3–deficient mice. Accordingly, SRC-3 null macrophages expressed much lower levels of scavenger receptor A, the antioxidant enzyme catalase, and antiapoptotic gene Bcl-2. Collectively, our data demonstrate that SRC-3 is important not only in modulating the local and systemic inflammation but also in intensifying bacterial clearance, which highlights a pivotal role of SRC-3 in the host defense system against bacterial infection.
TGF-β1 Accelerates Dendritic Cell Differentiation from Common Dendritic Cell Progenitors and Directs Subset Specification toward Conventional Dendritic Cells
Authors: Felker Piritta , Seré Kristin , Lin Qiong , Becker Christiane , Hristov Mihail , Hieronymus Thomas , Zenke Martin 
Published: September 2010

AbstractDendritic cells (DCs) in lymphoid tissue comprise conventional DCs (cDCs) and plasmacytoid DCs (pDCs) that develop from common DC progenitors (CDPs). CDPs are Flt3+c-kitintM-CSFR+ and reside in bone marrow. In this study, we describe a two-step culture system that recapitulates DC development from c-kithiFlt3−/lo multipotent progenitors (MPPs) into CDPs and further into cDC and pDC subsets. MPPs and CDPs are amplified in vitro with Flt3 ligand, stem cell factor, hyper–IL-6, and insulin-like growth factor-1. The four-factor mixture readily induces self-renewal of MPPs and their progression into CDPs and has no self-renewal activity on CDPs. The amplified CDPs respond to all known DC poietins and generate all lymphoid tissue DCs in vivo and in vitro. Additionally, in vitro CDPs recapitulate the cell surface marker and gene expression profile of in vivo CDPs and possess a DC-primed transcription profile. TGF-β1 impacts on CDPs and directs their differentiation toward cDCs. Genome-wide gene expression profiling of TGF-β1–induced genes identified instructive transcription factors for cDC subset specification, such as IFN regulatory factor-4 and RelB. TGF-β1 also induced the transcription factor inhibitor of differentiation/DNA binding 2 that suppresses pDC development. Thus, TGF-β1 directs CDP differentiation into cDCs by inducing both cDC instructive factors and pDC inhibitory factors.
Efficient Induction of CCR9 on T Cells Requires Coactivation of Retinoic Acid Receptors and Retinoid X Receptors (RXRs): Exaggerated T Cell Homing to the Intestine by RXR Activation with Organotins
Authors: Takeuchi Hajime , Yokota Aya , Ohoka Yoshiharu , Kagechika Hiroyuki , Kato Chieko , Song Si-Young , Iwata Makoto 
Published: September 2010

Abstract
The active vitamin A metabolite retinoic acid (RA) imprints gut-homing specificity on lymphocytes upon activation by inducing the expression of α4β7 integrin and CCR9. RA receptor (RAR) activation is essential for their expression, whereas retinoid X receptor (RXR) activation is not essential for α4β7 expression. However, it remains unclear whether RXR activation affects the RA-dependent CCR9 expression on T cells and their gut homing. The major physiological RA, all-trans-RA, binds to RAR but not to RXR at physiological concentrations. Cell-surface CCR9 expression was often induced on a limited population of murine naive CD4+ T cells by all-trans-RA or the RAR agonist Am80 alone upon CD3/CD28-mediated activation in vitro, but it was markedly enhanced by adding the RXR agonist PA024 or the RXR-binding environmental chemicals tributyltin and triphenyltin. Accordingly, CD4+ T cells treated with the combination of all-trans-RA and tributyltin migrated into the small intestine upon adoptive transfer much more efficiently than did those treated with all-trans-RA alone. Furthermore, naive TCR transgenic CD4+ T cells transferred into wild-type recipients migrated into the small intestinal lamina propria following i.p. injection of Ag, and the migration was enhanced by i.p. injection of PA024. We also show that PA024 markedly enhanced the all-trans-RA–induced CCR9 expression on naturally occurring naive-like regulatory T cells upon activation, resulting in the expression of high levels of α4β7, CCR9, and Foxp3. These results suggest that RXR activation enhances the RAR-dependent expression of CCR9 on T cells and their homing capacity to the small intestine.
Dendritic Cells Recruit T Cell Exosomes via Exosomal LFA-1 Leading to Inhibition of CD8+ CTL Responses through Downregulation of Peptide/MHC Class I and Fas Ligand-Mediated Cytotoxicity
Authors: Xie Yufeng , Zhang Haifeng , Li Wei , Deng Yulin , Munegowda Manjunatha Ankathatti , Chibbar Rajni , Qureshi Mabood , Xiang Jim 
Published: September 2010

Abstract
Active T cells release bioactive exosomes (EXOs). However, its potential modulation in immune responses is elusive. In this study, we in vitro generated active OVA-specific CD8+ T cells by cultivation of OVA-pulsed dendritic cells (DCOVA) with naive CD8+ T cells derived from OVA-specific TCR transgenic OTI mice and purified EXOs from CD8+ T cell culture supernatant by differential ultracentrifugation. We then investigated the suppressive effect of T cell EXOs on DCOVA-mediated CD8+ CTL responses and antitumor immunity. We found that DCOVA uptake OTI T cell EXOs expressing OVA-specific TCRs and Fas ligand via peptide/MHC Ag I–TCR and CD54–LFA-1 interactions leading to downregulation of peptide/MHC Ag I expression and induction of apoptosis of DCOVA via Fas/Fas ligand pathway. We demonstrated that OVA-specific OTI T cell EXOs, but not lymphocytic choriomeningitis virus-specific TCR transgenic mouse CD8+ T cell EXOs, can inhibit DCOVA-stimulated CD8+ CTL responses and antitumor immunity against OVA-expressing B16 melanoma. In addition, these T cell EXOs can also inhibit DCOVA-mediated CD8+ CTL-induced diabetes in transgenic rat insulin promoter-mOVA mice. Interestingly, the anti–LFA-1 Ab treatment significantly reduces T cell EXO-induced inhibition of CD8+ CTL responses in both antitumor immunity and autoimmunity. EXOs released from T cell hybridoma RF3370 cells expressing OTI CD8+ TCRs have a similar inhibitory effect as T cell EXOs in DCOVA-stimulated CTL responses and antitumor immunity. Therefore, our data indicate that Ag-specific CD8+ T cells can modulate immune responses via T cell-released EXOs, and T cell EXOs may be useful for treatment of autoimmune diseases.
Reduced Immunoproteasome Formation and Accumulation of Immunoproteasomal Precursors in the Brains of Lymphocytic Choriomeningitis Virus-Infected Mice
Authors: Kremer Marcel , Henn Anja , Kolb Cornelia , Basler Michael , Moebius Jacqueline , Guillaume Benoît , Leist Marcel , Van den Eynde Benoît J. , Groettrup Marcus 
Published: September 2010

AbstractTissue inflammation is accompanied by the cytokine-mediated replacement of constitutive proteasomes by immunoproteasomes that finally leads to an optimized generation of MHC class I restricted epitopes for Ag presentation. The brain is considered an immunoprivileged organ, where both the special anatomy as well as active tolerance mechanisms repress the development of inflammatory responses and help to prevent immunopathological damage. We analyzed the immunoproteasome expression in the brain after an infection with lymphocytic choriomeningitis virus (LCMV) and could show that LCMV-infection of mice leads to the transcriptional induction of inducible proteasome subunits in the brain. However, compared with other organs, i.p. and even intracranial infection with LCMV only led to a faint expression of mature immunoproteasome in the brain and resulted in the accumulation of immunoproteasomal precursors. By immunohistology, we could identify microglia-like cells as the main producers of immunoproteasome, whereas in astrocytes immunoproteasome expression was almost exclusively restricted to nuclei. Neither the immunoproteasome subunits low molecular mass polypeptide 2 nor multicatalytic endopeptidase complex-like–1 were detected in neurons or oligodendrocytes. In vitro studies of IFN-γ–stimulated primary astrocytes suggested that the observed accumulation of immunoproteasomal precursor complexes takes place in this cell population. Functionally, the lack of immunoproteasomes protracted and lowered the severity of LCMV-induced meningitis in LMP7−/− mice suggesting a contribution of immunoproteasomes in microglia to exacerbate immunopathological damage. We postulate a posttranslationally regulated mechanism that prevents abundant and inappropriate immunoproteasome assembly in the brain and may contribute to the protection of poorly regenerating cells of the CNS from immunopathological destruction.