Academic literature on the topic 'Proposal of new strategies and pedagogies'
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Journal articles on the topic "Proposal of new strategies and pedagogies"
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Cenoz, Jasone. "Translanguaging pedagogies and English as a lingua franca." Language Teaching 52, no. 1 (September 5, 2017): 71–85. http://dx.doi.org/10.1017/s0261444817000246.
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Multilingualism is widespread in the world today and English is, in many cases, one of the languages in the multilingual speaker's repertoire. English as a lingua franca (ELF) is used by multilingual speakers who can also communicate in other languages and use their multilingual and multicultural resources in creative ways. This paper aims at exploring the relationship between recent trends in multilingualism, particularly the proposal ‘Focus on Multilingualism’ and ELF. After a brief presentation of multilingualism as related to globalization and super-diversity, there will be an examination of the new trends that bring together the study of multilingualism in education and ELF. Then, similarities and differences between the two are discussed as related to the emerging paradigm that takes into consideration a new vision of language, speakers and repertoires and has translanguaging as a key concept. Translanguaging pedagogies based on the multilingual learner's repertoire are also discussed. The last section looks at achievements and challenges presented by the synergies that have been created and reinforced.
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Tarlau, Rebecca Senn. "The Social(ist) Pedagogies of the MST: Towards New Relations of Production in the Brazilian Countryside." education policy analysis archives 21 (April 30, 2013): 41. http://dx.doi.org/10.14507/epaa.v21n41.2013.
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This article explores the social(ist) pedagogies of the Brazilian Landless Workers Movement (MST), a large agrarian social movement that fights for socialism in the Brazilian countryside, meaning that workers own their own means of production and collectively produce the food and other products necessary for their communities’ survival. Over the past three decades, activists in the movement have developed an alternative educational proposal for rural schooling that supports these new social relations of production. Drawing on major theories of reproduction, cultural production, and resistance in the field of education, I argue that three theorists—Paul Willis, Paulo Freire, and Antonio Gramsci—are critical in assessing the role of schools in processes of social reproduction. I examine four components of the MST’s social(ist) pedagogy: the incorporation of manual labor into public schools; the promotion of collective learning; counter-cultural production; and linking schools to concrete political struggles. Drawing on Willis, Freire, and Gramsci, I argue that the MST’s educational proposal is a limited but real attempt to interrupt dominant social relations of production in the Brazilian countryside, thus representing a unique example of social pedagogy in the 21 century.
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Chan, Angel. "Transnational parenting practices of Chinese immigrant families in New Zealand." Contemporary Issues in Early Childhood 19, no. 3 (February 1, 2017): 219–30. http://dx.doi.org/10.1177/1463949117691204.
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This article advocates for fluid pedagogies that align with the transnational parenting practices of immigrant families. New Zealand is now considered to be a superdiverse country with a large population of immigrants. This superdiversity phenomenon can therefore also be found in its early childhood education settings. Research has indicated that many contemporary immigrants are transnationals who maintain close connections with their home countries and frequently engage in border-crossing activities. Transnational immigrants are mobile, and their parenting strategies may be similarly fluid. This article uses findings from a research project which involved Chinese immigrant families to illustrate transnational perspectives of early childhood education and parenting practices. Narrative excerpts are presented and analysed using key theoretical constructs of transnationalism to illustrate the participants’ cultural dilemmas in their parenting, their preparedness to adapt their heritage practices and to adopt early childhood education discourses of the host country, and their agency in choosing parenting strategies that they believed best support their children’s learning. It highlights the importance of parent–teacher dialogue and of enacting a curriculum with fluid pedagogies that are responsive to heterogeneous parental aspirations.
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LoPresto, Michael C., and Timothy F. Slater. "A New Comparison Of Active Learning Strategies To Traditional Lectures For Teaching College Astronomy." Journal of Astronomy & Earth Sciences Education (JAESE) 3, no. 1 (May 31, 2016): 59. http://dx.doi.org/10.19030/jaese.v3i1.9685.
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Although traditional lectures are still the dominant form of undergraduate instruction, there have been relatively few studies comparing various learner-centered and active learning teaching strategies to one another in order to guide professors in making informed instructional decisions. To study the impact of different active learning approaches, pre-test to posttest learning gains for students receiving instruction on introductory astronomy solar system topics through a combination of collaborative learning activities and formative assessment-driven activities were compared to the gains of students being taught the same topics by traditional lectures only. After traditional lectures, students improved from a pre-test score of 42% (n=144) to 49% (n=49). After lecture tutorials and classroom voting response systems improvement was to 73% (n=72) Using a multiple-group comparison approach, similar earning gains were also observed when using visual-assessment and tutorial activities. Moreover, data from a Likert-style attitude survey of 264 undergraduates showed that, although they did not report a clear preference for one instructional mode over the other, the majority of students believed that the active and collaborative nature of the activities helped them learn. The results of this study add weight to the notion that most modern pedagogies are superior to traditional lecture, and that although the relative impacts of particular pedagogies are mostly indistinguishable from one another, they are all are better than traditional lecture alone.
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Sharma, Ramesh Chander, and Suresh Garg. "Technology 4.0 for Education 4.0." Revista da FAEEBA - Educação e Contemporaneidade 30, no. 64 (November 19, 2021): 198–209. http://dx.doi.org/10.21879/faeeba2358-0194.2021.v30.n64.p198-209.
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There is no denying the fact that education is the greatest tool to solve our problems. Education has been transformed from centuries in its form, levels, and format. Depending upon our needs and times, be it peace or exigencies (natural or human induced), educational pedagogies, assessment strategies, infrastructural provisions, student enrolment, faculty recruitment, finances, knowledge management and technology adoption, all have changed over a period of time. Such change in teaching and learning practices is constant. Flexibility of operations, rapidity of knowledge generation and transfer, creative practices and spatial arrangements have given rise to innovations in education. New pedagogies and technologies have opened up new possibilities. Students are offered new learning paths. This article discusses the innovations, challenges and opportunities as presented to us by the technology 4.0 for education 4.0.
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Arbelo-Pérez, Marta, Yaiza Armas-Cruz, and Antonio Arbelo. "Environmental strategy and firm performance: A new methodological proposal." Agricultural Economics (Zemědělská ekonomika) 68, No. 8 (August 25, 2022): 283–92. http://dx.doi.org/10.17221/137/2022-agricecon.
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Environmental strategies and their effects on firm performance are receiving increased attention in the literature, but the results are inconclusive. To fill this gap, we propose to evaluate the effect of environmental strategies on firm performance, thereby making two significant contributions. The first is the use of Bayesian techniques to estimate a stochastic frontier model with random coefficients to evaluate the relationship between environmental strategies and performance at the individual firm level, thus adequately incorporating heterogeneity; the second is the adoption of profit efficiency as a measure of firm performance. To test this idea, we studied the effect of a set of pollutants on profit efficiency in a sample of livestock firms in Spain. The results reveal that i) the success of environmental strategies depends on the properties and internal characteristics of each firm and the environment in which it operates and ii) the mean efficiency is 55.80%, which implies that these firms are losing on average 44.20% of their maximum potential profit. These results have significant strategic implications for firms' ability to achieve a competitive advantage.
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Iucu, Oana. "New challenges in teaching and learning of administrative studies – Digitisation / digitalisation and innovative pedagogies." International Journal of Learning and Teaching 13, no. 3 (July 26, 2021): 125–32. http://dx.doi.org/10.18844/ijlt.v13i3.5378.
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The very rapid transition to the online teaching and learning system, without sufficient training and not proper adapted to the educational needs of students (already migrated to virtual environments and digital tools), has produced some visible dysfunctions, especially in informal interactions with students. Dimensions investigated using a methodology based on the survey’s technique aimed at types of academic activities carried out during the period dedicated to online activities, participation in online activities of ‘synchronous’ type – face to face – categories of online applications used, types of platforms for asynchronous activities and classical teaching strategies most commonly used in association with online educational techniques. The population was represented by students and teachers from the fields of study administrative studies and academic categories that will provide a serious input for formulating conclusions. We propose to launch a practical module for the training of university professors on the innovative pedagogies applied to the administrative sciences and law academic fields. Keywords: Teaching and learning, administrative studies, digitalisation / digitisation, innovative pedagogies.
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Naiditch, Fernando, and Bettina Steren Dos Santos. "Critical Thinking and Creative Pedagogies in the Classroom." INTERFACES DA EDUCAÇÃO 11, no. 32 (September 8, 2020): 711–34. http://dx.doi.org/10.26514/inter.v11i32.4968.
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The article discusses the meanings and the roles of critical thinking in the classroom. We start by placing the concept within the progressive pedagogical movement, which is rooted in the idea of learning by doing. Experiential learning is at the core of this kind of pedagogy and the belief is that students can only truly learn by engaging with the curriculum in an active and meaningful manner. Developing critical thinking is the goal of any educational system, particularly in democratic nations that understand schooling as a way of socializing children into the life of society as productive citizens. Although there seems to be an agreement in the importance of critical thinking in schools, teachers still find it difficult to develop practical classroom lessons and instructional strategies that develop higher order thinking skills. We discuss inquiry and project-based learning as well as Freire’s problem-posing approach as pedagogical instructional tools that can be used in the classroom to help students develop critical thinking. What do you want to do ?New mailCopy What do you want to do ?New mailCopy
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García Revilla, Mercedes Raquel, Javier Perogil Burgos, Carmen Sarah Einsle, and Olga Martinez Moure. "Proposal of New Strategies for Smart Tourism Destinations in the Challenging New Reality: A Commitment to the Technology–Sustainability Binomial." Sustainability 14, no. 10 (May 12, 2022): 5867. http://dx.doi.org/10.3390/su14105867.
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This paper aimed to investigate the response of smart tourism destinations (STDs) to the COVID-19 crisis, specifically regarding sustainability, which—along with information, new technologies, and governance—is a key element of STDs. First, we conducted a brief literature review regarding tourism sustainability. Secondly, we performed a case study of several STDs to determine the sustainable actions implemented in response to the current crisis, the results of which are presented in this paper. Thirdly, we assessed these STDs’ primary sustainability actions and developed a strategy proposal that can be followed by destinations in similar situations. This proposal is intended to be evaluated by the studied STDs for validation or adaptation. Far from a definitive solution, our proposal was designed as one possible tool to avoid the disorganisation and uncertainty suffered in crisis situations such as the COVID-19 pandemic.
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Edelmann, Richard E. "Equipment Funding Opportunities and Strategies for Success (Part 3)." Microscopy Today 20, no. 6 (November 2012): 54–56. http://dx.doi.org/10.1017/s1551929512000806.
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I originally submitted a proposal to talk about physically constructing our new facility at Miami University. Owen Mills contacted me and asked me to talk about how we got to the point of building a new facility. In their presentations, Debby and Reza both talked about preparing and submitting an equipment proposal. Some key factors they brought out in their presentations were: “institutional commitment,” “broader impacts,” “other opportunities,” and to not simply focus on the quality of the research. These are the areas that I would like to talk about.
Dissertations / Theses on the topic "Proposal of new strategies and pedagogies"
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Milindasuta, Premmarin. "Audience Engagement Strategies for New World Performance Laboratory: a Proposal." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1478354796127502.
Full textBooks on the topic "Proposal of new strategies and pedagogies"
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Travis, Jennifer, and Jessica DeSpain. Teaching with Digital Humanities. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252042232.001.0001.
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This book offers theoretical perspectives and case studies for teaching American literature of the long nineteenth century using the tools and methods of the digital humanities (DH). The essays highlight best methods for integrating the building of digital tools and projects in the nineteenth-century American literature classroom and strategies for incorporating into the curriculum already established digital materials. By emphasizing a discipline-specific approach, the collection invites conversations among scholars of other disciplines about how digital pedagogies can deepen their objectives for student learning. The collection is organized into five keywords, or tags: Make, Read, Recover, Archive, and Act. The essays in Make illustrate the pedagogical value of project-based, collaborative learning. The essays in Read describe assignments in which students engage in multiple reading practices, from close to collaborative and computational. In Recover, contributors show how DH approaches aid in the scholarly consideration of marginalized texts. The essays in Archive encourage students to select and organize artifacts with an ethics of care, often in communities beyond the classroom. The final section, Act, advocates for an activist approach, demonstrating how DH can bring new insights to debates central to the study of the long nineteenth century, particularly concerning difference. As they engage digital humanities practices and pedagogies, the essays in the collection model inventive strategies and rethink what is possible in the American literature classroom.
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Feijoó Rojas, Kerly Jazmín. Applying CLIL approach in Higher Edication. CIDEPRO EDITORIAL, 2020. http://dx.doi.org/10.29018/978-9942-823-71-7.
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The realization of this work has been developed with the objective of analyzing the application of the CLIL approach for teaching English with a specific purpose and scaffolding strategies with students from a third level in bilingual secretarial school at the technical university of Babahoyo. This is the main reason that Bilingual secretarial school needs a change in the way to teach a foreign language through CLIL approach which is an exceptional alternative to integrate language and real-life contexts effectively in order to teach a foreign language in a spontaneous way. The main purpose of this volume is to design an intervention proposal based on the CLIL approach with the support of scaffolding strategies in the seventh semester of Bilingual Secretarial School in order to provide teachers a guide to make easier the application of this new teaching approach.
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Hassoun, Nicole. Global Health Impact. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197514993.001.0001.
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Every year 9 million people are diagnosed with tuberculosis, every day more than 13,400 people are infected with AIDs, every 30 seconds malaria kills a child. Many people suffer and die young because they cannot access essential medicines. This book argues that people have a right to access these medicines and proposes some new Global Health Impact labeling, investment, and licensing strategies that encourage pharmaceutical companies to improve global health (global-health-impact.org/new). The idea is to rate these companies based on their medicines’ impacts. Highly rated companies will get a Global Health Impact label to use on their products. Socially responsible investment companies and universities might also take the ratings into account in making investment or licensing decisions. After arguing that people do have a right to access essential medicines, this book explores this proposal, its philosophical justification, and its prospects for success.
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Charnavel, Isabelle. Locality and Logophoricity. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190902100.001.0001.
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Anaphors such as English herself, French elle-même, and Mandarin ziji are usually claimed to obey locality requirements stated by Condition A of Binding Theory. But we observe that in various languages, the same anaphors can be exempt from these locality requirements under certain conditions. The goal of this book is to describe and explain this widespread dual behavior of anaphors on the basis of French, English, Mandarin, Korean, and Icelandic. First, several strategies are proposed for distinguishing between the two possible behaviors of anaphors. Plain instances of anaphors require local and exhaustive binding, as well as sloppy readings in ellipsis. Exempt instances of anaphors, however, only require a logophorical interpretation, that is, to occur in phrases expressing the first-personal, mental perspective of their antecedent. Second, a new theory of exempt anaphora is proposed, which consists in deriving all properties distinguishing exempt from plain anaphors to one: the presence of a silent, syntactically represented logophoric operator introducing a local, perspectival binder for superficially exempt anaphors. This hypothesis parsimoniously reduces exempt to plain anaphors obeying Condition A, thus directly accounting for the cross-linguistically widespread morphological identity of plain and exempt anaphors. Under this proposal, the reason why exempt anaphors appear to escape locality requirements is that their binder is implicit, and their mandatory logophoric interpretation derives from the nature of this binder. Finally, several diagnostics are provided for testing the hypothesis that so-called long-distance anaphors can be analyzed just like exempt instances of anaphors.
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Herr, Melody. Writing and Publishing Your Book. ABC-CLIO, LLC, 2017. http://dx.doi.org/10.5040/9798216039693.
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Are you ready to write your book? Partner with an experienced publisher, writing coach, and author and find out how to turn your research and scholarship into a book. This book is the next-best-thing to a personal writing coach. Drawing upon her own extensive experience as an author and publisher, Melody Herr guides the reader through every step of the writing and publishing process: constructing a table of contents, preparing a proposal, finding a publisher, negotiating a contract, drafting the manuscript, and marketing the finished product. Throughout, she offers proven strategies for producing a book that highlights its author's authoritative knowledge and writing skills. Unique among writing guides, Writing and Publishing Your Book: A Guide for Experts in Every Field acknowledges the reader's own expertise; speaks to researchers and scholars across the sciences, social sciences, and humanities; and provides information and guidance that will benefit junior authors as well as their more senior colleagues. By following these practical, step-by-step instructions, new authors will more easily liberate their own creativity while avoiding the many pitfalls that mire new writers, thereby maintaining momentum for a successful publication. • Breaks into clear, actionable steps the complex process of producing a logically organized, accessible, and useful book that has strong market potential • Explains how to determine when a book is the appropriate publication venue for a specific project • Describes how to form a mutually beneficial and collaborative partnership with a publisher • Provides clear guidance for navigating peer review and interpreting a publishing contract • Identifies effective strategies for overcoming the common struggles of every writer―advice that comes from someone who has faced all of these challenges as a writer herself
Book chapters on the topic "Proposal of new strategies and pedagogies"
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Alvarado Ortega, M. Belén. "Communicative strategies in interactional male humour." In Pragmatics & Beyond New Series, 152–72. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/pbns.335.07alv.
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This paper will present an analysis of male interactional humour in Spanish conversation. Humour can appear in such conversations as a strategy to show (im)politeness between participants in the interaction. Focussing in particular on politeness strategies, we will seek to identify the different types of humour that arise in conversations between men. To this end, we will draw on Brown and Levinson’s theory of politeness ([1978] 1987: 213), which lists a number of strategies that aim to produce politeness and, at the same time, calculates the estimated risk of losing face that arises from an individual’s conversational behaviour. In the analysis we will also consider Spencer-Oatey’s (2000, 2007) proposal of a set of factors that can affect rapport management strategies. Our aim is to show that humour as expressed between men in conversational utterances, involves conversational strategies that are used to elicit respect for both listener and speaker, or to save the negative and positive face of these, according to politeness criteria. To this end, the VALESCO.HUMOR corpus is used, which comprises 148 ironic-humorous sequences extracted from 67 colloquial conversations.
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Kelly, Ashley Scott, and Xiaoxuan Lu. "Infrastructural Connectivity and Difference." In Critical Landscape Planning during the Belt and Road Initiative, 87–125. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4067-4_5.
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AbstractThis chapter, Infrastructural connectivity and difference, presents two strategic planning proposals dealing with “direct” impacts of the construction of the China-Laos Railway. Practices of “sustainable” development, in those practices’ approaches, however genuine, to physically and economically connect communities to new markets and generate new economies, disrupt preexisting modes of connectivity, whether socioeconomic, cultural or ecological. One proposal offers strategies to mitigate the socioecological impacts of temporary access roads built tends of kilometers into rural landscape to construct the China-Laos Railway, while the other proposal offers physical and organizational strategies for impacted agricultural communities to mitigate the disruption of irrigation networks, fragmented farmlands, issues of development transparency and uncertainty in compensation timelines. Through these proposals’ analyses and strategic deployment of connectivity and emphasis of cultural and ecological difference, they may help reform discourse on the assessment of cumulative impacts in the development process.
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Hürny, C., and J. Bernhard. "Coping and Survival in Patients with Primary Breast Cancer: A Critical Analysis of Current Research Strategies and Proposal of a New Approach Integrating Biomedical, Psychological, and Social Variables." In Adjuvant Therapy of Primary Breast Cancer, 255–71. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/978-3-642-83337-3_37.
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Stephan, Nicolas, Marine Lemarié, and Kristina Schinegger. "Common Ground—Online Platforms for Bottom-Up Collaborative Decision Making in Design Education." In Computational Design and Robotic Fabrication, 65–77. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8637-6_6.
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AbstractCo-creation and real-time collaboration have always been an integral potential of digital design methodologies and have been accelerated by the rapid digitalization of teaching due to current societal developments. This paper discusses the prototype of a real-time multiplayer building platform as a video game developed for a first-year design studio impacted by pandemic-related teaching restrictions. The aim was to develop a methodology that enables first-year students to meet peers, build models collaboratively, and teach implicit design knowledge such as aesthetics and formal analysis while allowing individual creativity within the populous class. Through a combination of a step-by-step iterative design system and a real-time decentralized multi-player platform, students can work collaboratively on common digital designs. The design method is based upon building units and individualized strategies of aggregation and differentiation that are built up into larger structures. Special focus is paid to how new online platforms created for architecture education can migrate the advantages of physical intuitive design methods to a digital setting and eventually fill the gap of lacking implicit knowledge pedagogies.
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Imms, Wesley, and Marian Mahat. "Where to Now? Fourteen Characteristics of Teachers’ Transition into Innovative Learning Environments." In Teacher Transition into Innovative Learning Environments, 317–34. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_25.
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AbstractThis chapter places the preceding papers into a wider context. As part of the Innovative Learning Environment and Teacher Change (ILETC) project, seven Transitions symposia were held in five cities across Australasia, Europe and North America during 2017, 2018 and 2019. Each aimed at investigating how teachers adapt to innovative learning environments. The resulting accumulation of approximately 150 papers by graduate researchers and research groups, of which this book’s chapters are a sample, constituted a reasonable representation of international thinking on this topic. When added to three years of ILETC case studies, surveys, systematic literature reviews and teacher workshops, the project team was able to identify consistent patterns in teachers’ spatial transition actions. This chapter places the material of this book within that larger picture, specifically in terms of one project output—the development of a Spatial Transition Pathway. The Pathway emerged from these data and can be seen as an output of the material sampled in previous chapters. Certainly, the considerable work teachers had been doing to re-conceptualise their pedagogies for new spaces (done both intentionally, and at times, without realising) deserved to be mapped as a resource for others undertaking this journey. This chapter makes the case that while each teacher or school’s journey from traditional to ‘innovative’ spaces is unique, there exists some common issues that most seem to face at some time, in some way. It provides a description of fourteen ‘grand themes’ that appear commonly through the data and describes how these can be organised in a way that provides temporal and theme-based strategies and tools, developed by fellow educators to assist in this transition. This final chapter leads the reader to consider ‘where to now’? It celebrates the fact that teachers have enormous capacity to work out how to utilise innovative learning environments well and provides a framework for evidence-based actions into the future.
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Manzone, Jessica A., and Julia L. Nyberg. "The Home and Community Connections Model." In New Considerations and Best Practices for Training Special Education Teachers, 43–67. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9494-0.ch003.
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The need to create inclusive classrooms is well documented in the literature. The use of inclusive pedagogies as a means to respond to the needs of all learners is also well-established. Yet, the definition of “all learners” remains somewhat evasive and inequitable. Historically underserved and systemically marginalized learners continue to be left out of conversations regarding “all learners” in special and general education programs. This chapter examines how inclusive education strategies can be reoriented through a lens of culturally sustaining pedagogies. This chapter proposes a home and community connections model for constructing culturally authentic and sustaining classrooms that truly value the assets and interests of all learners. Classroom activities and examples are provided and serve as a framework for special and general educators to integrate these pedagogies into their own practice.
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Yaakob, Mohd Faiz Mohd, and Mohd Muslim Md Zalli. "An Overview of Massive Open Online Courses (MOOCs), Pedagogies, and Distance Education." In Redesigning Higher Education Initiatives for Industry 4.0, 56–68. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7832-1.ch004.
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This chapter discussed an overview of massive open online courses (MOOC) pedagogies and distance education in Malaysia. Meanwhile, topics such as MOOC in Malaysia, distance education, theory, and concept and other sub-topics are discussed. Massive open online courses (MOOCs) are the instructed course with the various number of students using the internet. Indeed, MOOCs are not a new tool to educational modules outline and strategy. At the end of this chapter, effective teaching strategies are proposed.
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Sharma, Deepika, and Vikas Kumar. "A Framework for Collaborative and Convenient Learning on Cloud Computing Platforms." In Research Anthology on Architectures, Frameworks, and Integration Strategies for Distributed and Cloud Computing, 629–50. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5339-8.ch030.
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The depth of learning resides in collaborative work with more engagement and fun. Technology can enhance collaboration with a higher level of convenience and cloud computing can facilitate this in a cost effective and scalable manner. However, to deploy a successful online learning environment, elementary components of learning pedagogy must be embedded in the technology framework. A cloud computing technology based learning platform built on the proven learning pedagogies will be most successful attempt to facilitate collaborative and convenient learning. Such platform will support the learners to connect and coordinate the online resources in a more efficient, effective and practical way. This paper proposes a new theoretical framework for collaborative and convenient learning on cloud computing technology by reviewing various learning theories and integrating them with the technology framework. Architectural details of the framework have been presented with suitable examples for a better understanding. The work has a lot of significance for deploying cloud computing based collaborative learning solutions in the educational institutions.
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Reinhild, Prinz-Langenohl, Pietrzik Klaus, and Holzgreve Wolfgang. "Prevention of NTDs - Proposal of a New Concept." In Neural Tube Defects - Role of Folate, Prevention Strategies and Genetics. InTech, 2012. http://dx.doi.org/10.5772/34291.
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Menéndez, Pepe. "Strategic Elements to Implement Profound Changes in Learning." In Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship, 134–52. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4402-0.ch007.
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The transformation of education that educational systems must carry out to respond to the challenges of the 21st century is becoming more relevant due to the global circumstances of COVID-19 and the consequences of all kinds that it is causing. The author describes systemic proposals for change in the elements of the current model: curriculum, organization of students and teachers, and spaces. The link between these proposals and the ones that different pedagogues have been developing in the last 20 years, which, in turn, connect with the spirit of the school's renovating currents since the 19th century, is also described. The author points out some of the characteristics of the Horizon 2020 project by Jesuïtes Educació, which since 2012 has been implementing concrete proposals for deep transformations in learning. School leaders and teachers need to set new sights and learning practices that are consistent with the changes that schools need.
Conference papers on the topic "Proposal of new strategies and pedagogies"
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Lee, Tae-Eog, KiSoon Cho, and Eun-Jee Kim. "Education 3.0: Transforming Teaching and Learning by Eliminating Lecturing." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-53076.
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Lecturing has been effective for mass education. However, its limitations for learning effectiveness have been well known. Many innovative pedagogies have been developed for increasing interaction and student participation in classes. However, they have not been successfully adopted in most classrooms. On the other hand, the gap on educational quality between the industry and the academia, which is mostly attributable to lecture-based education, has been expanding. We propose a simple and effective strategy to transform teaching and learning to be highly interactive and student-participative by eliminating lecturing from classrooms. After sending lecturing to e-learning, teachers do non-lecturing activities including discussion, Q&A, interactive problem solving, team learning, and labs. We share strategies, feedback, and experiences from a university-wide program for implementing such new teaching and learning.
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Cerezo López, Yolanda, and María Dolores Vivas Urías. "USING EFFECTIVE LEARNING STRATEGIES FOR LEARNING TO LEARN: A TEACHING AND LEARNING PROPOSAL." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1845.
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Machado, Eduardo Jabbur, Adriano C. M. Pereira, Douglas Castilho, Everton Silva, and Humberto Brandão. "Proposal and Implementation of New Trading Strategies for Stock Markets using Web Data." In Webmedia '15: 21st Brazilian Symposium on Multimedia and the Web. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2820426.2820444.
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Antuña, Joaquín, and Almudena Majano-Majano. "USE OF MODELS IN STRUCTURAL LEARNING: AN HISTORICAL REVIEW AND A PROPOSAL OF NEW STRATEGIES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0552.
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"New experiences and strategies in remote laboratories and apps for electronics: Proposal for a special session." In 2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV). IEEE, 2016. http://dx.doi.org/10.1109/rev.2016.7444429.
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"A New Proposal for Learning Objects Quality Evaluation in Learning Strategies based on Ontology for Education." In International Conference on Knowledge Engineering and Ontology Development. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0004138903730376.
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Badger, James, and Juman Al Bukhari. "DELIVERING INNOVATIVE, ONLINE TEFL COURSES TO FOSTER PROFESSIONAL DEVELOPMENT AND POSITIVELY IMPACT ENGLISH EARNERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end039.
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"This paper reports on findings from a U.S. federally-funded research project involving American universities that created online courses to develop Jordanian K-12 English teachers’ instructional strategies and communication skills who are employed in disadvantaged or vulnerable rural and urban schools. The four innovative, online courses address Jordanian English teachers’ desire to motivate learners (Al-efeshat & Baniabdelrahman, 2020), develop students’ critical reading skills (Bataineh & Al-Shbatat, 2018), reduce students’ reading anxiety (Al-Shboul et at., 2013), and foster metacognitive reading strategies (Alsarayreh, 2020) among other challenges. Studies have found that increasing mobile technologies to students and teachers and integrating basic technology in public and refugee schools would profoundly impact the scope of learning and instruction (UNESCO, 2018; UNHRC, 2018). Further, research on teacher quality shows that weaknesses in teachers’ pedagogical content knowledge (PCK) and classroom practice undermine effective student learning and achievement (Phetla & Newman, 2020; Pontefract and Hardman 2005). Continuing professional development and PCK positively impact schools and embodies the ability to evaluate students thinking, plan appropriate learning opportunities, and modify, combine, and use instructional materials to develop conceptual understanding (Darling-Hammond et al., 1999). Teachers’ professional development through teachers’ collaboration has been reported to be effective for the improvement of schools’ performance and students’ learning outcomes in all curriculum subjects. Research repeatedly demonstrates that continuing professional development makes a difference to teachers’ pedagogic knowledge and skill which is reflected in enhanced student learning outcomes (AL-Wreikat & Bin Abdullah, 2010; Mahmoud, 2015). This project seeks to narrow these gaps and positively impact learning outcomes and student competencies through the innovative online and in-person PDP with Jordanian teachers of English. Using gathered qualitative and quantitative data, we identify the program’s impact on TEFL teachers’ integrated service learning projects and culturally relevant pedagogies to positively affected students’ learning, advanced teachers’ knowledge of research-based instructional strategies, and addressed other challenges identified by the teachers. We will also share the process for selecting teachers to participate in the program and collaborations we developed with international stakeholders."
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Bezerra, Cácio L. N. A., Cácio L. N. A. Bezerra, Fábio G. B. C. Costa, Lucas V. Bazante, Pedro V. M. Carvalho, and Fábio A. P. Paiva. "Flower Pollination Algorithm Combined with Multiple Strategies of Opposition–Based Learning." In XV Encontro Nacional de Inteligência Artificial e Computacional. Sociedade Brasileira de Computação - SBC, 2018. http://dx.doi.org/10.5753/eniac.2018.4453.
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Flower Pollination Algorithm (FPA) has been widely used to solve optimization problems. However, it faces the problem of stagnation in local optimum. Several approaches have been proposed to deal with this problem. To improve the performance of the FPA, this paper presents a new variant that combines FPA and two variants of the Opposition Based Learning (OBL), such as Quasi OBL (QOBL) and Elite OBL (EOBL). To evaluate this proposal, 10 benchmark functions were used. In addition, the proposed algorithm was compared with original FPA and three variants such as FA–EOBL, SBFPA and DE–FPA. The proposal presented significant results.
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Umeda, Yasushi, Yoshiki Shimomura, Masaharu Yoshioka, and Tetsuo Tomiyama. "A Proposal of Design Methodology for Upgradable Products." In ASME 1999 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/detc99/dfm-8969.
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Abstract One of main causes of the environmental issues is the current mass production paradigm. Developing upgradable products is one of the most hopeful approaches for solving these issues, because they will have longer lives, encourage reuse of artifacts, and therefore, create new business chances at later stages of product life cycles. However, design for upgradability has been hardly discussed. This paper proposes a design methodology for upgradable products. First, we clarify the definition of design for upgradability by comparing it with other design strategies. Second, by analyzing data of existing series design, we propose several design patterns and two basic guiding principles; namely, making function independent and making function insensitive. Based on these analyses, a design methodology for upgradability is proposed and a prototype of upgrade design support system is illustrated. Finally, feasibility of the methodology is discussed by applying result of an experimental design to the prototype system.
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Villa, Genny. "The current HE classroom: Promoting new types of learning, executive function processes and strategies to foster students’ motivation and academic success." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16218.
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Students' academic success in this digital, globalized era requires their mastery of processes such as goal setting, planning, prioritization, organization, flexibility to change, storage/manipulation of information in working memory, and self-monitoring. These processes are called executive function (EF) processes. It is important to integrate strategies that systematically address these processes in the classroom to help students understand how they think and how they learn. This paper provides a paradigm for understanding/helping students integrate strategies involving EF processes; it describes how strategic, systematic instruction and adaptations to classroom-work and tasks may benefit all students, while effectively addressing the needs of students who exhibit significant weaknesses in these processes. Furthermore, individuals and organizations involved in HE express the need for other important types of learning that do not readily emerge from Bloom's taxonomy: e.g., learning to learn, leadership, interpersonal skills, ethics. This paper introduces Dee-Fink’s proposal for a broader taxonomy of significant learning.
Reports on the topic "Proposal of new strategies and pedagogies"
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Brasil, André. Multidimensionality through self-evaluation: From theory to practice in the Brazilian graduate system. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.546.
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Nearly all science and technology research in Brazil is conducted within a national system of graduate education. Since the 1970s, a graduate program assessment has been an integral part of such a system, and it is currently held on a quadrennial basis. The evaluation model is dynamic, evolving from the experiences of evaluators, policymakers, and the scientific community during each four-year cycle. This study analyses policy initiatives from the 2017-2021 evolving effort, focusing on strategies and recommendations to implement multidimensionality and self-evaluation as integral components of Brazilian evaluation. The paper traces how the idea for a multidimensional assessment was introduced in the country and how U-Multirank, an international ranking of higher education institutions (HEI), has come to inspire an evaluation that is not institutional but of graduate programs instead. The study identified some benefits and limitations of the chosen inspiration and analysed how the Brazilian proposal aligned with the U-Multirank principles. Furthermore, the investigation shows there is little concrete difference from the proposed new model to the one Brazil has already in place. Finally, the last section of this study looks into the once pivotal idea to pursue a self-evaluation component, now relegated to a minor role in the model, but that could be raised to a position supporting the design of an actual multidimensional assessment model.
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Citovsky, Vitaly, and Yedidya Gafni. Suppression of RNA Silencing by TYLCV During Viral Infection. United States Department of Agriculture, December 2009. http://dx.doi.org/10.32747/2009.7592126.bard.
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The Israeli isolate of Tomato yellow leaf curl geminivirus (TYLCV-Is) is a major tomato pathogen, causing extensive (up to 100%) crop losses in Israel and in the south-eastern U.S. (e.g., Georgia, Florida). Surprisingly, however, little is known about the molecular mechanisms of TYLCV-Is interactions with tomato cells. In the current BARD project, we have identified a TYLCV-Is protein, V2, which acts as a suppressor of RNA silencing, and showed that V2 interacts with the tomato (L. esculentum) member of the SGS3 (LeSGS3) protein family known to be involved in RNA silencing. This proposal will use our data as a foundation to study one of the most intriguing, yet poorly understood, aspects of TYLCV-Is interactions with its host plants – possible involvement of the host innate immune system, i.e., RNA silencing, in plant defense against TYLCV-Is and the molecular pathway(s) by which TYLCV-Is may counter this defense. Our project sought two objectives: I. Study of the roles of RNA silencing and its suppression by V2 in TYLCV-Is infection of tomato plants. II. Study of the mechanism by which V2 suppresses RNA silencing. Our research towards these goals has produced the following main achievements: • Identification and characterization of TYLCV V2 protein as a suppressor of RNA silencing. (#1 in the list of publications). • Characterization of the V2 protein as a cytoplasmic protein interacting with the plant protein SlSGS3 and localized mainly in specific, not yet identified, bodies. (#2 in the list of publications). • Development of new tools to study subcellular localization of interacting proteins (#3 in the list of publications). • Characterization of TYLCV V2 as a F-BOX protein and its possible role in target protein(s) degradation. • Characterization of TYLCV V2 interaction with a tomato cystein protease that acts as an anti-viral agent. These research findings provided significant insights into (I) the suppression of RNA silencing executed by the TYLCV V2 protein and (II) characterization some parts of the mechanism(s) involved in this suppression. The obtained knowledge will help to develop specific strategies to attenuate TYLCV infection, for example, by blocking the activity of the viral suppressor of gene silencing thus enabling the host cell silencing machinery combat the virus.
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Blumwald, Eduardo, and Avi Sadka. Sugar and Acid Homeostasis in Citrus Fruit. United States Department of Agriculture, January 2012. http://dx.doi.org/10.32747/2012.7697109.bard.
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Citrus fruit quality standards have been determined empirically, depending on species and on the particular growing regions. In general, the TSS (total soluble solids) to total acidity (TA) ratio determines whether citrus fruit can be marketed. Soluble sugars account for most of the TSS during harvest while TA is determined almost solely by the citric acid content, which reaches levels of 1-5% by weight in many cultivated varieties. Acid and sugar homeostasis in the fruit is critical for the management of existing cultivars, the development of new cultivars, the improvement of pre- and post-harvest strategies and the control of fruit quality and disorders. The current proposal (a continuation of a previous proposal) aimed at: (1) completing the citrus fruit proteome and metabolome, and establish a citrus fruit functional database, (2) further characterization of the control of fruit acidity by studying the regulation of key steps affecting citrate metabolism, and determine the fate of citrate during acid decline stage, and (3) Studying acid and sugar homeostasis in citrus fruits by characterizing transport mechanisms across membranes. These aims were completed as the following: (1) Our initial efforts were aimed at the characterization and identification of citric acid transporters in citrus juice cells. The identification of citrate transporters at the vacuole of the citrus juice cell indicated that the steady-state citrate cytosolic concentration and the action of the cytosolic aconitase were key elements in establishing the pH homeostat in the cell that regulates the metabolic shift towards carbon usage in the fruit during the later stages of fruit development. We focused on the action of aconitase, the enzyme mediating the metabolic use of citric acid in the cells, and identified processes that control carbon fluxes in developing citrus fruits that control the fruit acid load; (2) The regulation of aconitase, catalyzing a key step in citrate metabolism, was further characterized by using two inhibitors, citramalte and oxalomalte. These compounds significantly increased citrate content and reduced the enzyme’s activity. Metabolite profiling and changes of amino-acid metabolizing enzymes in oxalomalate- treated cells suggested that the increase in citrate, caused by aconitase inhibition, induces amino acid synthesis and the GABA shunt, in accordance with the suggested fate of citrate during the acid decline stage in citrus fruit. (3) We have placed a considerable amount of time on the development of a citrus fruit proteome that will serve to identify all of the proteins in the juice cells and will also serve as an aid to the genomics efforts of the citrus research community (validating the annotation of the fruit genes and the different ESTs). Initially, we identified more than 2,500 specific fruit proteins and were able to assign a function to more than 2,100 proteins (Katz et al., 2007). We have now developed a novel Differential Quantitative LC-MS/MS Proteomics Methodology for the identification and quantitation of key biochemical pathways in fruits (Katz et al., 2010) and applied this methodology to identify determinants of key traits for fruit quality (Katz et al., 2011). We built “biosynthesis maps” that will aid in defining key pathways associated with the development of key fruit quality traits. In addition, we constructed iCitrus (http://wiki.bioinformatics.ucdavis.edu/index.php/ICitrus), a “functional database” that is essentially a web interface to a look-up table that allows users to use functional annotations in the web to identify poorly annotated citrus proteins. This resource will serve as a tool for growers and field extension specialists.
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Schuster, Gadi, and David Stern. Integration of phosphorus and chloroplast mRNA metabolism through regulated ribonucleases. United States Department of Agriculture, August 2008. http://dx.doi.org/10.32747/2008.7695859.bard.
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New potential for engineering chloroplasts to express novel traits has stimulated research into relevant techniques and genetic processes, including plastid transformation and gene regulation. This proposal continued our long time BARD-funded collaboration research into mechanisms that influence chloroplast RNA accumulation, and thus gene expression. Previous work on cpRNA catabolism has elucidated a pathway initiated by endonucleolytic cleavage, followed by polyadenylation and exonucleolytic degradation. A major player in this process is the nucleus-encoded exoribonuclease/polymerasepolynucleotidephoshorylase (PNPase). Biochemical characterization of PNPase has revealed a modular structure that controls its RNA synthesis and degradation activities, which in turn are responsive to the phosphate (P) concentration. However, the in vivo roles and regulation of these opposing activities are poorly understood. The objectives of this project were to define how PNPase is controlled by P and nucleotides, using in vitro assays; To make use of both null and site-directed mutations in the PNPgene to study why PNPase appears to be required for photosynthesis; and to analyze plants defective in P sensing for effects on chloroplast gene expression, to address one aspect of how adaptation is integrated throughout the organism. Our new data show that P deprivation reduces cpRNA decay rates in vivo in a PNPasedependent manner, suggesting that PNPase is part of an organismal P limitation response chain that includes the chloroplast. As an essential component of macromolecules, P availability often limits plant growth, and particularly impacts photosynthesis. Although plants have evolved sophisticated scavenging mechanisms these have yet to be exploited, hence P is the most important fertilizer input for crop plants. cpRNA metabolism was found to be regulated by P concentrations through a global sensing pathway in which PNPase is a central player. In addition several additional discoveries were revealed during the course of this research program. The human mitochondria PNPase was explored and a possible role in maintaining mitochondria homeostasis was outlined. As polyadenylation was found to be a common mechanism that is present in almost all organisms, the few examples of organisms that metabolize RNA with no polyadenylation were analyzed and described. Our experiment shaded new insights into how nutrient stress signals affect yield by influencing photosynthesis and other chloroplast processes, suggesting strategies for improving agriculturally-important plants or plants with novel introduced traits. Our studies illuminated the poorly understood linkage of chloroplast gene expression to environmental influences other than light quality and quantity. Finely, our finding significantly advanced the knowledge about polyadenylation of RNA, the evolution of this process and its function in different organisms including bacteria, archaea, chloroplasts, mitochondria and the eukaryotic cell. These new insights into chloroplast gene regulation will ultimately support plant improvement for agriculture
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Citovsky, Vitaly, and Yedidya Gafni. Viral and Host Cell Determinants of Nuclear Import and Export of the Tomato Yellow Leaf Curl Virus in Tomato Plants. United States Department of Agriculture, August 2002. http://dx.doi.org/10.32747/2002.7585200.bard.
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Tomato yellow leaf curl geminivirus (TYLCV) is a major pathogen of cultivated tomato, causing up to 100% crop loss in many parts of the world. In Israel, where TYLCV epidemics have been recorded since the 1960' s, this viral disease is well known and has been of economic significance ever since. In recent years, TYLCV outbreaks also occurred in the "New World" - Cuba, The Dominican Republic, and in the USA, in Florida, Georgia and Louisiana. Thus, TYLCV substantially hinders tomato growth throughout the world. Surprisingly, however, little is known about the molecular mechanisms of TYLCV interaction with the host tomato cells. The present proposal, a continuation of the project supported by BARD from 1994, expanded our understanding of the molecular mechanisms by which TYLCV enters the host cell nucleus for replication and transcription and exits it for the subsequent cell-to-cell spread. Our project sought two objectives: I. To study the roles of the viral capsid protein (CP) and host cell factors in TYLCV nuclear import. II. To study the roles of CP and host cell factors in TYLCV nuclear export. Our research toward these goals have produced the following major achievements: . Developed a one-hybrid assay for protein nuclear export and import (#3 in the List of Publications). . Identified a functional nuclear export signal (NES) in the capsid protein (CP) of TYLCV (#3 in the List of Publications). . Discovered homotypic interactions between intact TYLCV CP molecules and analyzed these interactions using deletion mutagenesis of TYLCV CP (#5 in the List of Publications). . Showed developmental and tissue-specific expression of the host factor required for nuclear import of TYLCV CP, tomato karyopherin alpha 1, in transgenic tomato plants (#14 in the List of Publications). . By analogy to nuclear import of TYLCV ,identified an Arabidopsis VIPI protein that participates in nuclear import of Agrobacterium T -complexes via the karyopherin alpha pathway (#4,6, and 8 in the List of Publications). These research findings provided significant insights into (i) the molecular pathway of TYLCV entry into the host cell nucleus, and (ii) the mechanism by which TYLCV is exported from the nucleus for the cell-to-cell spread of infection. Furthermore, the obtained knowledge will help to develop specific strategies to attenuate TYLCV infection, for example, by blocking viral entry into and/or exit out of the host cell nucleus. Also, as much of our findings is relevant to all geminiviruses, new anti- TYLCV approaches developed based on the results of our research will be useful to combat other members of the Geminivirus family. Finally, in addition to the study of TYLCV nuclear import and export, our research contributed to our understanding of general mechanisms for nucleocytoplasmic shuttling of proteins and nucleic acids in plant cells.
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Tzfira, Tzvi, Michael Elbaum, and Sharon Wolf. DNA transfer by Agrobacterium: a cooperative interaction of ssDNA, virulence proteins, and plant host factors. United States Department of Agriculture, December 2005. http://dx.doi.org/10.32747/2005.7695881.bard.
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Agrobacteriumtumefaciensmediates genetic transformation of plants. The possibility of exchanging the natural genes for other DNA has led to Agrobacterium’s emergence as the primary vector for genetic modification of plants. The similarity among eukaryotic mechanisms of nuclear import also suggests use of its active elements as media for non-viral genetic therapy in animals. These considerations motivate the present study of the process that carries DNA of bacterial origin into the host nucleus. The infective pathway of Agrobacterium involves excision of a single-stranded DNA molecule (T-strand) from the bacterial tumor-inducing plasmid. This transferred DNA (T-DNA) travels to the host cell cytoplasm along with two virulence proteins, VirD2 and VirE2, through a specific bacteriumplant channel(s). Little is known about the precise structure and composition of the resulting complex within the host cell and even less is known about the mechanism of its nuclear import and integration into the host cell genome. In the present proposal we combined the expertise of the US and Israeli labs and revealed many of the biophysical and biological properties of the genetic transformation process, thus enhancing our understanding of the processes leading to nuclear import and integration of the Agrobacterium T-DNA. Specifically, we sought to: I. Elucidate the interaction of the T-strand with its chaperones. II. Analyzing the three-dimensional structure of the T-complex and its chaperones in vitro. III. Analyze kinetics of T-complex formation and T-complex nuclear import. During the past three years we accomplished our goals and made the following major discoveries: (1) Resolved the VirE2-ssDNA three-dimensional structure. (2) Characterized VirE2-ssDNA assembly and aggregation, along with regulation by VirE1. (3) Studied VirE2-ssDNA nuclear import by electron tomography. (4) Showed that T-DNA integrates via double-stranded (ds) intermediates. (5) Identified that Arabidopsis Ku80 interacts with dsT-DNA intermediates and is essential for T-DNA integration. (6) Found a role of targeted proteolysis in T-DNA uncoating. Our research provide significant physical, molecular, and structural insights into the Tcomplex structure and composition, the effect of host receptors on its nuclear import, the mechanism of T-DNA nuclear import, proteolysis and integration in host cells. Understanding the mechanical and molecular basis for T-DNA nuclear import and integration is an essential key for the development of new strategies for genetic transformation of recalcitrant plant species. Thus, the knowledge gained in this study can potentially be applied to enhance the transformation process by interfering with key steps of the transformation process (i.e. nuclear import, proteolysis and integration). Finally, in addition to the study of Agrobacterium-host interaction, our research also revealed some fundamental insights into basic cellular mechanisms of nuclear import, targeted proteolysis, protein-DNA interactions and DNA repair.
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Avni, Adi, and Gitta L. Coaker. Proteomic investigation of a tomato receptor like protein recognizing fungal pathogens. United States Department of Agriculture, January 2015. http://dx.doi.org/10.32747/2015.7600030.bard.
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Maximizing food production with minimal negative effects on the environment remains a long-term challenge for sustainable food production. Microbial pathogens cause devastating diseases, minimizing crop losses by controlling plant diseases can contribute significantly to this goal. All plants possess an innate immune system that is activated after recognition of microbial-derived molecules. The fungal protein Eix induces defense responses in tomato and tobacco. Plants recognize Eix through a leucine-rich-repeat receptor- like-protein (LRR-RLP) termed LeEix. Despite the knowledge obtained from studies on tomato, relatively little is known about signaling initiated by RLP-type immune receptors. The focus of this grant proposal is to generate a foundational understanding of how the tomato xylanase receptor LeEix2 signals to confer defense responses. LeEix2 recognition results in pattern triggered immunity (PTI). The grant has two main aims: (1) Isolate the LeEix2 protein complex in an active and resting state; (2) Examine the biological function of the identified proteins in relation to LeEix2 signaling upon perception of the xylanase elicitor Eix. We used two separate approaches to isolate receptor interacting proteins. Transgenic tomato plants expressing LeEix2 fused to the GFP tag were used to identify complex components at a resting and activated state. LeEix2 complexes were purified by mass spectrometry and associated proteins identified by mass spectrometry. We identified novel proteins that interact with LeEix receptor by proteomics analysis. We identified two dynamin related proteins (DRPs), a coiled coil – nucleotide binding site leucine rich repeat (SlNRC4a) protein. In the second approach we used the split ubiquitin yeast two hybrid (Y2H) screen system to identified receptor-like protein kinase At5g24010-like (SlRLK-like) (Solyc01g094920.2.1) as an interactor of LeEIX2. We examined the role of SlNRC4a in plant immunity. Co-immunoprecipitation demonstrates that SlNRC4a is able to associate with different PRRs. Physiological assays with specific elicitors revealed that SlNRC4a generally alters PRR-mediated responses. SlNRC4a overexpression enhances defense responses while silencing SlNRC4 reduces plant immunity. We propose that SlNRC4a acts as a non-canonical positive regulator of immunity mediated by diverse PRRs. Thus, SlNRC4a could link both intracellular and extracellular immune perception. SlDRP2A localizes at the plasma membrane. Overexpression of SlDRP2A increases the sub-population of LeEIX2 inVHAa1 endosomes, and enhances LeEIX2- and FLS2-mediated defense. The effect of SlDRP2A on induction of plant immunity highlights the importance of endomembrane components and endocytosis in signal propagation during plant immune . The interaction of LeEIX2 with SlRLK-like was verified using co- immunoprecipitation and a bimolecular fluorescence complementation assay. The defence responses induced by EIX were markedly reduced when SlRLK-like was over-expressed, and mutation of slrlk-likeusing CRISPR/Cas9 increased EIX- induced ethylene production and SlACSgene expression in tomato. Co-expression of SlRLK-like with different RLPs and RLKs led to their degradation, apparently through an endoplasmic reticulum-associated degradation process. We provided new knowledge and expertise relevant to expression of specific be exploited to enhance immunity in crops enabling the development of novel environmentally friendly disease control strategies.
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Sessa, Guido, and Gregory Martin. role of FLS3 and BSK830 in pattern-triggered immunity in tomato. United States Department of Agriculture, January 2016. http://dx.doi.org/10.32747/2016.7604270.bard.
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Pattern-recognition receptors (PRRs) located on the plant cell surface initiate immune responses by perceiving conserved pathogen molecules known as pathogen-associated molecular patterns (PAMPs). PRRs typically function in multiprotein complexes that include transmembrane and cytoplasmickinases and contribute to the initiation and signaling of pattern-triggered immunity (PTI). An important challenge is to identify molecular components of PRR complexes and downstream signaling pathways, and to understand the molecular mechanisms that mediate their function. In research activities supported by BARD-4931, we studied the role of the FLAGELLIN SENSING 3 (FLS3) PRR in the response of tomato leaves to flagellin-derivedPAMPs and PTI. In addition, we investigated molecular properties of the tomato brassinosteroid signaling kinase 830 (BSK830) that physically interacts with FLS3 and is a candidate for acting in the FLS3 signaling pathway. Our investigation refers to the proposal original objectives that were to: 1) Investigate the role of FLS3 and its interacting proteins in PTI; 2) Investigate the role of BSK830 in PTI; 3) Examine molecular and phosphorylation dynamics of the FLS3-BSK830 interaction; 4) Examine the possible interaction of FLS3 and BSK830 with Pstand Xcveffectors. We used CRISPR/Cas9 techniques to develop plants carrying single or combined mutations in the FLS3 gene and in the paralogsFLS2.1 and FLS2.2 genes, which encode the receptor FLAGELLIN SENSING2 (FLS2), and analyzed their function in PTI. Domain swapping analysis of the FLS2 and FLS3 receptors revealed domains of the proteins responsible for PAMP detection and for the different ROS response initiated by flgII-28/FLS3 as compared to flg22/FLS2. In addition, in vitro kinase assays and point mutations analysis identified FLS2 and FLS3 domains required for kinase activity and ATP binding. In research activities on tomato BSK830, we found that it interacts with PRRs and with the co-receptor SERK3A and PAMP treatment affects part of these interactions. CRISPR/Cas9 bsk830 mutant plants displayed enhanced pathogen susceptibility and reduced ROS production upon PAMP treatment. In addition, BSK830 interacted with 8 Xanthomonastype III secreted effectors. Follow up analysis revealed that among these effectors XopAE is part of an operon, is translocated into plant cells, and displays E3 ubiquitinligase activity. Our investigation was also extended to other Arabidopsis and tomato BSK family members. Arabidopsis BSK5 localized to the plant cell periphery, interacted with receptor-like kinases, and it was phosphorylatedin vitro by the PEPR1 and EFRPRRs. bsk5 mutant plants displayed enhanced susceptibility to pathogens and were impaired in several, but not all, PAMP-induced responses. Conversely, BSK5 overexpression conferred enhanced disease resistance and caused stronger PTI responses. Genetic complementation suggested that proper localization, kinase activity, and phosphorylation by PRRs are critical for BSK5 function. BSK7 and BSK8 specifically interacted with the FLS2 PRR, their respective mutant plants were more susceptible to B. cinereaand displayed reduced flg22-induced responses. The tomato BSK Mai1 was found to interact with the M3KMAPKKK, which is involved in activation of cell death associated with effector-triggered immunity. Silencing of Mai1 in N. benthamianaplants compromised cell death induced by a specific class of immune receptors. In addition, co-expression of Mai1 and M3Kin leaves enhanced MAPKphosphorylation and cell death, suggesting that Mai1 acts as a molecular link between pathogen recognition and MAPK signaling. Finally, We identified the PP2C phosphatase Pic1 that acts as a negative regulator of PTI by interacting with and dephosphorylating the receptor-like cytoplasmickinase Pti1, which is a positive regulator of plant immunity. The results of this investigation shed new light on the molecular characteristics and interactions of components of the immune system of crop plants providing new knowledge and tools for development of novel strategies for disease control.
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The Competitive Advantage of Nations: A Successful Experience, Realigning the Strategy to Transform the Economic and Social Development of the Basque Country. Universidad de Deusto, 2015. http://dx.doi.org/10.18543/xiqr3861.
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Why do the new economy and welfare societies recommend a new station on the long journey towards competitiveness initiated within the framework of “The Competitive Advantage of Nations”, published as long as 25 years ago? A little more than twenty-five years ago, the Basque Country decided to equip itself with its own development strategy, undertaking to meet the challenge of designing its own future. The Basque Country aspired to give itself the maximum degree of self-government as a nation without a State, following its release from a long dictatorship which had plunged it into autarchy and isolation from the Western democracies around it, limiting its ability and responsibility to shape its own destiny and to offer its Society the highest standards of welfare, facing one of the greatest economic, political and social crises of its history and suffering from the ravages of terrorism within an economy castigated by soaring unemployment above 25%, a drop in its GDP, the fall, like dominoes, of its key industrial sectors, locked into the monoculture of the steel and metal working industry, outside the Europe which was being constructed by the then Economic Community of the Six, marginalized as a peripheral area from the future axis and development of the so-called “blue banana” of the London-Milan backbone and with an incipient and inexperienced administration, full of youth and enthusiasm, and a business world undergoing conversion, learning to live with a trade union phenomenon that the former dictatorship had bypassed. Faced with this complex and exciting challenge, those of us who had the privilege of addressing the aforementioned proposal, interpreting (by means of our analyses, as well as the wish to make our desires and dreams come true) the main keys to explain the state of the world economy, the main trends of change and their foreseeable impact on the Basque economy (“What the world economy taught us”), began the task of defining what we call “A strategy for the modernization and internationalization of our economy and our Country” trying to give some meaning to the role expected of the new players (States, city-regions, provinces, etc.), a role in which our small Country, with features of a City-Region, a sub-national entity, an invertebrate area on the two sides of the Pyrenees, could assume the figure of co-protagonist and provide society with a prosperous future. We also needed the framework and tools desirable for tackling the success strategy. We identified the gap between the needs that would be generated by the new paradigms and the tools offered by the existing political-economic framework (contents, skills, potential developments), accompanied by our own Country-strategy, with special emphasis on the initiatives, factors and critical vectors our society would demand and its aspirations for well-being and development. Within this context, the Basque Government approached Michael E. Porter, his ideas and concepts of the moment, and we began a collaborative process (which lasts until this day), constructing much more than our “Competitive Advantage of the Basque Country” in a thrilling and unfinished “Journey towards Competitiveness and Prosperity”. The Basque Country enjoys the privilege of having been the first nation to apply, in a strategic and comprehensive manner, the concepts which, a few years later, came to light in the prestigious publication we celebrate today, titled “The Competitive Advantage of Nations”, which has inspired the design of numerous policies and strategies throughout the world, which has brought about a proliferation of followers, which has trained instructors and which has generated a large number of new researchers and academics, new policy makers, new instruments for competitiveness and extraordinary levels of prosperity throughout the world. Since then, we have shared our own particular project which, alive and changing, responds to the new economic and social challenges and conflicts by constructing and applying a Country strategy with distinctive achievements and results beyond our economic environment. It lies within the conceptual framework inspired by the complementary tripod of Michael E. Porter's conceptual movement in his Competitive Advantage (Competitiveness, Shared Value Initiative and Social Progress) and our contributions learned from day to day in keeping with our vocation, identity, will and commitment. It is a never-ending process based on a model and a way of understanding the former pledge to give ourselves a single strategy designed by and for people.