Academic literature on the topic 'Regulation scaffolding'
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Journal articles on the topic "Regulation scaffolding"
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Alderton, Gemma K. "Scaffolding the regulation of hypoxia." Nature Reviews Cancer 12, no. 3 (February 24, 2012): 153. http://dx.doi.org/10.1038/nrc3242.
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Myruski, Sarah, Samantha Birk, Mayumi Karasawa, Aya Kamikubo, Midori Kazama, Hidemi Hirabayashi, and Tracy Dennis-Tiwary. "Neural signatures of child cognitive emotion regulation are bolstered by parental social regulation in two cultures." Social Cognitive and Affective Neuroscience 14, no. 9 (September 2019): 947–56. http://dx.doi.org/10.1093/scan/nsz070.
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Abstract Caregiver impact on the efficacy of cognitive emotion regulation (ER; i.e. reappraisal) during childhood is poorly understood, particularly across cultures. We tested the hypothesis that in children from Japan and the USA, a neurocognitive signature of effective reappraisal, the late positive potential (LPP), will be bolstered by cognitive scaffolding by parents, and explored whether the two cultures differed in whether mere physical proximity of parents provides similar benefit. Five-to-seven-year-olds (N = 116; nJapan = 58; nUSA = 58) completed a directed reappraisal task (EEG-recorded) in one of three contexts: (i) parent-scaffolding, (ii) parent-present and (iii) parent-absent. Across cultures, those in the parent-scaffolding group and parent-present group showed effective reappraisal via the LPP relative to those in the parent-absent group. Results suggest that scaffolding is an effective method through which parents in these two cultures buttress child ER, and even parental passive proximity appears to have a meaningful effect on child ER across cultures.
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Umar, Tariq, Nnedinma Umeokafor, Mohamed Shaik Honnur Vali, and Asad Zia. "A Comparative Study of Occupational Safety and Health (OS&H) Regulations in United States, United Kingdom, Australia, South Africa, and Oman." IOP Conference Series: Earth and Environmental Science 1101, no. 3 (November 1, 2022): 032016. http://dx.doi.org/10.1088/1755-1315/1101/3/032016.
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Abstract This article identifies the gaps in OS&H regulations in Omani construction using a critical review and analysis of relevant literature. Four countries United States of America (USA), United Kingdom (UK), Australia (AUS), and South Africa (SA) were then compared to Oman in relation to selected regulations. The study reveals fall from a height is one of the main causes of accidents in different sectors in Oman however there are no specific regulations that cover this cause of accidents in detail. The only regulation which applies to the “fall from a height” is the regulation of OS&H, issued by the Ministry of Manpower. Overall, the whole regulations applicable in Oman shows that although the term fall, appear several times in the regulation, the full spectrum of the fall protection is not covered in detail. The provision of chemical hazards in Omani regulations is not of the standards as adopted in the USA, UK, AUS, and SA. There is limited information for the regulated to support adequate compliance. While the term “scaffolding” was not found in the current regulations enforced in Oman, the term “ladder” was, however, used at five different instances in the regulations which obviously cannot substitute the scaffolding.
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Mauban, J. R. H., M. O’Donnell, S. Warrier, S. Manni, and M. Bond. "AKAP-Scaffolding Proteins and Regulation of Cardiac Physiology." Physiology 24, no. 2 (April 2009): 78–87. http://dx.doi.org/10.1152/physiol.00041.2008.
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A kinase anchoring proteins (AKAPs) compose a growing list of diverse but functionally related proteins defined by their ability to bind to the regulatory subunit of protein kinase A. AKAPs perform an integral role in the spatiotemporal modulation of a multitude of cellular signaling pathways. This review highlights the extensive role of AKAPs in cardiac excitation/contraction coupling and cardiac physiology. The literature shows that particular AKAPs are involved in cardiac Ca2+ influx, release, reuptake, and myocyte repolarization. Studies have also suggested roles for AKAPs in cardiac remodeling. Transgenic studies show functional effects of AKAPs, not only in the cardiovascular system but in other organ systems as well.
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He, Dao-Yao, Jérémie Neasta, and Dorit Ron. "Epigenetic Regulation ofBDNFExpression via the Scaffolding Protein RACK1." Journal of Biological Chemistry 285, no. 25 (April 21, 2010): 19043–50. http://dx.doi.org/10.1074/jbc.m110.100693.
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Ferreira, Marília Mendes. "Constraints to peer scaffolding." Trabalhos em Linguística Aplicada 47, no. 1 (June 2008): 9–29. http://dx.doi.org/10.1590/s0103-18132008000100002.
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Several studies, usually carried out in settings that are conducive to interaction, demonstrate peers can provide mutual scaffolding effectively. In contrast, this article focuses on constraints to peer scaffolding which, possibly, happened because of participants' demotivating learning environment. Analysis is based on the video and audio recordings of the performance of two beginning Brazilian students carrying out two oral tasks in an EFL class. Task one consists of an information gap and task two, of a communicative drill. The following constraints were identified: 1) the less capable peer's object-regulation, 2) the more capable peer's hindrance to scaffolding, 3) the more capable peer's lack of L2 knowledge. These hindrances can be explained by the students' pervasive and frustrating foreign language learning experience in the Brazilian public school and by the lack of socialization into scaffolding.
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Augustin, Vanessa, and Stefan Kins. "Fe65: A Scaffolding Protein of Actin Regulators." Cells 10, no. 7 (June 25, 2021): 1599. http://dx.doi.org/10.3390/cells10071599.
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The scaffolding protein family Fe65, composed of Fe65, Fe65L1, and Fe65L2, was identified as an interaction partner of the amyloid precursor protein (APP), which plays a key function in Alzheimer’s disease. All three Fe65 family members possess three highly conserved interaction domains, forming complexes with diverse binding partners that can be assigned to different cellular functions, such as transactivation of genes in the nucleus, modulation of calcium homeostasis and lipid metabolism, and regulation of the actin cytoskeleton. In this article, we rule out putative new intracellular signaling mechanisms of the APP-interacting protein Fe65 in the regulation of actin cytoskeleton dynamics in the context of various neuronal functions, such as cell migration, neurite outgrowth, and synaptic plasticity.
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Tyagarajan, Shiva K., Himanish Ghosh, Gonzalo E. Yévenes, Irina Nikonenko, Claire Ebeling, Cornelia Schwerdel, Corinne Sidler, et al. "Regulation of GABAergic synapse formation and plasticity by GSK3β-dependent phosphorylation of gephyrin." Proceedings of the National Academy of Sciences 108, no. 1 (December 20, 2010): 379–84. http://dx.doi.org/10.1073/pnas.1011824108.
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Postsynaptic scaffolding proteins ensure efficient neurotransmission by anchoring receptors and signaling molecules in synapse-specific subcellular domains. In turn, posttranslational modifications of scaffolding proteins contribute to synaptic plasticity by remodeling the postsynaptic apparatus. Though these mechanisms are operant in glutamatergic synapses, little is known about regulation of GABAergic synapses, which mediate inhibitory transmission in the CNS. Here, we focused on gephyrin, the main scaffolding protein of GABAergic synapses. We identify a unique phosphorylation site in gephyrin, Ser270, targeted by glycogen synthase kinase 3β (GSK3β) to modulate GABAergic transmission. Abolishing Ser270 phosphorylation increased the density of gephyrin clusters and the frequency of miniature GABAergic postsynaptic currents in cultured hippocampal neurons. Enhanced, phosphorylation-dependent gephyrin clustering was also induced in vitro and in vivo with lithium chloride. Lithium is a GSK3β inhibitor used therapeutically as mood-stabilizing drug, which underscores the relevance of this posttranslational modification for synaptic plasticity. Conversely, we show that gephyrin availability for postsynaptic clustering is limited by Ca2+-dependent gephyrin cleavage by the cysteine protease calpain-1. Together, these findings identify gephyrin as synaptogenic molecule regulating GABAergic synaptic plasticity, likely contributing to the therapeutic action of lithium.
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Okada, Yasunobu. "A scaffolding for regulation of volume-sensitive Cl−channels." Journal of Physiology 520, no. 1 (October 1999): 2. http://dx.doi.org/10.1111/j.1469-7793.1999.00002.x.
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Kim, Kiae, Yeonjin Han, Longhan Duan, and Ka Young Chung. "Scaffolding of Mitogen-Activated Protein Kinase Signaling by β-Arrestins." International Journal of Molecular Sciences 23, no. 2 (January 17, 2022): 1000. http://dx.doi.org/10.3390/ijms23021000.
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β-arrestins were initially identified to desensitize and internalize G-protein-coupled receptors (GPCRs). Receptor-bound β-arrestins also initiate a second wave of signaling by scaffolding mitogen-activated protein kinase (MAPK) signaling components, MAPK kinase kinase, MAPK kinase, and MAPK. In particular, β-arrestins facilitate ERK1/2 or JNK3 activation by scaffolding signal cascade components such as ERK1/2-MEK1-cRaf or JNK3-MKK4/7-ASK1. Understanding the precise molecular and structural mechanisms of β-arrestin-mediated MAPK scaffolding assembly would deepen our understanding of GPCR-mediated MAPK activation and provide clues for the selective regulation of the MAPK signaling cascade for therapeutic purposes. Over the last decade, numerous research groups have attempted to understand the molecular and structural mechanisms of β-arrestin-mediated MAPK scaffolding assembly. Although not providing the complete mechanism, these efforts suggest potential binding interfaces between β-arrestins and MAPK signaling components and the mechanism for MAPK signal amplification by β-arrestin-mediated scaffolding. This review summarizes recent developments of cellular and molecular works on the scaffolding mechanism of β-arrestin for MAPK signaling cascade.
Dissertations / Theses on the topic "Regulation scaffolding"
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Sharifkhodaei, Zohreh. "Tricellular junction regulation, signaling and scaffolding." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63223.
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The focus of this thesis is to understand the regulatory mechanisms of that control permeability barriers in epithelia. A key role of epithelia is to maintain permeability barriers between tissues. Epithelial junctions are formed to establish a functional barrier between the cells and to ensure cell-cell adhesion. In Drosophila, the tricellular junction (TCJ) generates a barrier at the contact site of three adjacent epithelial cells. Gliotactin is localized exclusively at the corner of three epithelial cells and loss of Gliotactin from the TCJ disrupts the barrier function. Conversely, overexpression of Gliotactin triggers the spread of Gliotactin away from the TCJ leading to apoptosis, delamination, overproliferation and cell migration. Therefore, the expression level of Gliotactin needs to be tightly regulated. Gliotactin protein levels are controlled by tyrosine phosphorylation and subsequent protein endocytosis and degradation. Here we found that Gliotactin expression is also tightly regulated at the mRNA level through microRNA-184. miR-184 targets the Gliotactin 3’UTR and other septate junction mRNAs including NrxIV and Mcr. Gliotactin overexpression triggers BMP signaling through inhibition of Dad, an inhibitory SMAD, and activation of the Tkv type-I receptor and Mad. Elevated level of phosphorylated MAD leads to induction of miR-184 expression. Regulation of Gliotactin at the TCJ is mediated through a Gliotactin-BMP-miR184 feedback loop. We identified a new complex at the TCJ, which regulates junction assembly and function. The scaffolding proteins Scribbled (Scrib) and Discs Large (Dlg) are in close proximity with two TCJ components, Gliotactin and Bark beetle (Bark). The presence of the Scrib PDZ1-2 and the Dlg GUK domains are required for proper formation of the TCJ complex. Loss of Bark or Gliotactin from the TCJ leads to basolateral spread of Scrib and Dlg, while Scrib or Dlg knockdown disrupts the integrity of the complex and promotes the loss of Bark or Gliotactin from the TCJ. Our proposed model suggests that Scrib and Dlg recruit Bark to the TCJ, which in turn leads to Gliotactin recruitment to the TCJ. Overall, we propose that tricellular junction is regulated through two distinct mechanisms, signaling and scaffolding.Science, Faculty of
Zoology, Department of
Graduate
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Bain, Lisa. "Exploring Co-Regulatory Scaffolding Between a Coach and Figure Skater in Practice: A Case Study." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39836.
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Self-regulated learning (SRL) processes are frequently used by elite athletes and are thought to
be an important factor in the development of expertise (McCardle, Young, & Baker, 2017). Before learners become self-regulated, they must first be co-regulated by a more experienced other (Glaser, 1996), such as an instructor. Scaffolding, a form of co-regulation, has three conceptual characteristics: contingency, fading, and transfer of responsibility (van de Pol & Elbers, 2013). Of the little research done on scaffolding, most studies have been in the education domain with few looking at it in a naturalistic setting. This thesis represented a seminal investigation on the nature of scaffolding in a coach-athlete dyad. It aimed to explore scaffolding using a naturalistic, instrumental case study with an experienced female coach (aged 53, national level) and her competitive male figure skater (aged 15, provincial level) using a concurrent mixed methods design (Creswell, 2003). Data were collected through a) an athlete self-report survey on SRL at the beginning and end of data collection; b) participant observation, field notes, and audio recordings of coach-skater dialogue at 16 practices spread across 5 months of the season; and c) three separate interviews at mid-, late-, and post-season with the coach and skater. Study 1 presents results informed by the skater’s survey and quantitative analyses of audio transcripts. The skater’s self-report of the SRL-SP (Bartulovic, Young, & Baker, 2017) was higher at time two (post-season) compared to time one (mid-season), indicating an increase in SRL. Due to very poor reliability uncovered in pilot work, planned analyses to determine changes in the directionality of coach- and skater-initiated discussion and contingency at various points across the season could not be performed. Study 2 presents the results of thematic analysis (Braun & Clarke, 2006) on the interview data and audio transcript excerpts. Deductive analyses showed it was difficult to identify and describe aspects of the three scaffolding characteristics separately due to their overlapping conceptual definitions, and their interplay during practice. Inductive analyses revealed nuances of scaffolding in sport, including micro- and macro-level co-regulation. Micro-level co-regulation emerged as an important “interface” illustrated by mature coach-skater interactions surrounding practice trials. The interface involved shared and individual expectations for the coach and skater, roles, and described transitory processes relating the co-regulatory interface to the skater’s SRL. Fading in sport differed from the linear model in education with a cyclical pattern of engagement by the coach, returning to refine the skater’s elements if they were incorrect. After integrating and interpreting all the data, the findings suggested scaffolding manifests in unique ways in a sport dyad, with SRL representing a process goal of the interface.
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Kumeta, Masahiro. "Dynamic Regulation of Nuclear Architectures - Identification and Experimental Verification of Subcellular Scaffolding Proteins." 京都大学 (Kyoto University), 2010. http://hdl.handle.net/2433/120356.
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Randall, Alexander Stephen. "The role of scaffolding, phosphorylation and lipids in the regulation of Drosophila phototransduction." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648768.
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Taylor, Cynthia Lynn. "Scaffolding the Development of Early Self-Regulation: The Role of Structure and Routine in Children's Daily Activities." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/287.
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Learning to self-regulate one's behavior is a core developmental task in early childhood. Regulation of behavior is a challenge for young children largely due to cognitive constraints, specifically in the areas of attention and memory. As such, it has been theorized that both caregivers and a child's environment can support the development of behavioral self-regulation by providing cues as to what constitutes acceptable behavior in any given context. Although much research has been conducted on the role caregivers play in this regard, little is known about how a child's environment may also serve to support emerging self-regulation of behavior. The present study sought to identify differences among children's daily activities in terms of their degree of structure and routine and how they related to changes in patterns of self-regulated behavior over time. Twenty-one children ages 6 to 60 months in three age-graded classrooms at a constructivist child-care center were video-taped at three measurement points over a six-month period as they engaged in a variety of daily activities (i.e., free play, meals and clean-up). Trained observers coded for nine self-regulatory behaviors and the daily activities during which they occurred. It was hypothesized that structured and routine daily activities would scaffold the development of self-regulation and internalization such that these behaviors would occur more frequently during activities high in structure and routine. Over time, practice during activities that are high and low in structure and routine should support self-regulated behavior in the absence of structure and routine as well. Overall, results demonstrated that in the presence of environmental cues for expected behavior (i.e., structure and routine) children tend to engage in more self-regulated behavior than in the absence of such cues.
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Jarzylo, Larissa A. "The role of glutamate transporters and the scaffolding protein IQGAP1 in the regulation of AMPA receptor trafficking and turnover." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12430.
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Thesis (Ph.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.Alterations in the strength of glutamatergic synaptic activity shape the synaptic localization of AMPA (a-amino-3-hydroxy-5-methyl-4-isoxazole propionic acid)-type glutamate receptors (AMPARs), and this process is thought to underlie higher brain functions such as learning and memory. During excitatory synaptic transmission, the presynaptic neuron releases glutamate which activates AMPARs that, in turn, conduct postsynaptic synaptic transmission. Concomitantly, excitatory amino acid transporters (EAATs) re-uptake released glutamate, thereby curtailing the strength of AMPAR synaptic activation. Although the coordination of glutamate receptors and transporters likely occurs, whether and how transporter activity affects AMPAR synaptic expression remains less clear. Using cultured hippocampal neurons, I show that inhibition of glutamate transporters leads to a rapid redistribution and dramatic reduction in AMPAR synaptic accumulation. I also find that EAAT inactivity causes AMPAR internalization and reduction of surface AMPAR expression. AMPAR reduction can be blocked by suppression of proteasome activity and results in the induction of receptor ubiquitination, strongly indicating the involvement of proteasome-mediated receptor degradation. In searching for the molecular components involved in activity-induced receptor endocytosis, I identified the molecular scaffold, IQGAP1. IQGAP1 enhances AMPAR turnover through binding to ubiquitinated AMPARs and promoting receptor internalization. In addition, I also found a decrease in AMPAR abundance following enhanced expression of IQGAP1. Furthermore, activation of parasynaptically localized NR2B-containing NMDA receptors (NMDARs) is required for AMPAR degradation, suggesting glutamate spillover from the synaptic cleft occurs during EAAT inhibition. Interestingly, I found that the neuronal, but not the glial glutamate transporters are responsible for the observed AMPAR regulation. Thus, my results strongly indicate a role for neuron-specific glutamate transporters in the regulation of AMPAR trafficking and synaptic stability. Since aberrant neuronal glutamate transporter function has been implicated in a number of neurological conditions and diseases, it will be interesting to explore changes how alterations in AMPAR expression during transporter dysfunction affects the development of these pathologies.
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Houri, Nadia. "Study of ERK12 MAP kinases activation by the bradykinin type 2 receptor : characterization of beta-arrestin scaffolding function in the temporal regulation of ERK12 activation induced by the B2R." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112637.
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G protein-coupled receptors (GPCRs) comprise the largest family of transmembrane receptors. The beta-arrestins, adaptor proteins involved in GPCR desensitization, may also act as scaffolds for signaling pathways such as the mitogen-activated protein kinase (MAPK) cascade. The MAPK family, which includes the extracellular-signal regulated kinases (ERK) 1 and 2, promotes cellular differentiation and proliferation. Herein, the activation of ERK1/2 upon stimulation of the GPCR bradykinin type 2 receptor (B2R) with bradykinin was examined. Various B2R mutants with modified C-termini were employed to examine the temporal kinetics of ERK1/2. One of these receptor mutants displayed a loss of beta-arrestin binding as well as greatly enhanced ERK1/2 activation, compared to the wild-type receptor, when a cluster of serine/threonine residues important for B2R internalization was mutated. The other receptor mutants exhibited a correlation between their affinity for beta-arrestin and the intensity of ERK1/2 activation. Data from a mouse embryonic fibroblast cell line null for beta-arrestin suggested that beta-arrestin is involved in late-phase ERK1/2 activation by the B2R. These data point to the involvement of beta-arrestin in the activation of the ERK1/2 MAPKs through the B2R.
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Torres, Núñez Pablo Enrique. "The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/275666.
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The present study aimed to explore the culture specificity of student self-regulation and its supporting motivational attitudes. Specifically, it enquired about similarities and differences between Chilean and English 8 to 9 year-old students in terms of their expression of self-regulatory behaviours, the psychological factors underlying these behaviours, and the functionality of these behaviours for task performance. It also compared student adoption of achievement motivational attitudes as well as the functionality of these attitudes for investment of effort and self-regulatory activity between cultures. Finally, the role of classroom cultures for self-regulation was studied. In particular, it examined the effects of classrooms and the quality of teacher talk (teacher-to-student communicative interactions/demands), such as teacher ‘regulatory talk’ and ‘socio-motivational talk’, on student self-regulation. A quantitative approach to the analysis of qualitative data (i.e. videos of student behaviour engaged in 11 to 13 experimental tasks, semi-structured interviews, videoed literacy lessons) was adopted. Eight classrooms situated in different schools from Chile and England were part of the study. In total, 8 teachers and 49 students – one teacher and six to seven students per classroom – took active part in the study. Qualitative data was primarily analysed using observational scales (for student behaviour), thematic analysis (for interview data), as well as socio-cultural discourse analysis (for videoed lessons). Statistical techniques, such as Mann Whitney U test, Factor Analysis, Multinomial logistic regressions, and Multilevel regressions were then applied on numerical transformations of the data. Overall, results suggest that self-regulation and achievement motivational attitudes vary to important extents according to culture. Most interestingly, these varied between cultures not so much in terms of the degree to which children used or adopted them, but rather in terms of their functionality. Some key findings supporting this conclusion were: i) Strong similarities between English and Chilean children’s levels of self-regulatory behaviours; ii) substantial differences across country samples in relation to the psychological factors underlying the expression of specific self-regulatory behaviours; iii) the finding of evaluative actions being self-regulatory in England but not in Chile; iv) a higher variety of self-regulatory behaviours being predictive of task performance in England than in Chile; v) the fact that learned self-regulatory behaviours accounted for effects of effective metacognitive control on task performance in England but not Chile; vi) some important differences in the achievement motivational attitudes expressed by Chilean and English students; and vii) culture-specific functionalities of various achievement motivational attitudes with respect to student effort and self-regulatory behaviours. Moreover, results suggest that some aspects of children’s self-regulation and motivational attitudes develop as tools to adapt to classroom cultures, specifically to the learning interactions/demands socially afforded by teacher talk. Among key findings supporting this conclusion were: i) effects of classrooms on children’s cognitive, social, and motivational self-regulation behavioural strategies, and ii) clear effects of teacher ‘regulatory talk’ (e.g., teacher ‘self-regulatory talk’ predicting more planning and asking for clarifications in students) and ‘socio-motivational talk’ (e.g., teacher ‘talk against self-efficacy’ predicting higher dependency-oriented help-seeking in students) on those behaviours with respect to which classrooms were found to matter. Thus a theory about the culturally adaptive functionality (CAF) of self-regulation and motivational attitudes supporting self-regulation is developed throughout the thesis.
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Deleskog, Adam, and Daniel Svantorp. "Problematik vid användning av väderskydd." Thesis, KTH, Byggteknik och design, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-213454.
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Efterfrågan av väderskyddande ställningar inom byggproduktion har ökat under de senaste åren. En konsekvens vid användning av väderskydd är att ställningen tar upp större laster vid vind och nederbörd, vilket ökar risken för att konstruktionen kollapsar. Under vintern 2016/2017 rasade två väderskydd på Kungliga Tekniska Högskolans område efter ett kraftigt snöfall vilket gav författarna idén till denna examensrapport. Syftet med rapporten är att utreda varför väderskyddade ställningar rasar genom att undersöka processen för uppförande och användande av väderskydd i produktion samt gällande lagar och regler. Rapporten gjordes i samarbete med Skanska och således studerades enbart företagets egna tillvägagångssätt. Litteraturstudier och en genomförd kvalitativ undersökning på tre projekt ligger till grund för rapportens diskussion och slutsatser. Genom studie av Arbetsmiljöverkets föreskrifter (AFS) drogs slutsatsen att dessa är tillräckliga för att förebygga att olyckor sker. Studierna visade även att Skanskas säkerhetsarbete är välutvecklat med detaljerade arbetsmetoder för ett säkert arbete med ställningar och väderskydd. Skanska har även gjort egna tillägg som kompletterar AFS:en för ett säkrare arbete. Rapporten påvisar även ett behov av utredningar från Arbetsmiljöverket när väderskydd kollapsar för att förebygga allvarliga olyckor i framtiden.The demand for weather protected scaffolding in building production has increased during recent years. A consequence when using weather protection is that the scaffolding will have to endure bigger loads from wind and snow, which increases the risk of a collapse. During the winter of 2016/2017 two weather protected scaffoldings collapsed by heavy snowfall at the site of KTH (the Royal Institution of Technology) in Stockholm, Sweden. This gave the authors the idea of this report. The purpose of the report is to investigate why weather protected scaffoldings collapses by examining the procedure of building and using weather protection in production and also a study of the current regulations regarding the subject. The report was made in cooperation with Skanska and therefore only the company’s intern procedure was studied. During the studies of the Swedish Work Environment Authority’s statute book a conclusion was made that the statute book was sufficient enough to prevent accidents to occur. The studies also showed that Skanska’s safety work is well developed with it’s detailed working methods for a safe work environment regarding scaffolding and weather protection. Skanska has made own additions to the statute book in order to improve safety even more. The report also shows a need of an investigation made of the Swedish Work Environment Authority when a weather protected scaffolding has collapsed to prevent serious accidents in the future.
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Krishna, Sooraj. "Modelling communicative behaviours for different roles of pedagogical agents." Electronic Thesis or Diss., Sorbonne université, 2021. http://www.theses.fr/2021SORUS286.
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Les agents dans un environnement d'apprentissage peuvent avoir divers rôles et comportements sociaux qui peuvent influencer les objectifs et la motivation des apprenants de différentes manières. L'apprentissage autorégulé (SRL) est un cadre conceptuel complet qui englobe les aspects cognitifs, métacognitifs, comportementaux, motivationnels et affectifs de l'apprentissage et implique les processus de définition d'objectifs, de suivi des progrès, d'analyse des commentaires, d'ajustement des objectifs et des actions de l'apprenant. Dans cette thèse, nous présentons une interaction d'apprentissage multi-agent impliquant divers rôles d'agent pédagogique visant à améliorer l'autorégulation de l'apprenant tout en s'engageant dans une activité d'apprentissage socialement partagée. Nous avons utilisé des rôles distincts d'agents, définis par leurs attitudes sociales et leurs compétences, pour proposer des stratégies d'échafaudage de régulation spécifiques à l'apprenant. La méthodologie suivie dans cette thèse a commencé par la définition de rôles d'agent pédagogique dans un contexte de régulation socialement partagé et le développement d'une tâche d'apprentissage collaboratif pour faciliter l'autorégulation. Une série d'études d'utilisateurs a été menée pour comprendre les perceptions des apprenants sur les rôles des agents, les comportements associés et la tâche d'apprentissage. Dans l'ensemble, les travaux présentés dans cette thèse explorent comment divers rôles d'agents peuvent être utilisés pour fournir un échafaudage de régulation aux apprenants dans un contexte d'apprentissage socialement partagéAgents in a learning environment can have various roles and social behaviours that can influence the goals and motivation of the learners in distinct ways. Self-regulated learning (SRL) is a comprehensive conceptual framework that encapsulates the cognitive, metacognitive, behavioural, motivational and affective aspects of learning and entails the processes of goal setting, monitoring progress, analyzing feedback, adjustment of goals and actions by the learner. In this thesis, we present a multi-agent learning interaction involving various pedagogical agent roles aiming to improve the self-regulation of the learner while engaging in a socially shared learning activity. We used distinct roles of agents, defined by their social attitudes and competence characteristics, to deliver specific regulation scaffolding strategies for the learner. The methodology followed in this Thesis started with the definition of pedagogical agent roles in a socially shared regulation context and the development of a collaborative learning task to facilitate self-regulation. Based on the learning task framework, we proposed a shared learning interaction consisting of a tutor agent providing external regulation support focusing on the performance of the learner and a peer agent demonstrating co-regulation strategies to promote self-regulation in the learner. A series of user studies have been conducted to understand the learner perceptions about the agent roles, related behaviours and the learning task. Altogether, the work presented in this thesis explores how various roles of agents can be utilised in providing regulation scaffolding to the learners in a socially shared learning context
Books on the topic "Regulation scaffolding"
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executive, Health and safety. Tower scaffolds. London: H.M.S.O., 1987.
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United States. Occupational Safety and Health Administration., ed. A guide to scaffold use in the construction industry. Washington, DC: U.S. Dept. of Labor, Occupational Safety and Health Administration, 2002.
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Tower Scaffolds (GS). Health and Safety Executive (HSE), 1987.
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United States. Occupational Safety and Health Administration., ed. A guide to scaffold use in the construction industry. Washington, DC: U.S. Dept. of Labor, Occupational Safety and Health Administration, 1998.
Find full textBook chapters on the topic "Regulation scaffolding"
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Kraehenbuehl, Thomas P., Sezin Aday, and Lino S. Ferreira. "Scaffolding for Three-Dimensional Embryonic Vasculogenesis." In Biophysical Regulation of Vascular Differentiation and Assembly, 49–67. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7835-6_3.
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Stefaniak, Jill E. "Scaffolding Instruction to Support Self-Regulation of Learners." In Advanced Instructional Design Techniques, 132–44. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003287049-8.
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Li, Haiyan. "Effects of Scaffolding on Students’ Self-Regulation in Hypermedia English Learning." In Lecture Notes in Electrical Engineering, 436–42. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-2386-6_56.
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Constantin, Bruno. "Role of Scaffolding Proteins in the Regulation of TRPC-Dependent Calcium Entry." In Advances in Experimental Medicine and Biology, 379–403. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26974-0_16.
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Meyer, Debra K., and Juli arme C. Turner. "Using Instructional Discourse Analysis to Study the Scaffolding of Student Self-Regulation." In Using Qualitative Methods To Enrich Understandings of Self-regulated Learning, 17–25. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781410608529-3.
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Chen, Kailiang, Haogang Bao, Yanyan Li, You Su, and Yu Peng. "Supporting Social Regulation of Learning with Multi-dimensional Scaffolding in Computer-Supported Collaborative Writing Activities." In Communications in Computer and Information Science, 227–38. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4594-2_19.
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Welling, Paul A. "Scaffolding Proteins in Transport Regulation." In Seldin and Giebisch's The Kidney, 405–26. Elsevier, 2013. http://dx.doi.org/10.1016/b978-0-12-381462-3.00014-8.
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Welling, Paul A. "Scaffolding Proteins in Transport Regulation." In Seldin and Giebisch's The Kidney, 325–41. Elsevier, 2008. http://dx.doi.org/10.1016/b978-012088488-9.50015-2.
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Wen, Wen, and Jill Castek. "An Examination of Peer-to-Peer Scaffolding as Metacognitive Support for Learning." In Metacognition in Learning - New Perspectives [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.113921.
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This descriptive study examines peer-to-peer scaffolding implemented in an undergraduate, online digital literacies course for future educators. It identifies the different features of students collaboration processes and how these processes function as peer scaffolding to support their learning. Analyses of students’ collaborative dialog and reflections on their collaboration processes. By analyzing dialog, this study examines how collaborative discussion that is high quality can act as a form of peer-to-peer scaffolding that encourages metacognition. Peer-to-peer scaffolding not only provides just-in-time support, but also triggers students’ regulation thus helping them to refine their understanding and enhance self-awareness of their learning processes. Findings suggest that productive collaboration can serve as a useful means of peer-to-peer scaffolding marked by five specific features: 1) complementing each other’s expertise, 2) co-constructing knowledge, 3) collaborating to problem-solve, 4) encouraging reciprocal support, and 5) triggering regulation. Findings further explore students’ perspectives on collaboration. Students felt they benefited from peer-to-peer collaboration when the collaboration yielded the development of new ideas and understanding, offered support for problem solving, and provided opportunities for self-reflection. These markers of quality collaboration assisted students in achieving their learning goals. Recommendations outlined in this chapter offer guidance for educators by describing ways to promote productive collaboration when designing and implementing instruction.
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"Interpersonal Regulation in Instructional Interaction: A Dynamic Systems Analysis of Scaffolding." In Interpersonal Regulation of Learning and Motivation, 139–60. Routledge, 2013. http://dx.doi.org/10.4324/9780203117736-13.
Full textConference papers on the topic "Regulation scaffolding"
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Krishna, Sooraj, Catherine Pelachaud, and Arvid Kappas. "Towards an Adaptive Regulation Scaffolding through Role-based Strategies." In IVA '19: ACM International Conference on Intelligent Virtual Agents. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3308532.3329412.
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Dell, Debra, Martha Cleveland-Innes, and Norm Vaughan. "Community of Inquiry: Designing for Lifelong Learning Regulation." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6044.
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The Community of Inquiry framework is used extensively to design and evaluate open and distance learning courses, including MOOCs. In the CoI model, at the intersection of the way we think and make sense of content (cognitive presence) and how we demonstrate, assess, and make our learning and unlearning visible (teaching presence) is the construct overlap called regulating learning. The regulating learning overlap is deeply connected to core CoI concepts of community building, purposeful inquiry, discourse, metacognition, and self and co-regulation (Akyol & Garrison, 2011; Garrison, 2013). // In 2021 a team of research practitioners began the development of a learner self-assessment tool designed for early course use. The CoI learner tool is a 32-item self-reflection advance organizing tool intended as a praxis and scaffolding resource for the Community of Inquiry-based learning design. The tool itself weaves self-reflection and CoI definitions and diagrams to make CoI philosophy explicit by decomposing the complexity and promoting the core concepts of lifelong learning tendencies, including motivation, perseverance, and learning regulation (Coşkun & Demirel, 2010)
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Venkatesan, S., L. Fan, and S. Shetty. "Regulation of Autophagy by Caveolin-1 Scaffolding Domain Peptide 7 (CSP7)." In American Thoracic Society 2021 International Conference, May 14-19, 2021 - San Diego, CA. American Thoracic Society, 2021. http://dx.doi.org/10.1164/ajrccm-conference.2021.203.1_meetingabstracts.a4250.
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Song, Donggil. "Self-Regulation Scaffolding for Online Learners Through a Conversational Virtual Agent." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573444.
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Johnson, Carol, and Alana Blackburn. "Video feedback in tertiary music performance classes." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0114.
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Video feedback can be an important and key mechanism for supporting online student learning in higher education. In the context of online music teaching, video feedback provides a necessary audio and visual element to support music students’ learning of music performance practice. A predecessor to a larger study in video feedback, this pilot study sought to explore instructor perceptions of the use of video feedback in music performance teaching classes. Using self-study methodology, findings suggest that video feedback can effectively complement individualised online music teaching within an undergraduate performance class and a Master of Music Performance Teaching group music class, provide supportive scaffolding for self-regulated learning, and offer students opportunities to create meaningful student-instructor connections and community. Strategies for effective implementation by way of self-regulation and communication are also addressed.
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Doulougeri, Karolina, Jan D. Vermunt, Gunter Bombaerts, and Michael Bots. "Analyzing student-teacher interactions in challenge-based learning." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1389.
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Challenge-based learning (CBL) exposes students to the complexities of openended and real-life challenges and encourages them to be in the lead of their learning. The role of teachers remains important but shifts from being the expert to the role of a coach who gradually scaffolds students into becoming independent learners. Accordingly, the interplay between teachers' and students' regulation of teaching and learning can result in friction and influence students' learning experience. This study explores incidents of constructive or destructive friction between student and teacher regulation during a 9-week CBL course for first-year engineering students. Thematic analysis is employed to identify critical incidents of friction during students' learning via analyzing students' weekly learning portfolios. Results suggest that students' experience in CBL is not linear, and there is a constant interplay between students' ability to regulate their learning and teachers' scaffolding. Initial exposure to CBL was characterized by friction in student and teacher interactions. Several students increased their self-regulated learning skills by resolving the initial friction by adopting a more proactive approach to their learning by actively asking questions and feedback from their teachers. The findings of this study are particularly relevant for CBL, where much attention is paid to students' autonomy, self-directedness, and collaboration. Building on the insights of this research, we make recommendations for further research and educational practice.
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Milojevic, Hristina, Yan Jin, Ananya Patel, Perri Chastain-Howley, and Noah K. Brown. "An Adapted Ethnographic Approach to Social Cognition and Cognitive Apprenticeship in Design Learning Experience." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22405.
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Abstract Design is difficult to teach in traditional ways of lecturing and testing. One defined learning methodology that applies well to design education is project-based learning. In an attempt to better understand the patterns of project-based learning in different design-related programs, we studied three small groups of teachers and students at an innovative academy based out of Shanghai Institute of Visual Art, entitled De Tao Master’s Academy, and compared their education style to that of subjects in regular programs at Shanghai Institute of Visual Art. Our goal was to seek patterns of cognitive apprenticeship in our subjects’ education, and find out (a) if it’s more effective than the traditional approach, and (b) can modelling (i.e. direct replication of learned material) be excluded from a design curriculum. The information gathered through surveys, interviews and observation were segmented into six categories: (1) self-regulation, (2) creative thinking and thinking styles, (3) incorporation of cognitive apprenticeship model into teaching style, (4) teaching hours vs. self-learning, (5) individual vs. team work preference, and (6) learning environment and teaching resources. We found that self-regulation was uniformly low throughout the sample, but that De Tao curriculum aimed to increase it over the course of their programs. Most students preferred small teams, with less than 5 students to do assignments and projects with, instead of individually working or working in large teams. Curriculum and interviews indicated De Tao programs had a higher focus on teaching creative thinking and independence, which reflected on design self-efficacy scores of their students when compared with SIVA students. Learning spaces at De Tao were observed to be better, and their instruction constructed close to cognitive apprenticeship. Coaching, scaffolding, articulation and exploration were evident in the design education methods adopted at De Tao. The ethnographic findings were related into an evolved social cognitive design framework, which allowed us to preliminarily contextualize design learning influencers.
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Langston, Sara. "Space education: challenges and strategies in teaching space policy to technical university students." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.058.
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Law and policy provide the foundation for space actors engaging in space activities. Likewise, various levels of policy and regulation apply internationally, domestically, and even institutionally to both governmental and nongovernmental entities. Consequently, teaching the policy frameworks for space regulations and best practices is essential for a comprehensive university curriculum in space education. Challenges arise, however, when instructing technical and non-policy university students in humanities-centered topics. Reading comprehension, writing ability, critical thinking, and communication skills are critical elements of policy education, yet many technically oriented students struggle with these requirements. Given these are fundamental skillsets necessary for success in both academia and a dynamic space work force, adapting traditional teaching methodologies may be required to optimize desired learning outcomes for technical student audiences. Customizable strategies exist that can combine and scale these fundamental skillsets with substantive content and materials, providing a range of teaching and learning modalities for study, assessment, and experience. This presentation will highlight potential learning approaches tried at one aeronautical university to address these challenges. For instance, overarching strategies may include commencing with a visual of the student journey (much like a user journey in an investment pitch) delineating the value-added experience for students engaging in course content, and building substantive skill-based learning components which are introduced sequentially and with increasing level of difficulty. Examples of learning methodologies include applying Bloom’s Taxonomy in assignment creation. Most importantly: 1) Knowledge: involves identifying, understanding and remembering core content (e.g. pop quizzes, reading quizzes, cumulative review quizzes, question bank assessments); 2) Analysis: involves reading comprehension, interpretation, evaluation, analysis (e.g. essays, summaries, case studies); 3) Application: involves investigation, research and designing research projects (e.g. research articles, posters, digital presentations, short videos). Scaffolding assignments and artifacts into manageable pieces throughout the semester is key to guiding students towards success and reducing potential for ‘expert blind spots.’ Lastly, an end-of-course review and self-reflection of the student journey is helpful in underlining the critical thinking process and provide a visual review of the student journey in acquiring substantive knowledge, skills, and experience throughout the term
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Coelho, Patrícia, Lígia Fão, and A. Cristina Rego. "C05 SAPAP3 scaffolding protein as a regulator of mitochondrial function in huntington’s disease." In EHDN Abstracts 2021. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/jnnp-2021-ehdn.29.
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Silva, Leonardo, Anabela Gomes, and António Mendes. "Investigating Students' Usage of Self-regulation of Learning Scaffoldings in a Computer-based Programming Learning Environment." In SIGCSE 2024: The 55th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3626252.3630885.
Full textReports on the topic "Regulation scaffolding"
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Taylor, Cynthia. Scaffolding the Development of Early Self-Regulation: The Role of Structure and Routine in Children's Daily Activities. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.287.
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Chamovitz, Daniel A., and Albrecht G. Von Arnim. eIF3 Complexes and the eIF3e Subunit in Arabidopsis Development and Translation Initiation. United States Department of Agriculture, September 2009. http://dx.doi.org/10.32747/2009.7696545.bard.
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The original working hypothesis of our proposal was that The “e” subunit of eIF3 has multiple functions from both within the nucleus and in the cytoplasm. Within this model, we further hypothesized that the “e” subunit of eIF3 functions in translation as a repressor. We proposed to test these hypotheses along the following specific aims: 1) Determine the subcellular localization of the interaction between eIF3e and other eIF3 subunits, or the COP9 signalosome. 2) Elucidate the biological significance of the varied subcellular localizations of eIF3e through generating Arabidopsis eIF3e alleles with altered subcellular localization. 3.) Purify different eIF3e complexes by tandem affinity purification (TAP). 4) Study the role of eIF3e in translational repression using both in vitro and in planta assays. eIF3 is an evolutionarily ancient and essential component of the translational apparatus in both the plant and animal kingdoms. eIF3 is the largest, and in some ways the most mysterious, of the translation factors. It is a multi-subunit protein complex that has a structural/scaffolding role in translation initiation. However, despite years of study, only recently have differential roles for eIF3 in the developmental regulation of translation been experimentally grounded. Furthermore, the roles of individual eIF3 subunits are not clear, and indeed some, such as the “e” subunit may have roles independent of translation initiation. The original three goals of the proposal were technically hampered by a finding that became evident during the course of the research – Any attempt to make transgenic plants that expressed eIF3e wt or eIF3e variants resulted in seedling lethality or seed inviability. That is, it was impossible to regenerate any transgenic plants that expressed eIF3e. We did manage to generate plants that expressed an inducible form of eIF3e. This also eventually led to lethality, but was very useful in elucidating the 4th goal of the research (Yahalom et al., 2008), where we showed, for the first time in any organism, that eIF3e has a repressory role in translation. In attempt to solve the expression problems, we also tried expression from the native promoter, and as such analyzed this promoter in transgenic plants (Epel, 2008). As such, several additional avenues were pursued. 1) We investigated protein-protein interactions of eIF3e (Paz-Aviram et al., 2008). 2) The results from goal #4 led to a novel hypothesis that the interaction of eIF3e and the CSN meets at the control of protein degradation of nascent proteins. In other words, that the block in translation seen in csn and eIF3e-overexpressing plants (Yahalom et al., 2008) leads to proteasome stress. Indeed we showed that both over expression of eIF3e and the csn mutants lead to the unfolded protein response. 3) We further investigated the role of an additional eIF3 subunit, eIF3h, in transalational regulation in the apical meristem (Zhou et al., 2009). Epel, A. (2008). Characterization of eIF3e in the model plant Arabidopsis thaliana. In Plant Sciences (Tel Aviv, Tel Aviv University). Paz-Aviram, T., Yahalom, A., and Chamovitz, D.A. (2008). Arabidopsis eIF3e interacts with subunits of the ribosome, Cop9 signalosome and proteasome. Plant Signaling and Behaviour 3, 409-411. Yahalom, A., Kim, T.H., Roy, B., Singer, R., von Arnim, A.G., and Chamovitz, D.A. (2008). Arabidopsis eIF3e is regulated by the COP9 signalosome and has an impact on development and protein translation. Plant J 53, 300-311. Zhou, F., Dunlap, J.R., and von Arnim, A.G. The translation initiation factor subunit eIF3h is .1 involved in Arabidopsis shoot apical meristem maintenance and auxin response. (submitted to Development).
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Morrison, Mark, Joshuah Miron, Edward A. Bayer, and Raphael Lamed. Molecular Analysis of Cellulosome Organization in Ruminococcus Albus and Fibrobacter Intestinalis for Optimization of Fiber Digestibility in Ruminants. United States Department of Agriculture, March 2004. http://dx.doi.org/10.32747/2004.7586475.bard.
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Improving plant cell wall (fiber) degradation remains one of the highest priority research goals for all ruminant enterprises dependent on forages, hay, silage, or other fibrous byproducts as energy sources, because it governs the provision of energy-yielding nutrients to the host animal. Although the predominant species of microbes responsible for ruminal fiber degradation are culturable, the enzymology and genetics underpinning the process are poorly defined. In that context, there were two broad objectives for this proposal. The first objective was to identify the key cellulosomal components in Ruminococcus albus and to characterize their structural features as well as regulation of their expression, in response to polysaccharides and (or) P AA/PPA. The second objective was to evaluate the similarities in the structure and architecture of cellulosomal components between R. albus and other ruminal and non-ruminal cellulolytic bacteria. The cooperation among the investigators resulted in the identification of two glycoside hydrolases rate-limiting to cellulose degradation by Ruminococcus albus (Cel48A and CeI9B) and our demonstration that these enzymes possess a novel modular architecture specific to this bacterium (Devillard et al. 2004). We have now shown that the novel X-domains in Cel48A and Cel9B represent a new type of carbohydrate binding module, and the enzymes are not part of a ceiluiosome-like complex (CBM37, Xu et al. 2004). Both Cel48A and Cel9B are conditionally expressed in response to P AA/PPA, explaining why cellulose degradation in this bacterium is affected by the availability of these compounds, but additional studies have shown for the first time that neither PAA nor PPA influence xylan degradation by R. albus (Reveneau et al. 2003). Additionally, the R. albus genome sequencing project, led by the PI. Morrison, has supported our identification of many dockerin containing proteins. However, the identification of gene(s) encoding a scaffoldin has been more elusive, and recombinant proteins encoding candidate cohesin modules are now being used in Israel to verify the existence of dockerin-cohesin interactions and cellulosome production by R. albus. The Israeli partners have also conducted virtually all of the studies specific to the second Objective of the proposal. Comparative blotting studies have been conducted using specific antibodies prepare against purified recombinant cohesins and X-domains, derived from cellulosomal scaffoldins of R. flavefaciens 17, a Clostridium thermocellum mutant-preabsorbed antibody preparation, or against CbpC (fimbrial protein) of R. albus 8. The data also suggest that additional cellulolytic bacteria including Fibrobacter succinogenes S85, F. intestinalis DR7 and Butyrivibrio fibrisolvens Dl may also employ cellulosomal modules similar to those of R. flavefaciens 17. Collectively, our work during the grant period has shown that R. albus and other ruminal bacteria employ several novel mechanisms for their adhesion to plant surfaces, and produce both cellulosomal and non-cellulosomal forms of glycoside hydrolases underpinning plant fiber degradation. These improvements in our mechanistic understanding of bacterial adhesion and enzyme regulation now offers the potential to: i) optimize ruminal and hindgut conditions by dietary additives to maximize fiber degradation (e.g. by the addition of select enzymes or PAA/PPA); ii) identify plant-borne influences on adhesion and fiber-degradation, which might be overcome (or improved) by conventional breeding or transgenic plant technologies and; iii) engineer or select microbes with improved adhesion capabilities, cellulosome assembly and fiber degradation. The potential benefits associated with this research proposal are likely to be realized in the medium term (5-10 years).