Tesis sobre el tema "Regulation scaffolding"

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

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.

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.

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.

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.

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.

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.

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 partagé
Agents 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

En el marc de la teoria sociocultural, aquesta tesi investiga el procés d’ensenyament i aprenentatge dels marcadors discursius en llengua catalana com a primera llengua (L1) dins l’àmbit acadèmic universitari mitjançant el disseny i l’aplicació d’una seqüència didàctica orientada a promoure la reflexió metalingüística i metadiscursiva sobre aquest concepte. La seqüència didàctica focalitza el treball sobre els marcadors en un gènere discursiu acadèmic, al qual hem anomenat informe de recerca. Per dur a terme l’estudi, hem efectuat una anàlisi qualitativa-interpretativa dels processos d’aprenentatge que manifesten nou grups d’estudiants del Grau en Traducció i Interpretació de la Universitat Pompeu Fabra de Barcelona durant la realització de les activitats que conformen la seqüència. En concret, hem explorat el treball cooperatiu, el bastiment col·lectiu i la reflexió metalingüística en interacció entre iguals que desenvolupen aquests alumnes. Els resultats demostren una forta influència dels instruments de mediació en l’activitat reflexiva dels aprenents que condueix a la presa de consciència sobre el coneixement i l’ús dels marcadors discursius. Així mateix, aquests resultats evidencien com els alumnes coconstrueixen significats sobre aquest concepte i sobre les relacions que manté aquest concepte amb altres conceptes discursius que es deriven de les característiques socioculturals del gènere.
En el marco de la teoría sociocultural, la presente tesis investiga el proceso de enseñanza y aprendizaje de los marcadores discursivos en lengua catalana como primera lengua (L1) en el ámbito académico universitario mediante el diseño y la aplicación de una secuencia didáctica orientada a promover la reflexión metalingüística y metadiscursiva sobre este concepto. La secuencia didáctica focaliza el trabajo sobre los marcadores en un género discursivo académico, al que hemos llamado informe de investigación. Para llevar a cabo el estudio, hemos desarrollado un análisis cualitativointerpretativo de los procesos de aprendizaje de nueve grupos de estudiantes durante el desarrollo de las actividades que conforman la secuencia y hemos explorado el trabajo cooperativo, el andamiaje colectivo y la reflexión metalingüística en interacción entre iguales que desarrollan estos alumnos del Grado en Traducción e Interpretación de la Universidad Pompeu Fabra de Barcelona. Los resultados demuestran una fuerte influencia de los instrumentos de mediación en la actividad reflexiva de los aprendices que los conduce a la toma de conciencia sobre el conocimiento y el uso de los marcadores discursivos. Asimismo, estos resultados evidencian cómo los alumnos coconstruyen significados sobre este concepto y cómo lo relacionan con otros conceptos discusivos que se derivan de las características socioculturales del género.
In the frame of the sociocultural theory, this PhD dissertation investigates the process of teaching and learning of discourse markers in Catalan as L1 through the design and application of a didactic sequence in order to foster metalinguistic and metadiscursive reflection among university students. The didactic sequence focuses on the properties of discourse markers within an academic discourse genre, which has been called the research report. For this study, we carried out a qualitative-interpretative analysis of learning processes of nine groups of students from the Bachelor’s degree in Translation and Interpreting at Pompeu Fabra University in Barcelona when performing the activities composing the didactic sequence. We have specifically explored the cooperative work, collective scaffolding and metalinguistic reflections that emerged on peer interactions. Results show that the mediation tools have a notable influence on the reflective activity of learners that leads to raised awareness of their knowledge and uses of discourse markers. They also reveal learners’ co-construction of meanings of this concept and its relationship with other concepts of discourse stemmed from the sociocultural features of the genre.

The master´s thesis describes the realization of new building of fire station in Ždírec nad Doubravou. The parts of the thesis are time and financial plan for all building objects, assessment of transport routes, design of site equipment and design of main machines. An itimized budget with a bill of quantities and a detailed construction schedule are prepared for the main building. A technological regulativ and quality control plan are prepared for the stage of industrial steelconcrete floor. In the end of the work, there is solved the noise study of construction and the topic of system infiltration tanks.

碩士
國立交通大學
教育研究所
104
This study investigated whether incorporating scaffolds of self-regulated learning with nature of science instruction would affect 9th graders’ skills of self-regulated learning and views of nature of science. This study took a mix-method approach. A quasi-experimental design was used at the first part of the study. Two classes of the 9th grade students, recruited from the Northern Taiwan were divided into two groups. One class of the students received an instruction and scaffolds of self-regulated learning while underwent three units on nature of science. The control group received only the units on nature of science without the instruction and scaffolds of self-regulated learning. Performances of the two groups were compared based on their level of understanding about nature of science and their score of a self-reported questionnaire on self-regulated learning. At the second part of the study, students with high (n=3), moderate (n=4), and low (n=3) scores of the self-regulated learning questionnaire, both from the experimental and the control groups, were invited to participate a black-box activity. They were to think-aloud while working through the activity in order to analyze their self-regulated skills and view about nature of science. The results from the questionnaire for Views of NOS show that, students who received the SRL scaffolds outperformed their counterpart on the tentativeness of scientific knowledge. Results of Chi-squared analyses also showed that the incorporation for SRL scaffolds is significantly associated with learners’ changing views regarding the tentative and empirical nature of scientific knowledge. Students who received the SRL scaffolds also demonstrated a significant improvement on their SRL scores, which were not observed on students of the control groups. No difference was found between the two groups, however, on the score of the post-SRL questionnaire. The qualitive analyses showed that more students of the experimental group demonstrated better quality of SRL skills than students of the control group. The former learners were more aware of the new evidence and, therefore, refined their conclusion; they were more likely be aware of anormaly and decided to collect more evidence for evaluating their conclusion as well. The findings of the study showed that incorporating SRL scaffolds facilitate SRL skills and the soficitated view on tentative nature of scientific knowledge. More importantly, learners’ SRL skills is found to play an important role on their views about NOS.

Although a limited body of research has supported the positive impact of the Tools of the Mind curriculum on the development of self-regulation, research supporting a direct relationship between Tools and academic achievement is extremely limited. The purpose of this study is to evaluate the effectiveness of the Tools of the Mind curriculum implementation in improving math and reading scores in Kindergarten by comparing scores obtained before and after Tools. This study also seeks to investigate the effects of SES on student achievement. Finally, this study seeks to identify contributions and challenges perceived by teachers during implementation. Participants included 93 students in the before Tools condition and 97 students after Tools. Students who had Tools scored statistically significantly lower on reading scores than students who did not have Tools. While students also scored lower on math after Tools, this difference was not significant. Differences were found in student scores based on SES. Qualitative results are base interviews of six Kindergarten teachers, and revealed teachers' experiences with implementation. The findings of this study are intended to increase the understanding of the effectiveness of Tools and its implementation.

Online learning often requires learners to be self-directed and engaged, and I designed an online video-based interactive learning tool to support or scaffold students’ self-regulated or self-directed learning aimed at keeping students actively engaged with the content. Using an experimental design, this study investigates the effects of a newly designed online video-based interactive learning environment with embedded supports for self-regulation strategies on students’ learning behaviors and outcomes. In addition, correspondence between students’ self-regulation strategies in traditional learning environments and observed self-regulated learning behaviors in the video-based interactive learning environment were examined. Lastly, the unique or joint contributions of the embedded supports for self-regulation strategies to students’ learning performance were examined. A cross-sectional experimental research design with systematic random assignment of participants to either the control condition (non-interactive video environment) or the experimental condition (interactive video environment) was utilized. Undergraduate and graduate students participated in the study (N = 80). Study results indicate that the newly designed online video-based interactive learning environment was a superior instructional tool than the non-interactive video-based learning environment in terms students’ learning performance. In addition, there was correspondence between graduate students’ self-reported self-regulation and observed self-regulation, with those high on seeking/learning information and managing their environment/behavior more likely to engage more in interactive note-taking Importantly, these findings suggest that specific self-regulation strategies in traditional education settings may transfer and become enacted as specific learning behaviors in the online learning environment. Finally, the use of embedded self-regulatory functions did not have a significantly unique contribution to students’ performance in the interactive learning environment. In other words, although the interactive learning environment succeeded in scaffolding and supporting students’ learning process that resulted in superior performance than the non-interactive learning environment, none of the embedded functions appear to uniquely or individually contribute to this superior performance. In sum, students benefited from the online video-based interactive learning environment by using embedded self-regulatory functions. However, use of the embedded self-regulatory functions did not uniquely contribute to learning outcomes. Nonetheless, results support the view that interactivity based on self-regulation strategies supports active and engaged learning, which contributes to superior learning outcomes.

TLR3- and TLR4-mediated DC activation lead to distinct function of mature DC, in which MAPKs pathway is involved. JNK-associated leucine zipper protein (JLP) associates with JNK/p38 phosphorylation, however the role of JLP in DC is not well understood. We previously found either LPS or poly(I:C) up-regulated JLP expression in BMDC. Therefore we hypothesized JLP plays a differential role in TLR3- and TLR4-mediated BMDC maturation and functions. We demonstrated JLP facilitated LPS- and poly(I:C)-induced CD86 and CD40 up-regulation, LPS-induced CD80 up-regulation and poly(I:C)-induced MHC-II up-regulation. We found JLP down-regulated IL-12 production in LPS-stimulated BMDC, and up-regulated IL-6 production in poly(I:C)-stimulated BMDC. Our data also showed JLP negatively regulated MHC-II antigen presentation in LPS- and poly(I:C)-stimulated BMDC and JLP was involved in promoting LPS-activated BMDC survival, but not in poly(I:C)-activated BMDCs. Therefore our current data suggested a multi-functional role of JLP in the regulation of TLR3- and TLR4-mediated DC maturation.