IUPHAR-DB:the IUPHAR database of G protein-coupled receptors and ion channels

The IUPHAR database (IUPHAR-DB) integrates peer-reviewed pharmacological, chemical, genetic, functional and anatomical information on the 354 nonsensory G protein-coupled receptors (GPCRs), 71 ligand-gated ion channel subunits and 141 voltage-gated-like ion channel subunits encoded by the human, rat and mouse genomes. These genes represent the targets of approximately one-third of currently approved drugs and are a major focus of drug discovery and development programs in the pharmaceutical industry. IUPHAR-DB provides a comprehensive description of the genes and their functions, with information on protein structure and interactions, ligands, expression patterns, signaling mechanisms, functional assays and biologically important receptor variants (e.g. single nucleotide polymorphisms and splice variants). In addition, the phenotypes resulting from altered gene expression (e.g. in genetically altered animals or in human genetic disorders) are described. The content of the database is peer reviewed by members of the International Union of Basic and Clinical Pharmacology Committee on Receptor Nomenclature and Drug Classification (NC-IUPHAR); the data are provided through manual curation of the primary literature by a network of over 60 subcommittees of NC-IUPHAR. Links to other bioinformatics resources, such as NCBI, Uniprot, HGNC and the rat and mouse genome databases are provided. IUPHAR-DB is freely available at http://www.iuphar-db.org. © 2008 The Author(s).

The East-Central European new donors: mapping capacity building and remaining challenges

In the past decade, the East-Central European countries were provided significant external capacity building assistance in order to help their emergence as donors of foreign aid. This paper aims to map these capacity development programs and identify where they have helped and what challenges remain for the new donors. The main conclusion is that while capacity building has been instrumental in building organizational structures, working procedures and training staff, deeper underlying problems such as low levels of financing, lacking political will, the need for visibility and low staff numbers continue to hinder the new international development policies.

A közelség szerepének újraértelmezése az innovatív üzleti kapcsolatokban (Rethinking the role of the proximity in the innovative business relationships)

Az innovatív vállalati kapcsolatokkal foglalkozó vizsgálatok sokasága az innovációs folyamatok „kettősségéről” ad számot. Egyrészt felértékelődött a térbeli közelség szerepe, emiatt az innovatív vállalkozások, intézmények térben koncentrálódnak, főleg a nagyvárosokban. Másrészt szerteágazó hálózatok jöttek létre a különböző országokban működő innovatív vállalatok, intézetek között, amelyek többsége a nagy távolságok ellenére is sikeres. Mindezen megfigyelések arra utalnak, hogy pontosítani kell a közelség és távolság üzleti szerepéről vallott ismereteket a változó globalizációs feltételekhez igazítva. A szerzők tanulmányukban áttekintik a térbeli közelség szerepének főbb jellemzőit az innovatív tevékenységeken alapuló vállalati együttműködések kialakulásában és fenntartásában. A hagyományos felfogások rövid ismertetése után a „hálózati közelség”, másképpen „kapcsolati közelség” (relational proximity) egyes típusait elemzik. Részletesen kitérnek a regionális klaszterek és a lokális innovatív miliő főbb jellemzőire, amelyek a térbeli és a kapcsolati közelségekből eredő előnyöket egyaránt hasznosítják. Ezek a mérvadó nemzetközi tapasztalatok itthon is alkalmazhatók az egyetemi és vállalati együttműködések, illetve a helyi gazdaságfejlesztési és vállalkozásfejlesztési programok kidolgozásakor. ________ Multiple studies of innovative business relations give an account about „the double character” of innovative processes. On the one hand, the role of proximity has been appreciated, for this reason, the innovative companies, institutes are concentrated in space, especially in big cities. On the other hand extensive networks have been established among innovative companies, institutes operating in the different countries, most of which are successful in spite of the long distance. All these observations suggest there is a need to clarify business skills on the role of proximity and distance, tailored to the changing conditions of globalization. In their study the authors review the role of the main features of spatial proximity in formation and maintenace of corporate cooperation based on innovative activities. After a brief description of traditional concepts certain types of „network proximity” otherwise relational proximity are analyzed. They cover main features of regional clusters and the local innovative environment which utilize advantages coming both from spatial and relational proximities. This leading international experience are applicable at home as well when elaborating academic and corporate cooperation resp. local development programs for the economy and corporations.

Art teachers' attitudes toward the Florida Sunshine State Standards for the Visual Arts

The State of Florida developed the Sunshine State Standards For the Arts Curriculum Framework as part of an initiative to raise student achievement in response to national calls for educational reform. The content-based art education approach used in the Sunshine State Standards reflects a viewpoint advocated by prominent art educators and professional art education organizations for more than two decades. Successful implementation of the Sunshine State Standards curriculum approach requires that art teachers be acquainted with and knowledgeable in the four foundational content areas of the arts: studio art, art history, art criticism, and aesthetics. ^ The purpose of this study was to examine art teachers' viewpoints and attitudes toward the content-based art education approach contained in the Florida Curriculum Framework Sunshine State Standards for the Visual Arts. A survey was conducted in order to obtain these viewpoints. Surveys were sent to 440 Miami-Dade County Public School art teachers. A total of 138 elementary, middle and senior high school level art teachers participated in the study. ^ Factors and variables explored in this study included teachers' level of education, type of community, and grade levels taught. The principal methods of analyses employed in the study were descriptive statistics used to display frequencies and percentages. In addition, cross tabulations with Chi-square tests, and Mann-Whitney U tests were used to examine responses to the survey items. ^ The results of the study revealed that the majority of art teachers supported the content-based art education approach used in the Sunshine State Standards for the Arts. However significant differences appeared in the responses to survey items as a result of art teachers' level of education, type of community, and grade levels. The results of this study indicate a need for further examination of teacher training and professional development programs. ^

The socialization of adjunct faculty into the academic culture of a public community college campus

This study investigated the socialization of adjunct faculty into the academic culture of a community college campus. Because of the increased utilization of adjunct faculty, the need to socialize them to effectively function within the organizational culture has become more acute. A review of the literature revealed that when employees are socialized, they are more committed to the goals and welfare of the organization, are less likely to leave the organization, and are more productive and innovative. Therefore, it is important that administrators have programs and practices in place that would help to integrate adjunct faculty into the academic culture. The model of organizational socialization (Chao, O'Leary-Kelly, Wolf, Klein, & Gardner, 1994) formed the framework for this study, which was guided by the following research questions: How do adjunct faculty members describe their socialization into the culture of their college campus? How do administrators describe their roles and that of the organization in the socialization of adjunct faculty members? What organizational programs and activities are in place for the socialization of adjunct faculty? The North Campus of Miami Dade College was the site for this study, as it is a campus with a long history of utilizing adjunct faculty members and one that has a clearly-stated mission of adjunct faculty socialization. A qualitative case study method was used, and data collection included interviews and the review and analysis of institutional documents. The participants included 11 adjunct faculty members, 4 department chairpersons, the campus president, and the college training and development coordinator. The study revealed that there were structured and consistent professional development programs, but these conflicted with the schedules of adjunct faculty. Overall, adjunct faculty found support from the leadership; however, they revealed a need for more mentoring, more interactions with full-time faculty, and more input in decision making concerning textbooks and curricula. Implications and recommendations for practice include making professional development more accessible and relevant to adjunct faculty, developing a formal mentoring program where full-time faculty and veteran adjunct faculty mentor novice adjunct faculty, and involving adjuncts in decisions regarding curriculum and textbook selection.

Cognitive competence and life course change in multi-problem adolescents

The dissertation reports on two studies. The purpose of Study I was to develop and evaluate a measure of cognitive competence (the Critical Problem Solving Skills Scale – Qualitative Extension) using Relational Data Analysis (RDA) with a multi-ethnic, adolescent sample. My study builds on previous work that has been conducted to provide evidence for the reliability and validity of the RDA framework in evaluating youth development programs (Kurtines et al., 2008). Inter-coder percent agreement among the TOC and TCC coders for each of the category levels was moderate to high, with a range of .76 to .94. The Fleiss' kappa across all category levels was from substantial agreement to almost perfect agreement, with a range of .72 to .91. The correlation between the TOC and the TCC demonstrated medium to high correlation, with a range of r(40)=.68, p<.001 to r(40)=.79, p<.001. Study II reports an investigation of a positive youth development program using an Outcome Mediation Cascade (OMC) evaluation model, an integrated model for evaluating the empirical intersection between intervention and developmental processes. The Changing Lives Program (CLP) is a community supported positive youth development intervention implemented in a practice setting as a selective/indicated program for multi-ethnic, multi-problem at risk youth in urban alternative high schools in the Miami Dade County Public Schools (M-DCPS). The 259 participants for this study were drawn from the CLP's archival data file. The study used a structural equation modeling approach to construct and evaluate the hypothesized model. Findings indicated that the hypothesized model fit the data (χ2 (7) = 5.651, p = .83; RMSEA = .00; CFI = 1.00; WRMR = .319). My study built on previous research using the OMC evaluation model (Eichas, 2010), and the findings are consistent with the hypothesis that in addition to having effects on targeted positive outcomes, PYD interventions are likely to have progressive cascading effects on untargeted problem outcomes that operate through effects on positive outcomes.

Historical analysis of two contemporary issues at the International Community School of Abidjan, Cote d'Ivoire: Local -hired and overseas -hired teacher relationships. Community perceptions of the U.S. Embassy at ICSA

This study was a qualitative investigation to ascertain and describe two of the current issues at the International Community School of Abidjan, examine their historical bases, and analyze their impact on the school environment.^ Two issues emerged during the inquiry phase of this study: (1) the relationship between local-hired and overseas-hired teachers in light of the January 1994 devaluation which polarized the staff by negating a four-year salary scale that established equity, (2) the school community's wide variance in the perceived power that the U.S. Embassy has on school operations based on its role as ICSA's founding sponsor.^ A multiple studies approach was used in gathering data. An extensive examination of the school's archives was used to reconstruct an historical overview of ICSA. An initial questionnaire was distributed to teachers and administrators at an educational conference to determine the scope of the 1994 devaluation of the West and Central African CFA and its impact on school personnel in West African American-sponsored overseas schools (ASOS). Personal interviews were conducted with the school staff, administration, school board members, and relevant historical participants to determine the principal issues at ICSA at that time. The researcher, an overseas-hired teacher, also used participant observations to collect data. Findings based on these sources were used to analyze the two issues from an historical perspective and to form conclusions.^ Findings in this study pertaining to the events induced by the French and African governments' decision to implement a currency devaluation in January 1994 were presented in ex post-facto chronological narrative form to describe the events which transpired, describe the perception of school personnel involved in these events, examine the final resolution and interpret these events within a historical framework for analysis.^ The topic of the U.S. Embassy and its role at ICSA emerged inductively from open-ended personal interviews conducted over the course of a year. Contradictory perspectives were examined and researched for accuracy and cause. The results of this inquiry presented the U.S. Embassy role at ICSA from a two-sided perspective, examined the historical role of the Embassy, and presented means by which the role and responsibility of the U.S. Embassy could best be communicated to the school community.^ The final chapter provides specific actions for mediation of problems stemming from these issues, implications for administrators and teachers currently involved in overseas schools or considering the possibility, and suggestions for future inquiries.^ Examination of a two-tier salary scale for local-hired and overseas-hired teachers generated the following recommendations: movement towards a single salary scale when feasible, clearly stated personnel policies and full disclosure of benefits, a uniform certification standard, professional development programs and awareness of the impact of this issue on staff morale.^ Divergent perceptions and attitudes toward the role of the U.S. Embassy produced these recommendations: a view towards limiting the number of Americans on ASOS school boards, open school board meetings, selection of Embassy Administrative Officers who can educate school communities on the exact role of the Embassy, educating parents through the outreach activities that communicate American educational philosophy and involve all segments of the international community, and a firm effort on the part of the ASOS to establish the school's autonomy from special interests. ^

The relationship of instructor technical literacy to the academic performance of students in career academies

Career Academy instructors' technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students. ^ Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers' technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year. ^ Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom, even after controlling for teacher attitude towards computers. Neither teacher attitude toward technology integration nor years of experience in integrating computers into the curriculum significantly predicted student learning gains in the regression models. ^ Implications for HRD theory, research, and practice suggest that identifying teacher levels of technical literacy may help improve student academic performance by facilitating professional development strategies and new parameters for defining highly qualified instructors with 21st century skills. District professional development programs can benefit by increasing their offerings to include more computer and information communication technology courses. Teacher preparation programs can benefit by including technical literacy as part of their curriculum. State certification requirements could be expanded to include formal surveys to assess teacher use of technology.^

TEACHNJ: An Evaluation of Two Years Implementation

The Teacher Effectiveness and Accountability for the Children of New Jersey (TEACHNJ) Act was adopted by the New Jersey legislature in August 2012 with the intent to raise student achievement by improving the overall quality of instruction. As a result of this act, new teacher evaluation systems are being introduced in school districts across the state in an effort to more accurately assess teacher performance. The new teacher evaluations will be based on multiple classroom observations as well as the academic achievement of their students as measured on standardized tests. In addition, professional development opportunities are likely to change under this legislation, with schools customizing professional development programs to more effectively meet the needs of their teachers. The overarching question that informs our research is what impact will TEACH NJ have on the overall value of teacher evaluations and the quality of professional development opportunities offered to teachers. Data collected through survey research presents the pre-implementation practices (2011-2012 school year) as well as one year post-implementation practices (2013-2014) taking place in school districts throughout New Jersey. The findings reflect teachers’ perceptions of the value of the current teacher evaluation practices, the quality of the current professional development opportunities and the value the school administration places on teacher evaluations.

Docência Universitária: o professor agrônomo na construção de sua professoralidade

The aim of this study was to understand how does the teaching learning process of the agronomy professor from Universidade Federal de Uberlândia occurs, analyzing the relationship among training, knowledge and these professors professional identity. The questions which guided the research were: How does the professional identity of these professors are developed in the teaching learning process? Which are the main formation factors that influences this process? Which are the agronomy professors knowledge and how were them built and learned by these professionals in college? This is a research with a qualitative approach, in which most of the data was collected with the professors, through two questionnaires, a simplified and an in-depth one, as well as documents that depict the history of the institute and of the Agronomy department. To guide analysis, we have used, more than the scientific production in the area, the authors Cunha (2008), Tardif (2002), Pimenta (2005), Melo (2009, 2012), Malusá (2005), Pachane (2009), Magalhães (2012), Dubar (2005), Imbernón (2002),Nunez andRamalho (2008), Almeida andPimenta (2012) PimentaandAnastasiou (2002), Cavallet (1999) Pachane (2006), Behrens (2007) Isaia (2008), Malusá (2012) and Nóvoa (1999). The analysis indicated that the teaching learning process of the agronomy professor occurs since college, with the option of been a professor, and throughout their teaching career. Their challenges are related to work conditions, although, the dilemmas between the practices related to the conceptions of traditional and progressive pedagogy can be seen in their class, teaching and teaching learning process conception. Classes are considered by professors as an interaction place but also as a knowledge transference place. This research identifies the necessity of promote cooperation between teachers, so that, the collective and integrated work in formative spaces teachers will have the opportunity to develop the knowledge necessary for teaching. The implementation of institutional initial and continuous formation, through direct dialogue between undergraduate, graduate and training and professional development programs for teachers, with better work conditions will reflect in the constant improvement of training development within universities.

Optimization and Prediction of Mechanical and Thermal Properties of Graphene/LLDPE Nanocomposites by Using Artificial Neural Networks

The focus of this work is to develop the knowledge of prediction of the physical and chemical properties of processed linear low density polyethylene (LLDPE)/graphene nanoplatelets composites. Composites made from LLDPE reinforced with 1, 2, 4, 6, 8, and 10 wt% grade C graphene nanoplatelets (C-GNP) were processed in a twin screw extruder with three different screw speeds and feeder speeds (50, 100, and 150 rpm). These applied conditions are used to optimize the following properties: thermal conductivity, crystallization temperature, degradation temperature, and tensile strength while prediction of these properties was done through artificial neural network (ANN). The three first properties increased with increase in both screw speed and C-GNP content. The tensile strength reached a maximum value at 4 wt% C-GNP and a speed of 150 rpm as this represented the optimum condition for the stress transfer through the amorphous chains of the matrix to the C-GNP. ANN can be confidently used as a tool to predict the above material properties before investing in development programs and actual manufacturing, thus significantly saving money, time, and effort.

A descentralização das políticas de desenvolvimento rural: uma análise da experiência do Rio Grande do Norte

MATOS FILHO, João. A descentralização das Políticas de desenvolvimento rural - uma análise da experiência do Rio Grande do Norte. 2002. 259f. Tese (Doutorado em Ciências Econômicas)– Instituto de Economia da Universidade Estadual de Campinas, Campinas, 2002.

A descentralização das políticas de desenvolvimento rural: uma análise da experiência do Rio Grande do Norte

MATOS FILHO, João. A descentralização das Políticas de desenvolvimento rural - uma análise da experiência do Rio Grande do Norte. 2002. 259f. Tese (Doutorado em Ciências Econômicas)– Instituto de Economia da Universidade Estadual de Campinas, Campinas, 2002.

Strategiaprosessi monikansallisessa yrityksessä

Tämän kandidaatintutkielman tavoitteena on tunnistaa strategiaprosessin eri vaiheet sekä kuvailla, miten prosessi toteutettiin tapausyritys Suominen Oyj:llä. Tavoitteina on myös analysoida, miten Suominen Oyj:n henkilöstö kokee oman suhteensa organisaatioon, sen strategiaan, tavoitteisiin ja arvoihin. Analyysin pohjalta pyritään muodostamaan kuva siitä, kuinka strategian implementoinnissa on onnistuttu. Lisäksi tarkastellaan, eroavatko nämä kokemukset eri maissa tapausyrityksessä. Tutkimuksessa käytetään sekä kvalitatiivisia että kvantitatiivisia tutkimusmenetelmiä. Suominen Oyj:n strategiaprosessista hankitaan informaatiota kahdella laadullisella puolistrukturoidulla teemahaastattelulla. Kvantitatiivisen analyysin kohteena puolestaan on tapausyrityksen yhdeksältäkymmeneltä ylimmässä asemassa työskentelevältä henkilöltä kerätty tilastollinen kyselydata, jota analysoidaan muun muassa Kruskal-Wallisin testillä sekä Spearmanin korrelaatioanalyysillä. Tutkielmassa muodostetaan kuva prosessista, jossa hyvin muotoiltu strategia sekä selkeät tavoitteet luovat pohjan strategian implementoinnille. Onnistuneen implementoinnin keinoja ovat muun muassa kehitysohjelmat, tarkka rekrytointi, tavoitteiden ja palkkioiden sitominen strategiaan, strategian kanssa yhteensopiva organisaatiokulttuuri, useamman eri hierarkiatason osallistuminen ja erilaisten kontrollijärjestelmien sekä implementointityökalujen hyödyntäminen. Havaitaan, että tapausyritys käyttää näistä keinoista useampaa. Yrityksen monikansallisuus vaikuttaa erityisesti organisaatiokulttuuriin sekä sisäiseen viestintään. Tutkielman kvantitatiivisen analyysin tulokset näyttävät, ettei maiden välillä ole tilastollisesti merkittäviä eroja siinä, miten henkilöstö kokee oman suhteensa tapausyritykseen, sen strategiaan, tavoitteisiin ja arvoihin. Kvantitatiivisen analyysin perusteella Suominen Oyj:n strategiaprosessi on onnistunut hyvin. Tutkimuksessa esitellään vielä muutamia kehitysajatuksia yritystä sekä mahdollisia jatkotutkimuksia varten.

El impacto de la capacitación a profesores fiscales de inglés de Cuenca

Se conoce que las convicciones de los profesores son el motor de su práctica docente (Borg, 2011); sin embargo, poco se sabe sobre cómo el desarrollo profesional influencia las convicciones de la enseñanza-aprendizaje y, por ende, las prácticas docentes. Escasa investigación se ha realizado sobre la influencia de la capacitación a profesores de inglés. Este estudio tiene el propósito de determinar el impacto de la capacitación en el empleo de estrategias comunicativas en el aula. Doce profesores fiscales de educación media que fueron capacitados en estrategias comunicativas en un curso1 de 110 horas presenciales y 20 horas de trabajo extra, son los sujetos de esta investigación. Se empleó una investigación cuasi-experimental de carácter prospectivo longitudinal, pues se utilizó una pre-observación, realizada antes de la intervención; una pos-observación, llevada a cabo luego de la finalización de la capacitación y una re-observación después de dos años de esta culminación. Los resultados indican cambios significativos en el pos-observación los que no se mantienen en la re-observación. Se recomienda implementar programas de desarrollo profesional continuo.