Terms Of Scaffolds Research Articles

Korean language creativity education and the value of news as its education material

본 연구의 목적은 국어적 창의성의 교수·학습 원리를 설정하고, 그와 같은 교수·학습 원리를 구현하는 데 뉴스가 어떠한 가치를 지니는지를 논구함으로써 국어적 창의성 신장을 위한 교수·학습 방안의 한 가지 像을 제시하는 데 있다. 본 연구에서는 이를 위해 먼저 국어적 창의성의 개념과 특성에 대한 문헌 고찰을 통해 국어적 창의성의 교수·학습 원리를 제시하였고, 그러한 교수·학습 원리를 구현하는 데 교육 제재로서 뉴스가 어떠한 가치를 지니는지를 교수·학습 원리와의 관련성 측면에서 규명하였다. 이는 크게 다음의 네 가지로, 첫째, 해결해야 할 과제 측면에서의 가치, 둘째, 비계 설정 측면에서의 가치, 셋째, 동기부여 측면에서의 가치, 넷째, 교실 상호작용 측면에서의 가치가 그것이다. 본 연구는 국어적 창의성 교수·학습의 구체적 방안에 대한 연구가 미흡한 상황에서 뉴스라는 제재가 갖는 가치를 밝히는 과정을 통해 국어적 창의성 신장을 위한 교수·학습 방안의 한 가지 방향을 제시하였다는 점에서 의의를 지닌다.The purpose of this study is to find out what kind of material have value for Korean language creativity education. Since the problem of selecting and using material is directly linked to the formulation of teaching and learning plans, research on teaching and learning methods for Korean language creativity education can be of importance in the present situation. In order to do this, we first presented the teaching and learning principles of Korean language creativity through a review of prior literature on the concepts and characteristics of Korean language creativity, and identified the value of news as educational material in implementing such teaching and learning principles. The value of news as a material for Korean creativity education is as follows. They are the value in terms of task to be solved, the value in terms of scaffolding, the value in motivation, and the value in classroom interaction. The study has its significance in that it identified the material’s value that are directly linked to the formulation of teaching and learning strategies in the situation of that there are little researches on teaching and learning methods to enhance Korean language creativity, and suggested one direction of teaching and learning method for the development of Korean language creativity.

Functional group and diversity analysis of BIOFACQUIM: A Mexican natural product database.

Background: Natural product databases are important in drug discovery and other research areas. An analysis of its structural content, as well as functional group occurrence, provides a useful overview, as well as a means of comparison with related databases. BIOFACQUIM is an emerging database of natural products characterized and isolated in Mexico. Herein, we discuss the results of a first systematic functional group analysis and global diversity of an updated version of BIOFACQUIM. Methods: BIOFACQUIM was augmented through a literature search and data curation. A structural content analysis of the dataset was performed. This involved a functional group analysis with a novel algorithm to automatically identify all functional groups in a molecule and an assessment of the global diversity using consensus diversity plots. To this end, BIOFACQUIM was compared to two major and large databases: ChEMBL 25, and a herein assembled collection of natural products with 169,839 unique compounds. Results: The structural content analysis showed that 15.7% of compounds and 11.6% of scaffolds present in the current version of BIOFACQUIM have not been reported in the other large reference datasets. It also gave a diversity increase in terms of scaffolds and molecular fingerprints regarding the previous version of the dataset, as well as a higher similarity to the assembled collection of natural products than to ChEMBL 25, in terms of diversity and frequent functional groups. Conclusions: A total of 148 natural products were added to BIOFACQUIM, which meant a diversity increase in terms of scaffolds and fingerprints. Regardless of its relatively small size, there are a significant number of compounds and scaffolds that are not present in the reference datasets, showing that curated databases of natural products, such as BIOFACQUIM, can serve as a starting point to increase the biologically relevant chemical space.

Functional group and diversity analysis of BIOFACQUIM: A Mexican natural product database

Background: Natural product databases are important in drug discovery and other research areas. An analysis of its structural content, as well as functional group occurrence, provides a useful overview, as well as a means of comparison with related databases. BIOFACQUIM is an emerging database of natural products characterized and isolated in Mexico. Herein, we discuss the results of a first systematic functional group analysis and global diversity of an updated version of BIOFACQUIM. Methods: BIOFACQUIM was augmented through a literature search and data curation. A structural content analysis of the dataset was performed. This involved a functional group analysis with a novel algorithm to automatically identify all functional groups in a molecule and an assessment of the global diversity using consensus diversity plots. To this end, BIOFACQUIM was compared to two major and large databases: ChEMBL 25, and a herein assembled collection of natural products with 169,839 unique compounds. Results: The structural content analysis showed that 15.7% of compounds and 11.6% of scaffolds present in the current version of BIOFACQUIM have not been reported in the other large reference datasets. It also gave a diversity increase in terms of scaffolds and molecular fingerprints regarding the previous version of the dataset, as well as a higher similarity to the assembled collection of natural products than to ChEMBL 25, in terms of diversity and frequent functional groups. Conclusions: A total of 148 natural products were added to BIOFACQUIM, which meant a diversity increase in terms of scaffolds and fingerprints. Regardless of its relatively small size, there are a significant number of compounds and scaffolds that are not present in the reference datasets, showing that curated databases of natural products, such as BIOFACQUIM, can serve as a starting point to increase the biologically relevant chemical space.

Functional group and diversity analysis of BIOFACQUIM: A Mexican natural product database.

Background: Natural product databases are important in drug discovery and other research areas. Their structural contents and functional group analysis are relevant to increase their knowledge in terms of chemical diversity and chemical space coverage. BIOFACQUIM is an emerging database of natural products characterized and isolated in Mexico. Herein, we discuss the results of a first systematic functional group analysis and global diversity of an updated version of BIOFACQUIM. Methods: BIOFACQUIM was augmented through a literature search and data curation. A structural content analysis of the dataset was done. This involved a functional group analysis with a novel algorithm to identify automatically all functional groups in a molecule and an assessment of the global diversity using consensus diversity plots. To this end, BIOFACQUIM was compared to two major and large databases: ChEMBL 25, and a herein assembled collection of natural products with 169,839 unique compounds. Results: The structural content analysis showed that 16.1% of compounds, 11.3% of scaffolds, and 6.3% of functional groups present in the current version of BIOFACQUIM have not been reported in the other large reference datasets. It also gave a diversity increase in terms of scaffolds and molecular fingerprints regarding the previous version of the dataset, as well as a higher similarity to the assembled collection of natural products than to ChEMBL 25, in terms of diversity and frequent functional groups. Conclusions: A total of 148 natural products were added to BIOFACQUIM, which meant a diversity increase in terms of scaffolds and fingerprints. Regardless of its relatively small size, there are a significant number of compounds, scaffolds, and functional groups that are not present in the reference datasets, showing that curated databases of natural products, such as BIOFACQUIM, can serve as a starting point to increase the biologically relevant chemical space.

Design of Porous Structures for Scaffold Synthesis and its FEA

Injuries are experienced in many forms and take time to heal depending on the severity. Some injuries are recovered from naturally/quickly, while others take longer periods of time. Scaffolds are porous structures which provide a platform for cells to regenerate on. They provide support in times when individuals cannot regenerate tissues on their own. The materials of scaffolds can be varied to determine the best mechanical property for implanting in the body. In our study, we have tested stress and strain of PCL and titanium material for six proposed designs. From our study, we were able to conclude that the ‘sphere’ provided the most stability whereas the ‘eccentric pores’ design was the least stable. These results were persistent for both the materials studied with Ti6Al4V having the greatest properties. As a result, we concluded that titanium is the best material to be used in terms of scaffolds, by implanting it as an eccentric pores and spheres.

Students’ Levels of Critical Thinking, Supportive Behaviors and Types of Questions in an Online Forum Learning Environment

Of late, online learning is widely used in many institutions of higher education. One of the tools of online learning is online forum which can be found in any learning management system. An online forum requires active participation from the students to enhance their learning. Therefore, it is interesting to investigate how online forum discussion benefits the students’ cognitive level and how they support each other through the messages posted. This study will investigate three important aspects related to the posts contributed by the forum participants: (i) their levels of critical thinking, involving either recognize, understand, analyze, evaluate, or create, (ii) the types of questions posted in the forum, and (iii) the supportive behaviors in terms of scaffolding and engaging comments as indicated by those messages. A content analysis method was used to analyze the transcript or messages of an online forum discussion involving 41 postgraduate students undertaking an educational technology course from a public university in Malaysia. Based on the 190 messages posted, the findings show that their levels of critical thinking are still mainly at the lower levels, i.e., Understand (40.5%) and Analyze (29.0%). Moreover, 38 questions were observed, with Course Link (42.4%) and Brainstorm (27.3%) as the two highest types of questions posted. Also, 142 posts indicate supportive behaviors, with Salutations (47.2%), and Thanks (36.6%) as the most observed behaviors. Based upon the findings, future studies to identify and analyze the factors that may affect these three aspects are warranted.

Content in languaging: why radical enactivism is incompatible with representational theories of language

This is nominally a book review of Hutto and Myin's Radicalizing Enactivism: Basic Minds Without Content (The MIT Press, 2013). But it is a narrowly focused and highly prejudicial review, which presents an analysis of a contradiction at the heart of the book. Radicalizing Enactivism is a powerful and original philosophical argument against representations in cognition, but it repeatedly endorses an old-fashioned representationalism about language. I show that this contradiction arises from the authors' unexamined, reflexive adoption of traditional linguistic concepts and terminology, which presuppose a representational interpretation of linguistic capacities and phenomena. The key piece of evidence for this analyses is the separability of Hutto and Myin's substantive remarks on the ontogeny of language-dependent cognitive capacities, which they explain in terms of scaffolding and decoupling, from the representational gloss on those remarks that they present as if it were simply identical with observed empirical matters of fact. They follow a model laid out in Hutto's earlier work, in which everyday linguistic activity is understood as instantiating abstract public vehicles with representational content (i.e., sentences which express propositions). I argue that this model is susceptible both to pre-existing arguments against representational theories of language and to a variant of their own ‘Hard Problem of Content’. The take-away lesson from Radicalizing Enactivism is that anti-representationalist accounts of language remain unconvincing – even to radicals like Hutto and Myin – because they have no way of explaining the phenomenal experience of literate speakers, wherein words really do feel like instantiations of abstract forms with determinable semantics. I suggest that anti-representationalists can address this by focusing on the ways in which patterns of attention become stabilized and interpersonally regularized as we learn language.

Silent clusters - speak up!

Silent clusters - speak up!

Mining collections of compounds with Screening Assistant 2

BackgroundHigh-throughput screening assays have become the starting point of many drug discovery programs for large pharmaceutical companies as well as academic organisations. Despite the increasing throughput of screening technologies, the almost infinite chemical space remains out of reach, calling for tools dedicated to the analysis and selection of the compound collections intended to be screened.ResultsWe present Screening Assistant 2 (SA2), an open-source JAVA software dedicated to the storage and analysis of small to very large chemical libraries. SA2 stores unique molecules in a MySQL database, and encapsulates several chemoinformatics methods, among which: providers management, interactive visualisation, scaffold analysis, diverse subset creation, descriptors calculation, sub-structure / SMART search, similarity search and filtering. We illustrate the use of SA2 by analysing the composition of a database of 15 million compounds collected from 73 providers, in terms of scaffolds, frameworks, and undesired properties as defined by recently proposed HTS SMARTS filters. We also show how the software can be used to create diverse libraries based on existing ones.ConclusionsScreening Assistant 2 is a user-friendly, open-source software that can be used to manage collections of compounds and perform simple to advanced chemoinformatics analyses. Its modular design and growing documentation facilitate the addition of new functionalities, calling for contributions from the community. The software can be downloaded at http://sa2.sourceforge.net/.

Using Photographs in Narrative Therapy to Externalize the Problem: A Substance Abuse Case

Using a substance abuse case in a hospital in Hong Kong, this article discusses the potential of using photographs to externalize the problem in Narrative Therapy (NT). One of the key principles underlying NT techniques is externalizing. According to White, externalizing can be understood in terms of scaffolding, which begins with low-level distancing tasks, such as naming and characterizing the problem, and builds to high-level distancing tasks that have clients making plans to act upon the newly understood concepts they have formed. The clinical account recorded the utterances in the consultation process and plot changes throughout the consultation. The key observations were that: (i) the proportion of higher-level distancing utterances increased with the progression of the consultation, in line with the intended process of NT; (ii) among the client's utterances reflecting distancing tasks, most of them were associated with the photographs selected by the client; (iii) the consultation dialogues intende...

Approaches to scaffolding in teaching mathematics in English with primary school students in Colombia

Teaching mathematics in a second-language (L2) environment requires teachers to understand both relevant mathematics concepts and the L2. Teachers must be aware that the explanations, clarifications, and development of mathematical language require that students have sufficient competence in the L2 to understand what is being taught. This implies teaching language to students in three specific ways, as suggested by Coyle, Hood, and Marsh (2010): language of learning, language for learning, and language through learning. Teaching mathematics also requires teachers to apply different types of scaffolding. This study seeks to identify the types of scaffolding and instructions used by the mathematics teacher at a bilingual school in Santa Marta, Colombia teaching first-grade students in English. Classroom observations, as well as interviews and classroom observation checklists, were carried out to determine what the mathematics teacher was already doing in the classroom in terms of scaffolding. The resultant data suggests that a range of visual aids and careful use of the L1 can play significant role in supporting the simultaneous development of content and linguistics competences.

Assessment of the Suitability of Chitosan/PolyButylene Succinate Scaffolds Seeded with Mouse Mesenchymal Progenitor Cells for a Cartilage Tissue Engineering Approach

In this work, scaffolds derived from a new biomaterial originated from the combination of a natural material and a synthetic material were tested for assessing their suitability for cartilage tissue engineering applications. In order to obtain a better outcome result in terms of scaffolds' overall properties, different blends of natural and synthetic materials were created. Chitosan and polybutylene succinate (C-PBS) 50/50 (wt%) were melt blended using a twin-screw extruder and processed into 5 x 5 x 5 mm scaffolds by compression moulding with salt leaching. Micro-computed tomography analysis calculated an average of 66.29% porosity and 92.78% interconnectivity degree for the presented scaffolds. The salt particles used ranged in size between 63 and 125 mum, retrieving an average pore size of 251.28 mum. Regarding the mechanical properties, the compressive modulus was of 1.73 +/- 0.4 MPa (E(sec) 1%). Cytotoxicity evaluation revealed that the leachables released by the developed porous structures were not harmful to the cells and hence were noncytotoxic. Direct contact assays were carried out using a mouse bone marrow-derived mesenchymal progenitor cell line (BMC9). Cells were seeded at a density of 5 x 10(5) cells/scaffold and allowed to grow for periods up to 3 weeks under chondrogenic differentiating conditions. Scanning electron microscopy analysis revealed that the cells were able to proliferate and colonize the scaffold structure, and MTS test demonstrated cell viability during the time of the experiment. Finally, Western blot performed for collagen type II, a natural cartilage extracellular matrix component, showed that this protein was being expressed by the end of 3 weeks, which seems to indicate that the BMC9 cells were being differentiated toward the chondrogenic pathway. These results indicate the adequacy of these newly developed C-PBS scaffolds for supporting cell growth and differentiation toward the chondrogenic pathway, suggesting that they should be considered for further studies in the cartilage tissue engineering field.

Recent Advances in Isocyanide‐Based Multicomponent Chemistry

AbstractFor Abstract see ChemInform Abstract in Full Text.

How should students learn?

Mark Guzdial makes an important point, one with which I wholeheartedly agree. Software intended for learners must be designed in different ways from the vast majority of pieces of software we see in wide distribution. Even more, Guzdial and I agree on many values and strategies for producing productive computer-supported learning environments. Perhaps most important, we both would like to see students learning in modes that provide them wide flexibility and freedom for creativity in undertaking tasks they feel are personally meaningful, while at the same time learning important subject matter. Accomplishing and learning, together, is a goal that can make learning more effective and more engaging; it is a goal that software designed with narrow instrumental goals--such as merely accomplishing a particular task--will almost always fail to achieve. Nonetheless, there are some differences in our points of view that I will try to expose in this brief essay. These differences are partially strategic--how should one best achieve agreed ends?-and partially teleological--what should we strive to achieve? More than anything else, I believe our differences stem from a slightly different take on the big picture in which we need always to situate our local design decisions. Given how much we agree on, especially in view of how close together we stand in the wider universe of approaches to computer-supported learning, my points may seem at first to pick nits. Nonetheless, bringing out differences will allow me to make points ! feel are important. The first time I read through Guzdial's paper, I felt a vague unease at how he portrayed learners. He sees learners as perhaps overwhelmed by a huge hierarchy of goals, somewhat bored-or at least in need of enormous to work through these goals-and in dire need of help, for example, in terms of scaffolding that can keep their heads above water. Of course, I'm exaggerating for effect. But, still, students come across as a little lost and helpless in his portrayal. It is certainly important to have empathy for students, and there can be no question our job is to help them. But, I don't believe we should assume that these unfortunate conditions are the permanent fate of students. Instead, I think it is extremely productive to take as one of our central goals to eradicate the conditions he describes as affecting students, rather than accepting them and trying to deal with them. I propose that our long term goals for learning environments should include helping students to become committed learners (diSessa, in press). More than anything else, I would characterize committed learning as engaging in learning tasks that feel important and personally fulfilling, and engaging in those tasks with a sense of confident competence. Most of my life involves extended and felt-tobe-meaningful activities. We should have no less a goal for our students. Committed learning may be difficult to achieve. But that doesn't mean we shouldn't try for it. Indeed, treating students as in need of motivation and without sufficient resources for the tasks we pose to them is undoubtedly a self-fulfilling prophesy. Always trying to motivate our students without cultivating their own independent motivation, and assuming the tasks we propose will always be ones student would not chose for themselves gives away

Multiple Embedded Scaffolds: Support for English Speakers in a Two-way Spanish Immersion Kindergarten

The present research focuses on opening activities in two bilingual Spanish immersion Kindergarten classrooms in northern California, Creekside and Seaside, in which similar numbers of native Spanish speakers and native English speakers were instructed primarily through Spanish. This study analyzes ways in which teachers structured opening activities to ensure comprehension and participation by children when the youngsters had little or no knowledge of the language of instruction, Spanish. Routines are analyzed in terms of scaffolding provided, with the concept of multiple embedded scaffolds proposed to explain how native English speakers are supported in language acquisition and content learning through a language that is new to them. Analysis revealed specific communication strategies such as functional repetition and the use of non-verbal cues to meaning that scaffolded comprehension. In addition, the teachers modeled language use themselves and structured events so that native Spanish speakers would model appropriate responses for non-Spanish proficient children to emulate. Finally, in the curriculum routines, teachers increased the conceptual and linguistic complexity of the content placed in the slots created by the routine, continually challenged children to higher levels of language performance, and engaged their participation in their zones of proximal development.