TY - JOUR A1 - Feng, Xiao-Li A1 - Ni, Wei-Min A1 - Elge, Stephan A1 - Müller-Röber, Bernd A1 - Xu, Zhi-Hong A1 - Xue, Hong-Wei T1 - Auxin flow in anther filaments is critical for pollen grain development through regulating pollen mitosis N2 - It was well known that auxin is critical for anther/pollen grain development, however, the clear distribution and detailed effects of auxin during floral development are still unclear. We have shown here that, through analyzing GUS activities of Arabidopsis lines harboring auxin response elements DR5-GUS, auxin was mainly accumulated in the anther during flower stages 10-12. Further studies employing the indoleacetic acid-lysine synthetase (iaaL) coding gene from Pseudomonas syringae subsp. savastanoi under control of the promoter region of Arabidopsis phosphatidylinositol monophosphate 5-kinase 1 gene, which conducts the anther filament-specific expression, showed that block of auxin flow of filaments resulted in shortened filaments and significantly defective pollen grains. Similar phenotype was observed in tobacco plants transformed with the same construct, confirming the effects of auxin flow in filaments on anther development. Detailed studies further revealed that the meiosis process of pollen grain was normal while the mitosis at later stage was significantly defected, indicating the effects of auxin flow in filaments on pollen grain mitosis process. Analysis employing [C-14]IAA, as well as the observation on the expression of AtPIN1, coding for auxin efflux carrier, demonstrated the presence of polar auxin transport in anther filaments and pollen grains Y1 - 2006 UR - http://www.springerlink.com/content/100330 U6 - https://doi.org/10.1007/s11103-006-0005-z SN - 0167-4412 ER - TY - JOUR A1 - Wang, Hao A1 - Wang, Xue-jiang A1 - Wang, Wei-shi A1 - Yan, Xiang-bo A1 - Xia, Peng A1 - Chen, Jie A1 - Zhao, Jian-fu T1 - Modeling and optimization of struvite recovery from wastewater and reusing for heavy metals immobilization in contaminated soil JF - Journal of chemical technology & biotechnology N2 - BACKROUND: Few studies have been carried out to connect nutrients recovery from wastewater and heavy metals immobilization in contaminated soil. To achieve the goal, ammonia nitrogen (AN) and phosphorus (P) were recovered from rare-earth wastewater by using the formation of struvite, which was used as the amendment with plant ash for copper, lead and chromium immobilization. RESULTS: AN removal efficiency and residual P reached 95.32 +/- 0.73% and 6.14 +/- 1.72mgL(-1) under optimal conditions: pH= 9.0, n(Mg): n(N): n(P)= 1.2: 1: 1.1, which were obtained using response surface methodology (RSM). The minimum available concentrations of Cu, Pb and Cr (CPC) separately reduced to 320.82 mg kg(-1), 190.77 mg kg(-1) and 121.46 mg kg(-1) with increasing immobilization time at the mass ratio of phosphate precipitate (PP)/plant ash (PA) of 1: 3. Humic acid (HA) and fulvic acid (FA) were beneficial to immobilize Cu, both of which showed no effect or even a negative effect on Pb and Cr immobilization. KW - precipitation KW - experimental design KW - immobilization KW - heavy metals KW - environmental remediation Y1 - 2016 U6 - https://doi.org/10.1002/jctb.4931 SN - 0268-2575 SN - 1097-4660 VL - 91 SP - 3045 EP - 3052 PB - Wiley-Blackwell CY - Hoboken ER - TY - GEN A1 - Lou, Ying A1 - Ma, Hui A1 - Lin, Wen-Hui A1 - Chu, Zhao-Quing A1 - Müller-Röber, Bernd A1 - Xu, Zhi-Hong A1 - Xue, Hong-Wei T1 - The highly charged region of plant beta-type phosphatidylinositol 4-kinase is involved in membrane targeting and phospholipid binding N2 - In Arabidopsis thaliana and Oryza sativa, two types of PI 4-kinase (PI4Ks) have been isolated and functionally characterized. The alpha-type PI4Ks (similar to 220 kDa) contain a PH domain, which is lacking in beta-type PI4Ks (similar to 120 kDa). beta-Type PI4Ks, exemplified by Arabidopsis AtPI4K beta and rice OsPI4K2, contain a highly charged repetitive segment designated PPC (Plant PI4K Charged) region, which is an unique domain only found in plant beta-type PI4Ks at present. The PPC region has a length of similar to 300 amino acids and harboring 11 (AtPI4K beta) and 14 (OsPI4K2) repeats, respectively, of a 20-aa motif. Studies employing a modified yeast-based "Sequence of Membrane- Targeting Detection'' system demonstrate that the PPC(OsPI4K2) region, as well as the former 8 and latter 6 repetitive motifs within the PPC region, are able to target fusion proteins to the plasma membrane. Further detection on the transiently expressed GFP fusion proteins in onion epidermal cells showed that the PPC(OsPI4K2) region alone, as well as the region containing repetitive motifs 1-8, was able to direct GFP to the plasma membrane, while the regions containing less repetitive motifs, i.e. 6, 4, 2 or single motif(s) led to predominantly intracellular localization. Agrobacterium-mediated transient expression of PPC-GFP fusion protein further confirms the membrane-targeting capacities of PPC region. In addition, the predominant plasma membrane localization of AtPI4Kb was mediated by the PPC region. Recombinant PPC peptide, expressed in E. coli, strongly binds phosphatidic acid, PI and PI4P, but not phosphatidylcholine, PI5P, or PI(4,5) P-2 in vitro, providing insights into potential mechanisms for regulating sub- cellular localization and lipid binding for the plant beta-type PI4Ks Y1 - 2006 UR - http://www.springerlink.com/content/100330 U6 - https://doi.org/10.1007/s11103-005-5548-x SN - 0167-4412 ER - TY - JOUR A1 - Anderson, Craig A. A1 - Suzuki, Kanae A1 - Swing, Edward L. A1 - Groves, Christopher L. A1 - Gentile, Douglas A. A1 - Prot, Sara A1 - Lam, Chun Pan A1 - Sakamoto, Akira A1 - Horiuchi, Yukiko A1 - Krahé, Barbara A1 - Jelic, Margareta A1 - Wei Liuqing, A1 - Toma, Roxana A1 - Warburton, Wayne A. A1 - Zhang, Xue-Min A1 - Tajima, Sachi A1 - Qing, Feng A1 - Petrescu, Poesis T1 - Media Violence and Other Aggression Risk Factors in Seven Nations JF - Personality and social psychology bulletin N2 - Cultural generality versus specificity of media violence effects on aggression was examined in seven countries (Australia, China, Croatia, Germany, Japan, Romania, the United States). Participants reported aggressive behaviors, media use habits, and several other known risk and protective factors for aggression. Across nations, exposure to violent screen media was positively associated with aggression. This effect was partially mediated by aggressive cognitions and empathy. The media violence effect on aggression remained significant even after statistically controlling a number of relevant risk and protective factors (e.g., abusive parenting, peer delinquency), and was similar in magnitude to effects of other risk factors. In support of the cumulative risk model, joint effects of different risk factors on aggressive behavior in each culture were larger than effects of any individual risk factor. KW - mass media KW - aggression KW - culture KW - ethnicity Y1 - 2017 U6 - https://doi.org/10.1177/0146167217703064 SN - 0146-1672 SN - 1552-7433 VL - 43 SP - 986 EP - 998 PB - Sage Publ. CY - Thousand Oaks ER - TY - JOUR A1 - Xue, Wei A1 - Bruillard, Éric ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - MOOC in private Chinese universities BT - behavior and attitude of students learning foreign languages JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - This paper investigates private university students’ language learning activities in MOOC platforms and their attitude toward it. The study explores the development of MOOC use in Chinese private universities, with a focus on two modes: online et blended. We conducted empirical studies with students learning French and Japanese as a second foreign language, using questionnaires (N = 387) and interviews (N = 20) at a private university in Wuhan. Our results revealed that the majority of students used the MOOC platform more than twice a week and focused on the MOOC video, materials and assignments. However, we also found that students showed less interest in online communication (forums). Those who worked in the blended learning mode, especially Japanese learning students, had a more positive attitude toward MOOCs than other students. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-621811 SP - 37 EP - 45 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - CHAP A1 - Esveld, Selma van A1 - Vries, Nardo de A1 - Becchetti, Sibilla A1 - Dopper, Sofia A1 - Valkenburg, Willem van A1 - Carlon, May Kristine Jonson A1 - Yokoi, Kensuke A1 - Gayed, John Maurice A1 - Suyama, Hiroshi A1 - Cross, Jeffrey Scott A1 - Jin, Tonje A1 - Xue, Wei A1 - Bruillard, Éric A1 - Steinbeck, Hendrik A1 - Meinel, Christoph A1 - Özdemir, Paker Doğu A1 - Can Bayer, Burak A1 - Mercan, Duygu A1 - Buyurucu, Gamze A1 - Haugsbakken, Halvdan A1 - Hagelia, Marianne A1 - Ebner, Martin A1 - Edelsbrunner, Sarah A1 - Hohla-Sejkora, Katharina A1 - Lipp, Silvia A1 - Schön, Sandra A1 - Xiaoxiao, Wang A1 - Shuangshuang, Guo A1 - Morales-Chan, Miguel A1 - Amado-Salvatierra, Héctor R. A1 - Hernández-Rizzardini, Rocael A1 - Egloffstein, Marc A1 - Hünemohr, Holger A1 - Ifenthaler, Dirk A1 - Dixon, Fred A1 - Trabucchi, Stefania A1 - Khaneboubi, Mehdi A1 - Giannatelli, Ada A1 - Tomasini, Alessandra A1 - Staubitz, Thomas A1 - Serth, Sebastian A1 - Thomas, Max A1 - Koschutnig-Ebner, Markus A1 - Rampelt, Florian A1 - Stetten, Alexander von A1 - Wittke, Andreas A1 - Theeraroungchaisri, Anuchai A1 - Thammetar, Thapanee A1 - Duangchinda, Vorasuang A1 - Khlaisang, Jintavee A1 - Mair, Bettina A1 - Steinkellner, Iris A1 - Stojcevic, Ivana A1 - Zwiauer, Charlotte A1 - Thirouard, Maria A1 - Villèsbrunne, Marie de la A1 - Bernaert, Oliver A1 - Nohr, Magnus A1 - Alario Hoyos, Carlos A1 - Delgado Kloos, Carlos A1 - Kiendl, Doris A1 - Terzieva, Liliya A1 - Concia, Francesca A1 - Distler, Petr A1 - Law, Gareth A1 - Macerata, Elena A1 - Mariani, Mario A1 - Mossini, Eros A1 - Negrin, Maddalena A1 - Štrok, Marko A1 - Neuböck, Kristina A1 - Linschinger, Nadine A1 - Lorenz, Anja A1 - Bock, Stefanie A1 - Schulte-Ostermann, Juleka A1 - Moura Santos, Ana A1 - Corti, Paola A1 - Costa, Luis Felipe Coimbra A1 - Utunen, Heini A1 - Attias, Melissa A1 - Tokar, Anna A1 - Kennedy, Eileen A1 - Laurillard, Diana A1 - Zeitoun, Samar A1 - Wasilewski, Julie A1 - Shlaka, Souhad A1 - Ouahib, Sara A1 - Berrada, Khalid A1 - Dietz, Michael A1 - Roth, Dennis ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Cross, Jeffrey ED - Jonson Carlon, May Kristine ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - EMOOCs 2023 BT - Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - From June 14 to June 16, 2023, Hasso Plattner Institute, Potsdam, hosted the eighth European MOOC Stakeholder Summit (EMOOCs 2023). The pandemic is fortunately over. It has once again shown how important digital education is. How well-prepared a country was could be seen in our schools, universities, and companies. In different countries, the problems manifested themselves differently. The measures and approaches to solving the problems varied accordingly. Digital education, whether micro-credentials, MOOCs, blended learning formats, or other e-learning tools, received a major boost. EMOOCs 2023 focusses on the effects of this emergency situation. How has it affected the development and delivery of MOOCs and other e-learning offerings all over Europe? Which projects can serve as models for successful digital learning and teaching? Which roles can MOOCs and micro-credentials bear in the current business transformation? Is there a backlash to the routine we knew from pre-Corona times? Or have many things become firmly established in the meantime, e.g. remote work, hybrid conferences, etc.? Furthermore, EMOOCs 2023 has a closer look at the development and formalization of digital learning. Micro-credentials are just the starting point. Further steps in this direction would be complete online study programs or full online universities. Another main topic is the networking of learning offers and the standardization of formats and metadata. Examples of fruitful cooperations are the MOOChub, the European MOOC Consortium, and the Common Micro-Credential Framework. The learnings, derived from practical experience and research, are explored in EMOOCs 2023 in four tracks and additional workshops, covering various aspects of this field. In this publication, we present papers from the conference’s Research & Experience Track, the Business Track and the International Track. N2 - Vom 14. bis 16. Juni 2023 fand am Hasso-Plattner-Institut in Potsdam der achte European MOOC Stakeholder Summit (EMOOCs 2023) statt. Die Pandemie ist zum Glück vorbei. Sie hat einmal mehr gezeigt, wie wichtig digitale Bildung ist. Wie gut ein Land darauf vorbereitet war, zeigte sich in unseren Schulen, Universitäten und Unternehmen. In den verschiedenen Ländern haben sich die Probleme unterschiedlich manifestiert. Entsprechend unterschiedlich waren auch die Maßnahmen und Lösungsansätze. Die digitale Bildung, ob Micro-Credentials, MOOCs, Blended-Learning-Formate oder andere E-Learning-Tools, erhielt einen großen Schub. EMOOCs 2023 befasst sich mit den Auswirkungen dieser Notsituation. Wie hat sie die Entwicklung und Bereitstellung von MOOCs und anderen E-Learning-Angeboten in ganz Europa beeinflusst? Welche Projekte können als Modelle für erfolgreiches digitales Lernen und Lehren dienen? Welche Rolle können MOOCs und Micro-Credentials bei der aktuellen Transformation der Wirtschaft spielen? Gibt es eine Rückbesinnung auf die Routine, die wir aus der Zeit vor Corona kennen? Oder haben sich viele Dinge inzwischen fest etabliert, z.B. Remote Work, hybride Konferenzen, etc. Darüber hinaus wirft EMOOCs 2023 einen genaueren Blick auf die Entwicklung und Formalisierung des digitalen Lernens. Microcredentials sind nur der Anfang. Weitere Schritte in diese Richtung wären komplette Online-Studiengänge oder vollständige Online-Universitäten. Ein weiteres Schwerpunktthema ist die Vernetzung von Lernangeboten und die Standardisierung von Formaten und Metadaten. Beispiele für fruchtbare Kooperationen sind der MOOChub, das European MOOC Consortium und das Common Micro-Credential Framework. Die aus der Praxis und der Forschung gewonnenen Erkenntnisse werden auf der EMOOCs 2023 in vier Tracks und zusätzlichen Workshops zu verschiedenen Aspekten des Themas vertieft. In dieser Publikation stellen wir Beiträge aus dem Research & Experience Track, dem Business Track und dem International Track vor. KW - MOOC KW - digital education KW - e-learning KW - online course design KW - online course creation KW - micro-credential KW - micro degree KW - online teaching KW - MOOC KW - Onlinekurs KW - Digitale Bildung KW - Online-Lehre KW - Kursdesign KW - Onlinekurs-Produktion KW - Micro Degree Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-576450 ER -