Article
Refine
Year of publication
Document Type
- Article (3149) (remove)
Language
- English (3149) (remove)
Has Fulltext
- no (3149) (remove)
Keywords
- avalanche (5)
- Earthquake (4)
- LAPS (4)
- field-effect sensor (4)
- frequency mixing magnetic detection (4)
- CellDrum (3)
- Heparin (3)
- capacitive field-effect sensor (3)
- hydrogen peroxide (3)
- magnetic nanoparticles (3)
- snow (3)
- tobacco mosaic virus (TMV) (3)
- Bacillus atrophaeus (2)
- Chemometrics (2)
- Drinfeld modules (2)
- Empirical process (2)
- Field-effect sensor (2)
- Goodness-of-fit test (2)
- Hot S-parameter (2)
- IR spectroscopy (2)
Institute
- Fachbereich Medizintechnik und Technomathematik (1299)
- INB - Institut für Nano- und Biotechnologien (484)
- Fachbereich Chemie und Biotechnologie (454)
- Fachbereich Elektrotechnik und Informationstechnik (400)
- IfB - Institut für Bioengineering (388)
- Fachbereich Energietechnik (354)
- Fachbereich Luft- und Raumfahrttechnik (240)
- Fachbereich Maschinenbau und Mechatronik (142)
- Fachbereich Wirtschaftswissenschaften (105)
- Fachbereich Bauingenieurwesen (64)
- Solar-Institut Jülich (41)
- ECSM European Center for Sustainable Mobility (23)
- Sonstiges (21)
- Institut fuer Angewandte Polymerchemie (20)
- Freshman Institute (17)
- MASKOR Institut für Mobile Autonome Systeme und Kognitive Robotik (14)
- Fachbereich Gestaltung (12)
- Nowum-Energy (12)
- Fachbereich Architektur (9)
- ZHQ - Bereich Hochschuldidaktik und Evaluation (5)
Mouse nongenotoxic hepatocarcinogens phenobarbital (PB) and chlordane induce hepatomegaly characterized by hypertrophy and hyperplasia. Increased cell proliferation is implicated in the mechanism of tumor induction. The relevance of these tumors to human health is unclear. The xenoreceptors, constitutive androstane receptors (CARs), and pregnane X receptor (PXR) play key roles in these processes. Novel “humanized” and knockout models for both receptors were developed to investigate potential species differences in hepatomegaly. The effects of PB (80 mg/kg/4 days) and chlordane (10 mg/kg/4 days) were investigated in double humanized PXR and CAR (huPXR/huCAR), double knockout PXR and CAR (PXRKO/CARKO), and wild-type (WT) C57BL/6J mice. In WT mice, both compounds caused increased liver weight, hepatocellular hypertrophy, and cell proliferation. Both compounds caused alterations to a number of cell cycle genes consistent with induction of cell proliferation in WT mice. However, these gene expression changes did not occur in PXRKO/CARKO or huPXR/huCAR mice. Liver hypertrophy without hyperplasia was demonstrated in the huPXR/huCAR animals in response to both compounds. Induction of the CAR and PXR target genes, Cyp2b10 and Cyp3a11, was observed in both WT and huPXR/huCAR mouse lines following treatment with PB or chlordane. In the PXRKO/CARKO mice, neither liver growth nor induction of Cyp2b10 and Cyp3a11 was seen following PB or chlordane treatment, indicating that these effects are CAR/PXR dependent. These data suggest that the human receptors are able to support the chemically induced hypertrophic responses but not the hyperplastic (cell proliferation) responses. At this time, we cannot be certain that hCAR and hPXR when expressed in the mouse can function exactly as the genes do when they are expressed in human cells. However, all parameters investigated to date suggest that much of their functionality is maintained.
We introduce a new way to measure the forecast effort that analysts devote to their earnings forecasts by measuring the analyst's general effort for all covered firms. While the commonly applied effort measure is based on analyst behaviour for one firm, our measure considers analyst behaviour for all covered firms. Our general effort measure captures additional information about analyst effort and thus can identify accurate forecasts. We emphasise the importance of investigating analyst behaviour in a larger context and argue that analysts who generally devote substantial forecast effort are also likely to devote substantial effort to a specific firm, even if this effort might not be captured by a firm-specific measure. Empirical results reveal that analysts who devote higher general forecast effort issue more accurate forecasts. Additional investigations show that analysts' career prospects improve with higher general forecast effort. Our measure improves on existing methods as it has higher explanatory power regarding differences in forecast accuracy than the commonly applied effort measure. Additionally, it can address research questions that cannot be examined with a firm-specific measure. It provides a simple but comprehensive way to identify accurate analysts.
Modern industry and multi-discipline projects require highly trained individuals with resilient science and engineering back-grounds. Graduates must be able to agilely apply excellent theoretical knowledge in their subject matter as well as essential practical “hands-on” knowledge of diverse working processes to solve complex problems. To meet these demands, university education follows the concept of Constructive Alignment and thus increasingly adopts the teaching of necessary practical skills to the actual industry requirements and assessment routines. However, a systematic approach to coherently align these three central teaching demands is strangely absent from current university curricula. We demonstrate the feasibility of implementing practical assessments in a regular theory-based examination, thus defining the term “blended assessment”. We assessed a course for natural science and engineering students pursuing a career in biomedical engineering, and evaluated the benefit of blended assessment exams for students and lecturers. Our controlled study assessed the physiological background of electrocardiograms (ECGs), the practical measurement of ECG curves, and their interpretation of basic pathologic alterations. To study on long time effects, students have been assessed on the topic twice with a time lag of 6 months. Our findings suggest a significant improvement in student gain with respect to practical skills and theoretical knowledge. The results of the reassessments support these outcomes. From the lecturers ́ point of view, blended assessment complements practical training courses while keeping organizational effort manageable. We consider blended assessment a viable tool for providing an improved student gain, industry-ready education format that should be evaluated and established further to prepare university graduates optimally for their future careers.