El objetivo general de este trabajo es explorar, analizar y describir los factores y elementos que intervienen en la transferencia del aprendizaje a las tareas laborales cotidianas como consecuencia de haber asistido a un curso de formación relacionado con el trabajo. Este trabajo explora y analiza el concepto de transferencia del aprendizaje desde diferentes enfoques teóricos e indaga sobre los factores que intervienen en este proceso a través de cuatro estudios realizados en dos contextos de formación para el trabajo y el empleo: dos en el contexto de formación profesional para empleo y otros dos el contexto de formación permanente del profesorado universitario. En la primera parte se presenta una aproximación teórica al concepto de transferencia del aprendizaje desde la psicología y la pedagogía y desde la perspectiva del desarrollo de recursos humanos. En la segunda parte se exponen cuatro estudiossobre transferencia del aprendizaje en contextos de formación para el trabajo y el empleo basados en una metodología empírico-analítica de investigación. Estos estudios, si bien son independientes entre sí, todos abordan la cuestión de la transferencia del aprendizaje y se asientan en una metodología de investigación empírico-analítica. / The work presents fourre search studies about the transfer of learning in job-related training contexts. The overall objective of these studies is to explore, analyze and describe the factors and elements in volved in the transfer of learning back to work after participants have attended a training course related to the ir work. The work explores and analyzes the concept of transfer of learning from different theor etical approaches and explores the factors in volved in this process through four studies in two contexts of job-related training: two studies were conducted in Subsystem professional training for employment context and other two studies were conducted in the context of academic teacher training in higher education institutions. The first part presents a conceptual literature review of the transfer of learning concept from a psychology and pedagogy approach and human resource development approach. These cond part presents four studies on transfer of learning in the context of job-related training. These studies, although they are independent of one another, all address theis sue of the transfer of learning and are based on an empirical-analytic research methodology.

International Telemetering Conference Proceedings / October 17-20, 1994 / Town & Country Hotel and Conference Center, San Diego, California / Testing of airborne weapons systems often requires that a scoring system be placed on the target drone to obtain critical miss distance data. Advanced weapons utilizing directional warheads often require a scoring system which yields vector, miss distance and miss direction, information. Scalar scoring systems currently in use are relatively simple and inexpensive. Vector scoring systems are typically complex and the cost of systems which are currently available or are being developed can be prohibitively expensive. Due to the current military budget decline, development of a low cost vector scoring system is desirable This paper introduces a low cost vector scoring system developed for airborne target drones and based on an inexpensive scalar scoring system currently in use. To meet the low cost criteria, vector operation is achieved via minimal modifications to the existing scalar system.

Recurrent infection with human respiratory syncytial virus (RSV) is one of the most common causes for lower respiratory tract illness (LRI) in infants, the elderly, and immunocompromised individuals. Due to lack of vaccines and therapeutic interventions, medical care of acute RSV bronchiolitis is mostly limited to supportive measures. Thus, novel treatment options to control RSV infection are desperately required. The cationic host defence peptide human cathelicidin LL-37 possesses both microbicidal and immunomodulatory properties. This essential effector of the innate immune system holds potent antiviral activity against a variety of viruses, including influenza virus, and has been proposed as a promising candidate for antiviral drug development. Previous studies revealed that lower cathelicidin levels put RSV infected infants at risk for more severe RSV disease, while infection of lung epithelial cells induced cathelicidin up-regulation. These findings suggest that LL-37 might possess antiviral activity against RSV. However, its potential antiviral function on RSV remains to be elucidated. This thesis therefore aimed to evaluate the antiviral activity of cathelicidins against RSV, by assessing its relevance in vitro and in vivo and elucidating the underlying antiviral mechanism. Firstly, the antiviral effects of human cathelicidin LL-37 against RSV were addressed in vitro. Presence of LL-37 during infection potently reduced viral titres and protected cells against virus-associated cytopathic effects. Experiments revealed that only the core region of LL-37 holds antiviral activity against RSV. Antiviral effects were also observed for the murine LL-37 orthologue mCRAMP. Administration of LL-37 at different stages in the infection cycle provided evidence that LL-37 can be used preventatively, protecting against RSV infection by directly acting on both cells and viral particles. When given therapeutically, once an infection was established, LL-37 also limited viral spread. Next, the molecular mechanism mediating the peptide’s antiviral activity was investigated. It was demonstrated that LL-37 does not affect the interferon-mediated cellular antiviral immune response to RSV. Experiments established that LL-37 does not contribute to viral clearance by inducing epithelial cell death. Further mechanistic studies revealed that the peptide directly binds to RSV particles, destabilises the integrity of the viral envelope, and prevents adsorption of RSV to epithelial cells during the entry stage of infection. Finally, the in vivo relevance of LL-37 treatment and endogenous cathelicidin expression was examined, employing both murine and human model systems. It was established that LL-37 has protective antiviral effects against RSV in vivo. In contrast to the cell culture model, only co-administration of LL-37 and RSV, but not treatment prior or post infection, protects mice from clinical signs of infection. Levels of the murine LL-37 orthologue mCRAMP were increased in RSV infected lungs, pointing towards its importance in antiviral defence. In keeping with this, mCRAMP-deficient mice were more susceptible to RSV induced disease. Equally, individuals with low nasal LL-37 baseline levels that were experimentally challenged with RSV, were more susceptible to infection. This highlights the importance of endogenous cathelicidin expression to fight and control RSV infection. Overall, these results identify LL-37 as an important antiviral agent against RSV in vitro and in vivo, and emphasise the role of endogenous cathelicidins in the defence against this pathogen. Moreover, unravelling the underlying antiviral mechanism of LL-37 against RSV adds to our understanding of how CHDP act on enveloped viruses, thus supporting the development of new antiviral treatment options.

by J.C. Slater. / "April 3, 1947." / Includes bibliographical references. / Army Signal Corps Contract No. W-36-039 sc-32037

The Herpes simplex virus (HSV) is a virus that commonly infects the skin, and mucous membrane of the mouth, genitalia, and the eye. HSV-1 is the strain that is most commonly associated with corneal infections, and it is the most frequent cause of corneal blindness in North America [1]. Currently no cure is available, and many limitations are characterized by the currently available synthetic antiviral drugs, which suggest the need for other potential drug alternatives and delivery strategies. Anti-microbial peptides are naturally occurring peptides that are potent killers of a broad range of micro-organisms, including bacteria, fungi, and viruses [2]. AMPs are known to be a key component of the innate immune response at the human ocular surface. The human cathelicidin-derived AMP, LL-37, expressed in human corneal epithelial cells provides a wide range of protection against viral pathogens such as HSV-1 [3]. My thesis research addressed the design and recombinant production of hybrid AMP sequences containing LL-37 with the potential ability to form chemical or physical associations with a Collagen scaffold material, such as those used in current artificial cornea constructs to address the need for alternative anti-viral drugs. Three fusion proteins were tested, and compared for feasible design anti-microbial peptide expression and purification in E. coli. It was illustrated that the thioredoxin and SUMO fusion systems are good candidates for successful recombinant production of active designed peptides. The point-mutated LL-37 sequence was successfully expressed and purified using the thioredoxin fusion system. It was demonstrated that this modified LL-37 was effective against HSV-1 infection. The SUMO system was used to express the bio-functional LL-37 containing a collagen-binding sequence. Further work is required to address issues regarding recombinant AMP production, such as increasing enzymatic cleavage efficacy, and minimizing proteolytic degradation or modification.

The Herpes simplex virus (HSV) is a virus that commonly infects the skin, and mucous membrane of the mouth, genitalia, and the eye. HSV-1 is the strain that is most commonly associated with corneal infections, and it is the most frequent cause of corneal blindness in North America [1]. Currently no cure is available, and many limitations are characterized by the currently available synthetic antiviral drugs, which suggest the need for other potential drug alternatives and delivery strategies. Anti-microbial peptides are naturally occurring peptides that are potent killers of a broad range of micro-organisms, including bacteria, fungi, and viruses [2]. AMPs are known to be a key component of the innate immune response at the human ocular surface. The human cathelicidin-derived AMP, LL-37, expressed in human corneal epithelial cells provides a wide range of protection against viral pathogens such as HSV-1 [3]. My thesis research addressed the design and recombinant production of hybrid AMP sequences containing LL-37 with the potential ability to form chemical or physical associations with a Collagen scaffold material, such as those used in current artificial cornea constructs to address the need for alternative anti-viral drugs. Three fusion proteins were tested, and compared for feasible design anti-microbial peptide expression and purification in E. coli. It was illustrated that the thioredoxin and SUMO fusion systems are good candidates for successful recombinant production of active designed peptides. The point-mutated LL-37 sequence was successfully expressed and purified using the thioredoxin fusion system. It was demonstrated that this modified LL-37 was effective against HSV-1 infection. The SUMO system was used to express the bio-functional LL-37 containing a collagen-binding sequence. Further work is required to address issues regarding recombinant AMP production, such as increasing enzymatic cleavage efficacy, and minimizing proteolytic degradation or modification.

No description available.

El objetivo de la investigación de tesis es determinar qué efectos tiene la aplicación de un único sistema de comunicación destinado a la enseñanza a distancia en su modalidad de e - learning. La investigación establece como base, que la aplicación un modelo de comunicación específico para la elaboración e impartición de un curso de e - learning, mejora el rendimiento de los alumnos que lo realizan.La base teórica desarrollada en los primeros capítulos avala la construcción de un modelo de comunicación, el cual fue aplicado en una práctica experimental, que se indica en la segunda parte de la tesis. La conclusión general a la vista de los resultados experimentales, establece la importancia que tiene la comunicación como eje de toda la estructura necesaria para la producción, diseño y gestión de un curso de e - learning. / The objective of the thesis investigation is to determine what effects have the application of an only system of communication destined to remote education in their modality of and - learning.The investigation establishes as base the application of the specific model of communication for the elaboration and teaching of a course of e - learning, improves the results of the students who make it..A developed theoretical base in the first chapters guarantees the construction of a communication model, which was applied in an experimental practice, that it is indicated in the second part of the thesis.The general conclusion at sight of the experimental results, establishes the importance has had the communication like axis of all the necessary structure for the production, design and management of a course of e - learning.

No description available.

El objetivo de esta investigación ha sido explorar las condiciones del cambio curricular a partir de la identificación, análisis e interpretación de las concepciones y prácticas vinculadas con la innovación de un grupo de profesores de secundaria con formación inicial no universitaria, que participó de la capacitación en el Centro de Pedagogías de Anticipación (CePA) de la Ciudad de Buenos Aires. El estudio se ocupa de validar la hipótesis que la innovación curricular excede las cuestiones estrictamente metodológicas de la enseñanza, camino usualmente postulado como más eficaz, siendo el escenario de la concepción y organización del conocimiento una pieza clave para incentivar la renovación. En cuanto a las condiciones del cambio que se desprenden del análisis, las asociadas a la dimensión socio-cultural, revelan los motivos por los que la asignatura es percibida como encargada de enseñar toponimia y regiones y procedimientos acordes como la localización en un mapa y se destaca el papel que ha tenido la propia disciplina como productora de un saber generador de discursos naturalizantes sobre las sociedades y los territorios. En el plano epistemológico, los discursos escolares no son transposiciones directas de los discursos disciplinares, porque el campo de la didáctica de la geografía se fue construyendo como lugar de encuentro, decantación y circulación no solo de tópicos sobre el territorio afines con ciertas tradiciones teóricas -sobre todo la regional y la geopolítica-, sino también de una variedad de visiones provenientes de otras fuentes -el ensayo histórico y sociológico, el saber estadístico y geológico, las elaboraciones de los círculos diplomáticos y militares- cuyos discursos la didáctica se ha ocupado de canonizar como contenido escolar. De acuerdo con la investigación, los fundamentos de la epistemología escolar del docente innovador hacen foco en la significatividad-relevancia del contenido y esta idea actúa como criterio guía en las elecciones relativas al temario escolar: atención al contexto socio-cultural, vinculación del grupo de alumnos con el tema-problema, potencialidad del tema-problema para desarrollar debates sobre valores y presencia del tema-problema en la agenda pública. En la dimensión de la enseñanza, reconocer el trasfondo de permanencia presente en la epistemología práctica de los docentes, permite una mirada y una valoración más certera de los alcances de las innovaciones que van operándose en el currículum. En el plano de la formación inicial, acortar la brecha entre geografía académica y geografía escolar es clave para superar las deficiencias de la formación en didáctica de las ciencias sociales, tanto en sus aspectos epistemológico-disciplinares como pedagógicos. Se ratifica la necesidad de producir fuertes transformaciones en la formación inicial, para desmantelar las visiones cerradas acerca de los procesos de enseñanza y aprendizaje, la concepción de la asignatura como continente de todo el saber relevante, pasible si acaso de retoques posteriores y para desmontar la lógica que considera que los fundamentos teóricos de la formación son universales y válidos para todo tiempo y lugar. En el plano de la formación continua, el análisis permite validar la idea que la capacitación es inherente a la innovación. Se destaca la necesidad de que la capacitación no opere a modo de barniz o de legitimación de prácticas, para que en los espacios de formación se recuperen las formas en las que los docentes conciben la enseñanza de la geografía y en ese marco poner en cuestión, sin desautorizar, las prácticas. Visualizar la capacitación como problematización de la enseñanza y no como mero cuestionamiento de las prácticas vigentes, permite considerar los problemas de la enseñanza como punto de llegada y no de partida de la formación continua, desnaturalizar las prácticas y plantear otros modos de vinculación con el conocimiento. / The research examines an innovative experience undertaken by a group of high-school teachers trained at the Center for Anticipatory Learning Techniques (Centro de Pedagogías de Anticipación, CePA) of Buenos Aires City, who were not initially university graduates, in order to explore the conditions surrounding curricular change through the identification, analysis and interpretation of the conceptual and practical dimensions underpinning their experience. This study seeks to prove the premise that curricular innovation does not merely depend on the question of learning methodologies - generally deemed the most effective means to achieve it - and it portends that a key factor in bringing about innovation is the environment where knowledge is born and organized.As to the conditions for change that emerge from the analysis, it is noted that changes relating to socio-cultural factors explain why geography courses are perceived mainly as a means for teaching geographical names, regions and related procedures such as searching locations on a map, thereby turning geography courses into an important source of knowledge from a perspective that seeks to explain societies and territories from a "naturalistic" approach.At the epistemological level, the study notes that school discourse does not directly mirror disciplinary discourse. The teaching of geography has evolved as a building process for meeting, dissecting and circulating not only territorial topics stemming from some theoretical assumptions (mainly from the regional and geopolitical perspectives), but also from a variety of visions that reflect prevailing historical and sociological analyses, statistics, geological facts, as well as military and diplomatic rationalizations that filtered into school teaching contents. It is clear from the research that the epistemological foundation on which the examined group of innovative teachers proceeded focussed on the significance and relevance of teaching contents: these became the guiding principles for the selection of school subjects. Central to this approach was the socio-cultural context - the relationship of the group of students to the subject/issue; the possible development of the subject/issue as a point of departure for debating values; and the presence of the subject/issue in the public agenda. It is stated that from a teacher´s perspective, acknowledging the existence of a contextual background in the teachers´ epistemological practice opens the way to a wider and more accurate assessment of the innovations that are incorporated into the curriculum than has been the case in the absence of such recognition. At the initial levels of training, reducing the gap between academic and school geography is essential to correct the existing deficits in social sciences, both in their epistemological and disciplinary aspects and in their pedagogical dimension. Significant changes should be applied at the initial school training stages to eliminate closed visions of teaching and learning processes and to dismiss the idea that the course is the repository of all relevant knowledge, subject only to minor future modifications, if at all. Changes belie the logic according to which the theoretical underpinnings of training remain universally valid at all times.At the level of continuous education, the analysis validates the notion that capacity-building is inherent to innovation. It is stressed that training should not be used as a thin layering that legitimizes existing practices and perpetuates them in order to avoid critical reassessments. If training is approached as raising problems in teaching and not merely questioning prevailing practices, it is possible to conceive of teaching problems as a point of arrival, rather than a point of departure in continuous education, thus opening the way to the transformation of practices and the search for other ways of relating to knowledge.