The postsynaptic density (PSD) is a complex, dynamic structure composed of ~2000 distinct proteins, found at the postsynaptic membrane. Interactions, of transient and non-transient nature, organise the PSD’s constituent parts into a protein complex, which functions as an intricately regulated molecular machine, orchestrating the mediation and regulation of synaptic transmission and synaptic plasticity. Furthermore, many of the proteins found in this complex have been linked to synaptic and behavioural plasticity, basic cognition or disease. Although, through proteomics we have accumulated a lot of information on the constituent parts of this machine as well smaller sub-networks representing pathways, not a lot is known about the organisational principles of the PSD. In this project our aim is to develop a standardised approach to reconstructing protein interaction networks from PSD proteomics data, providing a descriptive integrative model. Using these models we also performed an analysis elucidating parts of these organisational principles. We applied this method on two murine postsynaptic density proteomics datasets and found a persistent modular architecture of biological significance. Furthermore, given the lack of substantial evidence on the composition and architecture of postsynaptic density interaction networks of other model organisms, we decided to perform an affinity purification of Drosophila melanogaster postsynaptic density proteins and perform a similar analysis. The resulting model corroborated theoretical predictions of a lower complexity but similar functionality and also showed a modular architecture. As a final analysis we compared the two models from a structural and evolutionary perspective attempting to elucidate the mechanisms of evolution of this molecular machine. The results of this analysis implied that a whole component rather than just individual proteins of the fly protein interaction network have been conserved, highlighting the importance of the aforementioned organisational principles.

Магистерская диссертация посвящена изучению муниципальных практик сетевого взаимодействия в общеобразовательных организациях г. Екатеринбурга и разработке технологий их развития. В работе рассмотрены концептуальные и нормативно-правовые основы развития сетевого взаимодействия в системе среднего образования в Российской Федерации. В ней представлены результаты эмпирического исследования, посвященного практикам сетевого взаимодействия в среднем общем образовании г. Екатеринбурга. Автор диссертации предлагает рекомендации и проект по совершенствованию организации сетевого взаимодействия в среднем общем образовании г. Екатеринбурга. / The master's dissertation is devoted to the study of municipal practices of network interaction in education organizations in Yekaterinburg and development of technologies for their development. The dissertation considers the conceptual and regulatory framework for the development of network interaction in the secondary education system in the Russian Federation. It presents the results of an empirical study on the practices of networking in secondary education in Yekaterinburg. The author of the dissertation offers recommendations and a project to improve the organization of network interaction in secondary education in Yekaterinburg.

No description available.

Выпускная квалификационная работа содержит 209 с., 32 рис., 36 табл., 59 источн., 9 прил. Развитие сетевого взаимодействия в системе среднего общего образования как управленческая проблема. Объектом исследования является сетевое взаимодействие в системе среднего общего образования. Предмет исследования – управление сетевым взаимодействием в системе среднего общего образования городского округа город Урай. Цель исследования: теоретико-прикладное исследование проблем управления сетевым взаимодействием в системе среднего общего образования, разработка комплекса рекомендаций для его развития в условиях северного региона (муниципальное образование городской округ город Урай). Основными методами проведения исследования стали теоретический анализ нормативно-правовых актов и научной литературы, экспертный опрос, анкетирование, календарное, сетевое, ресурсное планирование. В процессе исследования были рассмотрены теоретико-методологические и правовые основы организации сетевого взаимодействия в системе среднего общего образования, дана характеристика системы среднего общего образования городского округа город Урай, описаны основные позиции проведенного эмпирического исследования. Результатом исследования является система рекомендаций по организации процесса реализации сетевого взаимодействия в образовательном пространстве города Урай и проект профориентационной направленности «Сетевое взаимодействие между школами, организациями дополнительного образования различной направленности и территориально-производственным предприятием города Урай». / The final qualifying work contains 209 pages, 32 figures, 36 tables, 59 sources, 9 applications. Development of network interaction in the secondary general education system as a management problem. The object of the research is network interaction in the system of secondary general education. The subject of the research is the management of network interaction in the system of secondary general education of the urban district, the city of Urai. Purpose of the research: theoretical and applied research of the problems of network interaction management in the system of secondary general education, the development of a set of recommendations for its development in the conditions of the northern region (the municipal formation of the urban district city of Urai). The main research methods were theoretical analysis of regulatory legal acts and scientific literature, expert survey, questionnaires, calendar, network, resource planning. In the course of the research, the theoretical, methodological and legal foundations of the organization of network interaction in the system of secondary general education were considered, the characteristics of the system of secondary general education of the urban district of the city of Urai were given, and the main positions of the empirical study were described. The result of the study is a system of recommendations for organizing the process of implementing network interaction in the educational space of the city of Urai and a career guidance project "Network interaction between schools, organizations of additional education of various orientations and a territorial production enterprise of the city of Urai".

Over the past 150 years of neuroscientific research, the field has undergone a tremendous evolution. Starting out with lesion-based inference of brain function, functional neuroimaging, introduced in the late 1980s, and increasingly fine-grained and sophisticated methods and analyses now allow us to study the live neural correlates of complex behaviors in individuals and multiple agents simultaneously. Classically, brain-behavior coupling has been studied as an association of a specific area in the brain and a certain behavioral outcome. This has been a crucial first step in understanding brain organization. Social cognitive processes, as well as their neural correlates, have typically been regarded and studied as isolated functions and blobs of neural activation. However, as our understanding of the social brain as an inherently dynamic organ grows, research in the field of social neuroscience is slowly undergoing the necessary evolution from studying individual elements to how these elements interact and their embedding within the overall brain architecture. In this article, we review recent studies that investigate the neural representation of social cognition as interacting, complex, and flexible networks. We discuss studies that identify individual brain networks associated with social affect and cognition, interaction of these networks, and their relevance for disorders of social affect and cognition. This perspective on social cognitive neuroscience can highlight how a more fine-grained understanding of complex network (re-)configurations could improve our understanding of social cognitive deficits in mental disorders such as autism spectrum disorder and schizophrenia, thereby providing new impulses for methods of interventions.

近年來數位閱讀逐漸受到重視，許多閱讀標註系統被發展出來輔助提升數位閱讀成效，然而至今卻尚未出現具遊戲化激勵機制的閱讀標註系統。過去許多研究指出，遊戲化學習不但有助於提升學生的學習動機，並且透過遊戲競爭有助於激勵學習。因此本研究在「雲端高互動合作式閱讀標註系統」上發展遊戲化激勵機制，以探討採用有無遊戲化激勵機制之「雲端高互動合作式閱讀標註系統」輔以合作閱讀學習下，對於標註行為、閱讀理解成效、社會網絡互動及沉浸經驗的影響差異。此外，也探討不同性別與學習風格的學習者在有無遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀學習下，其標註行為、閱讀理解成效、社會網絡互動及沉浸經驗彼此之間是否具有顯著差異。 研究結果發現：（1）採用具遊戲化激勵機制之「雲端高互動合作式閱讀標註系統」輔以合作閱讀的學習者，在標註總次數、基本標註次數、進階標註次數與標註能力上均顯著優於採用不具遊戲化激勵機制的學習者；（2）男性與女性學習者以及主動型、反思型與感覺型學習者採用具遊戲化激勵機制之「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在標註總次數、基本標註次數、進階標註次數與標註能力上均顯著優於採用不具遊戲化激勵機制的系統；（3）直覺型學習者採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在標註總次數、基本標註次數與標註能力上均顯著優於採用不具遊戲化激勵機制的系統；（4）感覺型學習者採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在詮釋理解的表現上顯著優於採用不具遊戲化激勵機制的系統；（5）採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀的學習者，在程度中心度、接近中心度與中介中心度上均顯著優於採用不具遊戲化激勵機制的學習者；（6）男性與女性以及主動型、反思型、感覺型與直覺型的學習者採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在程度中心度與接近中心度上均顯著優於採用不具遊戲化激勵機制的系統；（7）採用具有遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀的學習者，在第一階段(投入)與整體沉浸經驗上均顯著優於採用不具有遊戲化激勵機制的學習者；（8）感覺型的學習者採用具有遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在第一階段(投入)的沉浸經驗上顯著優於採用不具有遊戲化激勵機制的系統；（9）學習者透過具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀學習後，對於系統的滿意度極高。 最後，基於研究結果，本研究亦提出對教師、閱讀推廣單位的建議，也提出幾個未來的研究方向。 / The emphasis on digital reading has various reading annotation systems being developed for enhancing digital reading achievement. However, there has not been a reading annotation system with gamification motivate mechanism. Past research indicated that gamification learning could enhance students’ learning motivation and motivate learning willingness through game-based competition. Accordingly, the Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism is developed in this study to compare its effects on annotation behavior, reading comprehension achievement, social network interaction, and immersion experience with those without gamification motivate mechanism. Under the Cloud-based High-Interaction Cooperative Reading Annotation System with/ without gamification motivate mechanism, the differences among learners with distinct gender and learning styles in the annotation behavior, reading comprehension achievement, social network interaction, and immersion experience are also investigated. The research findings are summarized as following. (1) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading significantly outperform those without gamification motivate mechanism on total number of annotation, number of basic annotation, number of advance annotation, and annotation ability. (2) Male, female, active, reflective, and sensing learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading remarkably outperform those without gamification motivate mechanism on total number of annotation, number of basic annotation, number of advance annotation, and annotation ability. (3) Intuitive learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading notably outperform those without gamification motivate mechanism on total number of annotation, number of basic annotation, and annotation ability. (4) Sensing learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading significantly outperform those without gamification motivate mechanism on reading achievement for interpreting, integrating, and evaluating processes.(5) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading remarkably outperform those without gamification motivate mechanism on degree centrality, closeness centrality, and betweenness centrality. (6) Male, female, active, reflective, sensing, and intuitive learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading outperform those without gamification motivate mechanism on degree centrality and closeness centrality. (7) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading notably outperform those without gamification motivate mechanism on the first stage (engagement) and overall immersion experience. (8) Sensing learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading significantly outperform those without gamification motivate mechanism on immersion experience at the first stage (engagement). (9) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading present extremely high system satisfaction. Based on the research results, suggestions for teachers and reading promotion units as well as for future research are proposed.