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RISS 인기검색어
- 검색키워드
- 저자 : Levin Matthew (검색결과 3 건)
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Peripheral B cell selection on the basis of BCR: Identification and characterization
Levine, Matthew Howard Yale University 2001 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
B cells are bone marrow-derived lymphocytes that exit to the spleen as immature cells and complete their maturation in the peripheral immune system. The B cell receptor (BCR) repertoire is significantly shaped by selection during B cell maturation. Negative selection is essentially complete by the time immature B cells exit the bone marrow, but has not been clear whether positive selection significantly shapes the BCR repertoire. In this thesis, we first identify a selection event that occurs at the immature to mature B cell developmental step in the periphery of the mouse. The characteristics of this selection event are most consistent with positive selection. We also note that this selection event occurs in transgenic mouse strains that bear different BCR repertoires. We then characterize this selection event and show that it is dependent upon secreted immunoglobulin (Ig) but is unaffected in mice lacking nonpathogenic gut flora. In all, we describe a newly identified B cell selection event that takes place during a developmental step where selection on the basis of BCR was unknown, and we further develop fundamental characteristics of this selection process.
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The sixties and the Cold War university: Madison, Wisconsin and the development of the New Left
Levin, Matthew The University of Wisconsin - Madison 2009 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
The history of the sixties at the University of Wisconsin-Madison is both typical of other large universities in the United States and, at the same time, distinctive within the national and even international upheaval that marked the era. Madison's history shows how higher education transformed in the decades after World War II, influenced deeply by the Cold War struggle with the Soviet Union. Universities became increasingly important to the Cold War effort, with many schools developing close ties with the federal government and especially its national security agencies. The Cold War also helped underwrite a massive expansion of university enrollment in the 1950s and 1960s, while universities offered a space for anti-Cold War dissent. These tensions in Cold War-era higher education were exposed during the war in Vietnam, and they fueled and focused the campus-based protest movement that emerged in the sixties. In Madison, two of the era's most important protests, a 1966 draft sit-in and a 1967 demonstration against interviewers from Dow Chemical Company, indicated how the struggle over the Cold War university contributed to the New Left. Madison's New Left also had its own distinctive development. Students in the 1950s maintained a critique of American foreign and domestic politics, while signs of a New Left emerged by the middle and later years of the decade. Madison developed a vibrant intellectual community during these years, the result of Wisconsin's Progressive political tradition, a number of irreverent and sometimes even radical faculty members, and a mix of students that included Wisconsin radicals and out-of-state Jews. Established in 1959, the journal Studies on the Left was one product of this community, its development highlighting the importance of 1950s student politics in the emergence of the New Left even as its criticism of American imperialism and liberalism spread outside of Madison.
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Levin, Daniel Matthew University of Maryland, College Park 2008 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
This study concerns the issue of secondary science teachers' attention. In particular, I consider if, how, and when science teachers attend to the substance of student thinking, which is called for by science education reform (NRC, 2007). Using a case study approach, and drawing on ethnographic data sources, I explore what novice and experienced secondary science teachers regularly attend to while teaching, what shapes teachers' attention, and how teachers' attention is consequential for students' science learning. I find that both novice and experienced teachers can attend to the substance of student thinking, although the institutional and social systems of school draw teachers' attention to other foci---particularly to correctness of conceptual knowledge and the vocabulary that signals correctness and "misconceptions." Furthermore, I argue that when teachers regularly attend to the substance of student thinking, they can contribute to a classroom culture that supports student inquiry. I discuss implications of this work for understanding teaching and for teacher education and professional development, and I suggest areas for future research that are motivated by these findings.
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