Results 61 to 70 of about 2,672,764 (289)

Assessment for learning and for self-regulation [PDF]

open access: yes, 2015
Drawing on a research study of formative assessment practices in Irish schools, this paper traces the design, development and pilot of the Assessment for Learning Audit instrument (AfLAi) - a research tool for measuring teachers’ understanding and ...
Lysaght, Zita
core   +1 more source

Network divergence analysis identifies adaptive gene modules and two orthogonal vulnerability axes in pancreatic cancer

open access: yesMolecular Oncology, EarlyView.
Tumors contain diverse cellular states whose behavior is shaped by context‐dependent gene coordination. By comparing gene–gene relationships across biological contexts, we identify adaptive transcriptional modules that reorganize into distinct vulnerability axes.
Brian Nelson   +9 more
wiley   +1 more source

HUBUNGAN REGULASI DIRI DENGAN FEAR OF MISSING OUT PADA PENGGUNA TIKTOK DEWASA AWAL [PDF]

open access: yes
Social media has become an important part of the daily lives of many individuals, especially among early adulthood. One of the popular social media platforms is TikTok. Majority TikTok users in Indonesia come from early adulthood, in age range from 18 to
Febriani, Mutia Indria
core  

Simple Models for Turbulent Self-Regulation in Galaxy Disks [PDF]

open access: yes, 1999
We propose that turbulent heating, wave pressure and gas exchanges between different regions of disks play a dominant role in determining the preferred, quasi-equilibrium, self-similar states of gas disks on large-scales.
Broeils A. H.   +8 more
core   +3 more sources

Hippo pathway at the crossroads of stemness and therapeutic resistance in breast cancer

open access: yesMolecular Oncology, EarlyView.
Dysregulation of the Hippo pathway drives nuclear accumulation of YAP/TAZ, activating stemness‐related transcriptional programs that sustain breast cancer stemness and fuel therapeutic resistance across subtypes, underscoring Hippo signaling as a targetable vulnerability. Figure created and edited with BioRender.com.
Giulia Schiavoni   +11 more
wiley   +1 more source

Checkpoint blockade and the stem‐like T cell trade‐off

open access: yesMolecular Oncology, EarlyView.
Stem‐like T cells are key to the success of programmed cell death protein 1 (PD1) blockade, as they sustain long‐term anti‐tumor response by continuously generating effector CD8+ T cells. However, how these cells are maintained in cancer is not fully understood. Hor et al.
Julie M. Mazet, Johanna A. Joyce
wiley   +1 more source

Comparison of E-learning and Traditional Students Considering Academic Self-Regulation and Academic Achievement

open access: yesپیاورد سلامت, 2017
Background and Aim: E-learning would provide learners with this opportunity. In this study we compared self regulation and academic achievement in traditional and virtual students.
Badri Razeghi, Haideh Saberi
doaj  

BMI‐1 modulation and trafficking during M phase in diffuse intrinsic pontine glioma

open access: yesFEBS Open Bio, EarlyView.
The schematic illustrates BMI‐1 phosphorylation during M phase, which triggers its translocation from the nucleus to the cytoplasm. In cycling cells, BMI‐1 functions within the PRC1 complex to mediate H2A K119 monoubiquitination. Following PTC596‐induced M phase arrest, phosphorylated BMI‐1 dissociates from PRC1 and is exported to the cytoplasm via its
Banlanjo Umaru   +6 more
wiley   +1 more source

Desain Digital Scrapbook Materi Siklus Air Berbasis Augmented Reality Untuk Mengingkatkan Self Regulation Siswa Kelas IV SD

open access: yesJurnal Educatio FKIP UNMA
Tujuan penelitian ini adalah mengembangkan digital scrapbook materi siklus air berbasis augmented reality untuk meningkan self regulation siswa kelas IV, serta menguji pengaruh digital scrapbook materi siklus air berbasis augmented reality terhadap self ...
Naila Azka Khudzaifah   +2 more
doaj   +1 more source

Educating for the future: A conceptual framework of responsive pedagogy

open access: yesCogent Education, 2016
Schools of today are educating for an unknown future, and knowledge of today will become partly irrelevant in 20–30 years. Teaching and assessment focusing on the learning of factual knowledge will not serve the needs of the learners in the future, as it
Kari Smith   +3 more
doaj   +1 more source

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