The spindle checkpoint prevents anaphase onset until completion of mitotic spindle assembly by restraining activation of the ubiquitin ligase anaphase-promoting complex/cyclosome–Cdc20 (APC/CCdc20). We show that the spindle checkpoint requires mitotic cyclin-dependent kinase (cdk) activity. Inhibiting cdk activity overrides checkpoint-dependent arrest in Xenopus egg extracts and human cells. Following inhibition, the interaction between APC/C and Cdc20 transiently increases while the inhibitory checkpoint protein Mad2 dissociates from Cdc20. Cdk inhibition also overcomes Mad2-induced mitotic arrest. In addition, in vitro cdk1-phosphorylated Cdc20 interacts with Mad2 rather than APC/ C. Thus, cdk activity is required to restrain APC/CCdc20 activation until completion of spindle assembly.
This paper analyzes the reciprocal influences between various teaching methodologies sup¬ported by information and communication technology (ICT) and the teaching objectives that are pursued by means of these methodologies. The authors present the main characteristics of the conceptual model which has led to the definition of the teaching objectives and the results of the experience of the “eLearning@LIUC” project, where the validity of the hypotheses underlying the model has been tested through their application within concrete contexts. They believe that the presented model, with its analysis of the possible correlations between teaching objectives, teaching methodologies, and technological tools, can provide a new awareness of the opportuni¬ties offered by the adoption of ICT in teaching.
This paper analyzes the reciprocal influences between various teaching methodologies supported by information and communication technology (ICT) and the teaching objectives that are pursued by means of these methodologies. The authors present the main characteristics of the conceptual model which has led to the definition of the teaching objectives and the results of the experience of the “eLearning@LIUC” project, where the validity of the hypotheses underlying the model has been tested through their application within concrete contexts. They believe that the presented model, with its analysis of the possible correlations between teaching objectives, teaching methodologies and technological tools, can provide a new awareness of the opportunities offered by the adoption of ICT in teaching.
This paper analyzes the reciprocal influences between various teaching methodologies sup¬ported by information and communication technology (ICT) and the teaching objectives that are pursued by means of these methodologies. The authors present the main characteristics of the conceptual model which has led to the definition of the teaching objectives and the results of the experience of the “eLearning@LIUC” project, where the validity of the hypotheses underlying the model has been tested through their application within concrete contexts. They believe that the presented model, with its analysis of the possible correlations between teaching objectives, teaching methodologies, and technological tools, can provide a new awareness of the opportuni¬ties offered by the adoption of ICT in teaching.
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