Courses in Product Design are offered within the United Kingdom at the University of Brighton and the University of Sussex and in both cases are run within engineering departments alongside traditional engineering courses. This paper outlines some of the intrinsic pedagogic practices that are employed by these, and other, design courses. It highlights why creativity is a central tenet within these courses, which has underpinned the successful bid by the universities to jointly become the UK Centre of Excellence in Teaching and Learning in Creativity (CETL in C), and why in particular creativity is a key requirement in sustainable design. It supposes why these practises might, and should, offer a suitable role model for more traditional engineering courses.
Recent data implicate elevated transforming growth factor-β (TGFβ) signalling in BRAF inhibitor drug-resistance mechanisms, but the potential for targeting TGFβ signalling in cases of advanced melanoma has not been investigated. We show that mutant BRAFV600E confers an intrinsic dependence on TGFβ/TGFβ receptor 1 (TGFBR1) signalling for clonogenicity of murine melanocytes. Pharmacological inhibition of the TGFBR1 blocked the clonogenicity of human mutant BRAF melanoma cells through SMAD4-independent inhibition of mitosis, and also inhibited metastasis in xenografted zebrafish. When investigating the therapeutic potential of combining inhibitors of mutant BRAF and TGFBR1, we noted that unexpectedly, low-dose PLX-4720 (a vemurafenib analogue) promoted proliferation of drug-naïve melanoma cells. Pharmacological or pharmacogenetic inhibition of TGFBR1 blocked growth promotion and phosphorylation of SRC, which is frequently associated with vemurafenib-resistance mechanisms. Importantly, vemurafenib-resistant patient derived cells retained sensitivity to TGFBR1 inhibition, suggesting that TGFBR1 could be targeted therapeutically to combat the development of vemurafenib drug-resistance.
In this chapter the authors present the concept of Learner-Generated Contexts as a potential framework through which the more effective use of technology to support learning might be supported and engendered. In particular, they concentrate on the theoretical grounding for consideration of Learner-Generated Contexts as a context-based model and organizing principle for designing learning and as a means of elucidating what institutional practices might support or retard their development. In so doing, the authors offer a model for the learning–teaching process based upon the Russian concept of “obuchenie” and a reconsideration of pedagogic design based upon a combinatory model termed the “PAH continuum.”
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