Search

Dieser Beitrag rückt das Zusammenspiel von menschlichen Aktivitäten und materiellen Gegebenheiten sowie mögliche, damit einhergehende hierarchisch-machtvolle Effekte in den Mittelpunkt – eine Perspektive, die in der erziehungswissenschaftlichen Bildungsforschung bisher noch wenig Beachtung findet. Hierbei wird der Materialisierungsprozess solch machtvoller Verhältnisse nachgezeichnet und aufgezeigt, auf welchem Weg technische Geräte und Infrastrukturen Autorität i.S.v. Macht erlangen und so in die Lage versetzt werden, das Handeln insbesondere von Schüler/innen zu determinieren. Dieser Materialisierungsprozess wird an der untersuchten Institution, einer Integrierten Gesamtschule, massgeblich unterstützt durch einen ›Bring Your Own Device‹ (BYOD)-Ansatz, der darauf basiert, die Ausstattung von Kindern und Jugendlichen mit privaten, mobilen Geräten im schulischen Kontext zu nutzen. Der Beitrag präsentiert einen ethnografischen Bericht, der herausarbeitet, welche Bedeutung die Schule bzw. deren (didaktische) Leitung medienbezogenen Lehr-/Lernprozessen und dem BYOD-Ansatz zuschreibt, welche konzeptuellen und technischen Voraussetzungen daran geknüpft und inwieweit diese gegeben sind. Zudem wird herausgearbeitet, wie der BYOD-Ansatz realisiert wird und welche Effekte die Art der Umsetzung insbesondere für die ›betroffenen‹ Schüler/innen hat., This article takes a perspective that has so far received little attention in educational research: the interwovenness of material entities with human bodies, and possible, associated hierarchical-powerful effects. The article traces the materialization process of powerful conditions and shows how technical artefacts and infrastructures acquire (pedagogical) authority, which enables media technology to affect the conditions in the classroom. At the studied institution, a comprehensive school, this materialization process is significantly supported by a ›Bring Your Own Device‹ (BYOD) approach. The approach is based on using student’s private, mobile devices at school. The paper presents an ethnographic report that examines what importance is attributed to media-related teaching/learning processes and the BYOD approach by the studied school, which conceptual and technical requirements are attached to them and to what extent they are given. In addition, this report also examines how the BYOD approach is implemented and with what effects to learning situations.

Background: Indoor mould growth and dampness are associated with respiratory health effects and allergies and several studies demonstrated that mainly Aspergillus versicolor and Penicillium expansum are responsible for indoor mould exposure. In contrast, commercialized test systems to diagnose allergic reactions to this mould species are not available. In this study, allergenic proteins from spores of the indoor relevant species A. versicolor and P. expansum should get detected and identified.Methods: We used two-dimensional (2D)-gel electrophoresis of spore proteins and immunoblotting with sera from patients participating in an epidemiologic study about indoor exposure of moulds and their influence on the development of allergies (ESTERSPEGA). Sera were screened for IgE antibodies specific for proteins from A. versicolor, A. fumigatus and P. expansum in one-dimensional blots and in 2D immunoblots. From the 2D gels, the corresponding spots were picked and identified by mass spectrometry.Results: More than 20 allergens from A. versicolor were identified; in particular, seven major allergens were selected, which were detected by more than 90% of the positive sera. The most abundant allergen was glyceraldehyde-3-phosphate dehydrogenase, followed by an unnamed protein, which displays a high homology to sobitol/xylose reductase. The other allergens were identified as catalase A, hypothetical protein AN6918.2, enolase, hypothetical protein AN0297.2 and a protein with homology to a fungal malate dehydrogenase.Conclusions: The results indicate an important role of spore proteins from A. versicolor for sensitization against indoor moulds and identification of the major allergens might enable species-specific diagnosis of allergic reactions.

no abstract