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Journal articles on the topic 'SCAMPER'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Wu, Theodore T., and J. David Castle. "Tyrosine Phosphorylation of Selected Secretory Carrier Membrane Proteins, SCAMP1 and SCAMP3, and Association with the EGF Receptor." Molecular Biology of the Cell 9, no. 7 (July 1998): 1661–74. http://dx.doi.org/10.1091/mbc.9.7.1661.

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Secretory carrier membrane proteins (SCAMPs) are ubiquitously expressed proteins of post-Golgi vesicles. In the presence of the tyrosine phosphatase inhibitor vanadate, or after overexpression in Chinese hamster ovary (CHO) cells, SCAMP1 and SCAMP3 are phosphorylated selectively on tyrosine residue(s). Phosphorylation is reversible after vanadate washout in situ or when isolated SCAMP3 is incubated with the recombinant tyrosine phosphatase PTP1B. Vanadate also causes the partial accumulation of SCAMP3, but not SCAMP1, in “patches” at or near the cell surface. A search for SCAMP kinase activities has shown that SCAMPs 1 and 3, but not SCAMP2, are tyrosine phosphorylated in EGF-stimulated murine fibroblasts overexpressing the EGF receptor (EGFR). EGF catalyzes the progressive phosphorylation of the SCAMPs up to 1 h poststimulation and may enhance colocalization of the EGFR and SCAMP3 within the cell interior. EGF also induces SCAMP–EGFR association, as detected by coimmunoprecipitation, and phosphorylation of SCAMP3 is stimulated by the EGFR in vitro. These results suggest that phosphorylation of SCAMPs, either directly or indirectly, may be functionally linked to the internalization/down-regulation of the EGFR.

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2

Singleton, D. R., T. T. Wu, and J. D. Castle. "Three mammalian SCAMPs (secretory carrier membrane proteins) are highly related products of distinct genes having similar subcellular distributions." Journal of Cell Science 110, no. 17 (September 1, 1997): 2099–107. http://dx.doi.org/10.1242/jcs.110.17.2099.

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The primary structures of three human forms of secretory carrier membrane proteins (SCAMPs) have been deduced from full-length clones isolated from a HeLa cell cDNA library and confirmed by a combination of comparison to expressed sequence tags, microsequencing of purified protein, and in vitro transcription and translation. The structures indicated that SCAMPs are highly related products of distinct genes, and that the sequence identity of an individual SCAMP between different mammalian species is almost complete. Analysis of the distribution of SCAMPs among different mammalian tissues and cells indicates parallel expression of polypeptides and cognate mRNAs, and indicates that the three SCAMPs are usually but not always expressed together. The apparent M(r)s of two SCAMPs (1 and 2) do not vary appreciably among species, while that of the third (SCAMP3) is approximately 2 kDa larger in rodent cells than in humans. Examination of the codistribution of the three forms within individual cells using double label immunofluorescence indicates extensive colocalization of SCAMP2 and SCAMP3 with endogenous SCAMP1, however, subcellular regions enriched for a particular SCAMP are readily visible. These findings suggest that the SCAMPs may largely function at the same sites during vesicular transport rather than in separate post-Golgi recycling pathways.

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3

Cavalli, Amy L., Nicole W. O'Brien, Steven B. Barlow, Romeo Betto, Christopher C. Glembotski, Philip T. Palade, and Roger A. Sabbadini. "Expression and functional characterization of SCaMPER: a sphingolipid-modulated calcium channel of cardiomyocytes." American Journal of Physiology-Cell Physiology 284, no. 3 (March 1, 2003): C780—C790. http://dx.doi.org/10.1152/ajpcell.00382.2002.

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Calcium channels are important in a variety of cellular events including muscle contraction, signaling, proliferation, and apoptosis. Sphingolipids have been recognized as mediators of intracellular calcium release through their actions on a calcium channel, sphingolipid calcium release-mediating protein of the endoplasmic reticulum (SCaMPER). The current study investigates the expression and function of SCaMPER in cardiomyocytes. Northern analyses and RT-PCR cloning and sequencing revealed SCaMPER expression in both human and rat cardiac tissue. Immunofluorescence and Western blot analyses demonstrated that SCaMPER is abundant in cardiac tissue and is localized to the sarcotubular junction. This was confirmed by the colocalization of SCaMPER with dihydropyridine and ryanodine receptors by confocal microscopy. Purified T tubules were shown to contain SCaMPER and immunoelectron micrographs suggested that SCaMPER is located to the junctional T tubules, but a junctional SR localization cannot be ruled out. The sphingolipid ligand for SCaMPER, sphingosylphosphorylcholine (SPC), initiated calcium release from the cardiomyocyte SR. Importantly, antisense knockdown of SCaMPER mRNA produced a substantial reduction of sphingolipid-induced calcium release, suggesting that SCaMPER is a potentially important calcium channel of cardiomyocytes.

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4

Cahyati, Hani, Abdul Muin, and Eva Musyrifah. "Efektivitas Teknik SCAMPER dalam Mengembangkan Kemampuan Berpikir Kreatif Matematis Siswa." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 2, no. 2 (July 3, 2018): 173. http://dx.doi.org/10.31331/medives.v2i2.641.

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Teknik SCAMPER awalnya banyak digunakan di ruang lingkup perusahaan untuk menciptakan produk-produk baru. Seiring dengan perkembangan zaman, teknik SCAMPER kini digunakan sebagai teknik pelatihan berpikir kreatif di berbagai bidang. Penelitian ini bertujuan untuk menganalisis efektivitas teknik SCAMPER dalam mengembangkan kemampuan berpikir kreatif dalam matematika. Penelitian ini dilakukan di salah satu SMP di Tangerang Selatan pada siswa kelas IX tahun ajaran 2017/2018. Metode penelitian yang digunakan adalah kuasi eksperimen dengan randomized post-test only control group design. Sampel penelitian yang digunakan terdiri dari 30 siswa kelas eksperimen dan 30 siswa kelas kontrol yang dipilih secara acak dengan teknik cluster random sampling. Instrumen penelitian yang digunakan adalah tes berupa soal uraian untuk mengukur kemampuan berpikir kreatif matematis yang meliputi indikator: 1) fluency, 2) flexibility, dan 3) originality. Analisis data didasarkan pada perbedaan dua proporsi yaitu proporsi ketuntasan belajar siswa yang diuji dengan Chi-Square Test pada taraf signifikansi 5%. Hasil penelitian ini menunjukkan bahwa teknik SCAMPER efektif dalam mengembangkan kemampuan berpikir kreatif matematis siswa. Selain itu, teknik SCAMPER juga lebih efektif dibandingkan dengan pembelajaran konvensional. Penelitian ini dapat dijadikan rujukan bagi guru tentang penggunaan teknik SCAMPER sebagai teknik pembelajaran yang efektif dalam mengembangkan kemampuan berpikir kreatif matematis. Kata kunci: Teknik SCAMPER, fluency, flexibility, originality. ABSTRACT The SCAMPER technique was originally widely used in the company's scope to create new products. But now SCAMPER technique is used as a creative thinking training in various fields. This study aims to analyze the effectiveness of SCAMPER techniques in developing mathematics creative thinking skills. This research was conducted to IX grade junior high school students in South Tangerang in 2017/2018 academic year. The research uses quasi experiment with randomized post-test only control group design. The samples were 30 students of experimental class and 30 students of control class which were selected randomly by cluster random sampling technique. The research instrument used was a test of a description to measure the ability of mathematical creative thinking which assesses 3 indicators. They are 1) fluency, 2) flexibility, and 3) originality. The research wants to know about two mastery learning proportions difference tested with Chi-Square Test at 5% significance level. The results are SCAMPER technique is effective in developing students' mathematical creative thinking ability. In addition, SCAMPER technique is more effective than conventional learning. This research can be used by teachers as an effective learning techniques in developing the ability of mathematical creative thinking. Key words: SCAMPER technique, fluency, flexibility, originality.

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5

Gündoğan, Aysun. "SCAMPER: IMPROVING CREATIVE IMAGINATION OF YOUNG CHILDREN." Creativity Studies 12, no. 2 (December 31, 2019): 315–26. http://dx.doi.org/10.3846/cs.2019.11201.

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Young children are accepted to have creativity abilities. Creativity is a feature that needs to be improved. Many techniques are used to improve creativity. SCAMPER (substitute, combine, adjust, modify/magnify/minify, put to other uses, eliminate, reverse/rearrange) is one of the techniques used to improve creativity. The aim of this study is to investigate the effect of SCAMPER in improving creative imagination of 5-year-old children attending kindergarten. For this purpose, 49 children from the age group of 5 year attending a kindergarten in the Southwestern part of Turkey participated in the study. There were an experimental group and a control group in the study. SCAMPER technique was applied to the children in the experimental group. The control group continued to the normal education program. The data were collected by using Test of Creative Imagination (Child Form), which was developed by Aysun Gündoğan in 2019. At the end of the study, it was found that creative imagination levels of the children in the experimental group receiving education with SCAMPER technique increased. Differences among children receiving SCAMPER education were found in the fluency sub-dimension of creativity. The SCAMPER technique was effective in improving the creative imagination. Therefore, techniques and activities that enable the development of creative imagination should be applied to individuals from an early age.

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6

Wu, T. T., and J. D. Castle. "Evidence for colocalization and interaction between 37 and 39 kDa isoforms of secretory carrier membrane proteins (SCAMPs)." Journal of Cell Science 110, no. 13 (July 1, 1997): 1533–41. http://dx.doi.org/10.1242/jcs.110.13.1533.

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Secretory carrier membrane proteins (SCAMPs) are proteins of post-Golgi recycling carriers, including regulated secretory organelles. The two major size variants, SCAMP1 (37 kDa) and SCAMP2 (39 kDa), extensively colocalize in membranes of fibroblasts and parotid acinar cells based on immunocytochemistry and velocity centrifugation, although the relative amounts of each variant may differ in selected organelles. SCAMP1, and to a lesser extent, SCAMP2, are substrates for chemical crosslinking in situ, and the recognizable crosslinking products of SCAMP1 suggest potential formation of homomultimers. SCAMP1 and SCAMP2 can be co-immunoprecipitated following detergent solubilization, using antibodies that specifically react with only one of the variants. Both the localization and interactions of SCAMPs are reiterated using transfected SCAMP1 that is epitope tagged (myc) at either the NH2 or COOH terminus and an anti-myc antibody. Like other transport vesicle membrane proteins, SCAMPs form complexes that apparently include homomultimers. Furthermore, these studies suggest that both SCAMP1 and SCAMP2 may function together in a single protein complex.

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7

Hawa, Siti, and Yosef Yosef. "APLIKASI METODE SCAMPER DALAM PENGEMBANGAN DESAIN PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR." Jurnal Pendidikan Matematika 13, no. 2 (June 25, 2019): 143–52. http://dx.doi.org/10.22342/jpm.13.2.6749.143-152.

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Penelitian ini bertujuan untuk menguji pengaruh penggunaan metode SCAMPER terhadap kemampuan mahasiswa dalam mengembangkan desain pembelajaran matematika di kelas rendah sekolah dasar. Untuk menjawab pertanyaan penelitian, penelitian ini menerapkan metode pra-eksperimental berdesain pra tes-pasca tes satu kelompok. Data kemampuan mahasiswa dalam mengembangkan pembelajaran diperoleh dengan menggunakan IPPSD yang terdiri atas 20 item. Analisis data ditujukan pada uji signifikansi pengaruh metode SCAMPER dengan membandingkan skor prates dan pascates. Hasil analisis data menunjukkan terdapat perbedaan antara skor rerata prates dan pascates. Dari analisis data diperoleh kesimpulan metode SCAMPER berpengaruh positif terhadap kemampuan mahasiswa dalam mengembangkan desain pembelajaran matematika di kelas rendah.

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8

Mijares-Colmenares, Brizeida E., William G. Masten, and Joe R. Underwood. "Effects of the Scamper Technique on Anxiety and Creative Thinking of Intellectually Gifted Students." Psychological Reports 63, no. 2 (October 1988): 495–500. http://dx.doi.org/10.2466/pr0.1988.63.2.495.

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This study assessed the effect of the Scamper technique on creative thinking and trait-anxiety of 27 junior high students. Effect size was large for flexibility and medium for trait anxiety which suggests Scamper may be useful to improve flexibility and reduce trait-anxiety.

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9

Alhamadi, Samaher AwaduAllah, and Aidah Aljuran. "The Effect of Social Constructivist SCAMPER Model on Creative Writing Skill." International Journal of Linguistics 13, no. 1 (February 28, 2021): 10. http://dx.doi.org/10.5296/ijl.v13i1.17881.

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This research was conducted with the aim of investigating the impact of social constructivist SCAMPER model on creative writing skill. Saudi students face difficulties in writing skill, especially in being required to memorize pieces of ready-written paragraphs without any understanding of what they should write and how. The participants were 30 female high school students studying in the third secondary school in Yanbu Industrial City. This study was a quantitative study. The participants were divided into an experimental and a control group. Data was collected by using a pre-post writing test and a questionnaire. The results showed that the social constructivist SCAMPER model had a positive effect on students’ creative writing skill. Also, based on the questionnaire, students showed a positive attitude toward using social constructivist SCAMPER model for developing creative writing. Based on the findings, the social constructivist SCAMPER model is highly recommended to be used in EFL writing classes in order to foster creative writing.

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10

Moreno, Diana P., Luciënne T. Blessing, Maria C. Yang, Alberto A. Hernández, and Kristin L. Wood. "Overcoming design fixation: Design by analogy studies and nonintuitive findings." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 30, no. 2 (April 18, 2016): 185–99. http://dx.doi.org/10.1017/s0890060416000068.

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AbstractDesign fixation is a phenomenon with important significance to many fields of design due to the potential negative impacts it may have in design outcomes, especially during the ideation stage of the design process. The present study aims to provide a framework for understanding, or at least probing, design fixation by presenting a review of existing defixation approaches, as well as metrics that have been employed to understand and account for design fixation. This study also describes the results of two design by analogy (DbA) methods, WordTree and SCAMPER, to overcome design fixation in an experiment that involved 97 knowledge-domain experts. The study outcomes are at least twofold: a common framework of metrics and approaches to overcome design fixation in a wide range of design problems and nonintuitive results for DbA approaches in design fixation and other related creativity metrics. The application of WordTree and SCAMPER shows that both methods yield increased novelty compared to a control, where the SCAMPER results are significantly higher than WordTree. It is also found that WordTree mitigates design fixation whereas SCAMPER appears to be ineffective for this purpose but effective to generate an increased quantity of novel ideas. These results demonstrate that both DbA methods provide de-fixation capabilities and enhance designers’ creativity during idea generation.

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11

SCHNURBUS, Raphaela, Davide De PIETRI TONELLI, Fabio GROHOVAZ, and Daniele ZACCHETTI. "Re-evaluation of primary structure, topology, and localization of Scamper, a putative intracellular Ca2+ channel activated by sphingosylphosphocholine." Biochemical Journal 362, no. 2 (February 22, 2002): 183–89. http://dx.doi.org/10.1042/bj3620183.

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Naturally occurring sphingoid molecules control vital functions of the cell through their interaction with specific receptors. Proliferation, differentiation and programmed death result in fact from a fine balance of signals, among which sphingosine and structurally related molecules play fundamental roles, acting as either first or second messengers. The corresponding receptors need to be identified in order that the role of sphingoid molecules can be established. Among them, several G-protein-coupled receptors specific for sphingosine 1-phosphate, sphingosylphosphocholine, or both, have already been investigated. In contrast, the identification of the postulated intracellular receptors has been problematical. In the present study we re-evaluated the molecular characterization of Scamper, the first proposed intracellular receptor for sphingosylphosphocholine [Mao, Kim, Almenoff, Rudner, Kearney and Kindman (1996) Proc. Natl. Acad. Sci. U.S.A. 93, 1993–1996] and commonly believed to be a Ca2+ channel of the endoplasmic reticulum (the name ‘SCaMPER’ used by Mao et al. being derived from ‘sphingolipid Ca2+-release-mediating protein of the endoplasmic reticulum'). In contrast with what has been believed hitherto, our primary-structure and overexpression experiments indicate that Scamper is a 110-amino-acid protein spanning the membrane once with a Nexo/Ccyt topology [von Heijne and Gavel (1988) Eur. J. Biochem. 174, 671–678]. Overexpression of either wild-type or tagged Scamper induces a specific phenotype characterized by the rapid extension of actin-containing protrusions, followed by cell death.

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12

Tsai, Ling Long. "New SCAMPERS." International Journal of Innovation Education and Research 7, no. 1 (January 31, 2019): 136–46. http://dx.doi.org/10.31686/ijier.vol7.iss1.1292.

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It has long been known that the SCAMPER checklist is a useful tool for developing creative thinking. However, the meanings of some words might change based on the different interpretations of the users. Here we aimed to reorganize this model to avoid placing different thinking directions into the same category. We designed a new checklist, including Substitute, Combine, Adjust, Modify, Permute, Eliminate, Repurpose, and Size, and renamed it NEW SCAMPERS. Using a questionnaire, we tested the participants’ understanding of the checklist’s meanings and its application. We recruited 194 students from three campuses and analyzed 191 completed answers. We found that students can comprehend the new classified category, and most do well on the application inspection. Thus, the new checklist was proven to be an appropriate technique for group creative thinking.

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13

Mijares-Colmenares, Brizeida E., William G. Masten, and Joe R. Underwood. "Effects of Trait Anxiety and the Scamper Technique on Creative Thinking of Intellectually Gifted Students." Psychological Reports 72, no. 3 (June 1993): 907–12. http://dx.doi.org/10.2466/pr0.1993.72.3.907.

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This work assessed the effect of trait anxiety (measured on the State-Trait Anxiety Inventory) and the Scamper technique on figural creative thinking, measured by the Torrance Tests of Creative Thinking. An analysis of covariance with 52 gifted students in a summer camp gave no significant main effect of treatment for trait anxiety, or their interaction. Scamper may not effectively improve figural creativity and anxiety may not influence figural creativity the same way it influences verbal creativity, at least as measured.

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14

Tahir, Tahir, and Murniati Murniati. "PENERAPAN METODE SCAMPER DALAM MENGEMBANGKAN KEMAMPUAN PEMECAHAN MASALAH DITINJAU DARI MOTIVASI MAHASISWA PENDIDIKAN MATEMATIKA UNIVERSITAS SEMBILANBELAS NOVEMBER KOLAKA." JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya 4, no. 2 (April 18, 2020): 43. http://dx.doi.org/10.24269/silogisme.v4i2.2072.

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This research is based on learning in tertiary institutions which requires more active, independent and creative learners. of the importance of using appropriate learning methods in mathematics learning at the university level. SCAMPER is a technique that can be used to spark creativity and help overcome challenges that might be encountered in the form of a list of general goals with ideas spurring questions. This research aims to develop students' problem solving skills using the SCAMPER method in terms of student motivation. The population in this study were all semester V students of mathematics education study programs, which were also the research samples. From the analysis of the data it was found that the SCAMPER method was better in developing students' problem solving abilities with an average increase of 0.52 compared to conventional methods with an average increase of 0.45. In addition there is a difference between improving students' problem solving abilities when viewed from their motivation. But there is no interaction between motivational factors and learning methods.

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15

Nunes de Carvalho, Danielly, Felipe Louro Figueira, Alvaro Guillermo Rojas Lezana, and João Artur De Souza. "Revisão estruturada de literatura: Scamper método de geração de ideias." Revista Brasileira Multidisciplinar 21, no. 3 (September 1, 2018): 6–29. http://dx.doi.org/10.25061/2527-2675/rebram/2018.v21i3.561.

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Ideias inovadoras são exigidas para solucionar problemas complexos, sendo necessários pensamento e habilidade criativa na geração de ideais resolutivas. Esta pesquisa tem como o objetivo identificar a utilização da técnica criativa SCAMPER na geração de ideias e levantar as principais características dos artigos científicos já publicados no tema. Por meio de uma revisão estruturada de literatura com base no método SYSMAP. Dispondo de 15 artigos que compõem o Portfólio Bibliográfico (PB) para análise bibliométrica e de conteúdo. Verificou-se que o conjunto de obras analisadas foi escrito por 41 autores e coautores, publicado em 14 periódicos, 33 palavras-chave no período de 1988 a 2017 em 13 países. Como também, há concentração de autores que estudam aplicação da técnica para fomentar habilidades criativas de resolução de problemas. O SCAMPER é particularmente uma técnica que possibilita um olhar distinto do habitual e, pode ser usada para redefinir um processo ou produto. Concluiu-se que o SCAMPER é uma das ferramentas mais completas para estimular o pensamento criativo, explorar a capacidade de questionar-se e até mesmo de se adaptar às situações existentes.

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16

Boonpracha, Jong. "CREATIVE CULTURAL PRODUCT DESIGN IN THE BICULTURAL CONTEXT." Creativity Studies 14, no. 2 (September 1, 2021): 336–45. http://dx.doi.org/10.3846/cs.2021.14290.

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The study explores how to innovate creative cultural product design by integrating two explicit cultures’ contexts. The study proposes a four-step approach for developing uniquely innovative cultural products under a bicultural context: 1) Identify cultural context, 2) Survey comparable features of two different cultures, 3) Compare the differences and similarities of two unique cultures, and 4) Negotiate the differences and integration. The case study represented in the demonstration is the critical factor of the proposed approach. The SCAMPER technic was applied to generate creative ideas. The results show that bicultural communication is an essential strategy for fostering design innovation. The SCAMPER technic application helps the study reach developing creative cultural product design in the bicultural context.

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17

Kaytez, Nazan, and Abide Güngör Aytar. "Analysis of the Effect of Scamper Education Program on five-year-old children’s creativity." Journal of Human Sciences 13, no. 3 (December 29, 2016): 5968. http://dx.doi.org/10.14687/jhs.v13i3.4037.

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This study is conducted with a view to examine the effect of Scamper Education Program on five-year-old children’s creativity. Study group of the research consists of a total of 40 children including an experimental group of 20 five-year-old children and a control group of 20 children attending kindergarten affiliated to Directorate of National Education in Çankırı city center. In the research, an experimental model with pretest, posttest, follow-up test control group was used. Children in the experimental group were applied with Scamper Education Program two days a week for a period of eight weeks. The children in the control group continued their own training programs. As the data collection tool in the study, “Personal Information Form” and “Creative Behavior and Personality Traits Scale were used. Single factor covariance analysis (ANCOVA) and t test were used for data analysis. As a result of the research, it has been determined that there is a significant difference between creativity score averages of children in the experiment and control group (p<0.001), there is no significant differences between post-test and follow-up test score averages of children in the experiment group (p>0.05). This result shows that Scamper Education Program provided to the experimental group is effective in creativity of children.

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18

Wick, Jeannette Y., and Guido R. Zanni. "Outbreak: 10 Tips to Make Scabies Scamper." Consultant Pharmacist 21, no. 6 (June 1, 2006): 512–14. http://dx.doi.org/10.4140/tcp.n.2006.512.

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19

Rhodes, Sam. "Eliciting Critical Thinking through Purposeful Questioning." Mathematics Teacher: Learning and Teaching PK-12 113, no. 11 (November 2020): e71-e77. http://dx.doi.org/10.5951/mtlt.2019.0089.

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Teachers can use the SCAMPER framework to help students understand and appreciate rich mathematical connections in topics such as functions. The framework facilitates critical and creative thinking by allowing students to explore concepts through open mathematics.

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20

Hubbard, Charles, David Singleton, Michelle Rauch, Sajith Jayasinghe, David Cafiso, and David Castle. "The Secretory Carrier Membrane Protein Family: Structure and Membrane Topology." Molecular Biology of the Cell 11, no. 9 (September 2000): 2933–47. http://dx.doi.org/10.1091/mbc.11.9.2933.

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Secretory carrier membrane proteins (SCAMPs) are integral membrane proteins found in secretory and endocytic carriers implicated to function in membrane trafficking. Using expressed sequence tag database and library screens and DNA sequencing, we have characterized several new SCAMPs spanning the plant and animal kingdoms and have defined a broadly conserved protein family. No obvious fungal homologue has been identified, however. We have found that SCAMPs share several structural motifs. These include NPF repeats, a leucine heptad repeat enriched in charged residues, and a proline-rich SH3-like and/or WW domain–binding site in the N-terminal domain, which is followed by a membrane core containing four putative transmembrane spans and three amphiphilic segments that are the most highly conserved structural elements. All SCAMPs are 32–38 kDa except mammalian SCAMP4, which is ∼25 kDa and lacks most of the N-terminal hydrophilic domain of other SCAMPs. SCAMP4 is authentic as determined by Northern and Western blotting, suggesting that this portion of the larger SCAMPs encodes the functional domain. Focusing on SCAMP1, we have characterized its structure further by limited proteolysis and Western blotting with the use of isolated secretory granules as a uniformly oriented source of antigen and by topology mapping through expression of alkaline phosphatase gene fusions in Escherichia coli. Results show that SCAMP1 is degraded sequentially from the N terminus and then the C terminus, yielding an ∼20-kDa membrane core that contains four transmembrane spans. Using synthetic peptides corresponding to the three conserved amphiphilic segments of the membrane core, we have demonstrated their binding to phospholipid membranes and shown by circular dichroism spectroscopy that the central amphiphilic segment linking transmembrane spans 2 and 3 is α-helical. In the intact protein, these segments are likely to reside in the cytoplasm-facing membrane interface. The current model of SCAMP1 suggests that the N and C termini form the cytoplasmic surface of the protein overlying a membrane core, which contains a functional domain located at the cytoplasmic interface with little exposure of the protein on the ectodomain.

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21

Yazar Soyadı, Melodi Özyaprak. "The Effectiveness of SCAMPER Technique on Creative Thinking Skills." Journal for the Education of Gifted Young Scientists 4, no. 1 (June 15, 2016): 31. http://dx.doi.org/10.17478/jegys.2016116348.

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22

فؤاد محمد, جیهان. "تفعیل طریقة SCAMPER لتنمیة التفکیر الابداع فی التصمیم الصناعی." مجلة الفنون والعلوم التطبیقیة 7, no. 3 (October 26, 2020): 143–62. http://dx.doi.org/10.21608/maut.2020.121240.

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23

Slezak, Michael. "Lizard bot shows how to scamper over the sand." New Scientist 215, no. 2873 (July 2012): 19. http://dx.doi.org/10.1016/s0262-4079(12)61797-7.

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24

Silva, Alan Rodrigues da, Geraldo Bezerra da Silva Junior, and Klébia Magalhães Pereira Castello Branco. "Estudo comparativo de aplicativos móveis disponíveis para pacientes transplantados renais." Revista de Saúde Digital e Tecnologias Educacionais 5, no. 3 (December 22, 2020): 01–15. http://dx.doi.org/10.36517/resdite.v5.n3.2020.a2.

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Objetivo: Avaliar os diferentes aplicativos disponíveis para pacientes que passaram por um transplante renal e propor melhorias a essas novas tecnologias. Métodos: Trata-se de uma pesquisa qualitativa, realizada a partir de uma revisão de aplicativos em smartphones usando a técnica benchmarking, pois esta é uma forma de estratégia que busca melhoria contínua, além de um importante elemento para aprimorar o mercado competitivo. Além disso, realizada avaliação de usabilidade e utilização da técnica SCAMPER. Resultados: Inicialmente, por meio da busca realizada com auxílio dos descritores, em inglês e português, foram identificados 943 aplicativos, sendo selecionados sete para o estudo. Quanto ao idioma, havia predomínio na língua inglesa (86%). No teste de usabilidade apenas três (42,9%) atingiram escore de corte de 68 pontos do System Usability Scale (SUS), dito como satisfatório. A técnica SCAMPER possibilitou a transparência entre as possíveis transformações e as modificações favoráveis e oportunas para as tecnologias móveis. Conclusão: Os resultados sugerem que é necessário desenvolver melhorias nos aplicativos já existentes, além de conceber ideias inovadoras para um protótipo destinado aos pacientes transplantados, resultando em ferramentas para melhor adesão farmacológica.

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Buser, Juleen K., Trevor J. Buser, Samuel T. Gladding, and Joseph Wilkerson. "The Creative Counselor: Using the SCAMPER Model in Counselor Training." Journal of Creativity in Mental Health 6, no. 4 (October 2011): 256–73. http://dx.doi.org/10.1080/15401383.2011.631468.

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Lee, Kyung-Lim. "The trend of women’s wear design by the SCAMPER method." Research Journal of the Costume Culture 29, no. 1 (February 28, 2021): 28–47. http://dx.doi.org/10.29049/rjcc.2021.29.1.28.

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Liu, Lixia, Zhenheng Guo, Quyen Tieu, Anna Castle, and David Castle. "Role of Secretory Carrier Membrane Protein SCAMP2 in Granule Exocytosis." Molecular Biology of the Cell 13, no. 12 (December 2002): 4266–78. http://dx.doi.org/10.1091/mbc.e02-03-0136.

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In secretory carrier membrane proteins (SCAMPs), the most conserved structural segment is between transmembrane spans 2 and 3, facing the cytosol. A synthetic peptide, CWYRPIYKAFR (E peptide), from this segment of SCAMP2 potently inhibits exocytosis in permeabilized neuroendocrine (PC12) cells. E peptide blocked discharge of35S-labeled secretogranin with the same structural selectivity and potency as observed for hexosaminidase secretion in mast cells. SCAMPs 1 and 2 are concentrated primarily on intracellular membranes in PC12 cells. Both, however, are found on plasma membranes, but neither is present on large dense-core vesicles. Yet, large dense-core vesicles marked by secretogranin attach to plasma membranes at foci containing SCAMP2 along with syntaxin1 and complexin at putative cell-surface docking/fusion sites. Regulated overexpression of SCAMP2 with point mutations in its E peptide but not of normal SCAMP2 caused dose-dependent inhibition of depolarization-induced secretion. The SCAMP2 mutants also inhibited secretion stimulated by elevated calcium. Inhibition was largely overcome by adding lysophosphatidylcholine to the medium at concentrations that do not otherwise affect secretion. Although overexpression of normal or mutant SCAMP2 slightly inhibits endocytosis, this effect does not appear to be related to the specific effect of the mutant SCAMP on stimulated exocytosis. Thus, SCAMP2 not only colocalizes with fusion sites but also appears to have an essential function in granule exocytosis through actions mediated by its E peptide–containing domain.

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إبراهيم, م. د. إيمان يونس. "فاعلية برنامج سكامبر "SCAMPER"التعليمي في تنمية القدرات الإبداعية لدى أطفال الروضة." مجلة أبحاث الذكاء, no. 23 (September 1, 2019): 293–39. http://dx.doi.org/10.36302/jir.v0i23.117.

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إن هدف البحث هذا هو التعرف على فاعلية برنامج سكامبر(scamper) التعليمي في تنمية القدرات الإبداعية لدى أطفال الروضة، وتم التحقق من ذلك من خلال الفرضيات الآتية : -1 عدم وجود فروق ذات دلالة إحصائية عند مستوى (0.05) بين رتب درجات المجموعة التجريبية في الاختبار القبلي والبعدي على اختبار تورانس للقدرات الإبداعية. 2- عدم وجود فروق ذات دلالة إحصائية عند مستوى دلالة (0.05) بين رتب درجات المجموعة الضابطة في الاختبار القبلي والبعدي على اختبار تورانس للقدرات الإبداعية. 3- عدم وجود فروق ذات دلالة إحصائية عند مستوى دلالة (0.05) بين رتب درجات المجموعة التجريبية والضابطة في الاختبار البعدي على اختبار تورانس للقدرات الإبداعية . 4- عدم وجود فرق ذي دلالة إحصائية بين متوسطي درجات المجموعة التجريبية في الاختبارين البعدي والتتابعي في القدرات الإبداعية. ولتحقيق ذلك اعتمد البحث الحالي على أداتين هما مقياس تورانس (Torrance) وبرنامج سكامبر (scamper) التعليمي والذين قامت الباحثة بتبنيهما، وقد تم اعتماد المنهج التعليمي للتحقق من فرضيات البحث وقد تكونت عينة البحث من (40) طفلاً وطفلة من مرحلة التمهيدي في رياض الأطفال وتم توزيعهم عشوائياً إلى مجموعتين تجريبية وضابطة وبواقع (20) طفلاً وطفلة لكل مجموعة. وقد تعرضت المجموعة التجريبية إلى برنامج سكامبر على مدى (10) جلسات استمرت لمدة (4) أسابيع وبواقع جلستين أسبوعياً، فيما تركت المجموعة الضابطة دون تعرضها للبرنامج التعليمي. ولمعالجة بيانات البحث تم اعتماد وسائل إحصائية عدة منها، مربع كاي، والوسط الحسابي، ومعامل ارتباط بيرسون، والاختبار التائي لعينيتين مستقلتين، واختبار مان- وتني، واختبار ولكوكسن، وتوصل البحث إلى النتائج الآتية: -1 توجد فروق ذات دلالة إحصائية عند مستوى (0.05) بين رتب درجات المجموعة التجريبية في الاختبار القبلي والبعدي على اختبار تورانس للقدرات الإبداعية. 2- عدم وجود فروق ذات دلالة إحصائية عند مستوى دلالة (0.05) بين رتب درجات المجموعة الضابطة في الاختبار القبلي والبعدي على اختبار تورانس للقدرات الإبداعية. 3- توجد فروق ذات دلالة إحصائية عند مستوى دلالة (0.05) بين رتب درجات المجموعة التجريبية والضابطة في الاختبار البعدي على اختبار تورانس للقدرات الإبداعية . 4- يوجد فرق ذي دلالة إحصائية بين متوسطي درجات المجموعة التجريبية في الاختبارين البعدي والتتابعي في القدرات الإبداعية ولصالح الاختبار التتابعي. أظهرت النتائج إن لبرنامج سكامبر(scamper) التعليمي فاعلية في تنمية القدرات الإبداعية لدى أطفال الروضة، وفي ضوء نتائج البحث واستنتاجاته توصلت الباحثة إلى عدد من التوصيات والمقترحات.

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강은지 and 차수정. "Development and Research of Korean Dance Education Program Using SCAMPER Technique." Journal of Korean Dance 37, no. 1 (March 2019): 1–36. http://dx.doi.org/10.15726/jkd.2019.37.1.001.

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Choi, Sun Young, and Min-Ja Kim. "Creative Idea and an Analysis of Fashion Design on Korean Image through the SCAMPER Technique." Journal of the Korean Society of Costume 64, no. 1 (January 31, 2014): 1–17. http://dx.doi.org/10.7233/jksc.2014.64.1.001.

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김유정, HONG Young-Sik, and 강미선. "Development and Application of Musical Instruments Invention Education Program Using SCAMPER Technique." Korean Journal of Elementary Education 26, no. 2 (June 2015): 105–22. http://dx.doi.org/10.20972/kjee.26.2.201506.105.

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Lee, Yhe-Young. "Analyses of Surrealism-Inspired Fashion Designs by Applying the SCAMPER Creativity Tools." International Journal of Costume and Fashion 19, no. 2 (December 31, 2019): 21–37. http://dx.doi.org/10.7233/ijcf.2019.19.2.021.

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Hong, Nu Ri and 김승인. "The Development of Service Design Process Model - Focused on Brainstorming and SCAMPER -." Journal of Digital Design 12, no. 4 (October 2012): 275–84. http://dx.doi.org/10.17280/jdd.2012.12.4.026.

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Radziszewski, Elizabeth. "SCAMPER and Creative Problem Solving in Political Science: Insights from Classroom Observation." Journal of Political Science Education 13, no. 3 (July 3, 2017): 308–16. http://dx.doi.org/10.1080/15512169.2017.1334562.

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Gould, David A., Gregory Block, and Simon Cleveland. "Evolutionary and Ideation Concepts for Cybersecurity Education." International Journal of Smart Education and Urban Society 11, no. 1 (January 2020): 13–22. http://dx.doi.org/10.4018/ijseus.2020010102.

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Evolution is a well-established biological theory, but some basic concepts can be abstracted and applied to non-biological domains such as the education domain for the purposes of knowledge sharing. There is a gap in the literature regarding how evolutionary processes can be applied to cyber security education. This article presents the general evolutionary algorithm and pairs it with an ideation technique (SCAMPER) to illustrate how certain evolutionary processes can be applied to cyber security education and learning. This paper does not attempt to close the gap, but rather offer a theoretical approach to address the gap.

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Liu, Lixia, Haini Liao, Anna Castle, Jie Zhang, James Casanova, Gabor Szabo, and David Castle. "SCAMP2 Interacts with Arf6 and Phospholipase D1 and Links Their Function to Exocytotic Fusion Pore Formation in PC12 Cells." Molecular Biology of the Cell 16, no. 10 (October 2005): 4463–72. http://dx.doi.org/10.1091/mbc.e05-03-0231.

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SNAP receptor (SNARE)-mediated fusion is regarded as a core event in exocytosis. Exocytosis is supported by other proteins that set up SNARE interactions between secretory vesicle and plasma membranes or facilitate fusion pore formation. Secretory carrier membrane proteins (SCAMPs) are candidate proteins for functioning in these events. In neuroendocrine PC12 cells, SCAMP2 colocalizes on the cell surface with three other proteins required for dense-core vesicle exocytosis: phospholipase D1 (PLD1), the small GTPase Arf6, and Arf6 guanine nucleotide exchange protein ARNO. Arf6 and PLD1 coimmunoprecipitate (coIP) with SCAMP2. These associations have been implicated in exocytosis by observing enhanced coIP of Arf6 with SCAMP2 after cell depolarization and in the presence of guanosine 5′-O-(3-thio)triphosphate and by inhibition of coIP by a SCAMP-derived peptide that inhibits exocytosis. The peptide also suppresses PLD activity associated with exocytosis. Using amperometry to analyze exocytosis, we show that expression of a point mutant of SCAMP2 that exhibits decreased association with Arf6 and of mutant Arf6 deficient in activating PLD1 have the same inhibitory effects on early events in membrane fusion. However, mutant SCAMP2 also uniquely inhibits fusion pore dilation. Thus, SCAMP2 couples Arf6-stimulated PLD activity to exocytosis and links this process to formation of fusion pores.

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Mohamed-Kamal Hijazi, Mona. "Scamper Technique to promote creative thinking and learning the compound attack in fencing." Assiut Journal of Sport Science and Arts 316, no. 3 (July 1, 2016): 15–31. http://dx.doi.org/10.21608/ajssa.2016.70713.

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CERAN, Onur. "SCAMPER TEKNİĞİNİN ÖĞRENCİLERİN YARATICI HİKÂYE YAZMA BECERİLERİNE ETKİSİ: BİR HİKÂYEYİ YENİDEN YAZMA ÖRNEĞİ." International Journal of Language Academy 3, no. 9 (January 1, 2015): 386. http://dx.doi.org/10.18033/ijla.301.

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Tohamey, Al-Shimaa Mokhtar Sayed. "Using SCAMPER based activities for developing third-year English Majors’ Discourse Analysis Skills." مجلة البحث فی التربیة وعلم النفس 35, no. 2 (April 1, 2020): 178–97. http://dx.doi.org/10.21608/mathj.2020.91466.

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Surat, Shahlan, Nor Faridayu, Saadiah Kummin, and Harun Baharudin. "SCAMPER Technique in Generating Ideas for Science Products Among Malaysian Secondary School Students." Advanced Science Letters 24, no. 1 (January 1, 2018): 356–58. http://dx.doi.org/10.1166/asl.2018.12007.

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De Pietri Tonelli, D. "Translational control of Scamper expression via a cell-specific internal ribosome entry site." Nucleic Acids Research 31, no. 10 (May 15, 2003): 2508–13. http://dx.doi.org/10.1093/nar/gkg357.

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Lim, Keng Keh, Zaleha Ismail, and Yudariah Mohammad Yusof. "Fostering Mathematical Creativity Among Engineering Undergraduates." International Journal of Engineering Education 1, no. 1 (June 15, 2019): 31–40. http://dx.doi.org/10.14710/ijee.1.1.31-40.

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This research is used to study engineering undergraduates fostering their mathematical creativity during creative problem solving. This was an exploratory research carried out in a public university as to find out the impact of CPS towards mathematical creativity among the engineering undergraduates. A case study was used to provide deep exploration of how the engineering undergraduates using their creative methods to solve open-ended mathematical problems creatively. Qualitative research design was applied in order to understand in depth the engineering undergraduates working collaboratively to generate their creative ideas during mathematical problem solving. Three final years engineering undergraduates took part in the study. They had to use their divergent and convergent thinking to generate creative methods to solve twelve open-ended mathematical problems. Qualitative research design of case study was used in this study to explore the engineering undergraduates using creative methods to solve open-ended mathematical problems during creative problem solving processes. By analyzing the data collected from the case study can provide in-depth and detail understanding of the creative processess and products of the research. Observation and recording sheets were used to collect all the data. SCAMPER was also used as a guideline for them to spark their creaivity. All the qualitative data of drawing from documents, videotape from observation and snapshot texts from recording sheets were collected and then analyzed. They were coded and categorized into different themes in order to find out the mathematical creativity among the engineering undergraduates. The results in this study shows that the engineering undergraduates were able to generate different creative methods with the help of the SCAMPER.

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G S, Chaya. "Unusual Crowd Activity Detection Using Open CV and Motion Influence Map." International Journal for Research in Applied Science and Engineering Technology 9, no. VII (July 15, 2021): 1232–36. http://dx.doi.org/10.22214/ijraset.2021.36550.

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Suspicious behavior is dangerous in public areas that may cause heavy causalities. There are various systems developed on the basis of video frame acquisition where motion or pedestrian detection occur but those systems are not intelligent enough to identify the unusual activities even at real time. It is required to recognized scamper situation at real time from video surveillance for quick and immediate management before any casualties. Proposed system focuses on recognizing suspicious activities and target to achieve a technique which is able to detect suspicious activity automatically using computer vision. Here system uses OpenCV library for classifying different kind of actions at real time.

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Susanto, Eko, and Ade Hidayat. "Zaman Menuntut Konselor Menjadi Kreatif." Indonesian Journal of Educational Counseling 2, no. 2 (July 28, 2018): 131–34. http://dx.doi.org/10.30653/001.201822.45.

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DEMANDS: COUNSELORS TO BE CREATIVE. Along with the development era of counselor, work demands become increasingly complex. Challenges will be constantly confronted by counselors as a result of the changes taking place. Changes in the work environment of counselors force them to be creative. Counselors should be able to find solutions, find new ways and adapt to changes that occur. So, on the process of education of potential counselors in Indonesia should also encourage the creativity of counselors in the realm of their scope of work. Such efforts need to be integrated with the counselor education curriculum. One of them is developing the SCAMPER Model to help candidate of counselors and professional counselors in Indonesia encourage their creativity.

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عبد الحمید محمد محرم, هبه. "فعالیة استراتیجیة سکامبر(SCAMPER ) فى تنمیة التفکیر التولیدى فى الفیزیاء لدى طلاب المرحلة الثانویة." مجلة کلیة التربیة. بورسعید 23, no. 23 (January 1, 2018): 706–23. http://dx.doi.org/10.21608/jftp.2018.32208.

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Gladding, Samuel T., and Donna A. Henderson. "Creativity and Family Counseling: The SCAMPER Model as a Template for Promoting Creative Processes." Family Journal 8, no. 3 (July 2000): 245–49. http://dx.doi.org/10.1177/1066480700083005.

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Mahendra, Marcellino Aditya, and Rini Dharmastiti. "PENGEMBANGAN DESAIN SEPEDA ANAK USIA 7-12 TAHUN MENGGUNAKAN METODE RAPID ETHNOGRAPHY DAN SCAMPER." ATRIUM: Jurnal Arsitektur 6, no. 2 (November 11, 2020): 73–79. http://dx.doi.org/10.21460/atrium.v6i2.116.

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Title: Design Development of Bike for Kids (7-12 y.o) using Rapid Ethnography and SCAMPER Method Children by nature growth relatively fast. Their body expand in a short time that demand many things that they wear or use to meet their body accordingly. This to include also the need for their bicycle. In order to fulfill the needs of children’s comfort in cycling, some bicycles which are suitable with anthropometry of children’s body are required. With the existence of bicycle’s design which has longer durability than children’s bicycles in general, hence the children’s bicycle which will be designed would have sustainable design concept. Clark et al. (2009) states that sustainable design is a design concept which integrates 3 kinds of elements (people, profit, planet) and not merely an environmental-friendly concept. Developing a product with sustainable concept is not only done with a manipulation on materials which are bio-degradable, but also could be done with extending the lifespan of the product. Respondents which are targeted on this planning are children aged from 7 until 12 with their parents, since the children on this age range experience rapid growth. Not only the interests of the children aged from 7-12 as primer users which are concerned, but also their parents as secondary users. This matter is resulted from how the parents also play a role in choosing and buying the bicycle which will be used by their children.

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توفيق, فاطمة عاشور. "فاعلية استخدام إستراتيجية سكامبر SCAMPER في تدريس مادة التربية الأسرية لاكتساب التحصيل المعرفي وتنمية مهارات حل المشكلات لدى طالبات الصف الثالث المتوسط = The Effectiveness of Using SCAMBER Strategy (SCAMPER) in Teaching Family Education to Acquire the Achievement of Knowledge and the Development of Problem-Solving Skills the Average Third - Grade Students." Journal of Education, no. 50 P.1 (October 2017): 323–417. http://dx.doi.org/10.12816/0043551.

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이민영. "Study on Application of SCAMPER Technique for Creative Thinking in the Design Education for Children." Journal of Digital Design 13, no. 1 (January 2013): 499–512. http://dx.doi.org/10.17280/jdd.2013.13.1.048.

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Lee, Yun-Young, and Yung-eui Yoo. "The influence of art activity using SCAMPER technique on the creativity 5-year-olds children." korean Jouranl of Early Childhood Education 20, no. 3 (October 31, 2018): 271–301. http://dx.doi.org/10.15409/riece.2018.20.3.12.

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