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Dissertations / Theses on the topic 'Guided discovery'
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1
Rungta, Neha S. "Improving error discovery using guided model checking /." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1555.pdf.
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Rungta, Neha Shyam. "Improving Error Discovery Using Guided Model Checking." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/782.
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State exploration in directed software model checking is guided using a heuristic function to move states near errors to the front of the search queue. Distance heuristic functions rank states based on the number of transitions needed to move the current program state into an error location. Lack of calling context information causes the heuristic function to underestimate the true distance to the error; however, inlining functions at call sites in the control flow graph to capture calling context leads to exponential growth in the computation. This paper presents a new algorithm that implicitly inlines functions at call sites to compute distance data with unbounded calling context that is polynomial in the number of nodes in the control flow graph. The new algorithm propagates distance data through call sites during a depth-first traversal of the program. We show in a series of benchmark examples that the new heuristic function with unbounded distance data is more efficient than the same heuristic function that inlines functions up to a certain depth.
3
Atkinson-Abutridy, John A. "Semantically-guided evolutionary knowledge discovery from texts." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/27800.
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This thesis proposes a new approach for structured knowledge discovery from texts which considers both the mining process itself, the evaluation of this knowledge by the model, and the human assessment of the quality of the outcome. This is achieved by integrating Natural-Language technology and Genetic Algorithms to produce explanatory novel hypotheses. Natural-Language techniques are specifically used to extract genre-based information from text documents. Additional semantic and rhetorical information for generating training data and for feeding a semi-structured Latent Semantic Analysis process is also captured. The discovery process is modelled by a semantically-guided Genetic Algorithm which uses training data to guide the search and optimization process. A number of novel criteria to evaluate the quality of the new knowledge is proposed. Consequently, new genetic operations suitable for text mining are designed, and techniques for Evolutionary Multi-Objective Optimization are adapted for the model to trade off between different criteria in the hypotheses.
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Rungta, Neha Shyam. "Guided Testing for Automatic Error Discovery in Concurrent Software." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3175.pdf.
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Hedden, Chet. "A guided exploration model of problem-solving discovery learning /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7683.
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Cetin, Yucel. "Teaching Logarithm By Guided Discovery Learning And Real Life Applications." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12604957/index.pdf.
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The purpose of the study was to investigate the effects of discovery and application based instruction (DABI) on students&rsquomathematics achievement and also to explore opinions of students toward DABI. The research was conducted by 118 ninth grade students from Etimesgut Anatolian High School, in Ankara, during the spring semester of 2001-2002 academic year. During the study, experimental groups received DABI and control groups received Traditionally Based Instruction (TBI). The treatment was completed in three weeks. Mathematics Achievement Test (MAT) and Logarithm Achievement Test (LAT) were administered as pre and posttest respectively. In addition, a questionnaire, Students&rsquo
Views and Attitudes About DABI (SVA) and interviews were administered to determine students&rsquo
views and attitudes toward DABI. Analysis of Covariance (ANCOVA), independent sample t-test and descriptive statistics were used for testing the hypothesis of the study. No significant difference was found between LAT mean scores of students taught with DABI and traditionally based instruction when MAT test scores were controlled. In addition, neither students&rsquo
field of study nor gender was a significant factor for LAT scores. Students&rsquo
gender was not a significant factor for SVA scores. However, there was significant effect of math grades and field selections of students on SVA scores.
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Panduwawala, Tharindi. "Natural product guided antibacterial drug discovery : tetramates as core scaffolds." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:b507ca4d-ef35-4928-90a2-0a3f774a4ed2.
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This thesis describes the synthesis and biological evaluation of a library of compounds containing the tetramic acid core in search of novel antibacterial drug candidates. Chapter 1 discusses the need for new antibiotics due to the emergence of virulent bacterial strains resistant to clinically available drugs and the hiatus in the discovery of new replacement antibitoics that has become a global threat to human health. Different platforms for antibacterial drug discovery and the re-emergence of natural products-based approach that has gained importance in the quest for novel antibiotics are discussed. In this regard, the intrinsic antibacterial activity of natural products containing a tetramate core structure and the strategies developed to synthesise the core scaffold are described. Chapter 2 discusses the use of Ê-serine and Ê-cysteine in tetramic acid synthesis and the application of Ê-cysteine-derived thiazolidine templates suitable for stereoselective ring closing reactions to obtain the tetramic acid core with scope for further functionalization. Chapters 3 and 4 describe a range of synthetic routes for appropriate substitutions of the tetramate core for compound library generation. Elaboration of the tetramate core via carboxamide tetramate synthesis, Suzuki-Miyaura cross-coupling reactions, glycosylations and their aglycone analogue synthesis, etherification, tetramate-pyroglutamate systems, Buchwald aminations/amidations, cycloadditions and β-lactam hybrids as possible chemical modifications of the tetramate core structure are discussed. Chapter 5 describes the antibacetiral activity and physicochemical properties of the library of compounds synthesised. A preliminary evaluation of their antibiotic activity was conducted against S. aureus and E. coli using the hole-plate method. MICs of the tetramates synthesised were determined against several Gram-negative strains; Escherichia coli, Klebsiella pneumoniae, Pseudomonas aeruginosa and Gram-positive strains; MRSA, Enterococcus faecalis and Streptococcus pneumoniae, in whole-cell bioassays. Physicochemical properties of the compound library were analysed to map the chemical space occupied by tetramates with potent antibacterial activity. Enzyme inhibition studies were conducted to identify possible modes of action that contribute to whole-cell antibiotic activity and in this regard, the inhibition of enzymes S. aureus topoisomerase IV, S. aureus RNA polymerase, E. coli RNA polymerase, E. coli gyrase and M. tuberculosis gyrase are discussed. Since plasma protein binding of compounds is an important factor that determines the bioavailability of antibiotics and their clinical outcome, a study of the binding affinity of these drug candidates to Human Serum Albumin (HSA) by both whole-cell bioassay and NMR spectroscopy-based protein binding experiments are discussed. Finally, a brief note on the potential of tetramic acids to function as proteasome inhibitors in anticancer chemotherapy is included at the end of this chapter.
8
Kellner, Franziska. "Genome and transcriptome guided gene discovery in plant secondary metabolism." Thesis, University of East Anglia, 2016. https://ueaeprints.uea.ac.uk/63112/.
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Plants produce a wide range of complex secondary metabolites that have many applications, for example as pharmaceutical agents. Gene discovery and the elucidation of these unique biosynthetic pathways is challenging since many of the enzymatic transformations are unprecedented. In Catharanthus roseus, the sole producer of the valuable anti-cancer compounds vinblastine and vincristine, the biosynthetic pathway for these alkaloids is highly complex and crucial steps are still unknown. Recently, the tight transcriptional co-regulation of the early part of this pathway enabled discovery of some of the central enzymatic steps by analysing the gene co-expression patterns and testing potential candidates using virus induced gene silencing. Additionally, it has become apparent that some plant secondary metabolite pathways exhibit physical clustering of pathway related genes in the genome. This thesis highlights how both strategies of gene discovery can be applied for the targeted discovery of genes for missing steps in biosynthesis of non-model plants. Co-expression analysis to identify candidates and subsequent testing of these candidates using virus induced gene silencing has led to the discovery and subsequent characterisation of the enzyme tabersonine 3-oxygenase (T3O), a key oxidation step in vindoline biosynthesis. This thesis furthermore reports the first C. roseus whole genome sequence. Additionally a BAC library was obtained and selected BACs sequenced. Analysis of the combined sequencing data established that gene clustering does indeed occur for alkaloid biosynthesis in C. roseus and yielded a new set of candidates for so far unknown pathway enzymes. Selected candidates have been tested by silencing or expression and results are discussed. The sequence information provides a valuable resource for the wider community, available as a searchable, publically available database (http://medicinalplantgenomics.msu.edu/). The work presented in this thesis highlights how next generation sequence data can be exploited to elucidate complex secondary metabolic pathways.
9
Yang, Di. "Analysis guided visual exploration of multivariate data." Worcester, Mass. : Worcester Polytechnic Institute, 2007. http://www.wpi.edu/Pubs/ETD/Available/etd-050407-005925/.
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Isesund, Robert. "TGfU och Enhanced Guided Discovery i fotbollsträning : Observation av en akademitränares arbetssätt." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-3734.
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Sammanfattning Syfte och frågeställningar Syftet med studien är att utvärdera hur en fotbollstränare i en ungdomsakademi bedriver fotbollsträning utifrån de teoretiska ramverken Teaching Games for Understanding (TGfU) och Enhanced Guided Discovery (EGD) i syfte att skapa effektivisering i lärande samt starkare självbestämmande motivation. Detta leder till följande frågeställningar: * Hur stor del av träningar med syfte att utveckla spelförståelse, taktik och teknik ägnas åt övningar som är isolerade respektive funktionella? * Hur stor del av träningstiden ägnas åt paus/samling och effektiv träningstid? * Är tränarens arbetssätt präglat av EGD vid inlärning av spelförståelse och teknik? Metod I studien medverkar en tränare för ett akademilag i fotboll. Denne har observerats utifrån den svenska versionen av CAIS (Coaches Analysis Intervention System). CAIS har modifierats utifrån Stenling (2013). Observationerna är utförda i realtid och omfattar fem träningspass med akademitränaren. Akademitränaren var cirka 26 år och har genomgått utbildningen UEFA B, spelarna i laget akademitränaren ansvarade för var cirka 14 år gamla under studien. Resultat Tidfördelningen under träningarna var till playing forms fördel. Då denna träningsaktivitet, inklusive samlingar och pauser, upptog 81,2 % av träningstiden totalt. Effektiv träningstid upptar 65,5 % av träningstiden, effektiv tid i playing form upptar 49,9 %. Akademitränarens beteende präglades utöver, ”tystnad-fokus på träning” och ”organiserande”, av frågetekniker och positiv feedback, både generell och specifik. Detta medför att akademitränarens arbetssätt och metodik präglas av EGD. Slutsats Akademitränarens arbetssätt är influerat av teorierna TGfU och EGD. Genom detta arbetssätt kan tränaren, enligt teorierna, skapa förutsättningar för långsiktig utveckling samt spelarens förmåga att hantera pressade situationer. Dessutom ger det även ökad möjlighet att stärka den självbestämmande motivationen hos enskilda spelare enligt SDT. I ett verkligt perspektiv kan studien användas som exempel på hur TGfU och EGD används praktiskt.
11
Mallen, Jason. "Utilising incomplete domain knowledge in an information theoretic guided inductive knowledge discovery algorithm." Thesis, University of Portsmouth, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295773.
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Gul-toker, Zerrin. "The Effect Of Using Dynamic Geometry Software While Teaching By Guided Discovery On Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609498/index.pdf.
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This study aimed to investigate the effects of using dynamic geometry software while teaching by guided discovery compared to paper-and-pencil based guided discovery and traditional teaching method on sixth grade students&rsquovan Hiele geometric thinking levels and geometry achievement. The study was conducted in one of the private schools in Ankara and lasted six weeks. The sample of the study consisted 47 sixth grade students in the school. The present study was designed as pretest-posttest control group quasi-experimental study.In order to gather data, Geometry Achievement Test (GAT) and Van Hiele Geometric Thinking Level Test (VHL) were used. At the end of the research, the data were analyzed by means of analysis of covariance. The results of the study indicated that there was a significant effect of methods of teaching on means of the collective dependent variables of the sixth grade students&rsquo
scores on the POSTVHL after controlling their PREVHL scores, and there was a significant effect of methods of teaching on means of the collective dependent variables of the sixth grade students&rsquo
scores on the POSTGAT after controlling their PREGAT scores.
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Emese, George L. "The effects of guided discovery style teaching and graphing calculator use in differential calculus /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487841548272303.
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Clipson, Alexandra Jayne. "Target-guided synthesis approach to the discovery of novel bivalent inhibitors of glutathione transferases." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/9704.
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Target-guided synthesis is an approach to drug discovery that uses the biological target as a template to direct synthesis of its own best inhibitors from small molecule fragments. The process bridges the gap between chemical synthesis of drug candidates and their biological binding assay, merging the two operations into a single process whereby the active site or a binding pocket within the structure of the biological target directly controls the assembly of the best inhibitor in situ. Two different approaches to target-guided synthesis, the thermodynamic approach, making use of reversible reactions, and the kinetic approach, which uses an irreversible reaction, have been employed to discover novel, isoform selective inhibitors of the glutathione transferase (GST) enzyme family – possible drug targets in cancer and parasitic disease treatments. The thermodynamic approach described in this thesis uses the aniline-catalysed reversible acyl hydrazone formation reaction to create a dynamic covalent library of bivalent ligands designed to bind the dimeric structure of GST. In the presence of GST one of the bivalent ligands was selectively amplified at the expense of the other library members. This ligand was shown, via biological assays, to be a specific inhibitor for one isoform of GST, the mu isoform mGSTM1-1. A kinetic approach has also been investigated as a way to identify novel bivalent GST inhibitors utilising the Huisgen 1, 3 dipolar cycloaddition reaction. An azide and alkyne fragment library was designed to bind across the dimeric GST structure. The inhibitor structures are therefore bivalent, containing two anchoring fragments known to bind to the GST active site, linked by a triazolopeptide spacer. The triazole provides the click chemistry disconnection, enabling rapid in situ screening of candidate alkyne and azide fragments for inhibitor discovery. Whilst the in situ reaction with GST yielded inconclusive results, a number of the triazole products were found to have low nanomolar inhibitory activity towards GST.
15
Thomas, Sherine Elizabeth. "Targeting Mycobacterium abscessus infection in cystic fibrosis : a structure-guided fragment-based drug discovery approach." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/289126.
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Recent years have seen the emergence of Mycobacterium abscessus, a highly drug-resistant non-tuberculous mycobacterium, which causes life-threatening infections in people with chronic lung conditions like cystic fibrosis. This opportunistic pathogen is refractory to treatment with standard anti-tuberculosis drugs and most currently available antibiotics, often resulting in accelerated lung function decline. This project aims to use a structure-guided fragment-based drug discovery approach to develop effective drugs to treat M. abscessus infections. During the early stage of the project, three bacterial targets were identified, based on analysis of the structural proteome of M. abscessus and prior knowledge of M. tuberculosis drug targets, followed by gene knockout studies to determine target essentiality for bacterial survival. The three targets from M. abscessus were then cloned, expressed and purified and suitable crystallization conditions were identified leading to the determination of high resolution structures. Further, a large number of starting fragments that hit the three target proteins were determined, using a combination of biophysical screening methods and by defining crystal structures of the complexes. For target 3, PPAT (Phosphopantethiene adenylyl transferase), a chemical linking of two fragments followed by iterative fragment elaboration was carried out to obtain two compounds with low micromolar affinities in vitro. However, these compounds afforded only low inhibitory activity on M. abscessus whole cell. All starting fragments of target 2, PurC (SAICAR synthase), occupied the ATP indole pocket. Efforts were then made to identify further fragment hits by screening diverse libraries. Sub-structure searches of these initial fragment hits and virtual screening helped to identify potential analogues amenable to further medicinal chemistry intervention. While fragment hits of target 1, TrmD (tRNA-(N1G37) methyl transferase), were prioritized, whereby two chemical series were developed using fragment growing and merging approaches. Iterative fragment elaboration cycle, aided by crystallography, biophysical and biochemical assays led to the development of several potential lead candidates having low nano-molar range of in vitro affinities. Two such compounds afforded moderate inhibition of M. abscessus and stronger inhibition of M. tuberculosis and S. aureus cultures. Further chemical modifications of these compounds as well as others are now being done, to optimize cellular and in vivo activities, to be ultimately presented as early stage clinical candidates.
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Pyzocha, Neena Kenton. "Discovery and biochemical characterization of Casl3b, a Type VI-B CRISPR-Associated RNA-Guided RNase." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/111309.
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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Biology, 2017.Vita. Cataloged from PDF version of thesis.
Includes bibliographical references.
Targeted methods to perturb nucleic acid sequences or epigenetic modifications enable better understanding of nucleic acid function or dysfunction in disease. Particular CRISPR-associated (Cas) proteins are used for targeted DNA editing because they are easy to use, precise, and specific. CRISPR-Cas systems function in microbes as adaptive immune systems and are composed of endonuclease protein(s) with targeting guide RNAs that together provide interference against foreign nucleic acids. CRISPR-Cas systems exhibit wide diversity, with the ability to target DNA or RNA, and some large single effector Class 2 Cas proteins have been harnessed for genome engineering. There is an interest to find and characterize additional Class 2 Cas proteins, especially ones that target RNA, to enable further targeting capabilities. A large computational database search was conducted to find a large uncharacterized protein within 10 kilobases of a CRISPR array and from this search casl3b was identified. The casl3b loci may contain the genes csx27 or csx28 and one or two CRISPR arrays with canonical or long direct repeats. Experimentally, purified Casl3b processes its own CRISPR array(s) into crRNA(s) and Casl3b with either crRNA architecture targets single stranded RNA cleavage using its HEPN domains. SsRNA cleavage occurs at pyrimidine residues and is constrained by 5' and 3' protospacer-flanking sequences on the target. Casl3b also displays the collateral effect, a non-specific cleavage of ssRNAs after targeted cleavage. Casl3b with mutated HEPN domains lose ssRNA cleavage activity but maintain strong, targeted binding capacity. Genetically, Casl3b-mediated RNA interference occurs with Casl3b alone and is repressed by Csx27 or enhanced by Csx28. Casl3b is characterized as a Type VI-B CRISPR-Cas system and represents the second Class 2 Cas protein to target RNA, the other being Casl3a (C2c2). Future studies of Casl3b are warranted to better understand its functional mechanisms, specificity, role of small proteins, and acquisition. Casl3b could be developed into a suite of tools for transcriptome engineering to mediate RNA translation, splicing, or deposition of epitranscriptomic marks. Casl3b could also be utilized for RNA diagnostic or RNA imaging assays. Identifying and characterizing novel CRISPR-Cas systems opens new opportunities for utilizing Cas enzymes for biomedical advances.
by Neena Kenton Pyzocha.
Ph. D.
17
Zhou, Shuo. "COMPUTATIONAL MODELING GUIDED DISCOVERY OF NOVEL INHIBITORS OF MPGES-1 AND BUTYRYLCHOLINESTERASE AS DRUG CANDIDATES." UKnowledge, 2019. https://uknowledge.uky.edu/pharmacy_etds/109.
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Ever since the advent of computer-aided drug design (CADD), in silico simulation methods have greatly accelerated the drug discovery process and lead to the discovery of numerous drug candidates. With the exponential growth of computational power, we nowadays simulate biologic systems at a scale unimaginable a decade ago and thus provides perspectives for drug design. In this dissertation research, combining in silico simulation methods like molecular docking and molecular dynamics (MD) simulation with organic synthesis, in vitro/in vivo experiments and clinical data mining, we developed new drug discovery strategies. These strategies were applied in our drug discovery projects and led to the discovery of inhibitors of microsomal prostaglandin E2 synthase 1 (mPGES-1) and butyrylcholinesterase (BChE) as potential drug candidates.
Protein mPGES-1 is known as an ideal target for next generation of anti-inflammatory drugs without the side-effects of currently available anti-inflammatory drugs. Unfortunately, almost all the previously reported human mPGES-1 inhibitors are inactive (or possess very low activity) against mouse or rat mPGES-1 that prevents using well-established mouse/rat models of inflammation, pain, and other diseases for preclinical studies. It would be extremely challenging for the mPGES-1-based drug development to follow traditional drug discovery and development route. In order to solve this problem, we developed and applied Drug Repurposing Effort Applying Integrated Modeling-in vitro/vivo-Clinical Data Mining (DREAM-in-CDM) strategy in this project. With molecular dynamics simulation, we observed the process of how mPGES-1 adopts an alternative conformation to control the access of co-factor GSH (glutathione) and its impact on the function of the protein. Based on the simulation results, we not only found an explanation for the difference between the X-ray and CryoEM (cryogenic electron microscopy) structure of mPGES-1 but also used molecular docking method to identify FDA approved drug, lapatinib, as an mPGES-1 inhibitor by virtual screening and the subsequent in vitro experiments. By mining the available clinical trial data, we found solid evidence that lapatinib can be used to relieve various types of pain in cancer patients. Since lapatinib is very well tolerated, we expect lapatinib to be repurposed as a new treatment for cancer-related pain.
BChE has been identified as an ideal drug target for the treatment of Alzheimer’s disease (AD) and heroin overdose. The selectivity of a therapeutically useful inhibitor for BChE over AChE is very important. Unfortunately, there is no good selective BChE inhibitor. With a robust and virtual screening strategy combining with in vitro experiments, we identified a series of compounds from the NCI compound depository as BChE inhibitors with novel scaffolds, high activity and selectivity at the same time. The most potent compound was re-synthesized and the enantiomers of the compound were separated for the first time. The binding mode of the most potent compound was also analyzed and the origin of its high activity and selectivity was revealed that will guide the development of BChE selective inhibitors in the future. In addition, a new tacrine-based BChE affinity chromatography resin was developed. The developed new resin has enabled us to more conveniently and efficiently purify the BChE proteins with improved high purity.
In general, we have successfully developed new drug discovery strategies to identify novel inhibitors of different enzymes. With these newly developed strategies, we expect additional drug discoveries to be made in the foreseeable future.
18
Brandão, Márcio da Costa Pereira. "An embodiment of Schoenberg's method of teaching musical harmony in a guided discovery learning environment." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/23732.
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Most traditional musical harmony teaching methods in use in undergraduate courses are centred on pedagogical principles that require students to manipulate musical elements, beyond those directly relevant to the subject matter. Beginning harmony students often encounter extra difficulty in the learning process as they usually lack experience in manipulating individual musical elements. In addition, the emphasis on exemplars of the common practice of eighteenth and nineteenth century composers imposes some limitation on the student’s harmonic vocabulary and, in consequence, on the student’s creativity. At the beginning of the twentieth century, Arnold Schoenberg proposed a method of teaching harmony which presented a different set of pedagogical principles: the method required no background knowledge of other musical elements; it encouraged the exploration of the search space of solutions which, in conjunction with a self assessment of them, helps students to develop their own harmonic sense, without the influence of exemplars of the harmonic practice of existing composers. However, although Schoenberg’s method addresses the problems presented above, it has not been widely used, mostly because its fundamental pedagogy and curriculum are buried in lengthy philosophical discussions of polemical arguments and criticism of traditional methods. This thesis investigates the possibility of designing and constructing a computer-based learning environment presenting the pedagogy and curriculum of Schoenberg’s harmonic teaching method while remaining true to its spirit. We present a formalisation of part of the method’s curriculum and associated pedagogical principles, which have been embodied in a prototype learning environment. The results from studies involving the prototype are also presented: a formative evaluation was carried out with music experts aiming to assess its interactive music notation human computer interface and to inform changes and improvements to be made to the prototype; and a summative evaluation was conducted with music lecturers to assess not only the degree of faithfulness of the environment to the method, but also the educational benefits that such an environment can potentially bring to harmony teaching.
19
Marner, Michael [Verfasser]. "Metabolomics-Guided Discovery and Characterization of five new Cyclic Lipopeptides from Freshwater Isolate Pseudomonas sp. / Michael Marner." Gießen : Universitätsbibliothek, 2020. http://d-nb.info/1219982733/34.
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Agafonoff, Annabel, and n/a. "The encouragement of reflective writing through the development of self-regulation in planning and producing text." University of Canberra. Professional & Community Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20060529.155349.
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The dual problem space model of writing (Scardamalia, Bereiter and Steinbach,
1984) shows how writers develop their knowledge and understanding of the world
by reflecting on problems of substance and problems of presentation in planning a
composition. Reflective thought is attributed to a two-way communication
between a content problem space and a rhetorical problem space. The content
space involves the development of ideas, while the rhetorical space is concerned
with achieving various purposes in composition.
This thesis reports an instructional experiment comparing alternative approaches to
teaching the self-regulatory strategies required for the two-way process of
reflection. The experiment compared the dialogue approach of current practice,
which relies on the teacher to provide the linking operations between the two
problem spaces, with two experimental approaches which promote development of
self-regulatory strategies of reflection, so that students are able to sustain such a
two-way process independently. The experimental approaches are described as a
guided discovery approach proposed by Evans (1991) and an approach described
as cognitive apprenticeship developed by Scardamalia, Bereiter and Steinbach
(1984).
Three instructional programs were prepared by the author to represent the three
alternative approaches examined in the present study. The control program utilised
the dialogue approach of current practice in which the dialectical process is carried
on between teacher and student. The two experimental programs focused on promoting processes of self-questioning rather than questioning by an external
agent such as a teacher. The guided discovery program consisted of activities
which prompted self-questioning processes. The cognitive apprenticeship program
employed scaffolding in the form of procedural facilitation cues to stimulate the
self-questioning process.
A pre-test and post-test control group design was used involving three groups, two
experimental (guided discovery and cognitive apprenticeship) and one control
(dialogue), with instructional method as the independent variable and rated
reflectiveness of writing as the dependent variable. Instruction was concentrated on
teaching the two-way problem formulating and problem solving strategies of the
reflective process for opinion essays and factual exposition essays. The experiment
compared the effectiveness of programs by measuring changes in overall
reflectiveness of writing. Significant improvements were obtained for the
experimental teaching methods withrespect to opinion essays. This research
provided some support for the hypothesis that instruction which fosters self-regulation
of the planning process through processes of reflection results in more
reflective writing than instruction in which such regulation is prompted by the
teacher.
21
Berglund, Magnus, and Anna Carlström. "Enhanced Guided Discovery och Teaching Games for Understanding som arbetsätt i fotboll. : En observationsstudie om tränarbeteenden inom ungdomsfotboll." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-3801.
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Syfte och frågeställningar Syftet med uppsatsen var att genom systematisk observation undersöka hur en ungdomsfotbollstränare använder sig av beteenden som är överensstämmande med Enhanced Guided Discovery (EGD) och Teaching Games for Understanding (TGfU) i sin tränarroll under träning. Syftet besvarades med hjälp av följande frågeställningar: Hur ser fördelningen ut för tränaren med instruktionsbeteenden, feedback och frågetekniker? Hur stor del av träningen går åt till aktiviteter i training form respektive playing form? Metod Metoden som användes var en systematisk deltagande observation. Observationen gjordes i realtid och följde en modifierad version av Coach Analysis and Intervention System (CAIS) (Cushion, Harvey, Muir & Nelson 2012, s. 201ff.; Partington & Cushion 2011). Denna modifierade version innehåller 22 tränarbeteenden som rör instruktioner, frågetekniker, feedback, tystnad och övriga beteenden. Tränaren som observerades var huvudtränare för ett akademilag i fotboll för pojkar (11 år). Två pilotstudier genomfördes, och sedan observerades fem träningstillfällen till den här studien. Resultat Tränaren använde sig i högre grad av frågetekniker än av instruktionsbeteenden. Majoriteten av feedbacken var specifik och positiv, men mycket generell feedback samt korrigerande feedback förekom även. Feedback registrerades vid fler tillfällen än instruktioner och frågetekniker tillsammans. Större delen av träningarna spenderades i training form än i playing form. Slutsats Tränaren använder sig till stor del av beteenden som överensstämmer med EGD och TGfU.Ämneslärarprogrammet, Specialidrott
22
Ba, Surra Shadi Saleh Ali. "Collision guided routing for ad hoc mobile wireless networks." Thesis, University of Bath, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577735.
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Ad hoc mobile wireless networks are self-configuring infrastructureless networks of mobile devices connected via wireless links. Each device can send and receive data, but it should also forward traffic unrelated to its own use. All need to maintain their autonomy, and effectively preserve their resources (e.g. battery power). Moreover, they can leave the network at any time. Their intrinsic dynamicity and fault tolerance makes them suitable for applications, such as emergency response and disaster relief, when infrastructure is nonexistent or damaged due to natural disasters, such as earthquakes and flooding, as well as more mundane, day-to-day, uses where their flexibility would be advantageous. Routing is the fundamental research issue for such networks and refers to finding and maintaining routes between nodes. Moreover, it involves selecting the best route where many may be available. However, due to the freedom of movement of nodes, new routes need to be constantly recalculated. Most routing protocols use pure broadcasting to discover new routes, which takes up a substantial amount of bandwidth. Intelligent rebroadcasting reduces these overheads by calculating the usefulness of a rebroadcast, and the likelihood of message collisions. Unfortunately, this introduces latency and parts of the network may become unreachable. This dissertation presents a routing protocol that uses a new parallel and distributed guided broadcasting technique to reduce redundant broadcasting and to accelerate the path discovery process, while maintaining a high reachability ratio as well as keeping node energy consumption low. This broadcasting scheme is implemented in a Mobile Ad Hoc Network (MANET) and a Wireless Mesh Network (WMN). To reduce overheads further, a Zone based Routing with Parallel Collision Guided Broadcasting Protocol (ZCG) in MANET is introduced. This uses a one hop clustering algorithm that splits the network into zones led by reliable leaders that are mostly static and have plentiful battery resources. For WMN, a Social-aware Routing Protocol (SCG) is designed that draws upon social network theory to associate longstanding social ties between nodes, using their communication patterns to divide the network into conceptual social groups, which allows cluster members to protect each other from redundant broadcasts by using intelligent rebroadcasting. The performance characteristics of the new protocols are established through simulations that measure their behaviour and by comparing them to other well-known routing protocols, namely the: AODV, DSR, TORA and the OLSR, as appropriate, it emerges that two new protocols, the ZCG and SCG, perform better in certain conditions, with the latter doing consistently well under most circumstances.
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Nacheva, Katya Pavlova. "Development of a Bio-Molecular Fluorescent Probe Used in Kinetic Target-Guided Synthesis for the Identification of Inhibitors of Enzymatic and Protein-Protein Interaction Targets." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4376.
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Abstract
Fluorescent molecules used as detection probes and sensors provide vital information about the chemical events in living cells. Despite the large variety of available fluorescent dyes, new improved fluorogenic systems are of continued interest. The Diaryl-substituted Maleimides (DMs) exhibit excellent photophysical properties but have remained unexplored in bioscience applications. Herein we present the identification and full spectroscopic characterization of 3,4-bis(2,4-difluorophenyl)-maleimide and its first reported use as a donor component in Forster resonance energy transfer (FRET) systems. The FRET technique is often used to visualize proteins and to investigate protein-protein interactions in vitro as well as in vivo. The analysis of the photophysical properties of 3,4-bis(2,4-difluorophenyl)-maleimide revealed a large Stokes shift of 140 nm in MeOH, a very good fluorescence quantum yield in DCM (Ffl 0.61), and a high extinction coefficient ε(340) 48,400 M-1cm-1, thus ranking this molecule as superior over other reported moieties from this class. In addition, 3,4-bis(2,4-difluorophenyl)-maleimide was utilized as a donor component in two FRET systems wherein different molecules were chosen as suitable acceptor components - a fluorescent quencher (DABCYL) and another compatible fluorophore, tetraphenylporphyrin (TPP). It has been demonstrated that by designing a FRET peptide which contains the DM donor moiety and the acceptor (quencher) motif, a depopulation of the donor excited state occurred via intermolecular FRET mechanism, provided that the pairs were in close proximity. The Forster-Radius (R0) calculated for this FRET system was 36 % and a Forster-Radius (R0) of 26 % was determined for the second FRET system which contained TPP as an acceptor. The excellent photophysical properties of this fluorophore reveal a great potential for further bioscience applications. The 3,4-bis(2,4-difluorophenyl)-maleimide fluorescent moiety was also implemented in an alternative application targeting the enzyme carbonic anhydrase (CAs) are metalloenzymes that regulate essential physiologic and physio-pathological processes in different tissues and cells, and modulation of their activities is an efficient path to treating a wide range of human diseases. Developing more selective CA fluorescent probes as imaging tools is of significant importance for the diagnosis and treatment of cancer related disorders. The kinetic TGS approach is an efficient and reliable lead discovery strategy in which the biological target of interest is directly involved in the selection and assembly of the fragments together to generate its own inhibitors. Herein, we investigated whether the in situ click chemistry approach can be implemented in the design of novel CA inhibitors from a library of non-sulfonamide containing scaffolds, which has not been reported in the literature. In addition, we exploit the incorporation of the (recently reported by us) fluorescent moiety 3,4-bis(2,4-difluorophenyl)-maleimide) as a potential biomarker with affinity to CA, as well as two coumaine derivatives representing a newly discovered class of inhibitors. The screening of a set of library with eight structurally diverse azides AZ1-AZ8 and fifteen functionalized alkynes AK1-AK12 led to the identification of 8 hit combinations among which the most prominent ones were those containing the coumarine and fluorescent maleimide scaffolds. The syn- and anti-tirazole hit combinations, AK1AZ2, AK1AZ3, AK4AZ2, and AK4AZ3 were synthesized, and in a regioisomer-assignment co-injection test it was determined that the enzyme favored the formation of the anti-triazoles for all identified combinations. The mechanism of inhibition of these triazoles was validated by incubating the alkyne/azide scaffolds in the presence of Apo-CA (non-Zn containing) enzyme. It was demonstrated that the Zn-bound water/hydroxide was needed in order to hydrolyze the coumarins which generated the actual inhibitor, the corresponding hydroxycinnamic acid. The time dependent nature of the inhibition activity typical for all coumarine-based inhibitors was also observed for the triazole compounds whose inhibition constants (Ki) were determined in two independent experiments with pre-incubation times of 3 and 25 minutes, respectively. It was observed that the lower Ki values were determined, the longer the pre-incubations lasted. Thus, a novel type of coumarin-containing triazoles were presented as in situ generated hits which have the potential to be used as fluorescent bio-markers or other drug discovery applications.
The proteins from the Bcl-2 family proteins play a central role in the regualtion of normal cellular homeostasis and have been validated as a target for the development of anticancer agents. Herein, in a proof-of-concept study based on a previous kinetic TGS study targeting Bcl-XL, it was demonstrated that a multi-fragment kinetic TGS approach coupled with TQMS technology was successfully implemented in the identification of known protein-protein modulators. Optimized screening conditions utilizing a triple quadruple mass spectrometer in the Multiple Reaction Monitoring (MRM) mode was demonstrated to be very efficient in kinetic TGS hit identification increasing both the throughput and sensitivity of this approach. The multi-fragment incubation approach was studied in detail and it was concluded that 200 fragment combinations in one well is an optimal and practical number permitting good acylsulfonamide detectability. Subsequently, a structurally diverse liberty of forty five thio acids and thirty eight sulfonyl azides was screened in parallel against Mcl-1 and Bcl-XL, and several potential hit combinations were identified. A control testing was carried out by substituting Bcl-XL with a mutant R139ABcl-XL, used to confirm that the potential kinetic TGS hit combinations were actually forming at the protein's hot spot and not elsewhere on the protein surface. Although, the synthesis of all these kinetic TGS hit compounds is currently ongoing, preliminary testing of several acylsulfonamides indicate that they disrupt the Bcl-XL/Bim or Mcl-1/Bim interaction.
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Wakamatsu, Junichiro [Verfasser], Thomas F. [Akademischer Betreuer] Hofmann, Thomas F. [Gutachter] Hofmann, and Michael [Gutachter] Rychlik. "Activity-guided discovery of antioxidants in processed garlic extracts / Junichiro Wakamatsu ; Gutachter: Thomas F. Hofmann, Michael Rychlik ; Betreuer: Thomas F. Hofmann." München : Universitätsbibliothek der TU München, 2018. http://d-nb.info/116459088X/34.
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Kulkarni, Sameer Shamrao. "Development and Optimization of Kinetic Target-Guided Synthesis Approaches Targeting Protein-Protein Interactions of the Bcl-2 Family." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4351.
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Kinetic target-guided synthesis (TGS) and in situ click chemistry are among unconventional discovery strategies having the potential to streamline the development of protein-protein interaction modulators (PPIMs). In kinetic TGS and in situ click chemistry, the target is directly involved in the assembly of its own potent, bidentate ligand from a pool of reactive fragments. Herein, we report the use and validation of kinetic TGS based on the sulfo-click reaction between thio acids and sulfonyl azides as a screening and synthesis platform for the identification of high-quality PPIMs. Starting from a randomly designed library consisting of nine thio acids and nine sulfonyl azides leading to eighty one potential acylsulfonamides, the target protein, Bcl-XL selectively assembled four PPIMs, acylsulfonamides SZ4TA2, SZ7TA2, SZ9TA1, and SZ9TA5, which have been shown to modulate Bcl-XL/BH3 interactions. To further investigate the Bcl-XL templation effect, control experiments were carried out using two mutants of Bcl-XL. In one mutant, phenylalanine Phe131 and aspartic acid Asp133, which are critical for the BH3 domain binding, have been substituted by alanines, while arginine Arg139, a residue identified to play a crucial role in the binding of ABT-737, a BH3 mimetic, has been replaced by an alanine in the other mutant. Incubation of these mutants with the reactive fragments and subsequent LC/MS-SIM analysis confirmed that these building block combinations yield the corresponding acylsulfonamides at the BH3 binding site, the actual "hot spot" of Bcl-XL. These results validate kinetic TGS using the sulfo-click reaction as a valuable tool for the straightforward identification of high-quality PPIMs.
Protein-protein interactions of the Bcl-2 family have been extensively
investigated and the anti-apoptotic proteins (Bcl-2, Bcl-XL, and Mcl-1) have been validated as crucial targets for the discovery of potential anti-cancer agents. At the outset, Bcl-2 and Bcl-XL were considered to play an important role in the regulation of apoptosis. Accordingly, several small molecule inhibitors targeting Bcl-2 and/or Bcl-XL proteins were primarily designed. A series of acylsulfonamides targeting these proteins were reported by Abbott laboratories, ABT-737 and ABT-263 being the most potent candidates. Remarkably, these molecules were found to exhibit weaker binding affinities against Mcl-1, another anti-apoptotic protein. Further experimental evidence suggests that, inhibitors targeting Mcl-1 selectively or in combination with other anti-apoptotic proteins would lead to desired therapeutic effect. As a result, numerous small molecules displaying activity against Mcl-1 have been identified so far. Specifically, acylsulfonamides derived from structure activity relationship by interligand nuclear overhauser effect (SAR by ILOEs), a fragment-based approach, have been recently reported with binding affinities in the nanomolar range. In the meantime, we have reported that the kinetic TGS approach can also be applied to identify acylsulfonamides as PPIMs targeting Bcl-XL. Taken together, structurally novel acylsulfonamides can be potentially discovered as Mcl-1 inhibitors using the kinetic TGS approach. Thus, a library of thirty one sulfonyl azides and ten thio acids providing three hundred and ten potential products was screened against Mcl-1 and the kinetic TGS hits were identified. Subsequently, control experiments involving Bim BH3 peptide were conducted to confirm that the fragments are assembled at the binding site of the protein. The kinetic TGS hits were then synthesized and subjected to the fluorescence polarization assay. Gratifyingly, activities in single digit micromolar range were detected, demonstrating that the sulfo-click kinetic TGS approach can also be used for screening and identification of acylsulfonamides as PPIMs targeting Mcl-1.
The amide bond serves as one of nature's most fundamental functional group and is observed in a large number of organic and biological molecules. Traditionally, the amide functionality is introduced in a molecule through coupling of an amine and an activated carboxylic acid. Recently, various alternative methods have been reported wherein, the aldehydes or alcohols are oxidized using transition metal catalysts and are treated with amines to transform into the corresponding amides. These transformations however, require specially designed catalysts, long reaction times and high temperatures. We herein describe a practical and efficient amidation reaction involving aromatic aldehydes and various azides under mild basic conditions. A broad spectrum of functional groups was tolerated, demonstrating the scope of the reaction. Consequently, the amides were synthesized in moderate to excellent yields, presenting an attractive alternative to the currently available synthetic methods.
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Stromberg, Michael Peter. "Enabling high-throughput sequencing data analysis with MOSAIK." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1332.
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Thesis advisor: Gabor T. MarthDuring the last few years, numerous new sequencing technologies have emerged that require tools that can process large amounts of read data quickly and accurately. Regardless of the downstream methods used, reference-guided aligners are at the heart of all next-generation analysis studies. I have developed a general reference-guided aligner, MOSAIK, to support all current sequencing technologies (Roche 454, Illumina, Applied Biosystems SOLiD, Helicos, and Sanger capillary). The calibrated alignment qualities calculated by MOSAIK allow the user to fine-tune the alignment accuracy for a given study. MOSAIK is a highly configurable and easy-to-use suite of alignment tools that is used in hundreds of labs worldwide. MOSAIK is an integral part of our genetic variant discovery pipeline. From SNP and short-INDEL discovery to structural variation discovery, alignment accuracy is an essential requirement and enables our downstream analyses to provide accurate calls. In this thesis, I present three major studies that were formative during the development of MOSAIK and our analysis pipeline. In addition, I present a novel algorithm that identifies mobile element insertions (non-LTR retrotransposons) in the human genome using split-read alignments in MOSAIK. This algorithm has a low false discovery rate (4.4 %) and enabled our group to be the first to determine the number of mobile elements that differentially occur between any two individuals
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Biology
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Lohman, Margaret C. "The effects of a guided discovery versus a deductive training method on supervisors' ability to solve problems and facilitate problem- solving skill of subordinates /." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250104650.
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Heinzlmeir, Stephanie [Verfasser], Bernhard [Akademischer Betreuer] Küster, Bernhard [Gutachter] Küster, Stephan [Gutachter] Hacker, Norbert [Gutachter] Sewald, and Stephan [Gutachter] Sieber. "When chemical proteomics meets medicinal chemistry: Guided drug discovery towards EPHA2 inhibitors / Stephanie Heinzlmeir ; Gutachter: Bernhard Küster, Stephan Hacker, Norbert Sewald, Stephan Sieber ; Betreuer: Bernhard Küster." München : Universitätsbibliothek der TU München, 2017. http://d-nb.info/1151322261/34.
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Petras, Daniel [Verfasser], Roderich [Akademischer Betreuer] Süßmuth, and Juan [Gutachter] Calvete. "Development of novel mass spectrometry guided techniques for the discovery, structural elucidation and biological assessment of different peptide toxins / Daniel Petras ; Gutachter: Juan Calvete ; Betreuer: Roderich Süßmuth." Berlin : Technische Universität Berlin, 2016. http://d-nb.info/1156013917/34.
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Amadi, Cecilia Nwadiuto. "Biochemical and drug targeting studies of Mycobacterium tuberculosis cholesterol oxidase P450 enzymes." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/biochemical-and-drug-targeting-studies-of-mycobacterium-tuberculosis-cholesterol-oxidase-p450-enzymes(16cbca7a-b8b2-4ec4-bbd7-977785ed65b9).html.
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Mycobacterium tuberculosis (Mtb), a deadly pathogen, has scourged mankind for many centuries and has remained a major threat to global world health. Tuberculosis, the disease caused by this bacterium, is a major cause of death in developing nations and there is potential for its re-emergence in developed countries. An alarming rise in cases of multidrug-resistant and extremely-drug resistant tuberculosis (MDR-TB and XDR-TB) that do not respond to the customary first-line antibiotics necessitates the urgent need for development of new anti-TB drugs. Mtb becomes engulfed in human macrophages post infection of the host, but persists in the harsh environment of the human lungs by utilization of host cholesterol as a carbon source. The P450s CYP125A1, CYP142A1 and CYP124A1 are responsible for catalysing the side-chain degradation of cholesterol, which is critical for cholesterol to be used in the Mtb β-oxidation pathway for energy production. This PhD thesis focuses on understanding the structure/mechanism of the Mtb cholesterol 27-oxidases with the aim of facilitating the development of novel inhibitors of these P450s, which are crucial for Mtb to infect the host and to sustain infection. CYP142A1 and CYP124A1 were purified through three chromatographic steps with contaminating proteins successfully removed to give highly pure forms of these enzymes following the final purification step. Spectrophotometric titrations indicate that CYP142A1 and CYP124A1 bind tightly to cholesterol and cholestenone (and also to branched-chain methyl lipids for CYP124A1), highlighting their physiological roles in sterol and fatty acid metabolism, respectively. Binding analyses with a range of azole antibiotics revealed tight binding to bifonazole, clotrimazole, miconazole and econazole, and weak binding to fluconazole. Studies with compounds from a fragment screening library revealed weak binding to fragment hits for the cholesterol oxidases, but much tighter binding to these enzymes was found for ‘elaborated’ hits from a previous fragment screen on the Mtb cyclodipeptide oxidase CYP121A1, indicative of improved ligand potency achieved via ‘fragment merging’ strategies, and of structural similarities between these diverse Mtb P450s. Light scattering data indicate that CYP142A1 exists in dimeric form in solution, but becomes monomeric when treated with DTT; while CYP124A1 is completely monomeric. Crystal structures of CYP142A1 and CYP124A1 in complex with cholestenone, econazole and fragment library hits were determined. CYP142A1 crystal structures with econazole and fragment hits revealed heme coordination via the heterocyclic nitrogen in an azole group, and provide important data towards design of superior inhibitor drugs. The binding of cholestenone within the active site channels of CYP124A1 and CYP142A1 revealed an alignment favourable for C27 hydroxylation of the cholestenone side chain, which supports the physiological roles of CYP142A1 and CYP124A1 (as well as CYP125A1) in host cholesterol catabolism.
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Henriksson, Felicia, and Danielle Marand. "Hur formas ett inlärningsklimat som är framgångsrikt över tid? : En observationsstudie om fotbollstränares beteenden och träningsaktiviteter." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-3741.
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Aim and research questions The over-all aim of this study was to gain insight info how two male coaches of a specific soccer team behave in a practice environment with regards to educating the players. More specifically, the study sought to map the extent to which said behaviour matched two specific methods of learning; these being Teaching Games for Understanding (TgfU) and Enhanced Guided Discovery (EGD). Research questions: (1) Do the coaches employ the methods and guidelines, which are outlined in the educational plan provided by the soccer association? If so, what form does this application take in practice? (2) To what extent and in what ways do the coaches utilize feedback and questioning techniques in the education of players? (3) What similarities and differences in behaviour can be identified between the chosen soccer team’s two coaches? Method: The data for the study was collected through field observation. The subjects were two youth elite soccer coaches and observation of these coaches took place during five regular practice sessions on the soccer field. All data gathering and analysis were carried out using a modified version of the Coach Analysis and Intervention System (CAIS). Apart from the twenty-one original coaching behaviours of the CAIS, this specific modification also included two training forms with related training activities. These training forms are called training form and playing form. Results: The analysis showed that they utilized the teaching methods, specifically the TGfU and EGD, both when planning and executing practice sessions. The most common kinds of feedback that were used were specific positive and general positive feedback. The coaches frequently relied on questioning as an educational technique during practice, with open questions being the most commonly used type. The observations revealed several similarities and some differences in behaviour between the coaches. Conclusion: The methods that the two coaches employ when training their players correspond to the methods laid out in TGfU and EGD. Both coaches rely heavily on questioning and feedback as behavioural techniques, with open questions and specific positive feedback being among their most common teaching behaviours. The study shows that the practical behaviour of the coaches is firmly based in theories of learning and long-term athletic development. In this way, the coaches have managed to create a learning environment that is successful over time.Syfte och frågeställningar Syftet med denna studie är att, genom observationer av en manlig huvudtränare och en manlig assisterande tränare för ett specifikt fotbollslag, samla kunskap om hur tränarna beter sig i träningsmiljö i avseende att ut-veckla sina spelare. Syftet är även mer specifikt att undersöka om, och i så fall hur tränarnas beteenden är kopplade till inlärningsmetoderna Teaching Games for Understanding (TGfU) och Enhanced Guided Discovery (EGD). Studiens frågeställningar var: (1) Arbetar fotbollstränarna med de metoder och riktlinjer för inlärning som står skrivet i föreningens spelarutbildningsplan? Hur arbetar de i så fall? (2) Hur arbetar dessa två fotbollstränare med feedback och frågeteknik till sina spelare? (3) Finns det någon/några likheter och/eller skillnader i beteende för de två fotbollstränarna för samma lag? Metod Metoden för att samla in data till denna studie var genom observationer. Deltagarna i studien bestod av två fotbollstränare på ungdomselitnivå (U17). Observationerna av tränarna skedde i deras träningsmiljö, på fotbollsplan under fem träningstillfällen. Observationsinstrumentet som användes i studien var en modifierad version av Coach Analysis and Intervention System (CAIS). Studiens observations-instrument innehåller 21 ursprungliga tränarbeteenden. Denna modifiering av CAIS innehåller även två träningsformer med tillhörande träningsaktiviteter. Dessa träningsformer är training form och playing form. Resultat Observationerna visade att tränarna använde sig av de två inlärningsmetoderna TGfU och EGD när de strukturerade sina träningar, samt när de agerade under träningarna. Vanligast förekommande feedback som användes var specifik positiv- och generell positiv feedback. Tränarna använde sig ofta av frågeteknik under träning, den vanligaste typen av frågor var öppna frågor. Det fanns många likheter i beteende mellan tränarna, men även vissa skillnader. Slutsats Sammanfattningsvis är analysen att tränarna använder sig av metoderna för inlärning; TGfU och EGD i träningsmiljö med sina spelare. Frågeteknik i form av öppna frågor, samt specifik positiv feedback var bland de vanligast använda beteendena hos båda tränarna. Resultatet av observationerna påvisar en nära anknytning mellan tränarnas praktik och teorier kring inlärning och långsiktig idrottslig utveckling. Sålunda lyckas tränarna med tiden forma ett inlärningsklimat som är hållbart över tid.
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Maxwell, Elizabeth Anne Education Faculty of Arts & Social Sciences UNSW. "An investigation of appropriate instructional design to match the ability of the learner." Publisher:University of New South Wales. Education, 2008. http://handle.unsw.edu.au/1959.4/40887.
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Content analyses of research in the literature of gifted education (Coleman, 2006; Rogers, 1999, 2006) has shown a consistent absence of research investigating methodology for instructing gifted students and for the development of expertise using new technologies. In this study, utilising electronic instructional delivery, an investigation was undertaken of the differential effects and appropriateness of matching the prior knowledge of the learner to the instructional method. Underpinned with a theoretical understanding of gifted education and cognitive load theory, a series of three experiments was designed and implemented to determine whether gifted students learn more effectively under guided discovery design than with example based instruction, while not identified as gifted ability students perform significantly better under direct example based instruction than with guided discovery. Data were collected and analysed in three stages. Experiment 1 was conducted in the novel domain of Boolean switching equations. Experiments 2 and 3 used identical test instruments with novel tasks in the semi-familiar domain of geometry. A total of 155 Years 7, 8 and 9 students at three metropolitan secondary schools participated. The study explored whether the presence of schemas, that facilitated greater problem-solving ability in gifted students, would generate clear evidence of instructional efficiency and preference for either mode of instruction. As students advanced from novice state to expert in particular domains of learning, it was anticipated that gifted students would progress from benefiting from worked example instruction to more efficient learning in guided discovery mode. This hypothesis was rejected as the results from each of the experiments did not confirm the hypothesised outcomes. There was no manifested expertise-reversal effect. The absence of any clear delineation of enhanced learning proficiency mode of instruction for gifted students does, however, contribute to the advancement and understanding of cognitive load theory and the complexity of learning strategies necessary for gifted learners.
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Taylor, Elaine J. "An Interactive Guide to Self-Discovery for Women." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4238.
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This project is a translation of ideas I have encountered in my journey through Women's Studies. With this interactive book, I offer a concise, understandable, and empowering method for self-discovery from one feminist's perspective. Traditional self-help materials often set the reader up as the one with the issue or problem and they rarely call out the functioning systems of oppression as a stumbling block or offer ways to circumvent them. With this project, I hope to shine light on the functioning systems of gender discrimination, racism, classism, and heterosexism, and to provide a framework for understanding. There are three main theoretical contexts for this project. The first context includes perspectives on language and the ways in which language limits women's communication with themselves and with each other. .The second is gender socialization and how it enforces norms of "appropriate" female behavior. The third context is recent work in feminist spirituality and the possibilities it offers for recovering a spiritual self in direct relationship to a higher being. By narrating my own experiences in these three areas, and by offering resources and tools for further exploration, I hope this thesis will enable readers to understand that it is not they who are sick or in need of "self-help" but the society and culture in which they live.
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Figueira, José Pedro Costa. "Relatório da prática de ensino supervisionada realizado na Escola Básica Conde de Vilalva em Évora." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/10851.
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O presente relatório tem por objetivo descrever, analisar e refletir sobre o processo da Prática de Ensino Supervisionada na Escola Básica Conde Vilalva com uma turma do 2º CEB e outra do 3º CEB, no ano letivo 2012/2013. A anterior integra o 2º ano do Mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário da Universidade de Évora, constituindo-se assim como a preparação para o exercício da função docente. Na sequência do desempenho de um conjunto de funções realizadas e respetiva operacionalização, o mesmo pretende apresentar os principais procedimentos, dificuldades, estratégias adotadas e metas alcançadas na Prática Letiva. Pretende-se apresentar os instrumentos utilizados, para desenvolver o processo de ensino e aprendizagem dos alunos, refletindo e analisando todas as decisões tomadas no contexto educativo inerente ao processo de estágio. Estando estruturado por várias dimensões, permitiu uma experiência relevante que contribuiu num claro compromisso com o uso do conhecimento científico no desenvolvimento do ensino e aprendizagem bem como na formação íntegra do “ser professor” sob o ponto de vista profissional, pessoal, social e ético; ### ABSTRACT:
This report has its main goal on describing, analysing and reflecting the process of supervised teaching practice made on Conde de Vilalva Comprehensive School with two classes of students: one from the key stage 3 and the other from the key stage 4, in the school year of 2012/2013. It is also part of the 2nd year of a Master’s Degree in Physical Education, regarding both Comprehensive and Secondary levels within University of Évora, and also means to be a preparation for a future teaching career. So, in relation to a set of functions accomplished and implemented, the report aims to present the main proceedings, difficulties, adopted strategies and achieved goals in the teaching practice. It is also intended that all tools used to increase the process of teaching/ learning in the students are presented here, so that all decisions made during the training year are submitted to analysis and reflection. As it is organized in different layers, it allowed a significant experience that lead to a clear commitment with the use of scientific knowledge in the development of the teaching/ learning process as well as in the straightaway shaping of being a teacher, on a professional, personal, social and ethical point of view.
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Penny, Lori Lynn. "Mind the Gap: An Integration of Art and Science in Music Theory Pedagogy." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42032.
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My inquiry, centered on the applied practice of teaching, confronts the detachment that often disassociates the intellectual study of music theory from the physical experience of music. This pedagogical detachment, perceived as a split between opposing views of knowledge, privileges positivist science over interpretive art (Aróstegui, 2003), producing written competencies that have little or no musical meaning (Rogers, 2004). Endeavouring to re-attach music theory and the music it was initially intended to explain (Dirié, 2014), I constructed four Listening Guides to align with the intermediate-level theory curriculum of the Royal Conservatory of Music. Their construction incorporates elements of design research along with an underlying framework derived from the Kodály Method’s four-step instructional process. Given my multi-faceted personal/professional interactions with music theory, my research project is presented in the form of a quest narrative that weaves together my story and the stories of participant teachers who established the Listening Guides’ potential usefulness through reviewing and implementing interactions. This narrative, as a creative representation of arts-based research practices (Leavy, 2015), is derived from the blurring of specific cognitive findings and less definable aesthetic knowings (Greenwood, 2012). My data, both the prototypical data I designed and the empirical data I collected from focus group discussions with my participants, are filtered through an a/r/tographic lens that acknowledges the coexistence of my artist/researcher/teacher identities. The analysis of our aggregate narrative, as an exploration of music theory pedagogy with, about, in, and through music, relies on the evaluative tools of educational criticism (Eisner, 1991). Unfolding in a mostly linear climb, my quest for a fully integrated music/theory (art/science) pedagogy reaches its apex in the understanding that a music-logic organization confounds the subject-logic of traditional teaching approaches. Thus, my inquiry challenges the customary practices of scientific knowledge-building with a model for artistic “ways-of-knowing” in music theory pedagogy.
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Lossouarn, Alexis. "Développement de nouvelles réactions de click séquentielles appliquées à la synthèse contrôlée par la cible d'inhibiteurs de protéines impliquées dans la maladie d'Alzheimer." Thesis, Normandie, 2020. http://www.theses.fr/2020NORMR078.
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La synthèse contrôlée par la cible sous contrôle cinétique (Kinetic Target-Guided Synthesis, KTGS) est une stratégie d’approche par fragments, où la cible biologique est directement employée afin d’assembler son propre ligand via une réaction biocompatible et irréversible. Bien que prometteuse pour la découverte de nouvelles molécules biologiquement actives, il existe toujours différentes limitations inhérentes à cette technique comme la formation de très faibles quantités de ligands, pouvant conduire à des faux négatifs lors des analyses, ou encore le nombre limité de réactions éligibles en KTGS, ne permettant pas une couverture optimale de l’espace chimique. Afin de répondre à ces différentes limitations, deux approches principales ont été imaginées en tant qu’objectifs de ces travaux. La première stratégie consiste à élaborer une séquence réactionnelle permettant d’une part de former le ligand au sein de la cible, et d’autre part de réaliser son marquage afin d’augmenter sa détectabilité par spectrométrie de masse ou par émission de fluorescence. Le second objectif est d’étudier l’éligibilité de diverses réactions biocompatibles (réactions de Diels-Alder et de thiol-yne) pour des applications en KTGS afin de compléter l’éventail de réactions applicablesThe kinetic target-guided synthesis (KTGS) is a fragment-based strategy which involves the biological target for the assembly of its own ligand via a biocompatible and irreversible reaction. Although promising for the discovery of new biologically active molecules, this approach is still suffering from various limitations, namely the very low quantities of ligand which are formed during the experiments, which may afford false-negative results during analyses, or the limited range of applicable reactions in KTGS, which do not allow an optimal covering of the chemical space. In order to address these issues, two main approaches were envisioned as goals of this thesis work. The first one is the development of new reactional sequences, allowing at first the formation of the ligand within the target, and then its labelling so as to increase its detectability by mass spectrometry analysis or by fluorescence emission. The second goal was to study the eligibility of various biocompatible reactions (Diels-Alder and thiol-yne reactions) for KTGS application so as to complete the range of available reactions
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Darrell, Charles, and Rooy Daniel de. "Assassin’s Creed: Odyssey Discovery Tours med genetiskt och genealogiskt historiemedvetande : Virtuella guidade turer i antika Grekland som klassrumsbaserad undervisning i högstadiet." Thesis, Malmö universitet, Malmö högskola, Institutionen för samhälle, kultur och identitet (SKI), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40930.
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This paper explores the possibility of using an off the shelf video game, Assassin’s Creed: Odyssey, in teaching a history class about ancient Greece. The study used a method where 7th grade students during one lesson got to experience the videogame together with two surveys about the students’ experiences learning with the video game. The study’s theories focus on previous research and educators’ ideas about using virtual museums and students’ active participation. The questions asked in the study are “in what ways can Assassin’s Creed’s virtually guided tours stimulate a genetic and genealogical history awareness in classroom-based teaching?” and “how do students experience the use of video games in history teaching?”. The results of the study conclude that it is possible to use video games in teaching that enhances the students’ knowledge about a subject, but that there are obstacles to cross nevertheless.
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Engvall, Johan. "“Whatever he discovers in creatures he guides to the Creator” : En studie om hur vi kan förstå St. Franciskus som miljömedveten, A study of how we can understand St. Francis as being environmentally conscious." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper, KV, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-10679.
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This study investigated how we can understand St. Francis as environmentally conscious. The study also presents where those elements can be found in St. Francis own documents and from documents that describe St. Francis. The study also investigate what factors in 13th-century European society might have influenced such ideas. St. Francis of Assisi had a reverent attitude towards all animals and plants. He helped and took care of animals that were weak and vulnerable. He did this because he believed by doing so, they would praise the Lord. He considered some creatures more important than others because they reminded him of the Lord, for example the lamb. He thought long-term, instructing his brothers that they should not cut down a whole tree so that the tree could sprout again. He was environmentally conscious, even though this was because of God and not because he had actual concern for animals and plants themselves. He might have been conscious about the environment because of all the wars that destroyed fields. It might also have been because of the general exploitation of the forest, or a reaction against the Cathars and their negative thoughts about the material world.
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Martins, Teresa Patrícia Pedrosa. "Genome and bioactivity-guided natural product discovery in cyanobacteria." Dissertação, 2017. https://repositorio-aberto.up.pt/handle/10216/110530.
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Martins, Teresa Patrícia Pedrosa. "Genome and bioactivity-guided natural product discovery in cyanobacteria." Master's thesis, 2017. https://repositorio-aberto.up.pt/handle/10216/110530.
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Khan, Samia A. "Teaching chemistry using guided discovery and an interactive computer tool." 2002. https://scholarworks.umass.edu/dissertations/AAI3068574.
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An initial test of scientific inquiry skills revealed that students enrolled in a computer enhanced introductory college chemistry class using a guided discovery approach produced significantly larger gains after class instruction compared with two other introductory chemistry classes at the same institution and three introductory science classes at two other college institutions. The purpose of this study was to analyze the instructional strategy in this class to understand how it may have contributed to gains in inquiry skills. Classroom observations of the computer enhanced guided discovery class and two other lecture based chemistry classes, uncovered a pattern of instruction in the guided discovery case that was markedly different from the other two classes, yet more similar to model construction processes of scientists. The central pattern of instruction in the primary case was referred to as the guided discovery approach and was characterized by instructional strategies designed to trigger generate, evaluate, and modify or GEM cycles, other teacher guidance strategies, and the integration of an interactive computer tool. Analysis of classroom observation data and student surveys confirmed a higher frequency of students' generating ideas about chemistry, constructing explanations, and quantitative problem solving in the guided discovery case than the lecture-based classes and a higher rate of teacher requests for students to engage in several of these processes. Small group observations revealed students' reasoning processes as they interacted with their teacher and the computer during instruction. Overall, compared with more traditional forms of chemistry instruction, the evidence suggests that the instructional strategies in the guided discovery case were successful in sustaining student engagement with several fundamental processes of scientific inquiry and may have led to the development of important inquiry skills. The guided discovery case used classroom activities that included finding trends, evaluating extreme cases, using incremental values, making comparisons, asking why, providing discrepant information, designing new tests, working back from the data, and thinking of an individual molecule, as several different strategies to foster inquiry. Rich descriptions of such instructional strategies may offer prescriptive methods for teachers to foster these processes in their classrooms and may represent a promising model for inquiry based instruction.
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Shankaranarayana, B. L. "Achievement in mathematics under guided discovery learning and reception learning conditions." Thesis, 1990. http://hdl.handle.net/2009/2745.
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江岳霖. "Instruction of Digital Circuit Theories Using Guided-Discovery Computer-Aided Learning Approach." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/88694382570840232466.
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碩士國立臺灣師範大學
資訊教育研究所
92
This study, through quasi-experiment, aims to explore how guided-discovery computer-aided learning approach influences the learning of digital circuit theories of vocational high school students and to exercise this approach to develop a computer- aided learning system to benefit the students in Information Department to learn synchronous circuit of sequential logic. In the study, guided-discovery computer-aided learning approach is designed into the experimental courseware and a set of software and a task list are designed to enhance the proficiency when vocational high school students in Information Department learn digital circuit theories. Three classes of one hundred and eighty seven vocational high school students in Information Department served as subjects for the study. The pretest-posttest control-group design is adapted in the study. Three kinds of learning activities, the pretest result of synchronous circuit of sequential logic are used in ANCOVA. After the learning activities finish, questionnaire are used to analyze. Four findings of the study are: (1) guided-discovery computer-aided learning approach can enhance the effectiveness of students’ learning digital circuit. (2) Guided-discovery computer-aided learning approach can promote the students to solve their problems by themselves. (3) The activities strengthen the learning interest and help them to understand the theories of synchronous circuit of sequential logic. (4) The software and the task lists in the study can serve as a beneficial learning aid.
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Min, Lin, and 林敏. "A Study on the Effects of Guided Discovery Learning in Elementary Music Composition." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/86598991808957493069.
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碩士臺北市立教育大學
音樂學系教學碩士學位班
100
The purpose of the study is to compare the different impacts of Guided Discovery Learning and direct instruction on primary students’ music composition leaning, achievement for musical learning. Besides, the study would further work on the students’ diverse perception of classroom learning environment atmosphere. The study adopts experiment research method, in which the research instruments include learning achievement test for editing music, learning attitude scale of music composition, Hickey’s Assessment rubrics for music composition and WIHIC Scale. The 123 fifth-graded elementary students, learning eight lesson music compositions at two weeks as the object of the study, are divided into the experimental group and the controlled group. The experimental group will learn music composition through the teaching method of Guided Discovery Learning, while the controlled group the method of direct instruction. The result of the experiment shows that: (1) The two teaching methods make no significant difference on the three dimensions of the students’ music learning, which are “basic general knowledge”, “theory” and “structure”. (2) In the five categories of assessment rubrics for music composition, including “having at least two complete and complementary musical ideas”, “the suitability of musical instruments”, “melody”, “rhythm”, and “aesthetic appeal”, students with the methodology of Guided Discovery Learning performed much better. (3) Varied teaching methods would lead to various and distinctive results in the WIHIC scale. Guided Discovery Learning would help the students score higher in the category “overall performance” in the WIHIC scale. Tested with WIHIC scale, the students under Guided Discovery Learning perform better than direct instruction in the dimensions of “Student Cohesiveness”, “Teacher Support” and “Equality”. In this study, student accepted the guided discovery learning of music composition that they could produce best work in the group co-operation. The learning effects may contribute to student have positive perceptions of the learning environment.
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Wu, Kunyong, and 吳昆勇. "Effects of Teaching Archimedes Principle through Guided Discovery on Students'' Concept of Buoyancy." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/53660752490015116802.
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碩士國立臺灣師範大學
科學教育研究所
90
Investigated were effects of teaching Archimedes principle and employing guided discovery pedagogy during teaching of buoyancy. One hundred and ninety-three students from six classes of two schools participated in this study. Two schools are located at Taipei county and Touyuan suburban area respectively. Six classes were assigned into three groups. For the controlled group the teaching materials within textbook were taught through didactic teaching method; for the experimental group A the Archimedes principle was taught additionally however, didactic teaching method was still applied; and for the experimental group B Archimedes principle was taught through guided discovery pedagogy. There were two teachers responsible for teaching of the three groups. All subjects completed pre- and post-test. The reliability (α) of pre- and post-test are .53 and .71 respectively. The results indicated that students had seven misconceptions as the following: 1) applied the buoyancy formula in a wrong way; 2) only thought of density, volume, and mass when judging the buoyancy; 3) no matter how liquid density and the volume of object within liquid were changed, the buoyancy of floating objects were always the same, so was the sinking object; 4) no buoyancy imposed on the sinking objects; 5) only pay attention to the variants listed in the item when estimating the buoyancy; 6) the property of objects could change buoyancy, just like salt could make buoyancy stronger or weaker; 7) the amount of area contact with liquid would change buoyancy. There was a significant difference (p<.05) in students’ understanding the buoyancy among three groups in Touyan school, however, not for students in Taipei school. Based on the post-test, all students in the experimental group B, no matter belonging to the high , middle, or low scores, had more improvement than other groups. When the grouping criteria was based on students’ physical science final scores of the semester, only middle and low scores’ students made more progress in the post-test.
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Wang, Min-Shen, and 王敏甚. "Guided-Discovery Learning Based Computer Assisted Learning Module on Electromagnetism for Elementary School Students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/88300836741527909401.
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碩士國立臺北教育大學
教育傳播與科技研究所
96
The purposes of the research is helping students thinking systematically, logically and understanding interactive phenomenon which can’t be seen during the experiment between electric and magnet . The research is carried out via quasi-experimental design. The researcher applied the Guided Discovery computer assisted system software with Computer Animation which is apt for the sixth graders in Elementary School.Research subjects were randomly selected based on class,one class(32 students) learned by computer assisted software was used as the experimental group and the other class(33 students) learned by traditional teching ways was designed as controlled group.Subjects all have 15 sessions study for electromagnetism unit and take tests designed by researcher followed. The test data was evaluated with SPSS10.0 software. According to the experimental study in this research, the conclusion is as the following: Even students who learned with computer assisted software integrated system thought that CAI did help them much understanding the abstract concepts about the interactive processes between electric and magnet, such as how electric produces magnet, which direction would magnet produce when different way of electric goes…and so on, it showed no significant differences between the students’ learning achievement with the traditional learning strudents’s. Evaluating papers showed students have positive attitude to learn with CAI. Students agreeed they could pay more attentions when learned by CAI which proposed computer animations and also accepted the CAI system did help them construct the ways how electric and magnet interacted which couldn’t be found in observing the experiment of electromagnetism.
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Huang, Yu-Ting, and 黃鈺婷. "Studies on Applying Augmented Reality and Guided Discovery Learning Strategy in Botanical Garden Learning." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/n4bk4p.
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Shulhah, Siti Any Maya, and 樹瑪雅. "Examining Teachers’ Online Video-Based Reflective Practice for Professional Development Regarding Guided-Discovery Learning Instruction." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/3qz92c.
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碩士國立中央大學
網路學習科技研究所
106
It is important for in-service teachers to master pedagogical knowledge and skills of using various strategies and methods in teaching as well as professionally improving performance through continuous reflective practice. The purpose of this multiple-case study was to describe Indonesian in-service teachers’ nature in performing reflective practice regarding guided-discovery learning instruction for professional development. The iCRT online video-based system was employed to support three stages of reflection activities consisting of self-reflection, collaborative reflection, and meta reflection. Six participants were selected from three different vocational high schools in Indonesia and they were paired into three groups of subject lessons. Their nature in performing reflection activities was examined by analyzing the dynamic interaction between selective attention and knowledge-based reasoning (framework adapted from Sherin, 2007). The finding identified that in reflection activities, teachers were more focused on their self and their actions in teaching as the object of attention. While in providing guided discovery instruction, the brainstorming process has taken the most noticed in view of the fact that the process involved most of teachers' intervention in guiding students and lead them to discover the right concept of knowledge as the learning outcomes. However, the improvement of teaching practice can be seen from how teachers reasoned on the selective part of the teaching scene which needed to be improved. Another result was that collaborative reflection is important to support the objectivity of reflection and serves as a reference point. It also strengthens teachers on their professional development and leads teachers to recognize their shortcomings in practice. In addition, the meta-reflection process has been able to infer the extent to which improvements in teaching performance have been achieved.
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楊孟欣. "Exploring the Effectiveness of Guided Discovery Teaching by Performance Assessment on the Concept of Sound Wave." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/s3du72.
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碩士國立彰化師範大學
物理學系
100
The purpose of this study mainly aimed to design guided discovery teaching activities and explore their effectiveness on the sound wave concept by performance assessment. A quasi-experimental method was employed in this study to explore the effectiveness of different teaching styles ─ guided discovery teaching and the traditional lecture teaching ─ on the sound wave concept by using different assessment formats ─ performance assessment and the paper-pencil test. Through both quantitative and qualitative data analyses it was firstly founded that compared with the traditional lecture teaching, guided discovery teaching did not provide better concept learning achievements in the paper-pencil test because of the failure of the paper-pencil test to probe the real understanding and abilities of students. Secondly, it was founded that compared with the traditional lecture teaching, guided discovery teaching provided better concept learning achievements in performance assessment, which meant that performance assessment had better effects on probing students’ concept learning than the paper-pencil test. Thirdly, based on the results mentioned above, this study also revealed the crucial conclusion of aligning the assessment format with the teaching style. Except for the concept learning, this study also found that guided discovery teaching provided better effects than the traditional lecture teaching on the developing of students interests.
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YANG, CHUN-CHIH, and 楊竣智. "Discovery of Automated Guided Vehicles in a ZooKeeper-cluster-based Internetworking Environment Using Low-cost Networking Equipment." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/9r7rc3.
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碩士國立宜蘭大學
多媒體網路通訊數位學習碩士在職專班
107
With the need for cost reduction and efficiency improvement, many automated guided vehicles with built-in Robot Operating System (ROS) have been applied to various work fields, such as the automatic carriage of medical supplies and drugs in a hospitals to designated premises in the hospital, the automatic handling of goods in logistics centers, the transport of goods between factory production lines and so on. These automated guided vehicles need to be discovered and managed as well as servers. However, the server has a BMC for out-of-band management that can be automatically discovered and managed, but the automated guided vehicle does not have a BMC. The existing approaches include Multicast, UPnP, Apple Bonjour and so on. However, they may lack efficiency, take up too much bandwidth or cannot travel across different networks. For this reason, this paper presents an efficient management method to discover AGVs in a ZooKeeper-cluster-based internetworking environment without incurring additional expense in purchasing network devices.