Dissertations / Theses on the topic 'Mathematical precursors'

2013/2014
The studies presented in this thesis contribute to the growing body of knowledge regarding the relationships between domain general precursors, domain specific precursors and mathematical learning. Given the previous inconsistent results about the link between ANS acuity and mathematical abilities (i.e. Kolkman et al., 2013) we were interested in the investigation of the relation between the ANS and early mathematics abilities in preschool years. This relationship was explored by using two different approaches: in Chapter 2 the relationship between ANS and different mathematical measures, measured concurrently, were investigated; Chapter 3 examined the possibility to improve the ANS abilities in preschool children by using intensive adaptive training over a relatively short period. Moreover, the transfer effects of the training on mathematical abilities were also examined. The second aim of this dissertation concerned the potential role played by STM and WM skills in supporting domain-specific precursors of mathematics. The few studies that considered the role of WM in simple quantity comparison abilities did not provide a strong basis for any firm conclusions on such a relationship (Mussolin, Nys, Leybaert, & Content, 2012; Soltész, Szűcs, & Szűcs, 2010) since they didn’t assess all of the WM components. Chapter 2 focuses on uncovering which specific WM component is involved in non-symbolic approximate quantity comparison processing in the preschool age. Moreover, in ordered to further explore the relationship between WM abilities and ANS, Chapter 3 investigated whether training focusing on the improvement of ANS abilities produced a far-transfer effect on WM abilities. Several studies found that WM abilities are related to overall mathematical skills (Gersten et al., 2005; Jordan et al., 2006; Passolunghi & Lanfranchi, 2012), therefore Chapter 4 investigated a possible causal relationship between domain-general working memory abilities and domain-specific numerical competence through a training study during the preschool years. The third aim of this dissertation was to explore the malleability of cognitive precursors of mathematical learning. In Chapter 3, the possibility to improve ANS abilities was investigated, whereas Chapter 4 aimed to verify and compare the effects on early numerical competence of two types of training. One type of training focused on the enhancement of domain-general precursors, working memory abilities; while the other focused on the enhancement of domain-specific precursors, early numeracy abilities. In the field of intellectual disabilities, some studies suggested that WM skills of children with neurodevelopmental disorders (like Down’s syndrome) tend to be impaired and very poor compared to typically developing children of a similar mental age (Gathercole & Alloway, 2006). In Chapter 5, the efficacy of a school-based visuo-spatial WM training on STM and WM skills for two individuals with DS was examined. The main findings emerging from overall studies and limitations, future directions and implications of the research are finally discussed in Chapter 6.
Gli studi presentati in questa tesi forniscono nuovi risultati riguardo la relazione tra precursori dominio-generali e precursori dominio-specifici dell’apprendimento matematico. Le ricerche che si sono occupate di indagare la relazione tra Approximate Numer System (ANS) e abilità matematiche finora hanno prodotto risultati contrastanti (Kolkman et al., 2013). Ci siamo quindi interessati ad approfondire lo studio della relazione tra ANS e matematica in età prescolare utilizzando due diversi approcci. Nel capitolo 2 è stato indagata la relazione tra ANS e diverse abilità matematiche, misurati contemporaneamente. Nel Capitolo 3 è stata indagata la possibilità di potenziare le abilità di ANS in bambini in età prescolare, utilizzando un training intensivo per un periodo relativamente breve. Inoltre, sono stati esaminati gli effetti del training di ANS sulle abilità matematiche. Il secondo obiettivo di questa tesi è stato quello di indagare il ruolo svolto della memoria a breve termine e della memoria di lavoro nello sviluppo dei precursori dominio-specifici dell’apprendimento matematico. I pochi studi che hanno considerato la relazione tra abilità di memoria e abilità di confronto di quantità non sono giunti a conclusioni certe su tale relazione in quanto non hanno analizzato in maniera completa il ruolo svolto da ogni componente della memoria di lavoro (Mussolin, Nys, Leybaert, & Content, 2012; Soltész, Szűcs, & Szűcs, 2010). Con lo studio descritto nel Capitolo 2 abbiamo voluto indagare quale specifica componete della memoria di lavoro sia coinvolta nel processo di comparazione di quantità in età prescolare. Inoltre, per analizzare ulteriormente tale relazione nel Capitolo 3 abbiamo indagato l’effetto, sulle abilita di memoria di lavoro, di un training focalizzato sul potenziamento delle abilità di ANS. Dato che diversi studi confermano la relazione tra memoria di lavoro e abilità matematiche (Gersten et al., 2005; Jordan et al., 2006; Passolunghi & Lanfranchi, 2012), nel capitolo 4 abbiamo esaminato la possibile relazione causale tra le capacità dominio-generali di memoria di lavoro e precursori dominio-specifici (abilità matematiche precoci) tramite uno studio di training in età prescolare. Il terzo obiettivo di questa tesi è stato quello di esplorale la malleabilità dei precursori cognitivi dell’apprendimento matematico. Nel Capitolo 3 è stata indagata la possibilità di potenziare le abilità di ANS mentre nel capitolo 4 abbiamo voluto verificare l’efficacia di due diversi tipi di training sul potenziamento della abilità matematiche in età prescolare. Il primo training era focalizzato sul potenziamento della memoria di lavoro (precursore dominio-generale) mentre il secondo training era focalizzato sul potenziamento delle abilità matematiche precordi (precursore dominio-specifico). Gli studi nel campo delle disabilità intellettive, suggeriscono che le competenze di memoria di lavoro di bambini con disturbi dello sviluppo neurologico (come la sindrome di Down) tendono ad essere compromesse e molto scarsa in confronto alle abilità di memoria di bambini con sviluppo tipico ma stessa età mentale (Gathercole e Alloway, 2006). Nel capitolo 5, è stata indagata l'efficacia di un training di memoria di lavoro visuo-spaziale sulle abilità di memoria a breve termine e di memoria di lavoro di due persone con sindrome di Down. I principali risultati della tesi, le direzioni future e le implicazioni delle ricerche sono state discusse nel Capitolo 6.
XXVII Ciclo
1987

137 f.
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Ozônio pode afetar a saúde humana sendo a ele atribuída a responsabilidade por centenas de milhares de mortes prematuras a cada ano e por centenas de internações hospitalares adicionais, além da perda de milhões de dias de trabalho. Estes impactos na saúde são causados tanto por exposições a longo prazo (crônica) quanto a curto prazo (aguda). De forma semelhante a que ocorre atualmente próximo às grandes cidades do mundo e aos centros industriais, as concentrações ambientais de ozônio estavam ultrapassando o padrão de qualidade do ar estabelecido no Brasil, nas vizinhanças do Pólo Petroquímico de Camaçari, especialmente durante os anos de 2000 a 2003. Com o objetivo de avaliar a formação e dispersão de ozônio na região do Recôncavo Baiano, foi desenvolvido um estudo, usando modelagem matemática, para melhor compreender as principais fontes dos precursores de ozônio, bem como sua formação e dispersão na referida região. A metodologia adotada no estudo foi a elaboração de um inventário de emissões atmosféricas para as regiões urbanas e industriais e utilização do modelo matemático fotoquímico denominado STEM III – Sulfur Transport and Deposition Model, da Universidade de Iowa (USA), para simular a formação e dispersão deste poluente fotoquímico secundário na atmosfera na região do Recôncavo Baiano. Os resultados do modelo foram comparados com as concentrações medidas por uma rede de monitoramento contínuo da qualidade do ar do Pólo Petroquímico, referente a um período em abril de 2003. Concluiu-se que os resultados calculados para ozônio na região do Recôncavo Baiano, através do modelo matemático STEM são adequados, uma vez que há concordância satisfatória com os dados medidos. Os desvios encontrados ocorreram especificamente durante os episódios com baixas velocidades do vento, quando foram registrados picos de concentrações deste poluente próximo ao Pólo Petroquímico de Camaçari. Os modelos matemáticos meteorológicos não descrevem adequadamente a situação real quando a velocidade do vento é inferior a 1 m/s. ix Os resultados das simulações demonstram que a formação de ozônio ocorre em regiões situadas muito além dos locais onde estão situadas as estações de monitoramento do ar do Pólo, e atinge áreas distantes de Salvador e da região industrial, como Feira de Santana e Santo Estevão, situadas a jusante dos ventos que sopram do quadrante Este, predominantes na região. Todas as concentrações calculadas para ozônio foram inferiores ao limite de 160 µg/m3 estabelecidas pela Resolução CONAMA 003/90, para períodos horários e portanto, não deverão causar impactos na saúde humana. No entanto as concentrações encontradas até cerca de 100 a 150 Km das fontes consideradas podem afetar os ecossistemas pois as concentrações máximas simuladas estão próximas do limite de 40 ppb.h (do inglês:Accumulated Dose Over Threshold of 40 ppb.h - AOT40), na região Oeste e Noroeste do domínio estudado. O regime de formação de ozônio na região de Camaçari e de Candeias é limitado pelo NOx, e as reduções das emissões de NO2 efetuadas pelo Pólo Petroquímico à partir de 2004 resultaram na eliminação das violações dos limites de ozônio na sua região de influência. Considerando-se o atual cenário de desenvolvimento do Brasil, em dez anos as concentrações de ozônio nas áreas costeiras do Recôncavo poderão representar uma ameaça para a produtividade agrícola desenvolvida na região situada no interior da Bahia, e eventualmente poderão representar também uma ameaça para a saúde humana, a depender do aumento das emissões, particularmente veiculares.
Salvador

2012/2013
The field of mathematical learning has received in recent years increasing attention in research, clinical and educational settings. The leading research line is dedicated to the investigation of the cognitive abilities fundamental for the acquisition and application of math concepts. Among general abilities, there is a wealth of evidence in favor of the recruitment of both working memory and short-term memory, despite there is no agreement concerning the involvement of the related subcomponents. Conflicting results pertain also the role of intelligence. Even major debate concerns more specific cognitive abilities, therefore those closely related to mathematics. In particular, it has not been elucidated the involvement of basic skills entailing approximate judgments about magnitudes and identified with ANS. Moreover, it is not yet clear how the recruitment of all these abilities can vary in dependence on stage of development and level of instruction. The other research line, almost independent from the previous, is dedicated to the evaluation of constructs non-cognitive in nature, for instance affective and motivational factors but also self-perceptions, in relation to academic achievement. Mainly studied are constructs such as self-efficacy and anxiety, with particular reference to a subtype of anxiety that is specific to math. Other relevant aspects are represented by constructs such as self-concept and self-esteem, but also depression. Nevertheless, this kind of studies is usually conducted on old children, typically in those attending secondary school or college, whereas less attention is dedicated to younger students. Starting from these considerations, the purpose of the current dissertation has been that of elucidating which are the factors, both cognitive and non-cognitive, that can assume a greater relevance at the beginning of schooling, i.e., in the first grades of primary school. These factors have been inspected both separately and by trying to find a possible interrelation between them. In CHAPTER 1, the topics that are object of the present work are illustrated by delineating the state-of-the-art pertinent to each of them. CHAPTER 2 is dedicated to the description of Study 1, where a broad range of cognitive abilities including memory, intelligence and ANS has been investigated just at the beginning of formal instruction and therefore in relation to early math competence. Having proved the significant involvement of all tested skills, the consequent aim was that of exploring to which extent the same are suitable in the prediction of math performance in following grades. This investigation has represented the topic of Study 2, illustrated in CHAPTER 3. In this study, children were longitudinally followed from first to third grade, observing that the tested abilities can successfully predict future math learning, but with a leading role of working memory. Once having shed light on the involvement of cognitive abilities, a second purpose was the investigation of the possible involvement in young students of non-cognitive factors. These constructs were thus assessed in Study 3, reported in CHAPTER 4. The sample was represented by second graders and more relevant aspects resulted to be self-efficacy and general anxiety. Contrary to expectations, anxiety specific to math appeared be non-significantly related to math performance. For this reason, Study 4, described in CHAPTER 5, was dedicated to an extensive evaluation of this constructs in third graders, in order to inspect when it could become relevant. Results suggested the association with math performance to establish in third grade, with particular impact of anxiety related to learning math rather than that associated to the math testing condition. The main findings emerging from overall studies and limitations, future directions and implications of the research are finally discussed in CHAPTER 6.
Negli ultimi anni, lo studio dell’apprendimento della matematica ha iniziato a ricevere crescente attenzione nel campo della ricerca, ma anche in quello clinico ed educativo. Maggiore interesse è dedicato allo studio delle abilità cognitive che sottostanno all’apprendimento e all’applicazione dei concetti matematici. Tra le abilità a carattere generale, in letteratura esiste un forte consenso sul ruolo cruciale della memoria, sia di lavoro che a breve termine, nonostante non sia del tutto chiarito il coinvolgimento relativo delle varie componenti della stessa. Dibattito sussiste anche in merito al ruolo dell’intelligenza. Ancora maggiori divergenze permangono in merito al ruolo di abilità più specifiche, ovvero strettamente pertinenti alla matematica. In particolare non c’è accordo sul ruolo di abilità molto di base, indicate come ANS, e che consistono nel fornire giudizi approssimati in merito a grandezze e quantità. In aggiunta, non è chiaro il coinvolgimento relativo delle sopraccitate abilità in relazione a determinati stadi dello sviluppo o livelli di istruzione. Il secondo filone di ricerca, perlopiù indipendente dal precedente, è rappresentato dalla valutazione di aspetti prettamente non-cognitivi, quali quelli affettivi e motivazionali, ma anche percezioni che gli individui formano in merito a se stessi e alle proprie capacità. I costrutti maggiormente indagati sono quelli dell’auto-efficacia e dell’ansia, sia generale che specifica per la matematica. Altri aspetti rilevanti sono rappresentati dal concetto di sé, dall’autostima e dalla depressione. Questi fattori sono tuttavia tipicamente valutati in studenti a partire dalla scuola secondaria, mentre minore attenzione viene dedicata a quelli frequentanti i primi anni del percorso scolastico. A partire da queste considerazioni, l’obiettivo primario del presente lavoro di tesi è consistito nella valutazione di quali fattori, sia cognitivi che non, hanno una maggiore rilevanza nell’ambito della prestazione matematica all’inizio della scolarità, più precisamente nelle prime classi della scuola primaria. Si è voluto valutare questi fattori sia indipendentemente, sia esplorandone la possibile influenza reciproca. Il CAPITOLO 1 è quindi dedicato alla discussione degli argomenti trattati in modo da fornire una panoramica sullo stato dell’arte attuale in merito alle ricerche condotte e ai relativi risultati. Il CAPITOLO 2 è centrato sulla descrizione dello Studio 1, in cui è stato testato un ampio spettro di abilità cognitive quali memoria, intelligenza e ANS, in bambini appena avviati all’istruzione formale e pertanto valutando il ruolo di queste abilità in relazione ad abilità matematiche precoci, prettamente informali. Verificato il coinvolgimento significativo di abilità tanto generali quanto specifiche all’inizio della scolarità, l’obiettivo conseguente è stato quello di verificare in che modo tali abilità siano in grado di predire l’apprendimento matematico negli anni successivi della scuola primaria. Questo obiettivo ha caratterizzato lo Studio 2, descritto nel CAPITOLO 3. Un campione di bambini è stato seguito longitudinalmente dalla classe prima alla classe terza, riscontrando che tutte le abilità indagate hanno un significativo impatto anche sull’apprendimento formale della matematica, ma con un ruolo primario assunto dalla memoria di lavoro. Una volta delineato il quadro delle abilità cognitive cruciali nei primi anni scuola, la volontà è stata quello di esplorare se anche costrutti non-cognitivi possano avere un impatto significativo. Lo Studio 3, illustrato nel CAPITOLO 4, si è quindi focalizzato anche sulla valutazione di questi aspetti in bambini di classe seconda, riscontrando un diretto coinvolgimento di auto-efficacia ed ansia generale. Contrariamente alle aspettative, l’ansia specifica per la matematica non è risultata avere alcun legame significativo con la prestazione matematica. A partire da questo risultato, l’obiettivo dello Studio 4, riportato nel CAPITOLO 5, è consistito nella valutazione più approfondita di questo costrutto in bambini di classe terza, in modo da esplorare quando lo stesso possa diventare rilevante ai fini della prestazione matematica. I risultati hanno dimostrato un ruolo significativo a questo livello, in particolare per quanto concerne l’ansia da apprendimento, piuttosto che di valutazione, della disciplina. Il CAPITOLO 6 è quindi dedicato alla discussione generale dell’elaborato in cui sono riassunti i principali risultati emersi e discusse le limitazioni, prospettive future ed implicazioni pratiche della ricerca.
XXVI Ciclo
1986

This thesis describes an investigation on the blowout phenomenon in gas turbine combustors. The combustor primarily used for this study was a swirl- and dump-stabilized, atmospheric pressure device, which did not exhibit dynamic combustion instabilities. The first part of the thesis work concentrated on finding a sensing methodology to be able to predict the onset of approach of combustor blowout using optical methods. Temporary extinction-reignition events that occurred prior to blowout were found to be precursor events to blowout. A threshold based method was developed to identify these events in the time-resolved sensor output. The number and the average length of each event were found to increase as the LBO limit (fuel-air ratio) is approached. This behavior is used to predict the proximity to lean blowout. In the second part of this study, the blowout sensor was incorporated into a control system that monitored the approach of blowout and then actuated an alternate mechanism to stabilize the combustor near blowout. Enhanced stabilization was achieved by redirecting a part of the main fuel to a central preinjection pilot injection. The sensing methodology, without modification, was effective for the combustor with pilot stabilization. An event based control algorithm for controlling the combustor from blowing out was also developed in this study. The control system was proven to stabilize the combustor even when the combustor loading was rapidly changed. The final part of this study focused on understanding the physical mechanisms behind the precursor events. High speed movies of flame chemiluminescence and laser sheet scattering from oil droplets seeded into the reactants were analyzed to explain the physical processes that cause the extinction and the reignition of the combustor during a precursor event. A physical model for coupling of the fluid dynamics of vortex breakdown and combustion during precursor and blowout events is proposed. This model of blowout phenomenon, along with the sensing and control strategies developed in this study could enable the gas turbine combustor designers to design combustors with wider operability regimes. This could have significant payoffs in terms of reduction in NOx emissions from the combustor.

The uniquely human mathematical mind sets us apart from all other animals. Although humans typically think about number symbolically, we also possess nonverbal representations of quantity that are present at birth and shared with many other animal species. These primitive numerical representations are thought to arise from an evolutionarily ancient system termed the Approximate Number System (ANS). The present dissertation aims to determine how these preverbal representations of quantity may serve as the foundation for more complex quantitative reasoning abilities. To this end, the five studies contained herein investigate the relations between representations of number, representations of other magnitude dimensions, and symbolic math proficiency in infants, children, and adults. The first empirical study, described in Chapter 2, investigated whether infants engage the ANS to represent the full range of natural numbers. The study presented in Chapter 3 compared infants' acuity for detecting changes in contour length to their acuity for detecting changes in number to assess whether representations of continuous quantities are primary to representations of number in infancy. The study presented in Chapter 4 compared individual differences in acuity for number, line length, and brightness in children and adults to determine how the relations between these magnitudes may change over development. Chapter 5 contains a longitudinal study investigating the relation between preverbal number sense in infancy and symbolic math abilities in preschool-aged children. Finally, the study presented in Chapter 6 investigated the mechanisms underlying the maturation of the number sense and determined which features of the number sense are predictive of symbolic math skill. Taken together, these findings confirm that number is a salient feature of the environment for infants and young children and suggest that approximate number representations are fundamental for the acquisition of symbolic math.

Dissertation

Hao, Yan.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2011.
Includes bibliographical references (leaves 98-115).
Abstracts in English and Chinese.
Acknowledgement --- p.i
Abstract --- p.iii
摘要 --- p.v
List of Abbreviations --- p.vii
List of Figures --- p.x
List of Tables --- p.xi
List of Primers --- p.xii
Publications arising from this study --- p.xiii
Chapter Chapter 1 --- Introduction --- p.1
Chapter 1.1 --- Alzheimer's disease --- p.1
Chapter 1.2 --- APP and its functions --- p.4
Chapter 1.2.1 --- APP processing --- p.7
Chapter 1.3 --- APPc-interacting proteins --- p.10
Chapter 1.3.1 --- FE65 --- p.10
Chapter 1.3.2 --- Xllα and Xl1β --- p.12
Chapter 1.3.3 --- JIP-1 --- p.13
Chapter 1.3.4 --- Dabl and Dab2 --- p.15
Chapter 1.3.5 --- SNX17 --- p.15
Chapter 1.3.6 --- Numb --- p.15
Chapter 1.3.7 --- AIDA-1 --- p.16
Chapter 1.4 --- Objectives of the project --- p.18
Chapter 1.4.1 --- Engulfment adaptor protein 1 (GULP1) --- p.19
Chapter 1.4.2 --- Specific aims of my study --- p.20
Chapter Chapter 2 --- General Methodology --- p.22
Chapter 2.1 --- Bacterial culture --- p.22
Chapter 2.2 --- Mini-preparation/Midi-preparation of plasmid DNA --- p.22
Chapter 2.3 --- Spectrophotometric analysis of DNA --- p.22
Chapter 2.4 --- Agarose gel electrophoresis for DNA --- p.23
Chapter 2.5 --- Preparation of competent E. coli --- p.23
Chapter 2.6 --- Transformation of competent E. coli --- p.24
Chapter 2.7 --- Molecular cloning --- p.24
Chapter 2.7.1 --- Preparation of the cloning vector and insert --- p.25
Chapter 2.7.2 --- Isolation of DNA from agarose gel --- p.25
Chapter 2.7.3 --- DNA ligation and transformation --- p.25
Chapter 2.7.4 --- Rapid screening for ligated plasmid --- p.26
Chapter 2.8 --- Site-directed mutagenesis --- p.26
Chapter 2.9 --- Cell culture and transfection --- p.27
Chapter 2.10 --- Sodium dodecyl sulfate polyacrylamide gel electrophoresis (SDS/PAGE) --- p.28
Chapter 2.11 --- Western blotting --- p.29
Chapter Chapter 3 --- Investigation of the GULP1-APP interaction and the effect of GULP1 on APP processing --- p.31
Chapter 3.1 --- Introduction --- p.31
Chapter 3.2 --- Materials and methods --- p.34
Chapter 3.2.1 --- DNA constructs --- p.34
Chapter 3.2.2 --- Antibodies --- p.34
Chapter 3.2.3 --- GST pull-down assays --- p.35
Chapter 3.2.4 --- Rat tissues preparation --- p.36
Chapter 3.2.5 --- Immunostaining --- p.36
Chapter 3.2.6 --- "siRNA knockdown of GULPl in CHO, HEK293 and SHSY5Y cells" --- p.37
Chapter 3.2.7 --- Luciferase assays --- p.37
Chapter 3.2.9 --- Tricine-SDS/PAGE analysis for APP CTFs --- p.38
Chapter 3.2.9 --- Aβ enzyme-linked immunosorbent assay (ELISA) --- p.39
Chapter 3.2.10 --- Statistical analysis --- p.40
Chapter 3.3 --- Results --- p.40
Chapter 3.3.1 --- GULP1 F145V mutant abandons the GULP1-APP interaction --- p.40
Chapter 3.3.2 --- GULP1 and APP colocalize in neurons --- p.45
Chapter 3.3.3 --- "siRNA mediated knockdown of GULPl in CHO, HEK293 and SHSY5Y cells" --- p.48
Chapter 3.3.4 --- GULP1 enhances the cleavage of APP in APP-GAL4 cleavage system --- p.49
Chapter 3.3.5 --- GULP1 alters APP processing by increasing the secretion of APP CTFs --- p.52
Chapter 3.3.6 --- GULP1 stimulates Aβ secretion --- p.55
Chapter 3.4 --- Discussion --- p.57
Chapter Chapter 4 --- Identification and characterization of GULPl phosphorylation sites --- p.60
Chapter 4.1 --- Introduction --- p.60
Chapter 4.2 --- Materials and Methods --- p.60
Chapter 4.2.1 --- DNA constructs --- p.61
Chapter 4.2.2 --- Antibodies --- p.61
Chapter 4.2.3 --- Expression and purification of GST fusion proteins --- p.61
Chapter 4.2.4 --- In vitro phosphorylation of GULP1 by cdk5/p35 --- p.62
Chapter 4.3 --- Results --- p.62
Chapter 4.3.1 --- GULP1 Ser223 can be phosphorylated by cdk5/p35 in vivo --- p.62
Chapter 4.3.2 --- The phosphorylation ofGULPl Thr35 completely abolished the GULP1-APP interaction --- p.67
Chapter 4.4 --- Discussion --- p.70
Chapter Chapter 5 --- Crystallization of the PTB domains of GULPl and GULP1t35d…… --- p.72
Chapter 5.1 --- Introduction --- p.72
Chapter 5.2 --- Materials and Methods --- p.72
Chapter 5.2.1 --- DNA constructs --- p.72
Chapter 5.2.2 --- Small-scale protein expression and purification --- p.73
Chapter 5.2.3 --- Large-scale protein expression and purification --- p.73
Chapter 5.2.4 --- Dynamic light scattering measurement --- p.76
Chapter 5.2.5 --- Crystallization screening GULP1-PTB --- p.76
Chapter 5.2.6 --- Optimization of GULP1-PTB crystals by grid screen --- p.76
Chapter 5.2.7 --- Optimization of GULPl -PTB crystals by additive screen and detergent screen --- p.79
Chapter 5.3 --- Results --- p.79
Chapter 5.3.1 --- Large-scale expression and purification of GULP 1-PTB --- p.79
Chapter 5.3.2 --- Small-scale expression and purification of GULP1T35d-PTB --- p.86
Chapter 5.3.3 --- Crystallization screening and optimization --- p.88
Chapter 5.4 --- Discussion --- p.91
Chapter Chapter 6 --- Conclusion and future perspective --- p.94
Chapter 6.1 --- Conclusion --- p.94
Chapter 6.2 --- Future perspective --- p.95
References --- p.98