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Woods, Michael John. "CloudSpace: A Web Development Environment for CS1 Courses". Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/32880.
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Since a massive decline of computer science graduates in 2002, computer science departments have been unable to reach previous graduation rates. In wake of this dramatic loss of graduates, researchers have been searching for the reasons students are avoiding computer science and choosing other majors.
To combat this decrease in computer science graduates, the CloudSpace environment pro- vides additional context to entry level computer science courses. This shift in context re- moves boring assignments from the early computer science curriculum and replaces them with more engaging web centric assignments. The CloudSpace environment presents a model that maintains student's focus on core computer science competencies while providing a highly simplified web development toolkit to develop feature rich AJAX web applications. This the- sis includes the rational and implementation of a cloud based hosting service and a highly abstracted web tool kit that enables students to replicate modern web applications.Master of Science
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Parker, Joshua B. "Automation in CS1 with the Factoring Problem Generator". DigitalCommons@CalPoly, 2009. https://digitalcommons.calpoly.edu/theses/210.
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As the field of computer science continues to grow, the number of students enrolled in related programs will grow as well. Though one-on-one tutoring is one of the more effective means of teaching, computer science instructors will have less and less time to devote to individual students. To address this growing concern, many tools that automate parts of an instructor’s job have been proposed. These tools can assist instructors in presenting concepts and grading student work, and they can help students learn to program more effectively. A growing group of intelligent tutoring systems attempts to tie all of this functionality into a single tool that is meant to be used throughout an entire CS course or series of courses.
To contribute to this emerging area, the Factoring Problem Generator (FPG) is presented in this work. The FPG creates and grades problems in C in which students search for and extract blocks of repeated code into individual functions, learning to utilize parameters and return values as they do so. The problems created by the FPG are highly configurable by instructors such that the difficulty can be finely tuned to suit students’ individual needs. Instructors can choose whether or not to include arrays, pointers, certain elemental data types, certain operators, or certain kinds of statements, among other things. The FPG is additionally capable of generating a set of test cases for each generated problem. These test cases fully exercise students’ solutions by covering all branches of execution, and they ensure that program functionality does not change as students factor code into functions.
Initial experimentation with the system has suggested that the FPG can be integrated into a beginning CS curriculum and with further refinement could become a standard tool in the CS classroom.
3
Tsai, Yi-Ting. "Testicular macrophage regulation of Leydig cell development and function". Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/25853.
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The unique microenvironment structure of the testis affects the function of Leydig Cells (LCs) both physically and physiologically. The testicular macrophages are located adjacent to the LCs in the interstitial space and the two cell types share a close physiological and functional relationship. Macrophages first appear in the testis in prenatal life, and increase in number during both prenatal and postnatal development when they support the development and function of the testis. The dynamics of macrophage population expansion correlates with generation of the adult Leydig cell population in postnatal life. From these observations I hypothesise that testicular macrophage numbers have a consistent ratio to the number of LCs, and therefore manipulating testicular macrophage numbers may modulate LC number and testosterone (T) production by LCs. As such, manipulation of testicular macrophages represents a viable and novel mechanism by which LC function can be improved. To test this, markers for distinct macrophage populations in the testes were identified, namely c-fms-GFP, Mac2 and CD163. The number of either Mac2+ or CD163+ cell populations was determined at key stages throughout postnatal life, and the ratios of these cells to LC number were calculated at each age. This showed a consistent ratio between macrophages and LCs in the testis throughout postnatal life. The stimulatory effect of macrophages during LC development was then determined, by increasing the number of macrophages through cytokine treatment with recombinant CSF1-Fc. This model was then analysed for changes in testicular macrophage number, LC function and LC number. CSF1-Fc increased macrophage numbers in the developing testis. Macrophage number was increased following CSF1-Fc treatment at stem LC, progenitor LC and immature LC stages of LC development, and in adulthood. Importantly, increasing macrophage number during development led to early maturation of the LC population, suggesting macrophages may function as a driver of LC maturation. In adulthood, testicular macrophage numbers were reduced via treatment with an anti-CSF1 antibody to further determine the role of testicular macrophages in LC number and function. Whilst CD163+ macrophage number was reduced, no change in LH or T was observed. In contrast CSF1-Fc treatment induced an increase in macrophage number and LC number, with an elevated T level. Results suggest that macrophage support of steroidogenesis in adulthood is dispensable or can be compensated through LH/T feedback, but CSF1-Fc can contribute to LC function, LC number and T production through action at the level of the brain and the testis. Finally, to determine the potential clinical significance of increasing testicular macrophage support, experiments were completed on animals with pathological conditions: LC androgen receptor knockout mice (LCARKO) (LCs fail to fully mature) and ageing mice (cumulative free radical damage). Delivery of CSF1-Fc was observed to improve LC maturation in LCARKO mice, but failed to modulate LCs in ageing animals, suggesting CSF1-Fc may have clinical application in specific pathologies related to LC dysfunction. In summary, these studies further define the testicular macrophage population as important supporting cell types for LC development, function and maturation, and identifies possible mechanisms by which enhancing macrophage action can support or improve poor LC development and function.
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Garceau, Valerie. "Characterisation of the chicken mononuclear phagocyte system". Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/18006.
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Macrophages are present in every tissue, and have a central role in immune responses, development and homeostasis. Typically recognised as scavenger cells phagocytising pathogens and dead cells, macrophages also regulate the innate and adaptive immune responses via the secretion of cytokines. In mammals, the differentiation, proliferation, and survival of macrophages are controlled by macrophage colony-stimulating factor, or CSF1, which acts through the CSF1 receptor (CSF1R), a ligand-dependent protein tyrosine kinase. IL34, a more recently discovered cytokine with a differential expression, shares the CSF1R. Natural or artificial knock out of these genes in mice and rats depletes macrophage populations with consequent pleiotropic effects on development of multiple organs. The mammalian CSF1R is exclusively expressed on the cells of the macrophage lineage, and their progenitors. For this reason, the CSF1R promoter has been used to generate fluorescent reporter transgenic mice, to permit analysis of macrophage function in vivo. Macrophages are present in very large numbers from midgestation in mice, but dynamic studies of their biology are difficult in a mammal. The chick has been used extensively as a developmental biology model because of the ease of visualisation and manipulation in ovo. It has the added advantage of being economically important. At the start of this project, the factors that control avian myelopoiesis had not been identified. Indeed, CSF1 was not identified in the chicken genome. The primary objective of this research was to characterise the chicken mononuclear phagocyte system. To this end, the CSF1, IL34, and CSF1R genes in chicken and zebra finch were identified from respective genomic/cDNA sequence resources. Comparative analysis of the avian CSF1R loci revealed likely orthologs of mammalian macrophage-specific promoters and enhancers, and the CSF1R gene was shown to be expressed specifically in macrophages of the developing chick embryo. These observations formed the basis of the generation of a chicken CSF1R reporter transgenic by a colleague in the laboratory. Structure-based modelling, comparative amino acid sequence analysis and co-evolution study across all vertebrates demonstrated the conservation of the IL34/CSF1/CSF1R complex in birds. Modelling also suggested that IL34 was a four helix bundle factor, structurally related to CSF1, which was subsequently confirmed by published crystal structure. To show that these factors were active in birds, chicken CSF1 and IL34 were expressed in HEK293 cells. Although chicken CSF1 lacked the interchain disulphide present in the mammalian protein, it formed a dimer. Both factors were able to promote the generation of pure macrophage cultures when added to chicken bone marrow. The specificity of action of chCSF1 and chIL34 on chCSF1R was assessed using murine myeloid IL-3 dependent Ba/F3 cells stably transfected with chCSF1R. Either chCSF1 or chIL34 alone could substitute for IL3 in receptor-expressing cells and caused them to differentiate further into the monocytic lineage pathway and to undergo growth arrest. The avian factors were not active on mammalian CSF1R. The observed species specificity and inactivity of the CSF1R inhibitor GW2580 in chicken were linked to the dissimilarities between the avian and mammalian CSF1/IL34/CSF1R proteins. To enable functional studies in vivo, a project was initiated to produce a monoclonal antibody against chicken CSF1R. Binding of the monoclonal to cells demonstrated that CSF1R was, indeed, monocyte-macrophage restricted. Chicken CSF1 was expressed as a fusion protein with the domains 3 and 4 of the chicken immunoglobulin. This increased the half-life of the recombinant chCSF1 without impairing its activity. Injection of chCSF1-Fc in the neural tube of stage HH21 chick embryos stimulated the proliferation of embryonic macrophages. Similarly, four consecutive daily injections of chCSF1-Fc in chicken hatchlings resulted in an increase in tissue macrophage number, notably in the spleen, liver and lung. To investigate the pathway of development of macrophages during embryogenesis, bone marrow from chicken ubiquitously expressing EGFP was transplanted into the circulation of stage HH16-17 embryos. The results demonstrated effective colonisation of the hematopoietic organs, and highlighted the presence of large numbers of macrophages in embryonic tissues, similar to those seen in MacGreen mice. The results are discussed in the context of the proposed yolk sac origin of some macrophage subpopulations, such as microglia cells and Langerhans cells, and the presence of a clonogenic macrophage-committed progenitor in the bone marrow that is distinct from the pluripotent stem cell. Bone marrow-derived macrophages (BMDMs) grown in CSF1 have been used extensively as a model to understand gene regulation in mice. The cloning and expression of chicken CSF1 permitted the production of large numbers of BMDMs from chicken bone marrow. To enable the characterisation of chicken macrophages and comparison to mammalian BMDMs, the gene expression profile of these cells was examined using RNAseq. For comparison, mid incubation embryos and a fibroblast line were also profiled. These data could identify several novel chicken macrophage-specific transcripts that may assist in further dissection of macrophage differentiation in birds and contribute to chicken genome annotation. Overall, this project has demonstrated that the CSF1/IL34/CSF1R system is conserved in birds, and controls the generation of monocytes and tissue macrophages. It has provided the tools to enable detailed analysis of the function of this system in embryogenesis and immunity.
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Franzetti, Bruno. "Structure, fonction et expression de la protéine ribosomique chloroplastique CS1". Grenoble 1, 1992. http://www.theses.fr/1992GRE10099.
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Le controle de l'initiation de la traduction est une etape importante de l'expression des genes chloroplastiques et fait intervenir, chez e. Coli, la proteine ribosomique (proteine-r) s1. Afin d'etudier l'etape d'initiation de la traduction chez le chloroplaste, nous avons caracterise chez spinacia oleracea une proteine (cs1) apparentee a la proteine s1. Nous avons isole un adnc codant pour le precurseur de la proteine-r cs1. Cs1 est considerablement plus courte que sa contrepartie bacterienne. Un noyau central homologue se compose de trois repetitions degenerees qui presentent de l'homologie principalement avec le domaine de liaison a l'arn de la proteine s1 d'e. Coli. Cs1 a ete surproduite dans e. Coli et purifiee. Nous avons etudie les proprietes de liaison a l'arn de la proteine cs1 au sein de la sous-unite ribosomique 30s et de la proteine isolee. Nous montrons que cs1 joue un role actif dans la liaison des arnm durant l'initiation de la traduction. Les implications de ces resultats pour la comprehension du systeme traductionnel du chloroplaste sont discutees. Dans la seconde partie de ce travail, nous avons montre que l'arnm codant pour la proteine-r cs1 est synthetise tres precocement durant les premieres etapes du developpement des plantes et est accumule meme en absence de lumiere. Nous avons clone et sequence la totalite de la region codante ainsi que la region 5 regulatrice du gene nucleaire unique (rps1) codant pour cs1. Nous avons observe la presence de deux departs de transcription. L'arnm le plus long code par le gene rps1 est specifiquement transcrit dans les feuilles. Ces resultats sont a relier a une accumulation differentielle de l'arnm cs1 dans les racines et dans les feuilles. Ces observations nous amenent a conclure que le gene de menage rps1 est regule transcriptionnellement de maniere tissu-specifique
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Mathsyaraja, Haritha. "CSF1 DRIVEN TRANSCRIPTIONAL AND POST-TRANSCRIPTIONAL ALTERATIONS IN MYELOID CELLS PROMOTE METASTATIC TUMOR PROGRESSION". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396965183.
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Prather, James. "Beyond Automated Assessment: Building Metacognitive Awareness in Novice Programmers in CS1". Diss., NSUWorks, 2018. https://nsuworks.nova.edu/gscis_etd/1030.
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The primary task of learning to program in introductory computer science courses (CS1) cognitively overloads novices and must be better supported. Several recent studies have attempted to address this problem by understanding the role of metacognitive awareness in novices learning programming. These studies have focused on teaching metacognitive awareness to students by helping them understand the six stages of learning so students can know where they are in the problem-solving process, but these approaches are not scalable. One way to address scalability is to implement features in an automated assessment tool (AAT) that build metacognitive awareness in novice programmers. Currently, AATs that provide feedback messages to students can be said to implement the fifth and sixth learning stages integral to metacognitive awareness: implement solution (compilation) and evaluate implemented solution (test cases). The computer science education (CSed) community is actively engaged in research on the efficacy of compile error messages (CEMs) and how best to enhance them to maximize student learning and it is currently heavily disputed whether or not enhanced compile error messages (ECEMs) in AATs actually improve student learning. The discussion on the effectiveness of ECEMs in AATs remains focused on only one learning stage critical to metacognitive awareness in novices: implement solution. This research carries out an ethnomethodologically-informed study of CS1 students via think-aloud studies and interviews in order to propose a framework for designing an AAT that builds metacognitive awareness by supporting novices through all six stages of learning. The results of this study provide two important contributions. The first is the confirmation that ECEMs that are designed from a human-factors approach are more helpful for students than standard compiler error messages. The second important contribution is that the results from the observations and post-assessment interviews revealed the difficulties novice programmers often face to developing metacognitive awareness when using an AAT. Understanding these barriers revealed concrete ways to help novice programmers through all six stages of the problem-solving process. This was presented above as a framework of features, which when implemented properly, provides a scalable way to implicitly produce metacognitive awareness in novice programmers.
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Desfougères, Thomas. "Etude de l'effet de SFH2/CSR1 sur le métabolisme des acides gras chez "Saccharomyces cerevisiae"". Poitiers, 2007. http://www.theses.fr/2007POIT2333.
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Daly, Tebring. "Influence of Alice 3: Reducing the Hurdles to Success in a Cs1 Programming Course". Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271795/.
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Learning the syntax, semantics, and concepts behind software engineering can be a challenging task for many individuals. This paper examines the Alice 3 software, a three-dimensional visual environment for teaching programming concepts, to determine if it is an effective tool for improving student achievement, raising self-efficacy, and engaging students. This study compares the similarities and differences between a Fundamentals of Programming course with and without Alice integrated into the curriculum. Both the treatment and control Groups are using the same Java materials, assignments, and exams. The treatment group also completes Alice activities for each programming concept throughout the course; as well as two Alice assignments.
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Garcia, Manuel. "An evaluation of potential technologies for a web based development environment for CS1 students /". Click here to view, 2009. http://digitalcommons.calpoly.edu/cscsp/2.
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Thesis (B.S.)--California Polytechnic State University, 2009.Project advisor: David Janzen. Title from PDF title page; viewed on Jan. 14, 2010. Includes bibliographical references. Also available on microfiche.
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García, Cervera Argelia Sarahí. "Diferenciación In Vitro de Osteoclastos de pollo mediante el cultivo con CSF1 y RANKL, y anotación funcional de genes". Tesis de Licenciatura, Universidad Autónoma del Estado de México, 2017. http://hdl.handle.net/20.500.11799/68470.
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El cultivo de células de MO de pollo durante tres días a 37 C con 5% de CO2 dio como resultado CPM, las cuales resentaron una apariencia más adherida a la superficie; además, este periodo de incubación permitió que las CPM proliferen y que fuera posible separarlas selectivamente de otras células presentes en la MO que no son capaces de diferenciarse en MAC o de fusionarse. Las CPM en medio enriquecido con 20% CSF1 dieron como resultado MAC a partir del cuarto día, mismas que tenían una apariencia similar a un “huevo frito”; en contraste, las CPM cultivadas en medio enriquecido con 5% RANKL dieron como resultado OST a partir del 4, y en el noveno día de la diferenciación se obtuvieron células de hasta 315 μm de diámetro.
En las células teñidas se lograron visualizar células multinucleadas que presentaban hasta veintiocho núcleos; aunado a esto, se observó que en ocasiones también los MAC se fusionaban resultando en células de hasta cuatro núcleos, por esta razón se realizó un gráfico de caja y bigotes que mostró que en cada cultivo las medias en el número de núcleos son diferentes, además de que mostró la diferencia en distribución percentil de dichos datos.Los osteoclastos (OST) son células multinucleadas móviles de gran tamaño cuya función es reabsorber hueso. Su diferenciación es un proceso complejo que involucra la fusión entre tres o más precursores mononucleados y la posterior fijación al hueso. Las rutas moleculares que inciden en la diferenciación de los OST se han estudiado desde que se encontró que en ratón el co-cultivo de células estromales con médula ósea o con células del bazo daban como resultado OST. Debido a su importancia en la homeóstasis del hueso, su estudio resulta fundamental para la comprensión de los mecanismos de enfermedades óseas, como la osteoporosis o la osteopetrosis, A pesar del impacto que tienen estas enfermedades en la calidad de vida, particularmente la osteoporosis; los estudios hechos en OST hasta ahora, sólo se han llevado a cabo mediante la obtención de OST in vitro lavados directamente del hueso, de precursores de médula ósea cultivados sobre cortes de hueso, y más recientemente adicionando CSF1 y RANKL; únicamente a precursores de sangre periférica de humano, y a precursores en médula ósea de ratón; sin considerar las ventajas intrínsecas de efectuar la diferenciación in vitro en otros modelos de estudio ni las desventajas de las técnicas existentes. Aunque el genoma del pollo se encuentra completamente secuenciado, hasta el momento la anotación continúa siendo pobre, por lo que los estudios genéticos y moleculares en el pollo donde se empleen técnicas que permitan analizar la expresión de varios genes simultáneamente, tales como los microarreglos, requerirán de una anotación apropiada para su análisis. Efectuar una buena anotación es importante porque permite determinar si en la secuencia que se analiza existe un gen conocido, identificar la conservación de genes y vías de señalización entre organismos; para así poder extrapolar los resultados obtenidos a otras especies. El presente estudio tiene como objetivo diferenciar in vitro células precursoras monociticas de médula ósea en OST de pollo, así como realizar anotación funcional de varios genes expresados en OST; a fin de identificar genes específicos que pudieran en un futuro ser propuestos como blancos terapéuticos para enfermedades como la osteoporosis o la osteopetrosis. Para ello se optimizaron las condiciones requeridas para la producción de OST y MAC de pollo in vitro, posteriormente se realizó un microarreglo de ambos cultivos. Los datos devueltos por el microarreglo, se organizaron en función a los radios de expresión promedio entre ambos grupos. Se encontraron genes específicos de osteoclastos con homología en el pollo y otros organismos. Curiosamente, se encontraron marcos de lectura abierto enriquecidos en OST, sin embargo éstos presentan homología con los genomas de aves y no con los genomas del humano o del ratón.
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DePasquale, Peter Joseph III. "Implications on the Learning of Programming Through the Implementation of Subsets in Program Development Environments". Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/28367.
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The undergraduate Computer Science program at Virginia Tech is the largest in the Commonwealth of Virginia, of which a key component is ``CS 1044: Introduction to Programming'', and is typical of a first course in computer programming throughout the USA. While the student access to learning resources has improved considerably with the development of web-based assets, students are still expected to use the same sophisticated program development tools as are used in industry. The perceived complexity of the learning environment currently in use drives many women and minority students from the Computer Science program. A great deal of attention has been paid to the need to administer the student assignments and the grading system for this course, so as to minimize the teaching/grading load, but little attention has been paid to the methodologies of learning the material through practice. The work reported herein is intended to improve the pedagogy of this course by creating and integrating teaching/learning tools that better manage the student's engagement in the use of program development activities. Following the implementation of a three-element software system involving an interpreter for the C-language, a program development environment, and a data-monitoring/collectiondevice, the system was deployed in support of the freshman course in parallel to the commercial system commonly used. The experiment concentrated on examining the impact of the simplified development environment and the effort required for students to complete assigned programming projects.Ph. D.
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Francisco, Rodrigo Elias. "Juiz online no ensino de CS1: requisitos, dificuldade de problemas e plágio em código-fonte". Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6203.
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This dissertation approaches Online Judge in teaching Introductory Programming (CS1). Initially there was an exploratory research on BOCA system in teaching CS1, which brought experiences and data of student interactions with the system, which, supported by Systematic Literature Review (RSL), contributed to defining the requirements for the system meets the discipline of CS1 and guided continuing research. In the second phase, there was the aim to solve specific problems identified in the previous phase, and measuring the difficulty of CS1 problems and support for plagiarism identification in CS1 activities. The solution of these problems included RSL, practical experiences with writing and execution algorithms, comparison of the results with the expected results, and comparison of the proposed approaches to the identified in the literature. The strategy to measure the difficulty of problems CS1 proposed works with the height of a tree mounted to sets and sub-sets of nested code into a program and the amount of related subjects. The strategy to support the identification of plagiarism proposal works with the Edit Distance algorithm processing and normalization techniques in preprocessing, and it is a highly adapted proposal to the reality of the data used in this research (programs written in C with few lines of code by students CS1). Experience has shown the complexity of applying computing to education, which often works with subjective data, it was necessary to raise the difficulty of the problems in view of the students and the teacher’s view of the existence of plagiarism in peer programs, whose views are quite variables. It is suggested the creation of multidisciplinary teams to the evolution of the area (with professionals of computing, statistics, psychology and pedagogy) with a focus on validation and method used for research.
Esta dissertação aborda Juiz Online no ensino de Programação Introdutória (CS1). Inicialmente houve uma pesquisa exploratória sobre o sistema BOCA no ensino de CS1, que trouxe experiências e dados de interações de alunos com o sistema, que, apoiados pela Revisão Sistemática da Literatura (RSL), contribuíram para a definição dos requisitos necessários para que o sistema atenda à disciplina de CS1 e guiaram a continuidade da pesquisa. Em um segundo momento, o objetivo foi resolver problemas específicos levantados na fase anterior, sendo a medição da dificuldade de problemas de CS1 e o apoio à identificação de plágio em atividades de CS1. A solução desses problemas contou com RSL, experiências práticas com escrita e execução de algoritmos, comparação dos resultados obtidos com os resultados esperados, e comparação das abordagens propostas com as identificadas na literatura. A estratégia proposta para medir a dificuldade de problemas de CS1 trabalha com a altura de uma árvore montada com conjuntos e sub-conjuntos de códigos aninhados num programa e a quantidade de assuntos relacionados. A estratégia para apoiar a identificação de plágio proposta trabalha com o algoritmo Distância de Edição no processamento e técnicas de normalização no pré-processamento. Trata-se de uma proposta fortemente adaptada à realidade dos dados utilizados nesta pesquisa (programas escritos em C, com poucas linhas de código, por alunos de CS1). A experiência mostrou a complexidade em aplicar a computação à educação, que trabalha frequentemente com dados subjetivos. Foi necessário levantar a dificuldade dos problemas na visão dos alunos e a visão de professores sobre a existência de plágio em pares de programas, cujas opiniões são bastante variáveis. Sugere-se para a evolução da área, que sejam criadas equipes multidisciplinares (com profissionais de computação, estatística, psicologia e pedagogia) e haja um foco na validação e no método usado para as pesquisas.
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Villain, Patricia. "Fonction transcriptionnelle du site 1 : élément cis du gène nucléaire d'épinard RPS1 codant pour la protéine ribosomique plastidiale CS1". Université Joseph Fourier (Grenoble), 1995. http://www.theses.fr/1995GRE10187.
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La boite site 1, element de liaison du facteur nucleaire de feuilles d'epinard s1f, a ete identifiee, dans notre laboratoire, au niveau du promoteur du gene d'epinard rps1. Ce gene nucleaire code pour une proteine ribosomique plastidiale, cs1. L'etude des elements cis et de leurs facteurs trans, identifies au niveau des promoteurs de ce type de gene, constitue un bon modele pour la comprehension des mecanismes d'action, au niveau genetique, des facteurs internes (lies au type cellulaire) de la differenciation plastidiale. L'expression des genes nucleaires codant pour les proteines ribosomiques plastidiales est, en effet, regulee au niveau transcriptionnel, selon le type d'organe et de maniere independante de la lumiere. Nous avons etudie le site 1 in vivo, par la realisation de tabacs transgeniques, et in vitro par des experiences d'interactions proteines/adn (gels retards). Nos resultats in vivo montrent que l'element site 1 a une fonction specifique au sein des organes contenant des amyloplastes, comme les racines, et differente de celle observee dans les feuilles: dans les premiers, il fonctionne apparemment comme un element negatif de transcription, mais d'apres les experiences d'interactions in vitro, ce serait plutot un element positif faible de transcription. Cette fonction differente de l'element site 1 est correlee a une activite de liaison a cette boite, in vitro, qui est differente selon l'organe etudie. Les experiences de gel retard montrent, en effet, qu'il existe dans les racines, un facteur de liaison a l'element site 1, qui possede une specificite et une affinite de liaison relativement plus faibles que celles du facteur de feuille: nous l'avons appele s1r. Nous avons etudie l'homologie, pour la liaison, in vitro, de facteurs proteiques, de la boite site 1 avec d'autres elements cis: elle est homologue a la boite site 3 (element cis du promoteur du gene rps1), et elle est apparentee, mais non identique, a l'element box ii (element cis du promoteur du gene rbcs-3a de pois). Comme pour l'element site 1, ce travail a permis de mettre en evidence, dans les racines, une activite de liaison a l'element box ii differente de celle caracterisee dans les feuilles: ce facteur, gt-1r, a une specificite de liaison relativement plus faible que celle du facteur de feuille. Nos resultats montrent qu'il pourrait exister, dans les racines, une activite inhibitrice i qui permettrait a gt-1r de se fixer a l'element box ii dans cet organe. D'apres ces resultats, nous proposons deux modeles, qui decrivent in vivo et selon l'organe, la nature des activites de liaison aux boites site 1 et box ii, et les fonctions de ces boites et de leurs facteurs pour l'expression des genes rps1 et rbcs-3a
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Li, Yuan. "Redox regulation of salicylic acid synthesis in plant immunity". Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/19578.
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Salicylic acid (SA) is essential to the establishment of both local and systemic acquired resistance (SAR) against a wide range of phytopathogens. Isochorismate synthase 1 (ICS1) is the key enzyme involved in the synthesis of SA and it is transcriptionally activated by the regulatory proteins SAR deficient 1 (SARD1) and Calmodulin binding protein 60g (CBP60g). It has been demonstrated previously that the loss-of-function mutant, S-nitrosogluthione reductase 1-3 (gsnor1-3), increased cellular levels of S-nitrosylation. Significantly, accumulation of both free SA and its storage form SA-glucoside (SAG), were substantially reduced, disabling multiple SA-dependent immune responses. However, the molecular mechanism underlying this observation remains to be established. Our data suggests that the transcription of ICS1 and it regulators, SARD and CBP60g, are reduced in the gsnor1-3 mutant, implying that increased cellular S-nitrosylation blunts the expression of ICS1 by reducing the transcription of its activators. We demonstrated that SARD1 is S-nitrosylated in vitro resulting in inhibition of its DNA binding activity. Further, Cys438 of SARD1 was found to be the site of S-nitrosylation, demonstrated by the observation that the SARD1 C438S mutant was insensitive to NO regulation in regard to DNA binding activity.
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Price, Kellie W. "Using Visual Technologies in the Introductory Programming Courses for Computer Science Majors". NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/276.
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Decreasing enrollments, lower rates of student retention and changes in the learning styles of today's students are all issues that the Computer Science (CS) academic community is currently facing. As a result, CS educators are being challenged to find the right blend of technology and pedagogy for their curriculum in order to help students persist through the major and produce strong graduates.
Visual technologies are being explored as a way to present difficult programming concepts in a manner that is easier to visualize and simpler to use. Visual technologies can make learning programming easier by minimizing the syntax of the programming language being used and providing visual feedback to the students to aid in conceptualization of the programming constructs.
The goal was to improve student retention and performance by incorporating visual technologies in the introductory programming course, CS1, at East Tennessee State University (ETSU). The ADDIE approach to instructional design was used to develop and implement a curriculum that incorporated visual technologies in CS1 at ETSU. Subsequently, quasi-experimental research methods, using the Post-Test Only Nonequivalent Groups Design approach, were used to perform assessment on the effects of the revised curriculum on student performance in the course and retention in the major as compared to student performance and retention as measured prior to the course redesign.
The results of the study indicate a positive impact on student performance in CS1 and student retention in the major as a result of the use of two types of visual technologies in CS1 at ETSU. Visual technologies supporting algorithm development, such as RAPTOR, had a positive impact on student performance in the area of problem solving and algorithm development as well as the use of decision and repetition constructs in programming. Visual technologies supporting program development, such as Alice, had a positive impact on student performance in the area of object-oriented programming concepts such as objects and classes. The combination of these two types of visual technologies showed evidence of improvement among student performance as a whole in the course and slight improvement in student persistence in the major.
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Junqueira, Talita Vieta. "Expressão gênica de FOXP3, indoleamina 2,3 dioxigenase, IL10 e CSF1 em útero de vacas que receberam infusão intrauterina de antígenos maternos e paternos no período peri-ovulatório". Universidade Federal de Uberlândia, 2015. https://repositorio.ufu.br/handle/123456789/12416.
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In cattles, most of pregnancy losses occurs at the beginning of gestation, notably from
the 7th to the 16th day of the cycle, a period in which, the embryo depends entirely on the
uterine environment to survive and to start their preimplantation growth. During this period,
the embryonic death after embryo transfers performed in vitro (TE-IVP) or in vivo (TE-OM)
is on average nearly twice as high as that produced by natural mating or artificial insemination
(AI). The recipient sensitization against the paternal and maternal MHC molecules of
allogeneic embryo might be one of the causes of high rates of pregnancy loss observed after
TE. Studies in humans and in various species have pointed that the sensitization with
conceptus antigens may affect the reproductive performance facilitating the recognition and
the maternal acceptance of allogeneic embryo through induction of cytokyne and
immunoregulatory cells in the the uterine microenvironment. The purpose of this study is to
determine whether simultaneous or separate administration of paternal and maternal antigens
in the uterus of the cows embryo recipientes, during the estrus, increases the expression of
genes which can facilitate recognition and development of allogeneic embryos during early
pregnancy. Forty-five crossbed cows were evaluated. The animals were divided in four
treatments: T0: control; T1: Semen; T2: PBMCs and T3: PBMCs+Semen. The cows were
estrus synchronized and received antigens in the uterine body on the estrus day. Uterine
biopsies were collected in vivo on D0 for control, and after seven (D7) and fourteen (D14)
days after the estrus and administration of antigens in order to evaluate the treatment effect on
the uterine environment of the receiving at the moment of the anovoluation procedure would
occur in TE-IVP, and during the period in which the bovine embryo would have their
preimplantation growth, respectively. The gene expression was evaluated in real time PCR,
and then transcribed from FOXP3, IDO, IL-10 and CSF-1 were detected in all RNA samples
extracted from uterine biopsies. Semiquantitative analyses of relative gene expression among
the control and the treat groups demonstrated that none of the treatments significantly
incresed those gene expressions. Furthermore, at D14 all the treatments leaded to a decline in
amount CSF-1 transcripts and, further, treatment with both antigens also to a drop in the
abundance of IL-10 transcripts. In conclusion, the isolated or simultaneous antigens
admnistration in the in the uterus of IVP embryo recipient cows seems not to increase the
maternal tolerance to alloantigens embryo nor benefit conditions for their growth and
preimplantation development, at least with regard to the effect mediated by FOXP3, IDO, IL-
10 and CSF-1 on D7 and D14 in the estrous cycle.A maioria das perdas gestacionais em bovinos acontece no início da gestação, particularmente entre os dias 7 e 16, período no qual o embrião é totalmente dependente do ambiente uterino para sobreviver e iniciar seu crescimento pré-implantação. Durante esse período, a mortalidade embrionária após transferência de embriões produzidos in vitro (TEPIV) ou in vivo (TE-OM) é em média quase duas vezes mais elevada do que aquela derivada de embriões originados de monta natural ou inseminação artificial (IA). A sensibilização da receptora contra as moléculas MHC paternas e maternas do embrião alogênico pode ser uma das causas das altas taxas de perdas gestacionais observadas após TE. Estudos realizados em humanos e em várias espécies têm demonstrado que a sensibilização com antígenos do concepto pode ser uma maneira útil de afetar o desempenho reprodutivo facilitando o reconhecimento e a aceitação materna do embrião alogênico através da indução de citocinas e células imunorregulatórias no microambiente uterino. Nesse sentido, o presente estudo teve como foco principal determinar se a administração simultânea ou isolada de antígenos paterno e materno no útero de fêmeas bovinas receptoras de embrião PIV, no dia do estro, aumenta a expressão de genes que podem facilitar o reconhecimento e desenvolvimento do embrião alogênico durante o início da gestação. Para isto, foram utilizadas 45 vacas cruzadas divididas em 4 tratamentos: T0: controle; T1: Sêmen; T2: PBMCs e T3: PBMCs+Sêmen. As fêmeas bovinas foram sincronizadas ao estro e receberam os antígenos no corpo uterino no dia do cio (D0). Biópsias uterinas foram coletadas in vivo no D0, para controle, e 7 (D7) e 14 (D14) dias após o cio e a administração dos antígenos, para avaliar o efeito do tratamento no ambiente uterino da receptora no momento em que ocorreria o procedimento de anovulação em TE-PIV e durante o período no qual o embrião bovino já teria iniciado seu crescimento préimplantação, respectivamente. A expressão gênica foi avaliada por PCR em tempo real e transcritos de FOXP3, IDO, IL-10 e CSF-1 foram detectados em todas as amostras de RNA extraídas das biópsias uterinas. A análise semiquantitativa da expressão gênica relativa entre os grupos controle e tratado mostrou que nenhum dos tratamentos promoveu aumento significativo na expressão desses genes. Além disso, no D14 todos os tratamentos promoveram uma queda na quantidade de transcritos de CSF-1 e, ainda, o tratamento com ambos os antígenos também promoveu uma queda na abundância de transcritos de IL-10. Em conclusão, a administração isolada ou simultânea de ambos os antígenos no útero de vacas receptoras de embrião PIV parece não propiciar aumento da tolerância materna aos aloantígenos do embrião nem condições favoráveis a seu crescimento e desenvolvimento préimplantação, pelo menos no que se refere ao efeito mediado por FOXP3, IDO, IL-10 e CSF-1 no D7 e D14 do ciclo estral.
Mestre em Biologia Celular e Estrutural Aplicadas
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Lisowski, Zofia Maria. "Targeting the macrophage in equine post-operative ileus". Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33191.
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Post-operative ileus (POI) is the functional inhibition of propulsive intestinal motility which is a frequent occurrence following abdominal surgery in the horse and in humans. Rodent and human-derived data have shown that manipulation-induced activation of the resident muscularis externa (ME) macrophages in the intestine contributes to the pathophysiology of the disease. Most studies of the disease, specifically in the horse, have focussed on identification of risk factors, descriptive studies of the disease or the assessment of the efficacy of various therapeutic and prophylactic interventions. As a result, the proposed pathogenesis of equine POI is largely reliant on the translation of data from rodent models. The aims of this thesis were to identify macrophage populations in the normal equine gastrointestinal tract (GIT) and to study equine macrophage activation by stimulating equine bone marrow-derived macrophages (eqBMDMs) with lipopolysaccharide (LPS) as a model for intestinal macrophage activation. Firstly, the normal population of macrophages in the equine GIT was determined. Using CD163 as an immunohistochemical marker for macrophages. CD163+ve cells were present in all tissue layers of the equine intestine: mucosa, submucosa, ME and serosa. CD163+ve cells were regularly distributed within the ME, with accumulations adjacent to the myenteric plexus, and therefore to intestinal motility effector cells such as neurons and the Interstitial Cells of Cajal. The differentiation and survival of intestinal macrophages depends upon signals from the macrophage colony-stimulating factor (CSF-1) receptor. LPS translocation from the gut lumen is thought to be a key activator of ME macrophages. To provide a model for gut macrophages, a protocol was optimised to produce pure populations of equine bone marrow-derived macrophages (eqBMDMs) by cultivation of equine bone marrow in CSF-1. Macrophage functionality was assessed using microscopy, flow cytometry and phagocytosis assays. EqBMDMs responded to LPS stimulation with increases in expression of positive control genes, tumour necrosis factor alpha (TNF-α) and Indoleamine 2,3-dioxygenase (IDO1). The same mRNA was subjected to transcriptomic (RNA-Seq) analysis. Differential gene expression and network cluster analysis demonstrated an inflammatory response characterised by the production of pro-inflammatory cytokines such as interleukin 1 beta (IL-1β) and interleukin 6 (IL-6). However, in contrast to rodent macrophages, eqBMDMs failed to produce nitric oxide in response to LPS, showing species-specific variation in innate immune biology. Using these data, we compared gene expression in normal equine intestine and in intestine from horses undergoing abdominal surgery for colic (abdominal pain). Horses undergoing abdominal surgery showed evidence of increased expression of IL-1β, IL-6 and TNF-α in the mucosa and ME when compared to control tissue. Horses with post-operative reflux (POR), a clinical sign of POI, had increased gene expression of IL-1β, IL-6 and TNF-α compared to horses that did not develop POR following abdominal surgery. These preliminary data suggest that there is macrophage activation within the ME of the intestine during abdominal surgery in the horse, and that a greater activation state is present in horses that subsequently develop POR. The final part of this study was to investigate the effect of a long-acting form of CSF- 1, an Fc fusion protein (CSF1-Fc), as a potential treatment for POI using a mouse model. This work, performed in collaboration with another research group, found that mice lacking the C-C chemokine receptor type 2 (CCR2) gene, which is required for monocyte recruitment into tissues, had a longer recovery period following intestinal manipulation (IM) than wild type (WT) mice. With the administration of CSF1-Fc, infiltration of neutrophils to the ME was reduced and the number of macrophages in the ME was increased in both WT and CCR2-/- mice following IM. Administration of CSF1-Fc in CCR2-/- mice improved recovery of gastrointestinal transit three days following IM, to the same extent as WT mice. Network cluster analysis and RT-qPCR of the ME revealed clusters of genes induced and downregulated by CSF1-Fc, with increased expression of anti-inflammatory and pro-resolving genes after IM in WT and CCR2-/- mice following treatment with CSF1-Fc.
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Nielsen, Bryce. "Developing response surfaces based on tool geometry for a convex scrolled shoulder step spiral (CS4) friction stir processing tool used to weld Al 7075 /". Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2813.pdf.
Texto completo da fonte
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Nielsen, Bryce K. "Developing Response Surfaces Based on Tool Geometry for a Convex Scrolled Shoulder Step Spiral (CS4) Friction Stir Processing Tool Used to Weld AL 7075". BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1782.
Texto completo da fonteResumo:
The purpose of this study is to develop a series of response surfaces that define critical outcomes for welding in Al 7075 based on the tool geometry of a convex scrolled shoulder step spiral (CS4) friction stir processing tool. These response surfaces will be used to find critical minimums in forces which will decrease the required power input for the process. A comprehensive parameterization of the tool geometry is defined in this paper. A pilot study was performed to determine the feasibility of varying certain geometric features. Then a screening experiment eliminated those geometric features that were not as significant in determining the response surfaces. A central composite design with the five most important geometric features was used in order to develop response surfaces for nine different response variables. The nine response variables are the longitudinal, lateral and axial forces; the tool temperature, the spindle torque, the amount of flash, the presence of defects, the surface roughness and the ledge size. By using standard regression techniques, response surface equations were developed that will allow the user to optimize tool geometries based on the desired response variables. The five geometric features, the process parameters and several of their interactions were found to be highly significant in the response surfaces.
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Griffin, Jean. "Learning to Program From Interactive Example Code (With and Without Intentional Bugs)". Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/488614.
Texto completo da fonteResumo:
Math & Science EducationPh.D.
Computing education for learning to program has made great strides in the current century. Exciting educational technologies are now available and active learning pedagogies are increasingly used. Interest is strong, but the longstanding problem remains: learning to program as an analytical endeavor is quite frustrating for many. The purpose of this study is to discover ways to mitigate this frustration. It researches ways to help students comprehend code by guiding them to take it apart (through reading, tracing, completing, and debugging) as they learn to write code on their own. This study contributes to the understanding of learning from errors. It also builds upon and further develops the emergent pedagogy of de-constructionism. The de-constructionist approach involves taking things apart, practice, and learning from errors. This study applies a de-constructionist approach in an experiment with ~80 undergraduates learning Python in an introductory programming class. During weekly lab periods, students engaged with web-based interactive practice problems that emphasize reading, tracing, completing, and in some cases, debugging code. Students also wrote code for lab and homework assignments. Approximately half of the students were given some that involved learning from bugs that were intentionally placed in the provided code, while the others were not. Learning gains were assessed using pre/post tests and exams. Surveys were used to measure attitudes. Learning gains and attitudes were compared according to condition (Bugs, NoBugs), prior experience, gender, minority status, and class size. This study demonstrates that bugs can be intentionally incorporated into practice problems that students like to solve, without detrimental effects on learning or attitudes about computing. It also contributes to the literature on code comprehension.
Temple University--Theses
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Ryu, Mike Dongyub. "Improving Introductory Computer Science Education with DRaCO". DigitalCommons@CalPoly, 2018. https://digitalcommons.calpoly.edu/theses/1943.
Texto completo da fonteResumo:
Today, many introductory computer science courses rely heavily on a specific programming language to convey fundamental programming concepts. For beginning students, the cognitive capacity required to operate with the syntactic forms of this language may overwhelm their ability to formulate a solution to a program.
We recognize that the introductory computer science courses can be more effective if they convey fundamental concepts without requiring the students to focus on the syntax of a programming language. To achieve this, we propose a new teaching method based on the Design Recipe and Code Outlining (DRaCO) processes. Our new pedagogy capitalizes on the algorithmic intuitions of novice students and provides a tool for students to externalize their intuitions using techniques they are already familiar with, rather than with the syntax of a specific programming language. We validate the effectiveness of our new pedagogy by integrating it into an existing CS1 course at California Polytechnic State University, San Luis Obispo. We find that the our newly proposed pedagogy shows strong potential to improve students’ ability to program.
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Moraes, Tatiana de Souza. "Transformação genética de tomateiro (Solanum lycopersicum cv. \'Micro-Tom\') e de laranja doce (Citrus sinensis L. Osbeck) com o gene Csd1 (superóxido dismutase do cobre e do zinco), isolado de Poncirus trifoliata". Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/11/11144/tde-14122015-103829/.
Texto completo da fonteResumo:
Embora a citricultura seja uma importante atividade econômica no Brasil, nos últimos anos houve uma redução significativa da produção nacional. A baixa rentabilidade que o setor citrícola vem enfrentando, devido ao alto custo de produção, é decorrente principalmente dos problemas fitossanitários, com destaque para as doenças, que afetam diretamente a produtividade dos pomares. Atualmente, o huanglongbing (HLB) é a doença mais grave que afeta a citricultura mundial, sendo que os danos são severos em todas as variedades de citros. Diante desse fato, a transformação genética de plantas é uma alternativa para a obtenção de plantas transgênicas, com genes que estimulem o sistema de defesa das plantas, tornando-as resistentes a doenças. Apesar da eficácia dos protocolos existentes para a transformação genética de citros, uma desvantagem característica de plantas perenes é o ciclo reprodutivo lento, tornando difícil e demorado a validação de novos genes de interesse. Por isso, uma importante estratégia é o uso de plantas modelos, como o tomateiro, que possui ciclo curto e boa eficiência de transformação genética. Assim, o objetivo deste trabalho foi obter plantas transgênicas de Solanum lycopersicum cv. \'Micro-Tom\' e Citrus sinensis, contendo a construção gênica com o gene Csd1 (superóxido dismutase do cobre e do zinco), isolado de Poncirus trifoliata. A proteína codificada pelo gene Csd1, também conhecido como Sod1 (superoxide dismutase 1), é o mais potente antioxidante na natureza e é um importante constituinte de defesa celular contra o estresse oxidativo causado pela infecção bacteriana. O tomateiro Micro-tom foi utilizado como modelo de patogenicidade para validação do gene. Porém, devido a sua baixa eficiência de transformação genética, os experimentos de inoculação com o patógeno não foram realizados. Posteriormente, a caracterização da função do gene Csd1 em relação ao HLB será realizada com as plantas transgênicas de citros. A identificação de plantas transgênicas, de tomate e de laranja doce, foi realizada por meio da análise de PCR, utilizando primers para a detecção do gene Csd1. As plantas PCR+ foram aclimatizadas e transferidas para casa-de-vegetação. A eficiência de transformação genética do tomateiro \'Micro-Tom\' e das cultivares de laranja doce, \'Hamlin\' e \'Pineapple\', foram respectivamente: 0,34%, 4,74% e 3,65%. A caracterização molecular pelas análises de Southern blot e RT-qPCR foi realizada apenas em plantas de citros. Foi possível confirmar a integração do transgene em 32 eventos obtidos. O número de eventos de inserção variou de 1 - 5, sendo a presença do gene endógeno Csd1, localizada em 3 locais distintos no genoma das plantas. O nível de mRNA do transgene foi verificada em 21 plantas que tiveram apenas uma única inserção do transgene no genoma. Os resultados obtidos mostram que houve transcrição do gene Csd1 nas plantas transgênicas, assim como, na testemunha não transgênica. A relação do nível de transcrição do transgene com a resistência das plantas ao patógeno será definida após a inoculação com Candidadus Liberibacter.Although the citrus industry is an important economic activity in Brazil, in recent years there has been a significant reduction in the national citrus production. The low profitability of the citrus sector has faced due to the high production cost is mainly attributed to phytosanitary problems, particularly diseases that directly affect productivity of orchards. Currently, huanglongbing (HLB) is the most serious disease that affects the global citrus industry and the damage is severe in all citrus varieties. Genetic transformation of plants is an alternative to obtain transgenic plants with genes that stimulate the plant defense system, making it resistant to diseases. Despite the effectiveness of protocols for genetic transformation of citrus, a characteristic disadvantage of perennial plants is the slow reproductive cycle, hindering validation of new genes of interest. Therefore, an important strategy is the use of model plants, such as the tomato, which has a short cycle and good genetic transformation efficiency. The objective of this study was to obtain transgenic plants of Solanum lycopersicum cv. \"Micro-Tom \'and Citrus sinensis, containing the gene construct with Csd1 gene (copper/zinc superoxide dismutase), isolated of Poncirus trifoliata. The protein encoded by the gene Csd1, also known as SOD1 (superoxide dismutase 1), is the most powerful antioxidant in nature and is important constituent of cellular defense against oxidative stress caused by bacterial infection. \'Micro-tom\' tomato was used as a model for pathogenic gene validation. However, due to its low efficiency of genetic transformation, the inoculation experiments with the pathogen were not realized. Posteriorly, the characterization of gene function Csd1 in relation to the HLB disease will be realize with citrus transgenic plants. The objective of this study was to obtain transgenic plants of Solanum lycopersicum cv. \'Micro-Tom\' and of Citrus sinensis, containing the gene construction with Csd1 gene (copper/zinc superoxide dismutase), isolated of Poncirus trifoliata, for validation and for future study of this gene for resistance to HLB. Proteins encoded by the Csd1 gene, also known as SOD1 (superoxide dismutase 1), are the most powerful antioxidants in nature and are important constituents of cellular defense against oxidative stress caused by bacterial infection. The identification of transgenic plants of tomato and sweet orange was performed by the PCR analysis using primers for the detection of Csd1 gene. The PCR+ plants were acclimatized and transferred to a greenhouse. The genetic transformation efficiency of tomato \'Micro-Tom\' and sweet orange cultivars, \'Hamlin\' and \'Pineapple\', were 0.34%, 4.74% and 3.65%, respectively. The molecular characterization with the Southern blot and RT-qPCR analyses was performed only in citrus plants. The transgene integration was confirmed in 32 plants. The number of insertion events ranged from 1-5 and the presence of Csd1 endogenous gene is found in three distinct locations in the plants genome. The mRNA level of the transgene was verified in 21 plants that had only a single transgene insertion into the plant genome. The results show that there was transcription of Csd1 gene in transgenic plants as well as in non-transgenic plants. The relation between the transgene transcript level with the resistance of plants to pathogens is set after inoculation with Candidadus Liberibacter.
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Fernandez, Reinaldo. "A Cognitive Apprenticeship Approach for Teaching Abstract and Complex Skills in an Online Learning Environment". NSUWorks, 2014. http://nsuworks.nova.edu/gscis_etd/2.
Texto completo da fonteResumo:
Undergraduate courses such as mathematics, science, and computer programming require high levels of decision making, concentration, and cognitive demand. Researchers in the field of instructional design are interested in effective instructional strategies that can aid practitioners in teaching such abstract and complex skills.
One example of an instructional strategy that has proven effective in teaching these skills is cognitive apprenticeship (CA). While CA has been applied to courses such as mathematics and computer programming in face-to-face and blended learning environments, there is little evidence of the advantages of applying CA in a fully online computer programming course. Specifically, the introductory programming course, CS1, is the first contact that undergraduate computer science students have with their chosen major. Historically, drop-out rates for CS1 have been high and thus strategies for effective teaching of this course have served as an important topic in the research literature.
The goal was to design and validate internally an online CS1 course that incorporates CA strategies. A two-phase design and development research method was used to guide the construction and internal validation of a fully online CS1 course. Phase one resulted in the design and development of the course guide. An expert-review process using the Delphi technique was implemented in phase two to validate the design with regard to its effectiveness, efficiency, and appeal. Three rounds of review by the panel resulted in consensus.
Results from the expert-review confirmed the application of CA as an effective, efficient, and appealing instructional strategy to use when designing an online CS1 course. Future research should focus on external validation of the design by implementing the course to evaluate its effectiveness, efficiency, and appeal among stakeholders. In addition, it is hoped that the course guide can be used to help practitioners design and implement a fully online CS1 course that uses CA strategies.
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Gilley, William. "Animations and Interactive Material for Improving the Effectiveness of Learning the Fundamentals of Computer Science". Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/32899.
Texto completo da fonteResumo:
Due to the rapid proliferation of the World Wide Web (WWW) in recent years, many educators are now seeking to improve the effectiveness of their instruction by providing interactive, web-based course material to their students. The purpose of this thesis is to document a set of eight online learning modules created to improve the effectiveness of learning the fundamentals of Computer Science. The modules are as follows:
- Algorithms - Definition and specification of algorithms, with a comparison and analysis of several sorting algorithms as examples.
- Artificial Intelligence - Overview of current applications in this discipline.
- Data Structures - Explanation of basic data structures, including an introduction to computer memory and pointers, and a comparison of logical and physical representations of commonly used data structures.
- Machine Architecture - Explanation of data storage, gates and circuits, and the central processing unit.
- Number Systems - Discussion of number representation and arithmetic in number systems other than the decimal number system, with a focus on binary numbers and binary arithmetic.
- Operating Systems - Explanation of the purpose of operating systems and the major components that make up an operating system.
- Programming Languages - Explanation of the fundamental concepts in procedural programming languages.
- Software Engineering - Introduction to software life cycle models and an overview of the procedural and object-oriented paradigms.
Each module consists of a set of lessons and review questions written in HyperText Markup Language (HTML). Embedded in these pages are various interactive components implemented as Flash animations or Java applets. The modules currently reside on the Computer Science courseware server of Virginia Polytechnic Institute and State University (Virginia Tech) and can be viewed at the following WWW site: http://courses.cs.vt.edu/csonline/.
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Master of Science
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Tung-ShengLin e 林東昇. "Regulation of a novel adhesin Csp1 in Clostridium difficile". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/24xnw4.
Texto completo da fonteResumo:
碩士國立成功大學
微生物及免疫學研究所
103
Clostridium difficile is a Gram positive, spore forming obligate anaerobic bacteria, causive agent of the antibiotic associated diarrhea. C. difficile infection (CDI) is caused by host microflora disruption through broad-spectrum antibiotics. The emergence of hypervirulent C. difficile strains resulting in high morbidity and mortality has occurred in many countries. The C. difficile secrets toxins TcdA, TcdB and binary toxin CDT. TcdA and TcdB are responsible for gastrointestinal inflammation, epithelial cell tight junction lose and apoptosis. Before infection, the pathogens need to attach to the host cell first. In C. difficile, surface protein are responsible for interaction with host cell and extracellular matrix of vertebrates. Csp1, a potential cell wall protein anchored on cell wall by sortase, and a putative collagen binding adhesin. Zmp1, a metalloprotease which can cleave Csp1 in vitro. c-di-GMP, a second messenger molecules modulate C. difficile motility, biofilm and toxin. In our study, we focus on Csp1 regulation between Zmp1 and c-di-GMP. Our results showed that in the absence of metalloprotease, Csp1 localization is increased on the cell wall, c-di-GMP enhance the quantity of Csp1 , and the PPKTG motif is needed for recognization by sortase. In summary, our results demonstrated the localization and regulation of a novel adhesin Csp1 by Zmp1 and c-di-GMP.
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Zih-CianSu e 蘇資茜. "Molecular characterization of a putative adhesin Csp1 in Clostridium difficile". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/25453058743918092331.
Texto completo da fonteResumo:
碩士國立成功大學
微生物及免疫學研究所
102
Clostridium difficile is a Gram-positive, endospore forming human pathogen and the most common cause of antibiotic-associated diarrhea within hospital settings worldwide. Disruption of the host’s indigenous microflora by broad-spectrum antibiotics is one of the major triggers for C. difficile infections (CDI). The emergence of hypervirulent C. difficile strains with high mortality rates have resulted in major epidemics in many parts of the world. C. difficile can express two exotoxins TcdA and TcdB, and in some strains a binary toxin CDT. Both TcdA and TcdB are potent toxins and are responsible for the extensive gastrointestinal inflammation and epithelial tissue damages found in an infected host. In addition, C. difficile is known to express a wide-variety of surface proteins such as S-layer proteins, fibronectin and cell wall proteins (Cwps). Surface proteins of Gram-positive bacteria are known to play important roles during infections. Sortase, a membrane anchored transpeptidase found ubiquitously in Gram-positive bacteria, promotes the covalent anchoring of surface proteins to the cell wall envelope. To determine the role of sortase-dependent surface proteins in C. difficile pathogenesis, I identified at least seven putative sortase substrates in C. difficile strain 630 by bioinformatics analysis. In this study, I focused on one of the putative cell surface proteins, Csp1. Csp1, encoded by CD2831, is a predicted protein of 972 amino acids and is annotated as a collagen-binding protein. The protein has a PPKTG motif suggesting that Csp1 could be a putative substrate of C. difficile sortase B. The aim of this study is to characterize molecular properties of Csp1. I constructed csp1 insertion mutant, KYC01, and defined the localization of Csp1 by immunoblotting using polyclonal anti-Csp1. Due to the low expression level of Csp1, I also overexpressed Csp1 in both CD630 and KYC01. Cellular fractionation and immunoblotting analysis demonstrated that Csp1 can be found anchored to the cell wall. Interestingly, the majority of Csp1 appear to be secreted into the medium. In-vitro binding experiments demonstrated the ability of Csp1 recombinant protein to adhere to Collagen I. In summary, the results generated from this project revealed a novel adhesin in C. difficile.
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Hsu, Kuo-Sheng, e 徐國盛. "Coexpression,copurification of Sacchromyces cerevisiae monopolin complex and analysis of Csm1/Lrs4 complex stoichiometry". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/57847740861935079287.
Texto completo da fonteResumo:
碩士國立臺灣大學
生化科學研究所
92
In budding yeast, Saccharomyces cerevisiae, Mam1, Csm1 and Lrs4 form monopolin complex around sister centromeres during meiosis I for sister chromatids cosegregation. Sister kinetochores can be clamped togethor by monopolin complex to attach the same oriented poles during metaphase and the sister chromatids will be pulled to the same cell after the first cell division of meiosis. For studying the protein complex, we used the high-throughput screening of soluble recombinant proteins method to obtain the clones which could overexpress the target fusion protein. By transforming two hetero-locus plasmids to E. coli., BL21-CodonPlus(DE3), Csm1/Lrs4 or Mam1/Csm1/Lrs4 complex was coexpressed in the double antibiotic selected strains. Using Ni-NTA or amylase affinity column, we have purified His6-Csm1, His6-Csm1/Lrs4 and MBP-Mam1/His6-Csm1/Lrs4 protein complex indepedently. Futhermore, we also determined the stoichiometry of Csm1/Lrs4 complex by combining the gel filtration and the sucrose gradient velocity sedimentation assay. In conclusion, we confirmed Mam1, Csm1 and Lrs4 can form monopolin complex in vitro and Csm1 can form homotrimer alone and heterohexamer with Lrs4 via the interaction of their coiled coil domains.
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"Monosporic cultures cytology and fertility and Agaricus blazei CS1 mating results". Tese, BIBLIOTECA CENTRAL DA UFLA, 2006. http://bibtede.ufla.br/tede//tde_busca/arquivo.php?codArquivo=169.
Texto completo da fonte
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Schroeder, Andrew J. "CSE1, an essential yeast gene required for cell cycle progression, encodes a nuclear transport factor". 1998. https://scholarworks.umass.edu/dissertations/AAI9823773.
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CSE1, an essential Saccharomyces cerevisiae gene was initially isolated in a screen for genes important for accurate chromosome segregation. cse1 mutants have pleiotropic phenotypes including defects in the ubiquitin-mediated degradation of mitotic cyclins and in cell cycle progression. SRP1, encodes a nuclear localization signal (NLS) receptor protein involved in nuclear protein import that is an allele specific dosage suppressor of cse1-1. CSE1 can rescue certain srp1 mutant phenotypes, indicating that Cse1p and Srp1p are functionally related or have roles in similar pathways. New mutant alleles of CSE1 were generated by linker insertion mutagenesis, including a temperature sensitive allele, cse1-2, that causes arrest in G2/M, chromosome missegregation and defective mitotic cyclin degradation. Analysis of CSE1 mRNA and Cse1p indicate that their levels do not change significantly during the cell cycle and that Cse1p is not phosphorylated. Cse1p is located in the nucleus and concentrated at the nuclear periphery, probably in association with nuclear pores. Current evidence supports the model that Cse1p is required for the export of Srp1p from the nucleus. Srp1p improperly accumulates in the nuclei of both cse1-1 and cse1-2 cells. Reporter proteins that contain NLS sequences accumulate in the cytoplasm of cse1-1 and cse1-2 cells indicating that Cse1p function is also necessary for nuclear protein import. Cse1p binds the nuclear transport protein Ran/Gsp1p-GTP via a conserved amino-terminal motif. In addition, the human protein CAS, which is an export factor for importin-$\alpha,$ is 60% similar to Cse1p. Although a physical interaction between Srp1p and Cse1p has not been shown, a two-hybrid screen identified two potential Cse1p-interacting proteins, Scj1p and Yma5p. Scj1p is a DnaJ homologue involved in protein translocation, folding, and complex assembly. Yma5p is a novel non-essential protein with an as yet unknown role in these important nuclear processes.
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Estey, Anthony. "An exploration of learning tool log data in CS1: how to better understand student behaviour and learning". Thesis, 2016. http://hdl.handle.net/1828/7757.
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The overall goal of this work is to support student success in computer science. First, I introduce BitFit, an ungraded practice programming tool built to provide students with a pressure-free environment to practice and build confidence working through weekly course material. BitFit was used in an introductory programming course (CSC 110) at the University of Victoria for 5 semesters in 2015 and 2016.
The contributions of this work are a number of studies done analyzing the log data collected by BitFit over those years. First, I explore whether patterns can be identified in log data to differentiate successful from unsuccessful students, with a specific focus on identifying students at-risk of failure within the first few weeks of the semester. Next, I separate out only those students who struggle early in the semester, and examine their changes in programming behaviour over time. The goal behind the second study is to differentiate between transient and sustained struggling, in an attempt better understand the reasons successful students are able to overcome early struggles. Finally, I combine survey data with log data to explore whether students understand whether their study habits are likely to lead to success.
Overall, this work provides insight into the factors contributing to behavioural change in an introductory programming course. I hope this information can aid educators in providing supportive intervention aimed at guiding struggling students towards more productive learning strategies.Graduate
0984
0525
0710
aestey@uvic.ca
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Haney, Mickey D. "A structured approach to teach the content of CS1 to non-major students with an emphasis on analytic problem solving". 1987. http://hdl.handle.net/2097/23664.
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Becker, Daniel. "Maturation and nucleo-cytoplasmic shuttling of snRNAs in Saccharomyces cerevisiae". Doctoral thesis, 2018. http://hdl.handle.net/11858/00-1735-0000-002E-E56A-D.
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Russo, Kennedy Anna. "Towards a Data-Driven Analysis of Programming Tutorials' Telemetry to Improve the Educational Experience in Introductory Programming Courses". Thesis, 2015. http://hdl.handle.net/1828/6500.
Texto completo da fonteResumo:
Retention in Computer Science undergraduate education, particularly of underrepresented
groups, continues to be a growing challenge. A theme shared by much of the research literature into why this is so is one of a distancing in the relationship between Computer Science professors and students [39, 40, 45]. How then, can we begin to lessen that distance, and build stronger connections between these groups in an era of growing class sizes and technology replacing human interaction? This work presents BitFit, an online programming practice and learning tool, to describe an approach to using the telemetry made possible from deploying this or similar tools in introductory programming courses to improve the quality of instruction, and the students' course experiences. BitFit gathers interaction data as students use the tool to actively engage with course material. In this thesis we first explore what kind of quantitative data can be used to help professors gain insights into how students might be faring in their courses, moving the method of instruction towards a data- and student-driven model. Secondly, we demonstrate the capacity of the telemetry to aid professors in more precisely identifying students at risk of failure in their courses. Our goal is to reveal possible reasons these students would be considered at-risk at an early enough point in the course to make interventions possible. Finally, we show how the use of tools such as BitFit within introductory programming courses could positively impact the student experience. Through a preliminary qualitative assessment, we seek to address impact on confidence, metacognition, and the ability for an individual to envision success in Computer Science. When used together within an all-encompassing approach aimed at improving retention in Computer Science, tools such as BitFit can move towards improving the quality of instruction and the students' experience by helping to build stronger connections rooted in empathy between professors and students.Graduate
0710
0984
alrusso@uvic.ca
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Schönitzer, Veronika [Verfasser]. "Dictyostelium discoideum als Expressionssystem für die transmembrane Myosin-Chitinsynthase Ar-CS1 aus Atrina rigida (Mollusca, Bivalvia) - einem Modellorganismus der Biomineralisation - und Charakterisierung der Myosindomäne / vorgelegt von Veronika Schönitzer". 2009. http://d-nb.info/1002001897/34.
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(9189365), Anthony A. Lowe. "The Theory of Applied Mind of Programming". Thesis, 2020.
Encontre o texto completo da fonteResumo:
The Theory of Applied Mind of Programming (TAMP) provides a new model for describing how programmers think and learn. Historically, many students have struggled when learning to program. Programming as a discipline lives in logic and reason, but theory and science tell us that people do not always think rationally. TAMP builds upon the groundbreaking work of dual process theory and classical educational theorists (Piaget, Vygotsky, and Bruner) to rethink our assumptions about cognition and learning. Theory guides educators and researchers to improve their practice, not just their work but also their thinking. TAMP provides new theoretical constructs for describing the mental activities of programming, the challenges in learning to program, as well as a guidebook for creating and recognizing the value of theory.
This dissertation is highly nontraditional. It does not include a typical empirical study using a familiar research methodology to guide data collection and analysis. Instead, it leverages existing data, as accumulated over a half-century of computing education research and a century of research into cognition and learning. Since an applicable methodology of theory-building did not exist, this work also defines a new methodology for theory building. The methodology of this dissertation borrows notation from philosophy and methods from grounded theory to define a transparent and rigorous approach to creating applied theories. By revisiting past studies through the lens of new theoretical propositions, theorists can conceive, refine, and internally validate new constructs and propositions to revolutionize how we view technical education.
The takeaway from this dissertation is a set of new theoretical constructs and promising research and pedagogical approaches. TAMP proposes an applied model of Jerome Bruner's mental representations that describe the knowledge and cognitive processes of an experienced programmer. TAMP highlights implicit learning and the role of intuition in decision making across many aspects of programming. This work includes numerous examples of how to apply TAMP and its supporting theories in re-imagining teaching and research to offer alternative explanations for previously puzzling findings on student learning. TAMP may challenge conventional beliefs about applied reasoning and the extent of traditional pedagogy, but it also offers insights on how to promote creative problem-solving in students.