9,952 research outputs found
Vi Novice
No full text"Lt. Vi Novice SF. 64927 L of C Sigs [signature] Vi Shields."Lieutenant Vi Novice, SF. 64927. Lines of Communication Signals. [signature] Vi Shields
Single-molecule studies of unconventional motor protein myosin VI
No full textMyosin VI is one of the myosin superfamily members that are actin-based molecular motors. It has received special attention due to its distinct features as compared to other myosins, such as its opposite directionality and a much larger step size than expected given the length of its “leg”.
This dissertation presents the author‟s graduate work of several single-molecule studies on myosin VI. Special attention was paid to some of myosin VI‟s tail domains that consist of proximal tail (PT), medial tail (MT), distal tail (DT) domains and cargo-binding domain (CBD).
The functional form of myosin VI in cells is still under debate. Although full length myosin VI proteins in cytosolic extracts of cells were monomers from earlier studies, there are several reasons why it is now believed that myosin VI could exist as a dimer. If this is true and dimerization occurs, the next logical question would be which parts of myosin VI are dimerization regions? One model claimed that the CBD is the sole dimerization region. A competing model claimed that there must be another region that could be involved in dimerization, based on their observation that a construct without the CBD could still dimerize.
Our single-molecule experiment with progressively truncated myosin VI constructs showed that the MT domain is a dimerization region, supporting the latter model. Additional single-molecule experiments and molecular dynamics (MD) simulation done with our collaborators suggest that electrostatic salt bridges formed between positive and negative amino acid residues are mainly responsible for the MT domain dimerization.
After resolving this, we are left with another important question which is how myosin VI can take such a large step. Recent crystal structure showed that one of the tail domains preceding the MT domain, called the PT domain, is a three-helix bundle. The most easily conceivable way might be an unfolding of the three-helix bundle upon dimerization, allowing the protein to stretch and reach a larger distance. The single-molecule stepping data with mutant full-length construct that lacks two helices out of three in the PT domain tell that it is indeed the case.
In this dissertation, more details of myosin VI PT/MT domain experiments will be explored along with background information on the single-molecule experiment methods used in these studies.Item withdrawn by Mark Zulauf ([email protected]) on 2011-04-07T13:00:38Z
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University of Illinois Theses & Dissertations (ID: 1)
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University of Illinois Dissertations and Theses (ID: 204)
Dissertations and Theses - Physics (ID: 445)
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Respiratory exchange ratio variability in novice college-age marathon runners
No full textUniversity of Minnesota Ph.D. dissertation. May 2012. Major: Kinesiology. Advisors: Dr. Stacy Ingraham, Dr. Beth Lewis. 1 computer file (PDF); vi, 115 pages.The aim of this study was to assess the effects of 16 weeks of marathon training on breath-to-breath (btb) respiratory exchange ratio (RER) variability, measured by sample entropy (SampEn), in college-age, healthy novice marathon runners. Average SampEn scores for participants increased with marathon training. SampEn analysis of RER time series may detect trainability, metabolic adaptations, or provide substrate utilization recommendations with endurance training.Brown, Scott Robert. (2013). Respiratory exchange ratio variability in novice college-age marathon runners. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/152449
Bending dynamics of semi-flexible particles in turbulent flows
No full textWe study the Lagrangian dynamics of semi-flexible particles in laminar as well as in homogeneous and isotropic turbulent flows by means of analytically solvable stochastic models and direct numerical simulations. The statistics of the bending angle is qualitatively different in laminar and turbulent flows and exhibits a strong dependence on the topology of the velocity field. In particular, in two-dimensional turbulence, particles are either found in a fully extended or in a fully folded configuration; in three dimensions, the predominant configuration is the fully extended one
Common mistakes made by novice programmers
No full textSammendrag
Programmering forblir et utfordrende emne å lære og undervise, med studenter som ofte støter på en rekke feil når de navigerer gjennom detaljene i språk som Java og Python. Vår studie gir en omfattende analyse av disse vanlige feilene som nybegynnere innen programmering gjør i begge språk, og utforsker sammenhengen mellom dem. I tillegg sammenligner vi feilmønstrene mellom forskjellige eksamenskontekster, nemlig hjemme- og skoleeksamener.
De sentrale forskningsspørsmålene vi ønsker å svare på er:
Hva er de vanlige feilene som blir gjort av nybegynnere innen programmering i Java?
Hva er de vanlige feilene som blir gjort av nybegynnere innen programmering i Python?
Er det en korrelasjon mellom de vanlige feilene som blir gjort av nybegynnere innen programmering i Java og Python?
Er det forskjeller i feilene som blir gjort under hjemmeeksamener sammenlignet med skoleeksamener?
Våre funn indikerer at mens noen feil er unike for et spesifikt språk, er mange andre vanlige i begge språk, noe som antyder et felles sett av utfordringer for nybegynnere innen programmering. Vi har også identifisert subtile forskjeller i forekomsten av feil mellom hjemme- og skoleeksamener, noe som understreker den potensielle innflytelsen av læringsmiljøet på programmeringsvanskeligheter.
Disse resultatene har betydelige implikasjoner for undervisere, noe som hjelper dem med å utforme målrettede intervensjoner som mer effektivt kan takle de vanlige problemområdene. Videre kan innsiktene om innvirkningen av læringsmiljøet på feilmønstre veilede tilpasningen av undervisningsstrategier i henhold til konteksten.
Den detaljerte presentasjonen av våre funn bidrar ikke bare til den eksisterende litteraturen om informatikkundervisning, men fungerer også som en praktisk veiledning for undervisere som søker empirisk bevis for å forbedre undervisningsstrategiene sine. De potensielle korrelasjonene og forskjellene som er identifisert gjennom vår forskning kan danne grunnlaget for videre utforskning og hypotesedannelse i fremtidige studier.Abstract
Programming remains a challenging subject to learn and teach, with students often encountering a variety of errors as they navigate through the intricacies of languages such as Java and Python. Our study provides a comprehensive analysis of these common errors made by novice programmers in both languages, and explores the correlation between them. Additionally, we compare the error patterns between different exam contexts, namely home and school exams.
The central research questions we aim to answer are:
What are the common errors made by novice programmers in Java?
What are the common errors made by novice programmers in Python?
Is there a correlation between the common errors made by novice programmers in Java and Python?
Are there differences in the errors made during home exams compared to school exams?
Our findings indicate that while some errors are unique to a specific language, many others are prevalent across both languages, suggesting a shared set of challenges for novice programmers. We have also identified subtle differences in error occurrence between home and school exams, underscoring the potential influence of the learning environment on programming difficulties.
These results hold significant implications for educators, helping them design targeted interventions that can address the common areas of difficulty more effectively. Further, the insights on the impact of the learning environment on error patterns can guide the adaptation of teaching strategies according to the context.
The detailed presentation of our findings not only contributes to the existing body of literature on computer science education, but also serves as a practical guide for educators seeking empirical evidence to enhance their teaching strategies. The potential correlations and differences identified through our research can form the basis for further exploration and hypothesis formation in future studies
Vi Kowalchuk
No full textPhotograph - Vi Kowalchuk, member of the Book Sub-Committee, part of the Town of Athabasca 75th Anniversary Committee, Athabasca, Alberta. The Book Sub Committee produced the book "Athabasca Landing: An Illustrated History
The Novice Assistant Principal: Support Needs in the Transition to the Administrative Role
No full textNovice assistant principals are expected to be ready to serve as key leaders in a school from the first day of their appointment as a school administrator. Research has shown that the role of assistant principal is multi-faceted, the pace of the job is unrelenting, the level of responsibility is overwhelming, and the number of new tasks encountered is daunting (Barnett, et al., 2012; Craft et al., 2016). This study examined how novice assistant principals experienced support as they transitioned into the administrative role. The researcher used a phenomenological research design for the collection of data. The results indicated that novice assistant principals overwhelmingly relied on the informal support network of their assistant principal colleagues as they navigated the transition to their new administrative role. Participants also cited the effectiveness of relevant, systematic induction and support programs for novice administrators and meetings for all school administrators. vi The conclusions reached in this qualitative phenomenological study suggest school district leaders consider the adoption of a research-based model of induction and professional development practices to support novice school leaders
How School Mentors Build Self-Efficacy in Novice Teachers: A Single Case Study
No full textThis qualitative single case study with embedded units explored how school mentors build selfefficacy in novice teachers across elementary, middle, and high school settings within a single public school district in Texas. Grounded in Bandura’s self-efficacy theory, which identifies four sources of self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and emotional and physiological states, this study examined the specific strategies mentors use to build self-efficacy and foster confidence and instructional competence in novice teachers. Data were collected through semistructured interviews with eight experienced educators formally designated as mentors. Thematic analysis was employed to identify patterns in mentoring practices and their impact on novice teacher development. Three central themes emerged: (a) mentors build self-efficacy by modeling effective instructional practices, facilitating peer-to-peer observations, and engaging in reflective dialogue; (b) mentors strengthen self-efficacy through timely, specific positive feedback and recognition of small wins; and (c) mentors cultivate selfefficacy by establishing safe, trusting relationships. Within this theme, two subthemes emerged: (a) mentors offering personalized emotional support and (b) mentors providing functional support. Findings demonstrated that mentors drew upon all four of Bandura’s efficacy sources, using deliberate and responsive strategies to meet the varied instructional and emotional needs of novice teachers. Modeling and observation provided vicarious experiences; reflective feedback and goal-setting encouraged mastery; verbal affirmation reinforced growth; and relational trust reduced stress and anxiety. These insights underscore the complex and relational nature of mentoring and emphasize the critical role mentors play in shaping novice teacher confidence, resilience, and retention. This study contributes to the literature on supporting novice teachers by identifying actionable practices that align with self-efficacy theory that school leaders can vi implement to build self-efficacy among beginning teachers. Recommendations include structuring mentoring programs around self-efficacy principles, providing ongoing mentor training, allocating protected time for mentoring activities, and fostering school cultures rooted in trust and individualized support. Keywords: novice teacher, self-efficacy, school leader, K–12 leader role, mentor, teacher support and development, attritio
Cr(VI) and Cr(III)-Based Conversion Coatings on Zinc
No full textWith the aims of understanding the protective mechanism of chromate conversion coatings and developing alternatives to chromate treatments, the physical natures and corrosion properties of Cr(VI) and Cr(III) treated zinc have been investigated in this work. The Cr(VI) treatments were carried out in dichromate and sulfuric acid solution with different dipping times. The Cr(III) treatments were carried out in two commercial solutions (A and B). The thickness of the coatings was measured using ellipsometry. The morphologies and the compositions of the treated zinc have been studied by means of SEM, AFM, AES, FTIR and XPS. The drying temperature influence on the corrosion performance of the Cr(VI)âtreated zinc has been investigated. The Volta potential in treated and untreated areas has been measured using scanning Kelvin probe (SKP) and SKPFM. The corrosion behavior of the Cr(VI) and Cr(III) treated zinc has been investigated using polarization, electrochemical impedance measurements (EIS), and salt spray tests. Both Cr(VI) and Cr(III) species were detected by XPS in the outermost layer of the Cr(VI) coatings, while no Cr(VI) species was found in the Cr(III) coatings. AES depth profile results show that chromium oxides are the main components in the Cr(VI) coatings. Zinc oxide is mainly located at the chromium oxides / zinc interface. The Cr(III) coating is a mixture of chromium oxides and zinc oxide. Both the Cr(VI) and the Cr(III) treatments can supply corrosion protection to zinc. The corrosion resistance of the Cr(III)-B coating is greater than that of the Cr(III)-A coating. However, the inhibition of the corrosion of zinc by Cr(VI) coating is more effective than by the Cr(III) coatings. The inhibition of the corrosion of zinc by the Cr(VI) and the Cr(III) treatments is discussed, and future research topics are suggested.Mechanical, Maritime and Materials Engineerin
The transition to teaching reading: knowledge, beliefs, and identities of novice teachers of reading.
No full textUniversity of Minnesota Ph.D. dissertation. September 2010. Major: Education, Curriculum and Instruction. Advisor: Dr. Deborah Dillon. 1 computer file (PDF); vi, 340 pages, appendices A-D.The purpose of the study was to examine the knowledge, beliefs, and identities of reading teachers within the transition to teaching by exploring the connections between coursework, field placements, teaching contexts, and participants' conceptions of teaching reading. While there has been an increased focus on the transition to teaching, little is still known about the experiences of reading teachers as they move from the university classrooms to their own K-12 classrooms (Anders, Hoffman, & Duffy, 2000; Risko et al., 2008, Dillon et al., 2010).
The following questions guided this research: How do novice reading teachers conceptualize their knowledge and beliefs about the teaching of reading? (2) How do knowledge, beliefs, and identities of novice reading teachers change and continue to develop over time (e.g., within the first 4 years of teaching)? (3) How are novice reading teachers' knowledge and beliefs about teaching reading visible in their teaching practice? (4) How does teaching context influence the development of novice reading teachers' knowledge and beliefs about teaching reading, and their identities as teachers of reading? The study was conducted as a qualitative case study, and data sources included formal interviews, classroom observations, and a survey. Participants included 2 preservice teachers, 3 first-year teachers, and 2 third-/fourth-year teachers prepared at the same large, Midwestern Research University.
Analysis indicated that novice reading teachers benefit from clear links between theoretical grounding and instructional practice in actual classrooms. As well, the knowledge, beliefs, and identities of novice reading teachers continue to develop after completing teacher education programs, and strong leadership and mentors are necessary for supporting the continued professional development of new reading teachers. Therefore, a recommendation of this study is that teacher education programs work in concert with schools to provide carefully designed programs and field experiences. As well, schools have a responsibility to recognize and maintain a focus on the development of effective literacy practices for novice reading teachers in the powerful site of continued learning - the novice teacher's own classroom.Kelly, Catherine M.. (2010). The transition to teaching reading: knowledge, beliefs, and identities of novice teachers of reading.. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/98716
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