4,963 research outputs found
Suppression of the Pth(Ts) phenotype mediated by the overproduction of tRNA maintains moderate levels of the Pth(Ts) protein
No full text<p><b>Copyright information:</b></p><p>Taken from "Excess of charged tRNA maintains low levels of peptidyl-tRNA hydrolase in (Ts) mutants at a non-permissive temperature"</p><p>Nucleic Acids Research 2006;34(5):1564-1570.</p><p>Published online 15 Mar 2006</p><p>PMCID:PMC1408313.</p><p>© The Author 2006. Published by Oxford University Press. All rights reserved</p> () Depicts the cellular growth of the (Ts) mutant strain AA7852 separately transformed with pVH124 (ΔU, ΔV), pVH125 (U, ΔV) or pVH119 (U, V) incubated at different temperatures. Isolated colonies of the independent transformants were streaked onto LB-Ap plates and incubated overnight at the indicated temperatures. () Presents the immunodetection of Pth(Ts) in the (Ts) mutant strain AA7852 separately transformed with pVH124, pVH125, pVH119, ptRNACCA (X, R, T, M) or pTH2 (W) and grown at 32°C prior to transfer at time = 0 min at 41 or 43°C. The concentration of Pth(Ts) protein was estimated by immunoblot analysis. The left lane shows purified wild-type Pth protein, which migrates slightly faster in SDS–PAGE than the Pth(Ts) variant (arrowed) ()
Emergence of oblique TS mode due to longitudinal wall oscillation in 2D channel flow
No full textStabilizing effects of wall oscillation on two dimensional (2D) Tollmein-Schlichting (TS) waves and oblique TS waves developing in 2D channel flow are numerically investigated using the Floquet method. It was shown from the previous study[1] that the wall oscillation mostly has stabilizing effect and then TS mode is occasionally more stable than the oblique mode. In the present study the characteristics of the stability are investigated in detail. Then it is cleared that the exchange of the most unstable mode form the 2D TS to the oblique TS can occur at a certain value of Reynolds number
Perbedaan Hasil Belajar Biologi Dengan Menggunakan Pembelajaran Two Stay-Two Stray (Ts-Ts) Dan Team Assisted Individualitation (Tai) Siswa Kelas Viii Smp N 2 Kartasura Tahun 2012/2013
Get PDFPenelitian ini merupakan penelitian eksperimen pendidikan yang bertujuan untuk meningkatkan hasil belajar biologi siswa kelas VIII. Penelitian ini dilakukan di SMP Negeri 2 Kartasura khususnya kelas VIII. Kelas yang digunakan dalam penelitian dipilih tiga kelas secara acak (random) dengan menggunakan pembelajaran yang berbeda. Kelas pertama VIIIA menerapkan pembelajaran two stay two stray, kelas kedua VIIID menerapkan pembelajaran team assisted individualization, dan kelas ketiga VIIIF menerapkan pembelajaran kontrol(konvensiona)l. Pada penelitian ini menerapkan 3 materi yang berbeda yaitu struktur morfologi tumbuhan, gerak pada tumbuhan dan fotosintesis. Teknik pengumpulan data dalam penelitian ini menggunakan metode dokumentasi dan metode tes. Analisa data menggunakan uji statistika One- Way ANOVA melalui program SPSS 17.0 for Windows. Hasil nilai rata-rata postest siswa menggunakan pembelajaran TS-TS sebesar (73,60±4,039) lebih tinggi dari pada menggunakan pembelajaran TAI sebesar (70,35±5,616) dan konvensional sebesar (69,19±5,836). Hasil uji hipotesis bahwa terlihat nilai Fhitung (5,926) lebih besar dari Ftabel (3,095). Nilai Ftabel diperoleh dari nilai taraf signifikansi 5% (df=2,92) yaitu sebesar, maka H0 ditolak berarti terdapat perbedaan yang signifikan antara ketiga pembelajaran yang diterapkan antara pembelajaran two stay two stray, team assisted individualization dan konvensional. Hasil uji lanjut anova pembelajaran TS-TS dan TAI 0,015 0,05, maka H0 diterima jadi tidak ada perbedaan. Nilai afektif yang diperoleh menunujukan bahwa nilai pembelajaran TS-TS lebih tinggi dari nilai pembelajaran TAI dan konvnsional. Kesimpulan yang dapat diambil dari penelitian ini yaitu ada perbedaan antara pembelajaran TS-TS, TAI dan Konvensional dengan pembelajaran TS-TS yang efektif sedangkan untuk pembelajaran TAI dengan konvensional sama dengan selisih hasil analisis yang hampir sama, jadi pembelajaran TAI dan konvensional kurang efektif
Multi-dimensional design process management by extended product modeling for concurrent process engineering
No full textConventional product and process models have focused on static features. That means product models are mainly based on structural decomposition of products, and process models are also often described by activity decomposition such as work breakdown structure. From the view of design process management, it is difficult to describe dynamic features of design processes appropriately through conventional methodologies. In this paper, a multidimensional approach for design process management was explored to manifest characteristics of design processes for chemical plant design. Parallelized design process for concurrent process engineering should be managed by two dimensional design activity flows. The process management makes it possible to guide progress of design processes in a helix structure by horizontal and vertical activity control simultaneously. They stand for teleological and causal relation between design activities, respectively. That can be achieved based on an extended product model, which represents various design perspectives explicitly from a conventional design activity model. The extended product model is composed of product data, design activities, and activity drivers. Dynamic features of the extended product model are expressed by an activity chain model. These concepts will support the realization of concurrent process engineering for chemical plant design in the sense that they provide design process management strategies
PERBEDAAN HASIL BELAJAR PESERTA DIDIK YANG MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY (TS-TS) DENGAN TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI)
Get PDFABSTRAKRendahnya hasil belajar merupakan masalah dalam penelitian ini, karena hasil belajar merupakan salah satu tolak ukur keberhasilan proses pembelajaran, maka pendidik dituntut untuk segera mencari berbagai upaya untuk mencapai keberhasilan, rendahnya hasil belajar dilatarbelakangi oleh berbagai faktor diantaranya pemilihan model pembelajaran dengan tipe yang tepat digunakan oleh pendidik, adapun tujuan dari penelitian ini yaitu untuk mengetahui 1) Perbedaan hasil belajar peserta didik yang menggunakan model pembelajaran kooperatif tipe Two Stay Two Stray pada pengukuran awal (pretest) dan pengukuran akhir (posttest) di kelas eksperimen. 2) Perbedaan hasil belajar peserta didik yang menggunakan model pembelajaran kooperatif tipe Team Assisted Individualization (TAI) pada pengukuran awal (pretest) dan pengukuran akhir (posttest) di kelas kontrol. 3) Perbedaan hasil belajar peserta didik yang menggunakan model pembelajaran kooperatif tipe Two Stay Two Stray (TS-TS) dengan yang menggunakan tipe Team Assisted Individualization (TAI) pada pengukuran akhir (posttest). Metode penelitian yang digunakan adalah eksperimen dengan menggunakan rumus N-Gain dan uji t-test.Populasi dalam penelitian ini yaitu peserta didik kelas X IPS MAN 2 Cilacap dengan teknik pengambilan sampel yang digunakan yaitu Non Probability Samplingberupa Sampling Porpusive.Hasil penelitian menunjukan bahwa: 1) Terdapat perbedaan hasil belajar peserta didik yang menggunakan model pembelajaran kooperatif tipe Two Stay Two Stray (TS-TS) pada pengukuran awal (pretest) dan pengukuran akhir (posttest) 2) Terdapat perbedaan hasil belajar peserta didik yang menggunakan model pembelajaran kooperatif tipe Team Assisted Individualization (TAI) pada pengukuran awal (pretest) dan penilaian akhir (posttest) 3) Terdapat perbedaan hasil belajar peserta didik yang menggunakan model pembelajaran kooperatif tipe Two Stay Two Stray (TS-TS) dengan yang menggunakan tipe Team Assisted Individualization (TAI) pada pengukuran akhir (posttest). Kata Kunci : Two Stay Two Stray (TS-TS), Team Assisted Individualization (TAI), Hasil Belaja
EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY (TS-TS) DAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) TERHADAP HASIL BELAJAR MATEMATIKA
Get PDFSMP Muhammadiyah 7 Yogyakarta is one of the schools that are low math achievement. The learning model that teachers use unvaried and learning process is teacher-centered. This study aimed to campare the cooperative Learning Two Stay Two Stray (TS-TS) model and cooperative learning Team Assisted Individualization (TAI) model in mathematics outcomes in even semester of seventh grade student in smp muhammadiyah 7 yogyakarta academic year of 2016/2017. The population in this study was seventh grade students consisting of 7 calsses. The sampling technique use random sampling technique that was by lottery class. From raffle earned that grade VII G class as TS-TS class and VII F Class as TAI class. Mathematics learning outcomes data obtained using the test method in the form of objective questions. Analysis of the data used one tailed t-test and two tailed t-test. From the test results obtained by the two tailed t-test = 1,9180 and = 1,5409, it means > with a significance level of 5% and 54 degrees of freedom, which means was rejected. This suggest that there were differences in mathematics achievement between students who use cooperative model of TS-TS dan cooperative model of TAI. One tailed t-test result obtained that = 1,9180 and = 1,5409, it means > with a significance level of 5% and 54 degrees of freedom, which means was rejected. This suggest that the learning outcomes of students who use the cooperative model of TS-TS was better than learning outcomes of students who use the cooperative model of TAI in even semester of seventh grade student in smp muhammadiyah 7 yogyakarta academic year of 2016/2017. Keywords: Effectiveness, Two Stay Two Stray, Team Assisted Individualization, Learning Outcome
Different Spatiotemporal Distribution of Argentine Short-Finned Squid (Illex argentinus) in the Southwest Atlantic during High-Abundance Year and Its Relationship to Sea W ater Temperature Changes
No full textA TS uszályhíd kifejlesztése és alkalmazása
Get PDFThe essay focuses on the history of floating bridges and their special situation in Hungary. It produces the main elements and building procedures of the TS barge bridge. The author writes an appreciation of the TS barge bridge designers.The essay focuses on the history of floating bridges and their special situation in Hungary. It produces the main elements and building procedures of the TS barge bridge. The author writes an appreciation of the TS barge bridge designers
The new CEN/TS 19100: Design of glass structures
No full textSince the beginning of 2021, CEN/TS 19100 Design of Glass Structures has been available in its first three parts. The fourth part is expected soon. This Technical Specification of the European standards organisation CEN is as a pre-standard of a corresponding future Eurocode. These documents constitute the first ever comprehensive design code for the entire structural glass engineering field on the European market for the first time. In addition to a clear outline, the Technical Specification has been drafted to be compatible with EN 1990 “Basis of Design” and to address glass-specific design matters, particularly related to robustness and redundancy. Although the standard still has the status of a CEN/TS, thereby allowing the European nations the option of whether to introduce it, either in full or in parts, it already contains national openings through which the European countries can adapt the design results to their own safety level by National Determined Parameters (NDPs). Such an approach already anticipates the future Eurocode, which is expected to be published as EN 19100—Design of Glass Structures. This article provides some context on the history and concept behind the new documents and gives an overview of the design rules and the corresponding technical background of the different parts of CEN/TS 19100.Applied MechanicsArchitectural Technolog
Transparency & Accountability Initiative Participatory Strategy Resource Library
No full textMany struggle to imagine how to bring elements of participation and power-sharing into the design of their strategies, both institutionally and programmatically.The Transparency and Accountability Initative (TAI) has built this library to illuminate what is (and isn't) a participatory strategy and describe how funders and nonpro?ts have designed and executed their participatory strategic processes. TAI encourages transparent, participatory, and accountable funding practices.
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