Syftet med denna studie är att bidra med kunskap om pedagogernas uppfattningar om vilken eventuell påverkan högläsning har på barns språkutveckling. I studien har det använts en kvalitativ metod där data samlades in genom intervju av fokusgrupper. Fokusgrupperna bestod av två till fyra personer som har kompetens inom ämnet som undersökts. Fyra av fem intervjuer har skett vid fysiska möten och en intervju genomfördes digitalt på grund av pandemin. Studiens frågeställningar är: Vad är pedagogens syfte med högläsningen i utbildningen? Hur upplever pedagoger högläsning i relation till barns språkutveckling? I vilken utsträckning görs barn delaktiga genom interaktion under högläsningssituationen? Data har analyserats utifrån begreppet literacy och barns språkutveckling som teoretisk ram, samt tidigare forskning.Resultatet visade att pedagoger i förskolan har god kännedom om hur högläsning påverkar barns språkutveckling men att det förekommer skillnader mellan förskolor och synen på högläsning.

The goal of genetic-based cancer research is often to identify which genes behave differently in cancerous and healthy tissue. This difference in behavior, referred to as differential expression, may lead researchers to more targeted preventative care and treatment. One way to measure the expression of genes is though a process called RNA-Seq, that takes physical tissue samples and maps gene products and fragments in the sample back to the gene that created it, resulting in a large read-count matrix with genes in the rows and a column for each sample. The read-counts for tumor and normal samples are then compared in a process called differential expression analysis. However, normalization of these read-counts is a necessary pre-processing step, in order to account for differences in the read-count values due to non-expression related variables. It is common in recent RNA-Seq normalization methods to also account for gene-level covariates, namely gene length in base pairs and GC-content, the proportion of bases in the gene that are Guanine and Cytosine. Here a colorectal cancer RNA-Seq read-count data set comprised of 30,220 genes and 378 samples is examined. Two of the normalization methods that account for gene length and GC-content, CQN and EDASeq, are extended to account for protein coding status as a third gene-level covariate. The binary nature of protein coding status results in unique computation issues. The results of using the normalized read counts from CQN, EDASeq, and four new normalization methods are used for differential expression analysis via the nonparametric Wilcoxon Rank-Sum Test as well as the lme4 pipeline that produces per-gene models based on a negative binomial distribution. The resulting differential expression results are compared for two genes of interest in colorectal cancer, APC and CTNNB1, both of the WNT signaling pathway.

Studiens syfte är att undersöka elevers läsintresse och vilket samband det kan ha med deras läsläxa. Resultatet grundar sig på kvalitativa intervjuer från 16 elever och två lärare från två olika skolor. På den ena skolan får eleverna själva välja litteratur till sin läsläxa och på den andra skolan har eleverna en gemensam läsläxbok i klassen. Studien undersöker huruvida elevernas läsintresse skiljer sig beroende på om de får välja litteratur själva eller inte. Tidigare forskning beskriver betydelsen av att eleverna får välja böcker som de är intresserade av men också att det finns många andra faktorer som påverkar elevers intresse för läsning såsom läsförebilder och hemmiljö. Under intervjuerna framkom det att alla elever som får välja sin litteratur själva gillar att läsa och att de elever som blir tilldelade bok har ett mer varierat intresse. Eleverna som får välja sin läsläxa själva läser också i större omfattning generellt sett än vad de elever som har en gemensam läsläxbok gör.

京都大学 / 0048 / 新制・課程博士 / 博士(生命科学) / 甲第19907号 / 生博第354号 / 新制||生||47(附属図書館) / 32984 / 京都大学大学院生命科学研究科統合生命科学専攻 / (主査)教授 藤田 尚志, 教授 米原 伸, 教授 朝長 啓造 / 学位規則第4条第1項該当 / Doctor of Philosophy in Life Sciences / Kyoto University / DFAM

Die Arbeit gibt einen Überblick zum öffentlichen Diskurs und der aktuellen wissenschaftlichen Forschung bezüglich barrierefreier Kommunikation in öffentlichen Institutionen. Im ersten Teil werden verschiedene Akteure und deren unterschiedlichen Ansätze, aktuelle und noch laufende Forschungsprojekte sowie beispielhafte Umsetzungen vorgestellt. Nach einer Einführung in theoretische Grundlagen im zweiten wird im dritten Teil in Bezug auf die Personalisierung, also den adressatengerechten Zuschnitt von Texten, ein Ausblick auf die mögliche weitere Entwicklung unter Einbeziehung linguistischer sowie interdisziplinärer Forschungserkenntnisse gegeben.:Literaturverzeichnis IV Abbildungsverzeichnis VII Selbständigkeitserklärung VIII 1 Einleitung 01 2 Leichte, einfache, verständliche Sprache- die Varietät der Verständlichkeit als Markt 03 2.1 Historie und Akteure 04 2.1.1 Capito 05 2.1.2 Netzwerk Leichte Sprache 06 2.1.3 Projekt VERSO des Martinsclub Bremen 07 2.2 Aktueller Diskurs und Projekte 08 2.2.1 LeiSA – Leichte Sprache im Arbeitsleben 09 2.2.2 Tagung „Sprache und Vermittlung - Kommunikation in Ausstellungen“ 11 2.2.3 Wortschatzforschung VERSO/TU Dresden 12 2.2.4 Ringvorlesung Inklusion an der TU Dresden 12 3. Neue Forschungsansätze 13 3.1 Theoretische Grundlagen14 3.1.1 Linguistische Forschung 14 3.1.2 Partizipative Forschung 16 3.1.3 Service Learning - Forschende Lehre 18 3.2 Praxisbeispiel „Barrierefreie Kommunikation Albertinum Dresden“ 19 4 Kognitionslinguistische Kategorien 21 4.1 Theoretische Grundlagen 21 4.1.1 Kognitionswissenschaft 21 4.1.2 Kognitive Linguistik 22 4.1.3 Kategorisierungen 23 a) Embodiment 23 b) Frequenz und Entrenchment 23 c) Konzeptualisierung 23 d) Konkretum/Abstraktum 24 e) Perspektivierung 24 f) Spezifizität 24 4.2 Anwendung auf die Objekttexte des Albertinums 25 5 Vertiefungs- und Anwendungsmöglichkeiten für weitere partizipative Projekte 28 5.1 Personalisierte Audio-Guides für Museen 29 5.2 Wortschatzforschung 31 5.3 Ausbildung von Kulturvermittler•innenn 33 5.4 Living Lab 34 6 Fazit und Ausblick 35 7 Anhang i 7.1 Europäischer Referenzrahmen für Spracherwerb CEF i 7.2 Preisliste Capito Berlin ii 7.3 Webseite des Sächsischen Landtags iv 7.4 Schulungsangebot Büro für Leichte Sprache Bremen v 7.5 Übersicht Projekt LeiSA vii 7.6 Fragenkatalog zur Graduierung der Textkomplexität viii 7.7 Fragebogen Wortschatzforschung VERSO-TU Dresden ix 7.8 Fragebogen Erhebung Düver 2015 x 7.9 Auswertungsbogen Wortschatzforschung VERSO-TU Dresden xi 7.10 Erhebungsbogen (zur Objektauswahl) xii 7.11 Erhebungsbogen (mit sechs ausgewählten Objekten) xiii 7.12 Bereichsplakat zum Projekt Albertinum xiv 7.13 Erhebungsergebnisse aus schriftlichen Dokumentationen xv 7.14 Textsammlung mit erster Zuordnung von Kategorien xix 7.15 Objekttexte für den Audioguide Albertinum xxiii

Indiana University-Purdue University Indianapolis (IUPUI) / Non-coding RNAs across the genome have been associated with various biological processes, ranging from regulation of splicing to remodeling of chromatin. Amongst the repertoire of non-coding sequences lies a critical species of RNAs called long non-coding RNAs (lncRNAs). LncRNAs significantly contribute to a large spectrum of human phenotypes, including cancers, Heart failure, Diabetes, and Alzheimer’s disease. This dissertation emphasizes the need to characterize the functional role of lncRNAs to improve our understanding of human diseases. This work consolidates a resource from multiple computational genomics and natural language processing-based approaches to advance our ability to functionally annotate hundreds of lncRNAs and their interactions, providing a one-stop lncRNA functional annotation and dynamic interaction network and multi-facet omics data visualization platform. RNA interactions are vital in various cellular processes, from transcription to RNA processing. These interactions dictate the functional scope of the RNA. However, the multifaceted functional nature of RNA stems from its ability to form secondary structures. Therefore, this work establishes a computational method to characterize RNA secondary structure by integrating SHAPE-seq and long-read sequencing to enhance further our understanding of RNA structure in modulating the post-transcriptional regulatory processes and deciphering the influence at several layers of biological features, ranging from structure composition to consequent protein occupancy. This study will potentially impact the research community by providing methods, web interfaces, and computational pipelines, improving our functional understanding of long non-coding RNAs. This work also provides novel integration methods of technologies like Oxford Nanopore-based long-read sequencing, RNA structure-probing methods, and machine learning. The approaches developed in this dissertation are scalable and adaptable to investigate further the functional and regulatory role of RNA and its structure. Overall, this study accelerates the development of RNA-based diagnostics and the identification of therapeutic targets in human disease.

京都大学 / 新制・課程博士 / 博士(医学) / 甲第24783号 / 医博第4975号 / 新制||医||1066(附属図書館) / 京都大学大学院医学研究科医学専攻 / (主査)教授 村川 泰裕, 教授 波多野 悦朗, 教授 小川 誠司 / 学位規則第4条第1項該当 / Doctor of Medical Science / Kyoto University / DFAM

The purpose of this study was to compare the achievement of students in reading-language arts and math, who participated in the Scholastic READ 180 program within self-contained classroom organizations with the achievement of READ 180 students within departmentalized classrooms and with students not enrolled in READ 180. Classroom organizational structure at the intermediate grade is a highly debated issue. The READ 180 program is a highly structured model of the reading-language arts block. However, past research has provided few recommendations on how to schedule classes for at-risk students. Teachers and administrators of intermediate school students will benefit from a quantitative study that evaluates the relationship between classroom organizational structures and the success of READ 180 students. Eight research questions guided the study. One-way and two-way ANOVAS were used to evaluate the relationships between the variables. Tennessee Comprehensive Assessment Program (TCAP Reading-language arts and TCAP Math), Discovery Education (DE Reading-language arts and DE math), and Scholastic Reading Inventory (SRI) test scores were compared with regard to gender. The results of the data analyses indicated no significant difference in DE reading and SRI test scores among the 3 classroom organizations. However, there was a significant difference in DE Math, TCAP reading, and TCAP math scores with regard to classroom organization. Non READ 180 students tended to have higher means than either READ 180 self-contained or READ 180 departmentalized students. When the analyses included only READ 180 students, no significant interaction was found between classroom organization and gender. Also no significant differences were found between male and female students and no significant difference was found between self-contained and departmentalized classrooms.

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The purpose of the study is to compile previous research on students' reading habits in terms of fiction and teachers' working methods to develop students' interest in reading. This was done from a teacher perspective. The questions we started from in this literature study were what previous research said about students' interest in reading and according to previous research, what working methods can teachers use to increase students' desire to read? This is a literature study based on other researchers' results that are presented and clarified, but also the approach in the selection of the literature. A systematic literature study must include complete studies that are of good quality and that form the basis for various conclusions. This section also takes a stand on the method selection and data collection, but also its implementation, analysis methods and ethical considerations.The results of this study have shown that identification and the social interaction in fiction are two decisive factors for young people's interest in reading and desire to read in general and not just for students. It is possible to summarize which different working methods can increase students' desire to read. These consist of the teacher's commitment, deep reading, reading comprehension, discussion and variation of material for different students.