Thesis (M.A.)--Zhong guo wen hua xue yuan. / Reproduced from typescript. eContent provider-neutral record in process. Description based on print version record. Bibliography: p. 99-107.

Thesis (M.A.)--Zhong guo wen hua xue yuan. / Reproduced from typescript. Bibliography: p. 99-107.

Pools of mutants of minimal complexity but maximal coverage of genes of interest facilitate screening for genes under selection in a particular environment. Prior to this work, mutants were generated by random transposon insertions, which yielded highly complex pools for in vivo studies. Recent advances in polymerase chain reaction (PCR)-based mutagenesis in bacteria using the lambda red recombinase, as well as whole genome sequencing, enable a more directed approach for the generation of mutants. The lambda red approach was used to construct individual mutants in 1,023 Salmonella enterica serovar Typhimurium genes, including almost all genes found in Salmonella, but not in related genera. All the mutations were confirmed simultaneously using a novel amplification strategy to produce labeled ribonucleic acid (RNA) from a T7 RNA polymerase promoter, introduced during the construction of each mutant, followed by hybridization of this labeled RNA to a Typhimurium genome tiling array. To demonstrate the ability to identify fitness phenotypes using our pool of mutants, the pool was subjected to selection by intraperitoneal injection into BALB/c (Bagg Albino) mice and was recovered from the spleen. Changes in the representation of each mutant were monitored using T7 transcripts hybridized to a novel inexpensive minimal microarray. Among the top 120 statistically significant spleen colonization phenotypes, 51 were mutations in genes with no previously known role in this model. Fifteen phenotypes were tested using individual mutants in competitive assays and eleven were confirmed in individual mixed intraperitoneal infection in mice, including the first two examples of attenuation for sRNA mutants in Salmonella. We refer to our method as Array-Based Analysis of Cistrons Under Selection (ABACUS). Among the confirmed mutants identified in the ABACUS screen was a component of the twin arginine transport (Tat) system, tatC, required for transport of folded proteins across the cellular membrane. TatC is the highly conserved component necessary for recognition of the twin arginine containing signal sequence S/T-R-R-x-FL- K. We confirmed [delta] tatC mutants are defective for colonization of the liver and spleen in competitive infections with wild type ATCC14028 after intraperitoneal infection in Salmonella- susceptible (BALB/c). We also found that [delta] tatC mutants were defective for swimming motility, but not swarming motility, which was linked to the ability to elaborate flagellins on the bacterial surface under different conditions.

In this dissertation, we introduce combinatorial interpretations for three types of HallLittlewood polynomials (denoted Rλ, Pλ, and Qλ) by using weighted combinatorial objects called abacus-tournaments. We then apply these models to give combinatorial proofs of properties of Hall-Littlewood polynomials. For example, we show why various specializations of Hall-Littlewood polynomials produce the Schur symmetric polynomials, the elementary symmetric polynomials, or the t-analogue of factorials. With the abacus-tournament model, we give a bijective proof of a Pieri rule for Hall-Littlewood polynomials that gives the Pλ-expansion of the product of a Hall-Littlewood polynomial Pµ with an elementary symmetric polynomial ek. We also give a bijective proof of certain cases of a second Pieri rule that gives the Pλ-expansion of the product of a Hall-Littlewood polynomial Pµ with another Hall-Littlewood polynomial Q(r) . In general, proofs using abacus-tournaments focus on canceling abacus-tournaments and then finding weight-preserving bijections between the sets of uncanceled abacus-tournaments. / Ph. D.

In my thesis I am concerned with compiled interactive textbook designed for first-year primary school pupils. This textbook focuses on counting with transfer over 5 and 10 with the use of interactive white board and abacuses. In the introductory part of my work I describe the knowledge pupils have when they start their first school year and I deal with Mathematics at the beginning of the first year, abacuses, interactive white boards, textbook and interactive textbook. The main part applies to interactive textbook manual in which I describe the environment, control and particular examples. I also refer to lessons that have been taught at two primary schools. The conclusion consists of a feed-back obtained from teachers in the form of a questionnaire, my self-assessment, and evaluation of taught lessons and their effect on the basis of worksheets.

The purpose of this study was to determine the prevalence of using a “mental abacus” by adults whose mathematics education in Korea included extensive use of the actual abacus as both a teaching and computational aid. One hundred and sixty-nine Korean adults between the ages of 25 to 65 who had abacus training and its uses for a minimum of one year participated in the study. The study had two phases: a quantitative phase and a qualitative phase. The quantitative phase focused on the participants’ perceptions of their training and use of the abacus as well as an assessment of their basic arithmetic competencies. This served as a context for a more in-depth analysis of their perceptions of, and thinking about, the use of the abacus in arithmetic operations obtained in the qualitative phase. All participants were asked and then answered a total of 6 questions regarding basic background information about their abacus training as well as their current use of the abacus for arithmetic computations in order to examine the extent of Korean abacus uses. The questionnaires included an assessment of participants’ arithmetic computation skills. Among them, 59 adults were selected and interviewed to explore the extent of the “mental abacus” influence on their qualitative thoughts and tasks. From this research, it was expected that the study would provide information concerning the power of Stigler’s mental abacus in mathematics and how it relates to Korean adults’ daily life. Apparently, although computation tools such as calculators and computers are widely available and convenient to use, the abacus is still used as one of the arithmetic tools by Korean adults. Considering the fact that the Korean national standard mathematics education curriculum has not included abacus training, although some commercial educational institutions included it, the rate of learning the abacus and the period and frequency of its use tell us that abacus skill could affect the basic mathematics competency of Koreans. The data show that Korean adults who have been educated in abacus use provide self-reported evidence that they have the competency of mental computation and the ability to develop a mental abacus image depending on their period of frequency of abacus use. Further evidence indicates that most Korean abacus users who participated in the study report self-confident and accurate perceptions of their ability and arithmetic accuracy in doing basic arithmetic computations. Moreover, they are more confident and accurate in addition test problems than subtraction, multiplication, and division from the assessment results. It is concluded that mental abacus image occurrence may be associated with mental computation among some Korean adults who had learned to use the abacus in the past. Many of the Korean adult participants in this study who trained on the abacus can automatically conjure the mental abacus image and employ the skill during mental computation. The ease with which the abacus mental representation is activated during mental calculation is related to how frequently or intensively the adults practiced or exercised its use. Among further findings, about the positive aspects of “mental abacus” use, most of the Korean adults in the study expressed opinions that there were positive influences of having learned the abacus, not only increased mathematics competency but also an additional “reward” in greater competency in other academic subjects and activities. This study reveals that intensive training with an abacus and the continuous use of an abacus can promote mental visualization and manipulation of the abacus during arithmetic computations, and result in a sense of positive effects from “mental abacus” use among those who have had sufficient opportunities to use the abacus.

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It is the author's belief that middle school mathematics is greatly taught in isolation with little or no mention of its origin. Teaching mathematics from a historical perspective will lead to greater understanding, student inspiration, motivation, excitement, varying levels of learning, and appreciation for this subject. This thesis will develop four units that will incorporate original source documents and selected historical topics surrounding computation, numbers, and early calculating devices. Many of the units will center on the Rhind Papyrus and The Treviso Arithmetic. These units will be appropriate to middle school, with an emphasis on 6th grade.

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-01-27T11:43:36Z No. of bitstreams: 1 DissJDG.pdf: 2538569 bytes, checksum: 2bd392a73e09e78f3c27c58f12aa1f13 (MD5) / Approved for entry into archive by Camila Passos (camilapassos@ufscar.br) on 2017-02-07T15:19:22Z (GMT) No. of bitstreams: 1 DissJDG.pdf: 2538569 bytes, checksum: 2bd392a73e09e78f3c27c58f12aa1f13 (MD5) / Approved for entry into archive by Camila Passos (camilapassos@ufscar.br) on 2017-02-07T15:20:15Z (GMT) No. of bitstreams: 1 DissJDG.pdf: 2538569 bytes, checksum: 2bd392a73e09e78f3c27c58f12aa1f13 (MD5) / Made available in DSpace on 2017-02-07T15:21:35Z (GMT). No. of bitstreams: 1 DissJDG.pdf: 2538569 bytes, checksum: 2bd392a73e09e78f3c27c58f12aa1f13 (MD5) Previous issue date: 2016-11-17 / Não recebi financiamento / This dissertation presents the master’s research developed at the Professional Graduate Program in Education of the Federal University of São Carlos, guided by the following question: how do students of the 1st grade of Elementary School take in the numerical concept while experiencing teaching activities? The objectives of this research were to identify how children from a class of the 1st grade of Elementary School take in the numerical concept, and to discuss it through the data obtained according to the cultural-historical activity theory. The methodology was based on a qualitative perspective, specifically on a case study of a class of six-year-old students from a municipal school in the state of São Paulo. Three teaching activities with an abacus were developed based on the cultural-historical perspective. Analysis was based on an interpretative view of the demonstrations expressed by the students during the development of the activities, transcribed through filming. The results show that during the realization of the situations triggering learning it was possible to perceive that the students appropriated the numerical concept. / Esta dissertação apresenta a pesquisa de mestrado desenvolvida no Programa de Pós- Graduação Profissional em Educação da Universidade Federal de São Carlos, norteada pela seguinte pergunta: como alunos do 1º ano do Ensino Fundamental se apropriam do conceito numérico enquanto vivenciam atividades de ensino? Os objetivos desta pesquisa foram identificar como ocorre a apropriação do conceito numérico pelas crianças de uma turma do 1º ano do Ensino Fundamental e discutir esta apropriação por meio dos dados obtidos, à luz da teoria histórico-cultural. A metodologia fundamentou-se em uma perspectiva qualitativa, mais especificamente em um estudo de caso de uma turma de alunos de seis anos de idade, em uma sala de aula de uma escola municipal do interior do Estado de São Paulo. Foram desenvolvidas três atividades de ensino com ábaco na perspectiva histórico-cultural. A análise se baseou em uma visão interpretativa das manifestações expressas pelos alunos durante o desenvolvimento das atividades, transcritas através das filmagens. Os resultados nos mostram que, durante a realização das situações desencadeadoras de aprendizagem foi possível perceber que os alunos se apropriaram do conceito numérico.