<p>Doktorska disertacija se bavi istraživanjima koja imaju za cilj da unaprede<br />obrazovanje nastavničkog kadra iz oblasti informatike. Predmet istraživanja disertacije je<br />razvoj platforme koja će olak&scaron;ati sinhronizaciju razvoja nastavničkog kurikuluma iz<br />informatičke oblasti sa aktuelnim srednjo&scaron;kolskim informatičkim standardima i<br />savremenim kurikulumima za nastavnike informatike. Prvi pravac istraživanja je<br />identifikovanje stanja u oblasti obrazovanja nastavnika informatike (modaliteti<br />obrazovanja nastavnika i kompetencije koje se tim modalitetima stiču). U disertaciji se<br />stanje identifikuje na osnovu analize savremene literature, aktuelnih standarda,<br />reprezentativnih kurikuluma i preliminarnog istraživanja nad populacijom sada&scaron;njih<br />nastavnika informatike na teritoriji Vojvodine. Drugi pravac istraživanja je<br />obezbeđivanje (tehničke) pretpostavke za objektivnije i efikasnije kreiranje,<br />upoređivanje i razmenu kurikuluma. Taj pravac se odnosi na razvoj ma&scaron;inski čitljive<br />ontologije kurikuluma bazirane na većpostojećim standardima u domenu obrazovanja i<br />softverske podr&scaron;ke za upoređivanje takvih reprezentacija kurikuluma bazirane na<br />tehnologijama Semantičkog Weba.<br />Ciljevi istraživanja u disertaciji su specifikacija ma&scaron;inski čitljivog modela informatičkog<br />kurikuluma za obrazovanje nastavnika informatike, ma&scaron;inski&nbsp; čitljivog modela<br />informatičkog kurikuluma za srednjo&scaron;kolski nivo obrazovanja i razvoj prototipa<br />softverske aplikacije za verifikaciju predloženih modela.</p> / <p>The doctoral thesis deals with researches that aim to improve the education of&nbsp;teaching staff in the field of informatics. The subject of the dissertation research is to&nbsp;develop a platform that will facilitate the synchronization of the development of teaching&nbsp; curricula in the informatics field with the current secondary informatics standards and modern curricula for informatics teachers of informatics. The first research direction is to identify the state in the informatics teacher education (modalities of teacher education and competences acquired through these modalities). In the dissertation, the state is identified from the review of literature, currentstandards, representative curricula and a preliminary research on population of current informatics teachers in Vojvodina. Another research direction is to provide (technical) prerequisites for more objective and more efficient creation, comparison and exchange of curricula. That direction is related to the development of a machine-readable ontological representation of a curriculum based on existing standards in the field of education and to developing software support for comparing such representations of curricula based on the Semantic Web technologies.<br />The goals of the research in the dissertation are to specify a machine readable model of the informatics teacher education curriculum, a machine-readable model of the informatics curriculum for secondary level education and the development of a software application prototype in order to verify the proposed models.</p>

Diese Arbeit erlaubt einen erweiterten Einblick in die Regulation c-di-GMP-abhängiger Prozesse im Rahmen der Makrokolonieentwicklung von E. coli K12 AR3110, darunter die heterogene Expression des Masterregulators der Biofilmbildung CsgD und die räumlich differenzierte Matrixproduktion. Es konnte erstmals die Verteilung des Signalmoleküls c-di-GMP dargestellt werden und auch die damit einhergehe Dynamik der RdcA/B-DgcE-vermittelten Expression von csgD innerhalb einer Makrokolonie aufgeklärt werden. Zusätzlich konnten weitere Mechanismen in der Kontrolle der CsgD-Aktivität und Proteolyse identifiziert werden; darunter seine zelluläre Aggregation in spezifischen Zonen der Makrokolonie und sein proteolytischer Abbau (durch Lon-Proteasen). Diese Ergebnisse lassen eine präzise gesteuerte Koordination beschriebener Prozesse annehmen, die durch die Entstehung vertikaler Nähr- und Sauerstoffgradienten vermittelt wird. In ihrer Gesamtheit führen sie zu einer räumlich geordneten Produktion und Anordnung von Curlifasern und pEtN-Cellulose in der Makrokolonie, die zur Ausbildung der komplexen dreidimensionalen Matrixarchitektur führen. Jedes einzelne Matrixelement weist dabei eine charakteristische Zusammensetzung und Anordnung auf, die mit spezifischen Materialeigenschaften einhergehen. So bilden sie eine biofilminterne Gerüststruktur aus, die als mechanische Grundlage für die Auffaltung angenommen werden kann. Mikroskopische Analysen konnten matrixfreie, lokal proliferierende Zellen als treibende Kraft darstellen. Sie sind für den Aufbau und auch den Ausgleich eines Kompressionsdrucks verantwortlich, der die Auffaltung überhaupt verursacht. In ihrer Gesamtheit zeigt diese Arbeit, dass sowohl matrixfreie als auch matrixproduzierende Zellen eine horizontale Ausbreitung der Kolonie ermöglichen, ohne den Biofilm und darin befindliche Zellen zu beeinträchtigen. Auf diese Weise sind sie essenziell für die Aufrechterhaltung der physischen Integrität und Homöostase der Makrokolonie. / This work allows further insight into the regulation of c-di-GMP-dependent processes within the development of macrocolonies of E. coli K12 AR3110, including the heterogeneous expression of the master regulator CsgD and spatially differentiated matrix production. For the first time, the distribution of second messenger molecule c-di-GMP was visualized along the macrocolony axis. Furthermore, this study was able to elucidate the dynamics of RdcA/B-DgcE-controlled csgD expression and find additional mechanisms in the control of CsgD activity and proteolysis; including its cellular aggregation in specific zones and its proteolytic degradation by Lon-Preoteases. Overall, these results suggest a very precise coordination of cellular processes that depend on the presence of vertical oxygen and nutrient gradients which lead to a spatially defined production and arrangement of curlifibres as well as pEtN-Cellulose within the macrcocolony. This results in the formation of a complex three-dimensional matrix architecture with each individual matrix element exhibiting a characteristic composition and arrangement associated with specific material properties. That way they form a biofilm-internal scaffolding structure that represents the mechanical basis for macrocolony folding. Microscopic analyses were able to identify matrix-free and locally proliferating cells as driving force. They seem to be responsible for both creating as well as releasing pressure on matrix structures that causes buckling up in the first place. Taken together, this work shows that both matrix-free, proliferating cells and matrix-producing cells enable the horizontal spreading of the macrocolony without affecting the biofilm and cells located within. Thus, they are essential for maintaining physical integrity and homeostasis within the macrocolony.

This study aims to discuss the teaching portfolio and learning efficacy gained after integrating K12 digital school information into the biology lessons of junior high school. The research method is to divide students into two groups: two classes of 7th grade junior high students are the experimental group, which receive K12 integrated teaching; and three classes of 7th grade junior high students are the control group, which receive traditional teaching. The experimental course is ¡§human digestion and circulation system,¡¨ consisting of 19 units, lasting for 6 weeks. During the experimental process, the researcher collected diverse types of evaluation information, including observations, peer reviews, student works, learning slips, review questions, and surveys, in order to give research findings greater objectivity and accuracy. Results suggest that, in terms of learning efficacy, the overall learning efficacy of the experimental group is better than that of the control group. Among all, there is a significant difference between students having moderate and low scores. Regarding learning attitudes, there is no significant difference between the experimental group and the control group. However, many students hold positive attitudes towards K12 regarding homework, unit assessment, and learning slips. Regarding teaching applications, upon first use of K12 support teaching, there were difficulties experienced in installing the digital teaching materials. However, as they become more accustomed to the use of K12, they could easily implement the ideals of diversified evaluation. In sum, the K12 digital school is a helpful auxiliary tool for teaching.

In the new era of information technology, teachers will have to keep learning in order to offer students with proper directions. However; the traditional teacher professional training modes still have a lot of problems, so the teachers¡¦ aspiration in pursuing further professional development is not high. Teacher¡¦s training through the Internet using digital school therefore becomes one of the possible solutions to solve this problem. The management model of digital school is different than the traditional physical school; it will be difficult to run the school continuously if key factors are not operated and managed well. The Kaohsiung city K12 digital school is founded in 2001 by Prof. Nian-Shing Chen. It has already opening teachers¡¦ training courses for 10 semesters, and its excellent achievement has obtained an honor of wining the third place for the competition held by the Executive Yuan in Taiwan in 2002. It certainly exhibited its excellent model in implementation and operation. Therefore; exploring the critical success factors of K12 digital school will be able to advance its strengths to the digital school operators, for helping them to operate the digital school continuously and extend to the other cities and counties around Taiwan. All the teachers from the elementary and secondary schools will be able to have a more innovated and convenient digital learning environment. This study adopted Analytic Hierarchy Process for the research of critical success factors for K12 digital school, and the result showed that course content is the critical success factor. The most important elements are encouraging interactive course design, and the requirements of the course content that fits the students. We hereby recommend the operators of K12 digital schools to acquire the requirements of the teachers in advance before planning the courses, and offering the courses that will be useful for them. While designing the courses, the schools also need to consider enhancing the interactive and corporative learning activities. We also suggest the K12 digital schools to gain the supports of principles and government administrative chiefs. The positive reward system will be one of the attractions to encourage teachers to attend the training courses in K12 digital schools. The selection of the courses and the training of the teaching team are also the key factors to the success of running K12 digital schools.

Des extraits naturels de certaines plantes, dont le Laurus Nobilis L, le Rosmarinus Officinalis, YOriganum Majorana, et les feuilles d'olivier Olea Europeae L, ont été étudiés afin d'améliorer la qualité des huiles végétales utilisées pour la cuisson. Il s'agit d'une manière servant à éviter l'addition d'antioxydants de synthèse en enrichissant l'huile à chauffer par des substances naturelles. Pour ce qui est des plantes aromatiques, l'activité antioxydante de leurs extraits ainsi que de leurs huiles essentielles ont été comparées avec le butylhydroxytoluène (BHT). L'extrait de feuilles d'olivier a été testé et comparé, à son tour, aux différentes substances. L'extraction des huiles essentielles des plantes aromatiques a été effectuée par hydrodistillation de la matière végétale lyophilisée. Leur composition a été déterminée par Chromatographie Gazeuse (GC) et par Chromatographie Gazeuse-Spectrophotométrie de Masse (GC)-(MS). Les extraits végétaux ont été obtenus par macération dans l'éthanol (95%). Leur contenu phénolique total a été estimé par la méthode de Folin-Ciocalteau. Différentes expériences de chauffage ont été réalisées pour tester l'effet antioxydant des extraits éthanoliques et aromatiques de plantes. En effet, des échantillons d'huile de Canola enrichis à 1% (p/p) d'extrait ont été chauffés dans un four, dans des flacons ouverts, à une température de 120 ° C durant cinq jours puis à une température plus élevée de 180 ° C. Leur composition en acides gras insaturés a été suivie respectivement chaque jour et chaque heure par analyse GC. Les extraits éthanoliques et les huiles essentielles ont présenté respectivement deux intervalles de rendement distants en pourcentage (p/p) : 6,6-13,8% et 0.6-1,1%. Les huiles essentielles des trois plantes aromatiques (Laurus Nobilis L., Rosmarinus Officinalis, d'Origanum Majorana) sont respectivement et particulièrement riches en 1,8-cinéole (23,2% et 45,2%) et en terpinén-4-ol (38,3%). Le taux des phénols totaux des extraits éthanoliques, en milligramme équivalent d'acide gallique (EAG) par gramme de matière sèche, était respectivement de 276 mg EAG g⁻¹, 228 mg EAG g⁻¹, 215 mg EAG g⁻¹ et finalement 203 mg EAG g⁻¹ de phénols totaux pour l'extrait éthanolique des feuilles d'olivier. L'analyse des résultats de l'oxydation de l'huile de Canola ainsi que l'interprétation de l'évolution du taux de l'acide linolénique (Cl8:3) et de l'acide linoléique (Cl8 :2) ont montré un effet antioxydant plus ou moins significatif des extraits de plantes éthanoliques par rapport au BHT. L'efficacité la plus élevée a été associée principalement à YOlea europea L. puis d'Origanum Majorana, suivi du Rosmarinus, officinalis et du Laurus Nobilis L. L'activité antioxydante la plus basse était associée au BHT dans la plupart des conditions utilisées. Les résultats suggèrent l'introduction de différents extraits de plantes dans la préparation d'aliments pour une meilleure préservation, aussi bien lors de l'entreposage ou lors du chauffage des aliments.

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-01-24T10:55:13Z No. of bitstreams: 1 DissLPMoc.pdf: 5018835 bytes, checksum: 6e118e7b00ba50c95eaca8d0df293f3a (MD5) / Approved for entry into archive by Camila Passos (camilapassos@ufscar.br) on 2017-02-08T10:50:35Z (GMT) No. of bitstreams: 1 DissLPMoc.pdf: 5018835 bytes, checksum: 6e118e7b00ba50c95eaca8d0df293f3a (MD5) / Approved for entry into archive by Camila Passos (camilapassos@ufscar.br) on 2017-02-08T10:51:51Z (GMT) No. of bitstreams: 1 DissLPMoc.pdf: 5018835 bytes, checksum: 6e118e7b00ba50c95eaca8d0df293f3a (MD5) / Made available in DSpace on 2017-02-08T10:51:59Z (GMT). No. of bitstreams: 1 DissLPMoc.pdf: 5018835 bytes, checksum: 6e118e7b00ba50c95eaca8d0df293f3a (MD5) Previous issue date: 2016-03-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Biodiesel is a renewable fuel and its production generate raw glycerol (RG) as main byproduct. The use of RG as carbon source in microorganism cultivations poses as an alternative to add value and reduce the environmental impact of this residue. However, RG impurities (salts, esters, alcohol and soap) can inhibit cell growth. Techniques that aims adapting microorganisms to environments containing contaminants by adaptive evolution have been employed to overcome inhibition problems. Adaptation strategies allows imposing a certain selective pressure upon the population, favoring the appearance of mutants and selection of most beneficial mutations, which will make the cell more suited to develop itself in a hostile environment. This work employed Adaptive Evolution methodology to obtain an E. coli K12 strain adapted to RG concentrated by rotary evaporation (RGRota). Cultivations were carried out in plates (E. coli – USP strain) incubated at 37 ºC, as well as shaken flasks (E. coli – UMinho strain), kept at 37 ºC and 300 rpm, involving transfers to defined media gradually enriched with RGRota. Obtained evolved strain as well as the wild-type strain E. coli – UMinho were characterized in cultivations using 2 L, bench-scale bioreactor, equipped with monitoring and control system. During shaken flask experiments, growth was followed by optical density (OD) readings. In bioreactor cultures, samples were withdrawal to analyze cell concentration of the suspension (OD and dry cell weight), concentrations of glycerol, ethanol and organic acids (liquid chromatography), concentration of viable cells (colony forming units counting) and morphology. Cultures characterization were carried out with E. coli – USP in shaken flasks, the values of maximum specific growth rate (μmax) remained between 0.40 e 0.45 h-1 and they showed little influence of strain or media composition. These results suggest that the selected strain did not have differentiated characteristics from the wild-type strain. For E. coli – UMinho, two adaptation strategies were evaluated: successive transfer during exponential growth phase (OD = ~2.5) and during stationary growth phase (OD = ~10). In both cases cells evolved, showing increased μmax values, with more homogeneous populations being observed for adaptation conducted under the first strategy. After 26 days of adaptation, corresponding to 534 generations, an evolved strain, exhibiting μmax of 0.60 h-1 and capable of growing in medium containing 29 g/L of glycerol from RGRota was selected by the methodology of successive transfers in exponential phase. This growth rate was 27.6 % superior to that achieved by the wild-type strain (0.47 h-1). Evolved and wild-type strains were cultivated in bioreactor, containing defined medium prepared with GBRota to have 40 g/L of glycerol. The evolved one maintained μmáx of 0.61 h-1. Acetate formation was observed, with yield of 0.19 g acetate/g glycerol, which caused growth inhibition and limited biomass yield to 0.26 gbiomass/gglycerol. When the wild-type strain was cultivated in bioreactor, exponential growth started after 24 h of lag phase and it presented μmax of 0.28 h-1, biomass yield of 0,39 gbiomass/gglycerol and acetate yield of 0.19 gacetate/gglycerol. The evolved strain obtained, capable of growing in the biodiesel production residue, showed a μmax value similar to the best results reported in the literature for E. coli adaptation in pure glycerol (0.7 h-1), what demonstrates the successful application of the adaptive evolution methodology. Acetate accumulation can be reduced by Genetic Engineering techniques to manipulate metabolic pathways and this will lead to development of an industrial strain which can be employed as a platform of high value products using unrefined glycerol as substrate. / O biodiesel é um combustível renovável cuja produção gera o glicerol bruto (GB) como principal subproduto. O aproveitamento de GB como fonte de carbono em cultivos de microrganismos se apresenta como uma alternativa para agregar valor e reduzir o impacto ambiental deste resíduo. Contudo, as impurezas do GB (sais, ésteres, álcool e sabão) podem inibir o crescimento das células. Técnicas que visam adaptar os microrganismos via evolução adaptativa a ambientes contendo contaminantes vêm sendo empregadas para contornar problemas de inibição. As estratégias de adaptação permitem impor uma certa pressão seletiva sobre a população, favorecendo o aparecimento de mutantes e a seleção de mutações benéficas, que tornam a célula mais apta a se desenvolver em um ambiente hostil. O trabalho empregou a metodologia de Evolução Adaptativa para obter uma linhagem de E. coli K12 adaptada ao GB concentrado por rotaevaporação (GBRota). Os cultivos foram realizados tanto em placas (linhagem E. coli – USP) incubadas a 37ºC, como em frascos agitados (linhagem E. coli – UMinho), mantidos a 37ºC e 300 rpm, envolvendo transferências para meios definidos gradualmente enriquecidos com GBRota. A linhagem evoluída obtida assim como a linhagem selvagem E. coli – UMinho foram caracterizadas em cultivos em biorreator de bancada de 2 L, dotado de sistema de monitoramento e controle. Durante os experimentos em frascos agitados, o crescimento foi acompanhado por leitura de densidade ótica (DO). Nos cultivos em biorreator, amostras foram coletadas para análises de concentração celular da suspensão (DO e massa seca), da concentração de glicerol, etanol e ácidos orgânicos (por cromatografia líquida), da concentração de células viáveis (por contagem de unidades formadoras de colônia) e de morfologia. Para os cultivos de caracterização da E. coli – USP realizados em frascos agitados, os valores da velocidade máxima específica de crescimento (max) permaneceram entre 0,40 e 0,45 h-1, sendo pouco influenciados pela linhagem ou pela composição dos meios, sugerindo que a metodologia adotada para adaptação em placa não foi eficiente, já que a linhagem selecionada não possuía características diferenciadas em relação à linhagem selvagem. Para a E. coli – UMinho foram avaliadas duas estratégias de adaptação: transferências sucessivas na fase exponencial do cultivo (DO = ~2,5) e na fase estacionária (DO = ~10). Em ambos os casos, as células evoluíram, apresentando aumento nos valores de max., sendo que populações mais homogêneas foram observadas na adaptação realizada pela primeira estratégia. Após 26 dias de adaptação, correspondendo a 534 gerações, foi selecionada pela metodologia de transferências sucessivas na fase exponencial, uma linhagem evoluída apresentando velocidade máxima específica de 0,60 h-1, resultado superior em 27,6% ao da linhagem selvagem (0,47h-1), capaz de crescer em meio contendo ~30 g/L de glicerol proveniente do GBRota. As linhagens selvagem e evoluída foram cultivadas em biorreator contendo meio preparado com GBRota na concentração de 40 g/L de glicerol. A linhagem evoluída manteve o μmáx de 0,61 h-1. Foi observada formação de acetato, com rendimento de 0,19 gacetato/gglicerol, o que causou inibição do crescimento e limitou o rendimento em biomassa a 0,26 gbiomassa/gglicerol. Enquanto que, para a linhagem selvagem o cultivo em biorreator apresentou uma fase lag de 24 h, um max de 0,28 h-1, rendimento em biomassa de 0,39 gacetato/gglicerol e rendimento em acetato 0,19 gacetato/gglicerol. A linhagem evoluída obtida no presente trabalho, capaz de crescer no resíduo da produção de biodiesel, apresenta max semelhante aos melhores resultados relatados na literatura para adaptação de E. coli em glicerol puro (0,7 h-1), demonstrando o sucesso da aplicação da metodologia de evolução adaptativa. O acúmulo de acetato pode ser amenizado utilizando técnicas de Engenharia Genética para manipulação das vias metabólicas e permitindo o desenvolvimento de uma linhagem industrial que poderá ser empregada como plataforma para obtenção de produtos de alto valor agregado usando o glicerol não refinado como substrato.

Abstract is available to download.

In the decades following the Stonewall riots in New York, there has been an increasingly public acceptance and normalization of LGBTQ identities. In some spaces, however, like public schools, LGBTQ identities continue to be contested and positioned as problematic, creating challenges for teachers who seek to create safe and affirming spaces within the classroom and the curriculum. This study using a narrative inquiry methodology, examines the stories of seven teachers of foreign languages at the high school level as they seek to make sense of their work as it relates to LGBTQ identities. This research study using narrative inquiry methods describes the experiences of seven teachers of foreign language as they make sense of and negotiate LGBTQ identities in the context of their work as foreign language teachers. The teachers describe how and when LGBTQ identities manifest in their instruction, their knowledge base of LGBTQ identities, ways in which they address sex and gender normative practices and behaviors in their classrooms, and supports and barriers available to them as they work to create curriculum and classroom spaces that are inclusive of LGBTQ identities. The findings of this study address the unique ways in which foreign language teaching presents a unique site of study of the target language and culture, including LGBTQ identities that are present within those target languages and cultures and within the classroom environment. Teachers described barriers, like language proficiency, administration, perceived surveillance, and lack of materials as challenges to enacting LGBTQ inclusive teaching practices. They cited supports like colleagues, professional learning communities and opportunities to engage with one another on challenging topics, as well as the nature of foreign language teaching as beneficial in their work.

In order to implement more science, technology, engineering, and mathematics (STEM) into K12 classrooms, it is important to find out whether teachers are comfortable with this pedagogy. To determine teachers' current self-efficacy of STEM pedagogy, teachers in a southern state in the United States were asked to enlighten researchers into this phenomenon. Participants were K12 teachers (n = 119) from a public school district undertaking a district-wide STEM initiative. A measure of STEM teacher self-efficacy and a demographic questionnaire were administered online to participants. STEM teacher self-efficacy data were analyzed, along with demographic data, using descriptive discriminant analysis (DDA) and canonical correlation analysis (CCA). Results suggest some demographic variables are more predictive of STEM self-efficacy (gender, grade level taught, feelings of administrative support, and professional development sessions attended) than others (whether or not gifted courses are taught, age, and length of teaching experience. This data should be used by school administrators that seek to begin or improve STEM pedagogy in their schools.

The U.S. Department of Education, Office of Ed Tech Future Ready program has encouraged the use of open informal learning communities as professional learning opportunities for educators. This study categorizes 46 state Twitter chats by their moderation techniques and design. A purposive sample of Twitter chat designers participated in this phenomenological exploration that demonstrates how the designs of these informal learning spaces are aligned with the designers' pedagogical philosophies. Recommendations for supporting, growing, and sustaining similar learning communities are included.