(l,m)-uniform混和超級圖的色譜一定是是連續的, 利用一個技巧讓所有l大於二的(l,m)-uniform混和超級圖都存在一組C-edges 和 D-edges, 使得光譜不連續.最後提供一個演算法, 讓所有l和m 都大於二的(l,m)-uniform混和超級圖, 也存在一組 C-edges 和 D-edges, 使得光譜不連續. 這樣我們就已經討論完所有(l,m)-uniform混和超級圖( l , m 都要大於等於 2), 其光譜是否存在著有不連續的可能. / In this thesis, we study all existences of gap in every kind of (l,m)-uniform mixed hypergraph, where n > 1 and m > 1. We have to divide the topic into three parts: (2,m)-uniform mixed hypergraph where m > 1, (l,2)-uniform mixed hypergraph where l > 2, and (l,m)-uniform mixed hypergraph where l > 2 and m > 2.

No description available.

The main aim of the research reported in this thesis was to investigate the use of collaborative metacognition by learners during primary school mathematical problem solving. Whereas individual metacognition has been researched for many decades, relatively little is known about how metacognition is used during collaborative interaction. Through a review of current research and theoretical understandings, this thesis provides the first clear conceptualisation and operationalisation of the term collaborative metacognition. Data were gathered in a naturalistic setting in which students worked in groups of four during their normal classroom problem solving sessions. Data were gathered for three groups over three sessions lasting around 90 minutes evenly spaced over 15 weeks. Three data sets were triangulated in order to provide a rich understanding of the use of collaborative metacognition in group problem solving: content analysis of group interactions, teacher focus group data and critical recall interviews with students. Findings showed that overall, a very small proportion of talk constituted collaborative metacognition. Results from the content analysis tentatively suggested that higher proportions of collaborative metacognition were associated with success in solving the problem. The critical recall interviews provided evidence that simply quantifying levels of collaborative metacognition was insufficient to understand its use. Data analysis using Activity Theory demonstrated that contradictions in rules, mediating artefacts, and division of labour in the student-to-student activity system hindered collaborative metacognition, even when problem solving was successful. Content analysis also showed a tendency for increased collaborative metacognition when the teacher was present, possibly explained by increased teacher-to-student interaction rather than student-to-student interaction. Teacher focus group data indicated two areas which may have contributed to teachers adopting an approach that influenced collaborative metacognition in this way: initial teacher training and subsequent professional development; and classroom and school factors that affected teacher decisions to promote collaborative group work skills. Synthesis of the findings led to the emergence of a common theme which may help to explain the findings: the allocation of a fixed role of ‘holder of knowledge’ to one member of a group – either by students or the teacher – appears to have a negative impact on student-to-student collaborative metacognition. Some tentative implications might be drawn from these findings: the novel research approach was effective in providing a rich insight to the use of collaborative metacognition and these results may be used to guide initial teacher training and professional development to incorporate a focus on the impact of group processes on metacognition. Furthermore, current theoretical understanding of the use of individual metacognition may not transfer to a group situation due to the impact of social processes that influence group interaction.

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ABSTRACT This thesis research involved investigations into the effects of inflammation on maturation of L-carnitine homeostasis in developing rat neonates. The overall hypothesis was an inflammatory stimulus will alter the ontogeny of L-carnitine homeostasis pathways and this depends upon when the inflammatory stimulus occurs in postnatal development. The objective was to investigate the potential effect of inflammation on carnitine transporter expression in different age groups of neonates and evaluation of effect of inflammation on ontogeny and activity of enzymes involved in carnitine biosynthesis and whether this differs depending upon when in postnatal development the inflammatory stimulus occurs. Rat pups at postnatal day 3, 7, and 14 received an intraperitoneal injection of lipopolysaccharide (LPS) at a dose known to cause a febrile reaction in rat neonates. L-Carnitine homeostasis pathways underwent significant ontogenesis during postnatal development in the rat. LPS administration caused a significant decrease in free L-carnitine levels in serum and heart tissue and a decrease in mRNA expression levels of the high affinity carnitine transporter, Octn2, in kidney, heart and intestine at all postnatal ages. Furthermore, significant decreases in mRNA expression levels of key enzymes involved in carnitine biosynthesis was observed, while an increase in carnitine palmitoyltransferase mRNA levels were observed at all postnatal ages. Reductions in butyrobetaine hydroxylase mRNA expression were paralleled by reductions in enzyme activity only at postnatal day 3 and 7. Heart creatine phosphate levels were deceased significantly in LPS treated groups in all postnatal ages; however, ADP and ATP levels were unaffected. Collectively, this research provided experimental evidence for a significant effect of inflammation on changes in L-carnitine homeostasis maturation in early neonatal stages. The maturation of physiological processes may be altered by external factors in early postnatal life.

La tesi di ricerca ha portato alla realizzazione di un’edizione critica del Giappone di Daniello Bartoli (1660): per la prima volta la «seconda parte» dell’Asia trova, in questo lavoro, una trascrizione integrale condotta con moderni criteri filologi. Quanto all’esegesi la ricerca ha visto la compilazione di tre «Schedari»: un «Indice dei nomi», che vede l’identificazione dei personaggi storici citati esplicitamente nell’opera, ne traccia un rapido profilo biografico e ne fornisce precisa e aggiornata bibliografia. Per quanto riguarda i missionari evocati dall’autore nel testo, questa sezione indica se (e dove) si tratta di personaggio o di fonte (registrando, nel caso, il luogo o i luoghi in cui Bartoli ricorre a tale testimonianza); un «Indice dei luoghi», che dà l’indicazione moderna del luogo citato e ne fornisce il riscontro con i repertori più aggiornati; un «Lessico» riservato ai termini giapponesi presenti nel testo che vengono spiegati e, là dove possibile, studiati nella loro storia, nella loro presenza nella coeva letteratura di viaggio e corredati di utili riferimenti bibliografici. Le pagine introduttive inquadrano l’opera di Bartoli sia nell’orizzonte biografico dell’autore sia nel milieu gesuitico barocco, fornendo puntuali coordinate storiche grazie alle quali recuperare il più ampio contesto delle missioni gesuitiche nell’Estremo Oriente tra Cinque e Seicento. Particolare attenzione è stata riservata al modo di intendere il compito dello storico da parte di Bartoli: una storiografia la sua che s’intreccia in modi affatto peculiari alle diverse forme stilistiche e dinamiche retoriche richieste dalle altre due grandi attività a cui egli dedicò impegno e passione: l’insegnamento e la predicazione. / This research thesis is the accomplishment of the critical edition of Giappone, by Daniello Bartoli (1660): for the first time “the second part” of Asia is fully transcribed through modern philological criteria. About the exegesis, the research work consisted in compiling three “Schedari”: - An “Index of names”, where historical figures explicitly mentioned in the text are identified with their biographies (that provides the identification of the historical figures explicitely mentioned in the work, tracks their biographical profile and provides a precise and up-to-date bibliography). Concerning the missionaries recalled by the author in the text, this section specifies if (and where) they consist in real figures or sources, reporting the place or the places where the evidence is used by Bartoli; - An “Index of locations (site) that gives a modern indication of the place mentioned in the text and provides a crosscheck with the most up-to-date references; - A “Lexicon” devoted to the Japanese terms found in the text. Here they are explained and, wherever possible, studied in their history (historical meaning), in their presence in the contemporary travel literature and enriched with useful bibliographical references. The introductory pages set the work of Bartoli in the biographical horizon of the author and in the Jesuit Baroque milieu, providing precise historical coordinates through which to retrieve the widest context of the Jesuit missions in the Far East between the sixteenth and seventeenth centuries. Particular attention has been reserved to the way Bartoli proceeded with the assignment of the historian: his historiography is interlaced in a quite peculiar way to the different stylistic forms and to the rhetorical dynamics required by its two other great activities, to which he devoted commitment and passion: Teaching and Preaching.

Considerando la figura di Orfeo, si mette in luce la ricezione del mito della morte di questo personaggio leggendario nell’arte simbolista, con particolare attenzione per Gustave Moreau. Il lavoro di ricerca vuole approfondire anche la natura epistemologica e metodologica dello studio della sopravvivenza dei classici, prediligendo i processi di tipo comparatistico e quelli che si rifanno alla grande categoria dei Cultural Studies, intendendo attraversare i confini, le barriere, le frontiere, i limiti delle discipline tradizionalmente intese. Viene cosí presa in considerazione anche l’interazione tra cultura verbale, scritta, letteraria e cultura visuale, sottolineando i meccanismi di transtestualità, nelle loro valenze e potenzialità di ibridazione e contaminazione. Si punta, dunque, non solo sulla superificie tematica specifica ma anche sulla filigrana dei procedimenti di legittimazione scientifica e della prasseologia di questa specifica area filologica transdisciplinare.