Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 159-164). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 159-164). Also available on the Internet.

Thesis--Münster. / Includes bibliographical references (p. 337-347).

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xiii, 338 p. Includes bibliographical references (p. 316-338). Available online via OhioLINK's ETD Center.

Thesis--Münster. / Includes bibliographical references (p. 337-347).

Thesis (M.S.)--State University of New York at Binghamton, Department of Psychology, 2008. / Includes bibliographical references.

Dietary adherence is the degree to which participants follow prescribed dietary protocol. Without measuring adherence, it is not possible to validly measure the effect of the intervention. Assessing adherence allows the investigator to better determine whether the results are due to the diet itself. The overall goal of the analyses presented in this thesis was to assess if dietary adherence was higher on a whole grain versus refined grain provided food protocol with specific prescription for calorie consumption. Eighty-two men and women between the ages of 40-65 were assigned to either a refined or whole grain feeding protocol, using a 3-day rotating menu for 6 weeks. Daily food logs were used to assess adherence to the prescribed diets and calculate total energy consumed and macronutrient content. The first objective was to determine the caloric and macronutrient content of the assigned diets, and to compare whether the reported nutrient content was the same as the provided nutrient content. Overall, the median whole grain group consumption was 45.0 kcal per day more than they were assigned to, and the median refined grain group consumption was 10.5 kcal per day less than assignment. The refined grain diet's macronutrient composition was 52.1% carbohydrate, 19.9% protein, and 28.1% fat, whereas the whole grain group's macronutrient composition was 54.4% carbohydrate, 18.0% protein, and 27.6% fat. Both diets were within the average daily macronutrient recommendations of 50-55% carbohydrate, 15-20% protein, and 25-30% fat. There was a statistically significant difference in the percentage of carbohydrate and protein between groups. The second objective was to determine if two different diets had any effect on deviation from the protocol. Overall, there was an 8.9 kcal/day difference in deviation between the two groups throughout the study. When stratifying by diet level, there was no consistent pattern of deviations from the assigned protocol. On the 2000 kcal diet, those in the refined grain group consumed 184.5 kcals/day more than those in the whole grain group. In contrast on the 2500 kcal diet, the whole grain group consumed 105.0 kcal/day more than the refined grain group, while on the 3000 kcal/day diet, those in the refined grain group consumed slightly more kcals/day on average (12.5kcal/day) than the whole grain group. The study found no consistent difference in caloric consumption between the whole and refined grain groups, as well as no consistent difference in deviations from the assigned diet protocol. These results imply that dietary adherence can be achieved in a provided food whole grains study.

Orientador: Klaus Schlünzen Junior / Banca: Maria do Carmo de Sousa / Banca: José Aires de Castro Filho / Resumo: Esta pesquisa, referente à linha de pesquisa Tecnologias de Informação e Comunicação e Educação, consiste na construção de um Objeto de Aprendizagem (OA) fundamentado sob a perspectiva lógico-histórica e, em decorrência de sua utilização em sala de aula, na análise das potencialidades formadoras do conceito números inteiros. Proporcionar o conhecimento da constituição e extensão de um conceito matemático deve ser um desafio à implementação de qualquer recurso de natureza tecnológica no ensino da Matemática, do contrário esta ferramenta corre o risco de reproduzir técnicas esvaziadas de sentido. Para enfrentar esse desafio, o aporte teórico oferecido por Kopnin (1978), Caraça (1984), Lanner de Moura (et al 2003), Sousa (2004) e Dias (2007) mostrou o movimento histórico e intelectual de criação de conceitos como forma de pensamento e perspectiva didática na produção do conhecimento. O percurso desta investigação, concebido como um estudo de caso qualitativo dividiu-se em duas etapas. A partir dos trabalhos de Lizcano (1993/2006), Schubring (2000/2001), Lima & Moisés (1998), Prado & Moura (2007a/2007b) e Prado (2008), na primeira etapa denominada por caráter bibliográfico/laboratorial, os aspectos substanciais e simbólicos, apreendidos do desenvolvimento lógico-histórico do conceito números inteiros, aliados aos efeitos comunicacionais das novas tecnologias (BELLONI, 2000/2001)... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research is connected to the research line Information and Communication Technologies and Education. The present paper is about the development of a Learning Object (LO) that is based on logical-historical approach and, due to it is applied to the classroom, on forming potentiality of whole numbers concepts. Providing knowledge about a mathematical concept constitution and extension might be a challenge for implementing any technological resource to Mathematics instruction. On the contrary, this toll may reproduce techniques with no meaning. In order to face such challenge, this paper is based on theoretical approaches offered by Kopnin (1978), Caraça (1984), Lanner de Moura (et al 2003), Sousa (2004) e Dias (2007) who point out the historical and intellectual movement of creating concepts as a way to think and a didactic perspective to produce knowledge. This investigation is a qualitative case study that was divided in two steps. The first one was based on Lizcano (1993/2006), Schubring (2000/2001), Lima & Moisés (1998), Prado & Moura (2007a/2007b) e Prado (2008) works. It had a bibliographical/laboratorial character. At this stage, theoretical and methodological processes of the LO "The Universe and its Opposites" production were outlined by substantial and symbolic aspects, apprehend from logical-historical development of whole numbers concept, joined to communicative effects of new technologies (BELLONI, 2000/2001)... (Complete abstract click electronic access below) / Mestre

Whole genome doubling (WGD) occurs early in tumorigenesis and generates genetically unstable tetraploid cells that fuel tumor development. Cells that undergo WGD (WGD+) must adapt to accommodate their abnormal tetraploid state; however, the nature of these adaptations, and whether they confer vulnerabilities that can subsequently be exploited therapeutically, is unclear. Using sequencing data from ~10,000 primary human cancer samples and essentiality data from ~600 cancer cell lines, we show that WGD gives rise to common genetic traits that are accompanied by unique vulnerabilities. We reveal that WGD+ cells are more dependent on spindle assembly checkpoint signaling, DNA replication factors, and proteasome function than WGD– cells. We also identify KIF18A, which encodes for a mitotic kinesin, as being specifically required for the viability of WGD+ cells. While loss of KIF18A is largely dispensable for accurate chromosome segregation during mitosis in WGD– cells, its loss induces dramatic mitotic errors in WGD+ cells, ultimately impairing cell viability. Collectively, our results reveal new strategies to specifically target WGD+ cancer cells while sparing the normal, non-transformed WGD– cells that comprise human tissue.

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