Zugl.: Düsseldorf, Univ., Diss., 2005

Thesis (doctoral)--Freie Universität Berlin, 1994. / Includes bibliographical references.

Texte remanié de: Dissertation--Fach Jidsische Kultur Sprache und Literatur--Düsseldorf--Heinrich-Heine-Universität Düsseldorf, 2005. / Contient des textes en yiddish en caractères hébreux et en romanisation avec traduction allemande ainsi qu'un texte en judéo-allemand. Bibliogr. p. [243]-257.

Zugl.: Magisterarbeit

Dissertação (mestrado)—Universidade de Brasília, Instituto de Ciências Biológicas, Instituto de Física, Instituto de Química, Faculdade UnB Planaltina, Programa de Pós-Graduação em Ensino de Ciências, Mestrado Profissional em Ensino de Ciências, 2013. / Submitted by Larissa Stefane Vieira Rodrigues (larissarodrigues@bce.unb.br) on 2014-12-05T17:27:00Z No. of bitstreams: 1 2014_JulianaRicardaDeMelo.pdf: 3470896 bytes, checksum: 683ab811f9099e8729f995023970d0ba (MD5) / Approved for entry into archive by Raquel Viana(raquelviana@bce.unb.br) on 2014-12-29T17:50:57Z (GMT) No. of bitstreams: 1 2014_JulianaRicardaDeMelo.pdf: 3470896 bytes, checksum: 683ab811f9099e8729f995023970d0ba (MD5) / Made available in DSpace on 2014-12-29T17:50:57Z (GMT). No. of bitstreams: 1 2014_JulianaRicardaDeMelo.pdf: 3470896 bytes, checksum: 683ab811f9099e8729f995023970d0ba (MD5) / Com o objetivo de verificar as percepções de licenciandos em Ciências Naturais sobre uma unidade didática acerca da humanização da ciência e da imagem de cientista dentro do estudo sobre hereditariedade desenvolvido por Mendel, fez-se uma pesquisa de caráter qualitativo, com utilização de múltiplas ferramentas de coleta de dados, tais como entrevistas, questionários, notas descritivas, diário de bordo e atividades escritas em sala de aula. Os estudantes realizaram leituras e discussões sobre um diálogo modelado no Programa de Filosofia para Crianças e intitulado O monge que plantava ervilhas. Entre os pontos destacados nos resultados estão as percepções dos futuros professores sobre a humanização da ciência e a concepção de cientista, a estrutura física da unidade didática e sua aplicabilidade no ensino de ciências. A unidade foi avaliada de forma positiva, com destaque para a linguagem simples, sendo considerada aplicável no contexto escolar. Por fim, conclui-se que os princípios do Programa de Filosofia para Crianças de Matthew Lipman podem ser aplicados na busca de novos recursos didáticos no ensino de ciências, principalmente se relacionados à tentativa de que os estudantes tenham um ensino mais reflexivo, voltado para o pensar crítico. Na unidade didática trabalhada, houve o esforço de aliar tais princípios com o ensino de ciências e, de acordo com os resultados obtidos, tal objetivo foi alcançado ao se tratar de humanização da ciência e Primeira lei de Mendel. ____________________________________________________________________________________ ABSTRACT / This work was a qualitative study aimed at investigating the perceptions of a group (n=4) of undergraduates enrolled at a Science teachers’ program about a teaching unit. The unit covers the humanization of science and the image of scientist concerning the work of Gregor Mendel. It was composed by a Philosophy for Children modeled science story named The monk who planted peas and an accompanying teachers’ manual. The story was read by the participants and classroom dialogue followed each chapter. Data collection tools were used such as interviews, questionnaires, descriptive logs, the researcher’s logs and materials produced by the participants during the course to assess their perceptions. The participants found the unit useful, especially regarding how language was used to help in understanding difficult concepts. The results indicate that Philosophy for Children modeled materials can be applied to science teaching, especially if one is concerned with teaching for critical thinking.

Two methods of crop improvement are open to the plant breeder. Pure-line selection, which might be mentioned first, deals with the natural variability in plant populations. Thru selection, isolation, and comparative yield tests superior individuals are located. Nothing, however, can be added which the plant does not already have. Here hybridization provides a new starting point. Increased variation, new combination of characters, and thus greater opportunities are provided for improvement. The present investigation has for its purpose a study of the latter phase of this subject. In certain parts of Utah the straw from dry-land wheat is used for feeding of cattle and horses. Turkey, the chief variety grown, is bearded in character. Some stockmen claim that the beards are not a disadvantage in feeding, but the majority of feeders favor straw free from this disagreeable feature. Heading and threshing outfits also make considerable complaint when handling Turkey. In fact, certain outfits have experienced difficulty in keeping men on Turkey jobs if any other work could be obtained. Yet, in spite of this fact, Turkey continues to be the predominating variety because of better quality which is reflected in the prices, and in addition higher-yielding power. So in contemplation of this situation it was deemed advisable to attempt crossing Turkey and others of the Crimean group with other winter wheats somewhat lower in quality and yielding power, yet having the desirable character of beardlessness. The bearded wheats, Turkey, Armavir, Beloglina, and Kharkov, were selected for the qualities of high yield, good milling, and drought resistance. Kofod and Gold Coin were chosen for the character of beardlessness. The aim in making the crosses was to determine the possibility of combining the desirable characters of these wheat types in single individual plants. While detailed genetic data were taken of the F1 and F2 plants, this work was only incidental to the main reason given for the crossing, except as it was of value in predicting and interpreting results.

Until the beginning of the present centry the general opinion was that Egypt and Mesopotamia were the earliest homes of cultivated plants. Recent translations of the old Chinese records, however, reveal the fact that many of our cultivated plants were grown by the ancient peoples of China prior to the time of the Egyptians. Dettweiler (11) (1914) writes: "Today it is admitted--except by a few--that the original home of the primitive European population, the Indo-Germans, is not Asia but northern Europe, that they developed their culture there in the late stone age, and that they then dispersed in their wanderings to the South and East as far as India." In some of the Swiss ruins of the ancient Lake Dwellers of the Neolithic age have been uncovered evidences of a highly advanced culture and several varieties of our cultivated plants 2000-4000 years B.C. Among them were found a short-eared, six-rowed barley, a two-rowed barley, small Lake Dwelling wheat, a true Binkel wheat, Egyptian or Indian wheat, Emmer, Einkorn, Meadow Millet, Club Millet, and Flax, although this is one of the present wild types. In another place the same varieties plus a few others and what appeared to be apple seeds were found. One thing seems evident, that is, some of our cultivated crops were grown by ancient peoples long before they made any record of it.

Titre de l'écran-titre (visionné le 25 septembre 2023) / Les principes de la génétique mendélienne gouvernent l'essentiel de l'évolution des génomes et forment la base de la compréhension moderne de la génétique et de l'évolution. Les gènes encodés sur les chromosomes nucléaires sont répliqués exactement une fois par cycle cellulaire et ségrègent indépendamment durant la méiose. En contrepartie, certaines composantes des génomes eucaryotes échappent aux lois de la génétique mendélienne. Deux classes d'éléments génétiques non-mendéliens ubiquitaires sont les éléments transposables (TEs) et l'ADN mitochondrial (ADNmt). Les TEs sont des séquences capables de se répliquer de manière semi-autonome. Ce cycle de réplication distinct du reste du génome génère des copies additionnelles insérées à de nouveaux locus, formant des familles de séquences répétées. L'ADNmt est un génome cytoplasmique maintenu et exprimé dans les mitochondries qui est essentiel au métabolisme respiratoire. Les ADNmt se répliquent et ségrègent indépendamment du cycle cellulaire, ce qui rend possible l'hétérogénéité intracellulaire (hétéroplasmie) et de la ségrégation mitotique. L'hybridation cause le flux génétique entre des populations séparées et peut survenir entre des populations parentales avec divers degrés de divergence génétique. En raison de leurs dynamiques particulières, les éléments génétiques non-mendéliens peuvent avoir des conséquences profondes dans un contexte d'hybridation. Par exemple, les TEs peuvent être réactivés chez les hybrides en raison d'incompatibilités au niveau de leur régulation, menant à des effets délétères. L'évolution rapide des ADNmt entraîne une accélération de la coévolution avec les gènes du génome nucléaire, ce qui favorise l'émergence d'incompatibilités génétiques mitonucléaires qui peuvent compromettre les fonctions métaboliques mitochondriales chez les hybrides. Un objectif fondamental est d'obtenir une meilleure compréhension de la dynamique des éléments génétiques non-mendéliens en réponse à l'hybridation, particulièrement en fonction du degré de divergence évolutive séparant les génomes parentaux d'un génotype hybride. Notamment, une prédiction est qu'un plus haut degré de divergence renferme un potentiel supérieur pour les incompatibilités génétiques pouvant affecter les éléments génétiques non-mendéliens. Mes travaux de doctorat se concentrent sur l'évolution des TEs et des ADNmt dans les hybrides d'une espèce eucaryote modèle, la levure Saccharomyces paradoxus. Elle est l'espèce sœur de la levure Saccharomyces cerevisiae, qui est un modèle fondamental en biologie cellulaire, en génétique et en génomique. S. paradoxus est une espèce non-domestiquée structurée en plusieurs populations naturelles divergentes en Amérique du Nord, incluant des populations hybrides. La caractérisation des éléments génétiques non-mendéliens dans les populations naturelles permet d'inférer certains aspects de leur dynamique évolutive passée et récente. Une approche complémentaire est un type d'évolution expérimentale en laboratoire appelé accumulation de mutations (MA), qui minimise l'efficacité de la sélection naturelle et permet de caractériser l'évolution neutre des génomes. Le premier chapitre de ma thèse a testé l'hypothèse selon laquelle les populations hybrides accumulent davantage de TEs que leurs populations parentales. La caractérisation du contenu génomique en TEs dans les populations naturelles de S. paradoxus n'a révélé aucune trace de réactivation chez les hybrides. Nous avons réalisé une expérience d'évolution par MA à large échelle sur une diversité de génotypes hybrides entre les populations naturelles de S. paradoxus et S. cerevisiae. Cette expérience a montré que le degré de divergence entre les parents d'un hybride ne prédit pas le changement d'abondance des TEs. Le second chapitre de ma thèse a caractérisé la charge en TEs dans les lignées MA avec une grande résolution par l'emploi d'une technologie de séquençage à longues lectures. Ces données ont montré que la transposition a un rôle mineur dans l'évolution de la charge en TEs comparativement à d'autres formes de variation génomique structurale. Des essais de transposition in vivo ont montré que la mobilisation des TEs varie en fonction de plusieurs aspects spécifiques aux génotypes hybrides individuels. Le troisième chapitre de ma thèse a caractérisé la résolution de l'hétéroplasmie mitochondriale dans les lignées MA. Les résultats ont montré que le taux de recombinaison des ADNmt n'est pas prédit par le degré de divergence parentale des hybrides. Le taux de larges délétions mitochondriales causant la perte de fonction du métabolisme respiratoire était corrélé positivement avec le degré de divergence parentale, suggérant l'existence d'incompatibilités génétiques menant à l'instabilité de l'ADNmt. Ces travaux soulignent plusieurs aspects contre-intuitifs de la dynamique des éléments génétiques non-mendéliens chez les hybrides, notamment l'absence fréquente de relation avec la divergence parentale et des effets hautement spécifiques à certains génotypes hybrides individuels. / The principles of mendelian genetics govern the largest part of the evolution of genomes and constitute the basis of the modern understanding of genetics and evolution. Genes encoded on nuclear chromosomes are replicated exactly once per cell cycle and segregate independently during meiosis. In contrast, many components of eukaryotic genomes escape the laws of mendelian genetics. Two classes of ubiquitous non-mendelian genetic elements are transposable elements (TEs) and mitochondrial DNAs (mtDNAs). TEs are sequences capable of semi-autonomous replication. This replication cycle distinct from the rest of the genome generates additional copies at new insertion loci, creating families of repeated sequences. MtDNAs are cytoplasmic genomes maintained and expressed within mitochondria that are essential for respiratory metabolism. MtDNAs replicate and segregate independently from the cell cycle, which enables intracellular heterogeneity (heteroplasmy) and mitotic segregation. Hybridization causes gene flux between distinct populations, which can be separated by various levels of parental genetic divergence. Because of their singular dynamics, non-mendelian genetic elements can have profound consequences in the context of hybridization. For instance, TEs can be reactivated in hybrids as a consequence of incompatibilities in their regulation, leading to deleterious effects. The rapid evolution of mtDNAs accelerates the coevolution with interacting nuclear-encoded genes, which favors the emergence of mitonuclear genetic incompatibilities that can compromise mitochondrial metabolic functions in hybrids. A fundamental objective is to gain a better understanding of the dynamics of non-mendelian genetic elements in response to hybridization, especially as a function of the level of evolutionary divergence between the parental genomes of a hybrid genotype. Notably, one prediction is that higher divergence levels have superior potential for genetic incompatibilities that can affect non-mendelian genetic elements. The work presented in this thesis focuses on the evolution of TEs and mtDNAs in hybrids of a model eukaryotic species, the yeast Saccharomyces paradoxus. It is the sister species of the yeast Saccharomyces cerevisiae, a fundamental model species for cell biology, genetics and genomics. S. paradoxus is an undomesticated species structured in many divergent natural populations in North America, including many hybrid populations. The characterization of non-mendelian genetic elements in natural populations allows to infer certain aspects of their past and recent evolutionary dynamics. One complementary approach is a type of experimental evolution termed mutation accumulation (MA), which minimizes the efficiency of natural selection and enables the characterization of neutral genome evolution. The first chapter of my thesis tested the hypothesis stating that hybrid populations accumulate more TEs than their parental populations. The characterization of genomic TE content in natural populations of S. paradoxus revealed no evidence for reactivation in hybrids. We performed a large-scale evolution experiment by MA on a diversity of hybrid genotypes between natural populations of S. paradoxus and S. cerevisiae. This experiment showed that parental divergence levels cannot predict the resulting change in TE abundance. The second chapter of my thesis decomposed the TE load in MA lines at a high resolution with a long-read sequencing technology. These data showed that transposition has a minor role in TE load evolution in comparison to other types of structural genomic variation. In vivo transposition assays showed that TE mobilization is modulated by many aspects specific to individual hybrid genotypes. The third chapter of my thesis characterized the resolution of mitochondrial heteroplasmy in MA lines. The results showed that the recombination rate of mtDNAs is not predicted by the level of parental divergence in hybrids. The rate of large mtDNA deletions causing the loss of function of respiratory metabolism was positively correlated with the level of parental divergence, suggesting the existence of genetic incompatibilities leading to mtDNA instability. This work highlights many counter-intuitive aspects of the dynamics of non-mendelian genetic elements in hybrids, including the frequent absence of a relationship with parental divergence levels and effects that were highly specific to certain individual hybrid genotypes.

Type reduction does the work of computing the centroid of a type-2 fuzzy set. The result is a type-1 fuzzy set from which a corresponding crisp number can then be obtained through defuzzification. Type reduction is one of the major operations involved in type-2 fuzzy inference. Therefore, making type reduction efficient is a significant task in the application of type-2 fuzzy systems. Liu introduced a horizontal slice representation, called the £\-plane representation, and proposed a type reduction method for a type-2 fuzzy set. By exploring some useful properties of the £\-plane representation and of the type reduction for interval type-2 fuzzy sets, we develop a fast method for computing the centroid of a type-2 fuzzy set. The number of computations and comparisons involved is greatly reduced. As a result, type reduction can be done much more efficiently. The effectiveness of the proposed method is analyzed mathematically and demonstrated by experimental results.

Esta pesquisa tem o objetivo de analisar o conteúdo histórico presente, assim como sua disposição, nos livros didáticos brasileiros de Biologia recomendados pelo Plano Nacional do Livro Didático para o Ensino Médio (PNLEM) de 2007. A fim de realizar essa análise foi selecionado um episódio relativo à História da Genética que se supunha, dada sua relevância, estar presente nos nove livros que compõem a lista citada: as contribuições de Gregor Mendel (1822-1884). Um segundo objetivo da pesquisa é o de fornecer um material histórico de apoio ao professor que optar por trabalhar com esse episódio em suas aulas. Nessa etapa foi seguida metodologia de pesquisa de História das Ciências, caracterizada pela análise de fontes primárias à luz de fontes secundárias. O método de trabalho para análise do conteúdo de cunho histórico consistiu na adoção, acompanhada de adaptação, de um protocolo já utilizado pela literatura da área. Trata-se de uma ferramenta de análise que leva em conta aspectos quantitativos e qualitativos da informação histórica disponibilizada. Os aspectos que foram analisados nas narrativas históricas selecionadas foram: contexto epistêmico; contexto não-epistêmico; vida dos personagens; características dos personagens; comunidade de estudiosos, abordagem de ideias; desenvolvimento da ciência. Para cada inserção detectada por essa ferramenta foi analisada a sua disposição no texto, podendo: fazer parte de seção específica de caráter histórico, constituir uma seção introdutória do capítulo, estar distribuída ao longo do texto, ou, ainda, limitada a caixas de texto. Os resultados obtidos mostram que, ainda que presente na maioria dos livros analisados, a abordagem histórica permanece mantendo vícios historiográficos, além de equívocos históricos, que já foram largamente discutidos na História da Ciência desde meados do século XX e que são descritos nessa pesquisa. Além disso, é possível que embora um livro apresente conteúdo histórico adequado, o mesmo possa estar disponibilizado de maneira não dialogada com o texto científico, podendo, assim, diminuir o objetivo educacional pretendido, fato constatado em um dos livros. Como conclusão final, sugere-se aos professores que adotam esses livros que façam uma leitura crítica desses textos junto aos alunos, por meio de discussões meta-científicas que explicitem os efeitos de tais abordagens sobre a compreensão da Natureza da Ciência (NdC). / This work aims to analyze the historical content present, as well its disposal, in Brazilian Biology textbooks recommended by the National Textbook for High Schools (PNLEM-2007). It was selected for analysis an episode on the History of Genetics that was supposed, given its relevance, to be present in the nine books that make up the previously mentioned list: the contributions of Gregor Mendel (1822-1884). A second objective of the research is to provide a historical material to support teacher who choose to work with this episode in their classes. This step followed History of Science\'s research methodology, characterized by the analysis of primary sources in the light of secondary sources.The working method for analyzing the contents of a historical nature consists in the adoption, accompanied by adaptation, of a protocol already presented in the literature. It is an analysis tool that takes into account quantitative and qualitative aspects of the historical information available. The analyzed aspects in historical narratives were: epistemic context; non-epistemic context; the characters\' lives and their personalities; community of scholars; approach of ideas and development of Science. For each insertion detected by this tool, it was analyzed its arrangement in the text, which can: be part of specific section of a historical nature; constitute an introductory section of the chapter; be distributed throughout the text; or even limited to boxes. The results show that, although present in most of the analyzed books, the historical approach remains keeping historiography vices and historical misconceptions that have been widely discussed in the History of Science since the mid-twentieth century and which are described in this research. Moreover, it was found that although the book presents a proper historical content, it can be available on a non-dialogued form with the scientific text, what can reduce the desired educational objectives. As a final conclusion, It is suggested to the teachers that choose these books to make a critical reading of these texts with the students, through meta-scientific discussions that explicit the effects of such approaches to understanding the Nature of Science (NoS).