This thesis makes novel contributions to a problem of practical and theoretical importance, namely how to determine explicitly computable upper bounds for the Hausdorff distance of the spectra of two compact operators on a Hilbert space in terms of the distance of the two operators in operator norm. It turns out that the answer depends crucially on the speed of decay of the sequence of singular values of the two operators. To this end, 'compactness classes', that is, collections of operators the singular values of which decay at a certain speed, are introduced and their functional analytic properties studied in some detail. The main result of the thesis is an explicit formula for the Hausdorff distance of the spectra of two operators belonging to the same compactness class. Along the way, upper bounds for the resolvents of operators belonging to a particular compactness class are established, as well as novel bounds for determinants of trace class operators.

NorM multidrug transport proteins belong to the multiple antibiotics and toxins extrusion (MATE) family of secondary active transporters. Members of this family are present across all species including bacteria, plants and humans. In bacteria, their over-expression can lead to antibiotic resistance, whereas in the human body, the transporters can alter the plasma levels of drugs. NorM proteins are therefore relevant for the pharmacokinetic properties of drugs. Previously, NorM from Vibrio cholerae (NorM-VC) was shown to export drug (ethidium) in an antiport reaction that is coupled to the simultaneous uptake of protons and sodium ions down their electrochemical gradients across the plasma membrane. But NorM from Pseudomonas stutzeri (NorM-PS) was shown to transport DAPI by utilising proton cycling exclusively. NorM-VC and NorM-PS share 42% identical amino-acid residues and yet their functions differ in terms of their ion coupling properties. These differences in functionality of two highly homologous proteins provide an excellent opportunity to carry out a comparative study. The work presented in this thesis investigates the energetics of drug transport processes by NorM-VC and NorM-PS and the structural basis for ion-coupled drug transport by NorM-VC. Ethidium efflux assays in intact Lactococcus lactis cells were used to study the effect of the magnitude and composition of the proton- and sodium-motive force on transport activity. Furthermore, ethidium binding assays were used to study partial reactions in drug efflux processes. These biochemical data were supplemented by computational studies and analyses of current protein structures. Based on the observations detailed here, a novel transport model for NorM-VC is proposed, which explains published findings for NorM-VC and other MATE transporters. The model represents a potentially universal mechanism for MATE transporters that can be used to predict further structure-function relationships in this important family of member transporters.

Using C. Fefferman's embedding of a charge space in a measure space allows us to apply standard interpolation theorems to the establishment of norm inequalities for Besicovitch almost periodic functions. This yields a significant improvement to the results of A. Avantaggiati, G. Bruno and R. Iannacci. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

Zugl.: Duisburg, Essen, Univ., Diss., 2004

<p>Syftet med studien är att utifrån observationer och manliga elevers erfarenheter undersöka hur maskulinitet skapas i idrottsundervisningen. I bakgrunden har användandet av litteratur om maskluninitet, genus och idrott funnits med. Även kursplanen och läroplanen för det obligatoriska skolväsendet 94 har använts i bakgrunden. Observationer har gjort enligt ett strukturerat observationsschema. Klasser bestående av pojkar och flickor i årskurs 6-9 har varit mål för vår studie, där vi observerat pojkar i dessa klasser. Detta har skett under både idrottslektioner och i omklädningsrum. Sju pojkar ur olika klasser har intervjuats på ett halvstrukturerats sätt vilket innebär att frågorna var väl förbereda innan intervjun började, men att de ändå gav plats för eventuella följdfrågor. Resultatet av vår studie visar olika regler och ideal för hur en man ska vara eller inte vara för att passa in i maskulinitetsnormen. Dessa valde vi att dela in i sex olika teman som vi har namngett enligt följande: att inte visa smärta, inte gråa, inte vara för fåfäng, att byta om på rätt sätt, förbjudna artiklar samt traditionella könsmönster. Slutsatsen av vår studie är att idrottsundervisningen har en stor roll i pojkars maskulinitetsskapande då egenskaper, förknippade med maskulinitet tydligt sätts på prov inom den idrottsliga verksamheten. Idrottsläraren har därmed en betydelsefull roll i skolans strävan mot jämställdhet.</p>

<p>The purpose of this essay is to find out how gender upholds in a classroom, both by students as well as the teacher. The procedure has been to observe the relationship between students and also the teachers. The observations is analysed according to theories of gender and a discussion about why gender is maintained follows. The conclusion of the result is that gender is being preserved in different ways, but also the contrary – students and the teacher oppose it. The students maintain the conception about boys being takers of spatial and verbal area whereas girls many times get in the background due to the competion in the classroom. Gender is also preserved by students true the norm always being pointed out. The teacher mainly conserves the conception about boys and their verbal and central spatial place in the classroom that their behaviour gives them, in the same time the conception about girls being silence, nice and helpful is maintained. At the same time as gender is being conserved there are examples of the contrary where girls for example oppose the idea of the silence, nice and helpful girl or where the masculine and the feminine picture gets dualistic.</p>

The purpose of this essay is to find out how gender upholds in a classroom, both by students as well as the teacher. The procedure has been to observe the relationship between students and also the teachers. The observations is analysed according to theories of gender and a discussion about why gender is maintained follows. The conclusion of the result is that gender is being preserved in different ways, but also the contrary – students and the teacher oppose it. The students maintain the conception about boys being takers of spatial and verbal area whereas girls many times get in the background due to the competion in the classroom. Gender is also preserved by students true the norm always being pointed out. The teacher mainly conserves the conception about boys and their verbal and central spatial place in the classroom that their behaviour gives them, in the same time the conception about girls being silence, nice and helpful is maintained. At the same time as gender is being conserved there are examples of the contrary where girls for example oppose the idea of the silence, nice and helpful girl or where the masculine and the feminine picture gets dualistic.

This study looks to establish which implications the norm, use and view on the written Swedish language in society and school might have in regards to the teaching of Swedish in the Upper Secondary School, specifically year one. It poses questions as to which views on norm and use can be found in textbooks, in syllabi and in the everyday work of teachers. Through research and analysis of the last three syllabi of the Swedish subject and three corresponding textbooks, along with interviews with two teachers of Swedish, it is shown that from the 1970s onward, there has been a shift from a language norm that incorporates everybody and makes everybody responsible to a language norm that in essence is second to the individual progress of students and successful written communication. It is argued that one does not necessarily exclude the other and that, given a successful education, students may use their knowledge of lingual norm to excel in written language activities.

This thesis consists of a discourse and queer theoretical text and image analysis of school books in English used in the Swedish upper secondary school.  The whole content of two school books have been analysed from a norm critical perspective but one chapter in each of them has been analysed more thoroughly than the rest. These two chapters form the major part of the analysis. The thesis’ problem formulation and objective derive from a personal experience of being a teacher student and part time teacher in Swedish schools. This experience shows the prevalence of a strong heteronormativity both in the schools’ every day life and in the used school books. The thesis therefore wants to examine if the school books cement or challenges this heteronormativity. The question posed to the material is: Which norms surrounding romantic and sexual relationships and romantic and sexual desire is seen in the examined school books? The analysis showed that both books, even if some conflicting text and images came up, cement rather than challenge dominant norms. A clear heteronormativity was seen in both texts and images.

Syftet med studien är att utifrån observationer och manliga elevers erfarenheter undersöka hur maskulinitet skapas i idrottsundervisningen. I bakgrunden har användandet av litteratur om maskluninitet, genus och idrott funnits med. Även kursplanen och läroplanen för det obligatoriska skolväsendet 94 har använts i bakgrunden. Observationer har gjort enligt ett strukturerat observationsschema. Klasser bestående av pojkar och flickor i årskurs 6-9 har varit mål för vår studie, där vi observerat pojkar i dessa klasser. Detta har skett under både idrottslektioner och i omklädningsrum. Sju pojkar ur olika klasser har intervjuats på ett halvstrukturerats sätt vilket innebär att frågorna var väl förbereda innan intervjun började, men att de ändå gav plats för eventuella följdfrågor. Resultatet av vår studie visar olika regler och ideal för hur en man ska vara eller inte vara för att passa in i maskulinitetsnormen. Dessa valde vi att dela in i sex olika teman som vi har namngett enligt följande: att inte visa smärta, inte gråa, inte vara för fåfäng, att byta om på rätt sätt, förbjudna artiklar samt traditionella könsmönster. Slutsatsen av vår studie är att idrottsundervisningen har en stor roll i pojkars maskulinitetsskapande då egenskaper, förknippade med maskulinitet tydligt sätts på prov inom den idrottsliga verksamheten. Idrottsläraren har därmed en betydelsefull roll i skolans strävan mot jämställdhet.