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No description available.

The split-and-pool method has been widely used to synthesize chemical libraries of a large size for early drug discovery, albeit without the possibility of meaningful quality control. In contrast, a self-assembled DNA-encoded chemical library (DEL) allows us to construct an m x n-member library by mixing an m-member and an n-member pre-purified sub-library. Herein, we report a trio-pharmacophore DEL (T-DEL) of m x l x n members through assembling three pre-purified and validated sub-libraries. The middle sub-library is synthesized using DNA-templated synthesis with different reaction mechanisms and designed as a linkage connecting the fragments displayed on the flanking two sub-libraries. Despite assembling three fragments, the resulting compounds do not exceed the up-to-date standard of molecular weight regarding drug-likeness. We demonstrate the utility of T-DEL in linker optimization for known binding fragments against trypsin and carbonic anhydrase II and by de novo selections against matrix metalloprotease-2 and −9.

The purpose of this study was to examine the impact of participation in a federally funded TRiO program. Specifically, it was designed to determine if the TRiO program was a good indicator of producing statistically significant outcomes in college self-efficacy and perseverance of first-generation African American Women (AAW) in STEM (Science, Technology, Engineering, Mathematics)-related disciplines in comparison to those who were not enrolled in TRiO. The research design for this study was inferential statistics with a causal-comparative design. This study consisted of 55 participants enrolled at a large, 4-year, public, doctoral degree-granting institution in the Southeastern rural region of the United States who identify as first-generation AAW. Out of the 55 participants, the researcher identified 31 AAW who (a) were enrolled in STEM-related disciplines during the spring 2018 semester and (b) who were enrolled in a TRiO program. Analysis using a series of one-way ANCOVA tests found TRiO to not have a statistically significant difference for the perseverance score, consistency score, course efficacy score, and the social efficacy score. Moreover, years of participation in a TRiO program positively correlated with social efficacy. A Multiple Regression was conducted, and it was found that for social efficacy there was a statistically significant difference for the number of years of participation in a TRiO program. This study generated limited results in regards to identifying a statistical significant difference in the impact of college self-efficacy and perseverance of first-generation AAW in STEM-related disciplines based on their demographic characteristics (e.g., age, classification, family income) for the perseverance score, consistency score, course efficacy score, and the social efficacy score. Conclusions based on the findings in this study indicated that years of participation in TRiO positively correlated with social efficacy as there was a statistically significant difference for the number of years of participation in TRiO. Therefore, the researcher recommends that a longitudinal study be designed to monitor participants’ college self-efficacy and perseverance from their freshman year to their senior year of college.

La version intégrale de ce mémoire est disponible uniquement pour consultation individuelle à la Bibliothèque de musique de l'Université de Montréal (www.bib.umontreal.ca/MU). / Ce mémoire expose les résultats de mon projet de recherche, qui consistait à élaborer et tester ma démarche compositionnelle s’appliquant aux musiques de pratique électroacoustique, instrumentale et mixte. Mon intention était d’uniformiser et de systématiser mon approche s’inscrivant essentiellement dans l’esthétique des romantiques. J’y combine musique à programme, partitions graphiques et autres techniques modernes de composition. Le premier chapitre est consacré à la description détaillée et commentée des trois étapes qui constituent mon travail de création : le programme, l’analyse ainsi que la structure et la forme. Pour expérimenter cette approche, j’ai composé trois pièces : Le chat noir, pièce mixte pour gamelan, bandes et traitements en temps réel et inspirée d’une nouvelle d’Edgar Allan Poe, La nébuleuse de la tour, pièce électroacoustique basée sur une partition graphique exécutée par une guitare et un trombone et, comme troisième pièce, Le livre de Thot, pour trio à cordes et piano, présentée en quatre mouvements inspirés d’autant de cartes du tarot. Les trois pièces sont décrites et analysées en fonction de ma démarche aux chapitres deux, trois et quatre, respectivement. / This thesis presents the results of my research project which consisted in elaborating and testing my compositional approach in three musical forms, namely, electroacoustic, instrumental, and mix. My aim was to systematize my approach—which belongs essentially with romantic aesthetics—and to make it uniform by combining program music, graphic partitions, and other modern compositional techniques. The first chapter is devoted to the detailed and commented description of the three stages of my creation process : program, analysis, as well as form and structure. To test my approach, I have composed three pieces, 1- Le chat noir, a mixed piece for gamelan, recording and real-time processing inspired by a novel by Edgar Allan Poes, 2- La nébuleuse de la tour, an electroacoustic piece based on a graphic partition and performed on guitar and trombone, and 3- Le livre de Thot, for string trio and piano and performed in four movements inspired by four tarot cards. These three pieces are described and analyzed in chapters two, three, and four respectively.

No description available.

The academic and social integration of first-generation college students into institutions of higher education continues to be a topic of concern for university administrators, faculty, and staff. Students enter college with different background traits and experiences as well as have different college experiences that can either permit or prohibit their ability to integrate into the college environment (Choy, 2001; Pascarella & Terenzini, 1983). Academic and social integration are two key factors used in predicting whether or not a student will persist from one academic year to the next (Cabrera, Nora, & Castaneda, 1993; Ishitani, 2003). This is especially important for first-generation college students. A student's ability to navigate the college system determines their ability to academically and socially integrate. By understanding how the different background characteristics, pre-college experiences, college experiences, college environments, and academic performances of first-generation college students can influence academic and social integration, universities could increase retention and graduation rates. The development of comprehensive academic support programs by institutions of higher education has been one strategy used to improving the integration of first-generation college students. The purpose of this study was to investigate the longitudinal impact of comprehensive academic support programs on the academic and social integration of first-generation college students during the 2008 academic year at a large public research university. This study employed a quantitative research design using variables from the 2008 CIRP Freshman Survey and the 2009 YFCY Survey. Astin's Input-Environment-Outcome model (1991) was used to examine the impact of the independent measures selected. The analysis plan utilized statistical weighting, factor analysis, descriptive statistics, and multivariate regressions. The results of this study indicated: 1) first-generation FYE students were not academically integrated into college by the end of the first year but participation in a comprehensive academic support program did have a positive impact on their academic integration; and 2) first-generation FYE students were socially integrated into college by the end of the first year and participation in a comprehensive academic support program did have a positive impact on their social integration. These findings have implications for theoretical frameworks, secondary education, and large public research institutions. / text

Precollege programs, such as Talent Search (TS), are widely used to increase college readiness skills, particularly among underrepresented students in higher education. The college examined in this study had implemented the TS program, but little empirical evidence existed about the efficacy of the program. The purpose of this ex-post facto quantitative study was to evaluate the effect that the local TS program has had on college readiness and success as measured by incoming freshmen placement exam scores and students' first-year grade point average (FYGPA). The theoretical framework for the study was Conley's 4 dimensions of college readiness designed to help students succeed beyond high school. The research questions explored the differences in the 2010, 2011, and 2012 Computer Adaptive Placement Assessment and Support System (COMPASS) reading and writing placement scores and FYGPA for TS program participants and non-TS participants. The balanced sample included all 120 local college students who had finished their freshman year. Independent sample t tests were conducted and no significant differences were found in FYGPA or COMPASS reading and writing scores based on program participation. To provide guidance to the local site administrators, the extant literature on precollege interventions and holistic approaches provided best practice recommendations for a white paper that included additional services not currently offered by the local TS program. Positive social change is supported through assuring appropriate precollege support that may lead to increased academic success for students, hence increasing the number of college graduates among this group.

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Made available in DSpace on 2014-12-17T14:27:16Z (GMT). No. of bitstreams: 1 NiloFPJ_DISSERT.pdf: 893945 bytes, checksum: d28461f66c3f9df0b3e1690450e63046 (MD5) Previous issue date: 2011-11-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The objective of this work was about fixing the free will paradigm as negative evaluation of political rights which presents a new classification dde such rights, producing species: a) conditions of eligibility autonomous (free will), b) eligibility requirements heteronomous (will third party) and c) ineligibility (court decisions / administrative). This morality and life history as a condition of eligibility unattended, making a hermeneutic analysis of art. 14, ? 9 of the Constitution, considering the justification of the views of the voting Minister Carlos Ayres Brito Appeal in Ordinary No 1069/2006 of the Supreme Electoral Tribunal (where Eurico Miranda). Are fixed concepts of morality and life history from the perspective of the moral act freely and consciously. Has resulted in the identification of the moral virtues of honesty and integrity, which are voluntary acts as a reference to morality and integrity respectively. Justifies the morality and life history as a condition of eligibility unattended. who depend exclusively on the willingness of the candidate. It is noteworthy that the conditions for eligibility as a factual finding does not violate the law and does not allow punitive sanctions or setting a deadline in case of refusal to register the application. Attributed to political parties to take responsibility in their statutes moral criteria for the nomination convention in pre candidates, giving an ethical dimension. Analyzes the law under the Clean Record of morality and life history of the candidate and the possible impact on the electoral context. / O objetivo deste trabalho ? versar sobre a fixa??o do livre arb?trio como paradigma avaliativo dos direitos pol?ticos de recep??o apresentando uma nova classifica??o de tais direitos, produzindo as esp?cies: a) condi??es de elegibilidade aut?nomas (vontade livre); b) condi??es de elegibilidade heter?nomas (vontade de terceiros) e c) inelegibilidades (decis?es judiciais/administrativas). Trata ainda da moralidade e da vida pregressa como condi??o aut?noma de elegibilidade, fazendo uma an?lise hermen?utica do art. 14, ? 9? da Constitui??o Federal, considerando a fundamenta??o dos voto de vistas do Ministro Carlos Ayres Brito, no Recurso Ordin?rio n? 1069/2006 do Tribunal Superior Eleitoral (caso Eurico Miranda). Nele s?o fixados os conceitos de moralidade e da vida pregressa dentro da perspectiva do ato moral livre e consciente. Tem como resultado a identifica??o das virtudes morais da honradez e da honestidade, sendo estas atos volunt?rios, como refer?ncia ? moralidade e ? probidade respectivamente. Justifica-se a moralidade e a vida pregressa como condi??o aut?noma de elegibilidade as quais dependem exclusivamente da vontade do candidato. Ressalta-se as condi??es de elegibilidade como uma constata??o f?tica que n?o viola o direito e n?o admite san??es punitivas ou fixa??o de prazo, em caso de indeferimento do registro da candidatura. Atribui aos partidos pol?ticos a responsabilidade em adotar em seus estatutos crit?rios morais para indica??o em conven??o de pr? candidatos, dando uma dimens?o ?tica. Analisa a Lei da Ficha Limpa sob a moralidade e vida pregressa do candidato e as poss?veis incid?ncias no contexto eleitoral.