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Počítačové simulace Na+/K+-ATPasy a jejích interakcí s malými molekulami
ČECHOVÁ, Petra; KUBALA, Martin; KUBALA, Martin
2018 - English
Výpočetní biologie využívá znalostí struktury proteinu k vytvoření počítačového modelu, který pak slouží jako základ pro zkoumání vztahu mezi jeho strukturou a funkcí. Na+/K+-ATPasa je membránový protein, který udržuje rovnováhu iontů v buňce a je tak nezbytný pro správnou funkci lidského těla. Tato disertační práce se věnuje popisu Na+/K+-ATPasy pomocí dvou výpočetních metod. Molekulární dynamika je využita k popisu iontových cest, pohybu domén a vazbě nukleotidů. Molekulární dokování bylo použito k vysvětlení mechanismu účinku flavonolignanů a quinolinonů na tento protein. Computational biology utilises information of protein structure and build models that are used to study their structure-function relationship. Na+/K+-ATPase is a membrane protein essential to human body by maintaining ion balance in the cells. This thesis studies Na+/K+-ATPase by two computational methods - molecular dynamics to describe ion pathways, domain movements and nucleotide binding, and molecular docking to rationalise the interaction of flavonolignans and quinolinones with this protein.
Keywords:
Na+/K+-ATPasa; sodno-draselná pumpa; membránové proteiny; molekulární dynamika; docking; molekulární dokování; flavonolignany; quinolinony; výpočetní biologie; Na+/K+-ATPase; sodium-potassium pump; membrane proteins; molecular dynamics; molecular docking; flavonolignans; quinolinones; computational biology
Available in digital repository of UPOL.
Počítačové simulace Na+/K+-ATPasy a jejích interakcí s malými molekulami
Výpočetní biologie využívá znalostí struktury proteinu k vytvoření počítačového modelu, který pak slouží jako základ pro zkoumání vztahu mezi jeho strukturou a funkcí. Na+/K+-ATPasa je membránový ...
Temporal attribute implications
TŘÍSKA, Jan; VYCHODIL, Vilém
2018 - English
We deal with dependencies in object-attribute data which is recorded at separate points in time. The data is formalized by finitely many tables encoding the relationship between the objects and the attributes and each table can be seen as a single formal context observed at a separate point in time. Given such data, we are interested in concise ways of characterizing all if-then dependencies between the attributes that hold in the data and are preserved in all time points. In order to formalize the dependencies, we introduce if-then formulas called temporal attribute implications which can be seen as particular formulas of linear temporal logic. We introduce a semantic entailment of the formulas, show its fixed-point characterization, investigate closure properties of model classes, present an axiomatization and prove its completeness, and investigate alternative axiomatizations and normalized proofs. We investigate decidability and complexity issues of the logic and prove that the entailment problem is NP-hard and belongs to EXPSPACE. We show that by restricting to predictive formulas, the entailment problem is decidable in pseudo-linear time. We introduce non-redundant bases of dependencies from data as non-redundant sets entailing exactly all the dependencies that hold in the data. In addition, we investigate minimality of bases as a stronger form of non-redundancy. For given data, we present a description of minimal bases using the notion of pseudo-intents generalized in the temporal setting. We further investigate properties of minimal sets of formulas and present sufficient and necessary conditions for their characterization.In addition to the characterization of minimality, we present an algorithm that can be used to minimize any finite set of temporal attribute implications. We deal with dependencies in object-attribute data which is recorded at separate points in time. The data is formalized by finitely many tables encoding the relationship between the objects and the attributes and each table can be seen as a single formal context observed at a separate point in time. Given such data, we are interested in concise ways of characterizing all if-then dependencies between the attributes that hold in the data and are preserved in all time points. In order to formalize the dependencies, we introduce if-then formulas called temporal attribute implications which can be seen as particular formulas of linear temporal logic. We introduce a semantic entailment of the formulas, show its fixed-point characterization, investigate closure properties of model classes, present an axiomatization and prove its completeness, and investigate alternative axiomatizations and normalized proofs. We investigate decidability and complexity issues of the logic and prove that the entailment problem is NP-hard and belongs to EXPSPACE. We show that by restricting to predictive formulas, the entailment problem is decidable in pseudo-linear time. We introduce non-redundant bases of dependencies from data as non-redundant sets entailing exactly all the dependencies that hold in the data. In addition, we investigate minimality of bases as a stronger form of non-redundancy. For given data, we present a description of minimal bases using the notion of pseudo-intents generalized in the temporal setting. We further investigate properties of minimal sets of formulas and present sufficient and necessary conditions for their characterization.In addition to the characterization of minimality, we present an algorithm that can be used to minimize any finite set of temporal attribute implications.
Keywords:
attribute implication; axiomatization; minimality; non-redundancy; temporal data; temporal semantics; attribute implication; axiomatization; minimality; non-redundancy; temporal data; temporal semantics
Available in digital repository of UPOL.
Temporal attribute implications
We deal with dependencies in object-attribute data which is recorded at separate points in time. The data is formalized by finitely many tables encoding the relationship between the objects and the ...
Research on Educational Beliefs of Rural Primary School Principals: Taking Sichuan as an Example
WAN, Zhengwei; RAŠKOVÁ, Miluše
2018 - English
There is a huge gap between urban and rural education in China. School principal is the key person for reducing the gap, whose change is crucial to education reform and development. And, the change should start with beliefs. This research adopted mixed methodology of quantitative and qualitative research to describe the general characteristics of educational beliefs of rural primary school principals by macroscopic investigation, explore the realistic performances, the factors of influence, and impacts on school-running practice by microscopic case study. There are substantial variations in the definitions of educational beliefs in previous studies. In this research, the educational beliefs of school principals are defined as the educational views and ideas that school principals believe in firmly and undoubtedly. It includes six aspects: school planning, school culture, curriculum and teaching, development of teachers, internal school management, and external school environment etc. The questionnaire is constructed on the basis of these aspects. Through questionnaire survey of 420 primary school principals, the general characteristics of the educational beliefs of rural primary school principals are: (1) the overall level of educational beliefs of rural principals is "good", while it is uneven in other levels; (2) there are significant differences on origin, ethnicity, age, teaching age and professional title variables; (3) there are no significant differences on gender and educational background variables. Subsequently, fieldwork including interview, observation, and document inspections was conducted to collect qualitative data for the case study. Based on Bronfenbrenner's ecological systems theory, this research analyzed the influencing factors of principals' beliefs such as family, important people, relations between family and school, other schools, backward regional culture and earthquake, and elaborated the actual effects of school-running practices from school culture construction, changes of students and teachers, and parents' feedback etc. Based on the above analyses, the conclusions are: (1) educational beliefs do not necessarily lead to changes in practice, which are also constrained by other factors; (2) the actual situation of the school determines the focus of the principal's educational beliefs; (3) in the educational beliefs system, there is a belief that has not been publicly declared but has had an important impact on practice; (4) the lack of belief education for pre-service teachers; (5) the advocacy of ideas has no meaning for the promotion of educational beliefs, and educational practice has a great influence on beliefs. Last but not least, some suggestions for promoting educational beliefs of rural primary school principals in China, limitations and prospects of this research were discussed. There is a huge gap between urban and rural education in China. School principal is the key person for reducing the gap, whose change is crucial to education reform and development. And, the change should start with beliefs. This research adopted mixed methodology of quantitative and qualitative research to describe the general characteristics of educational beliefs of rural primary school principals by macroscopic investigation, explore the realistic performances, the factors of influence, and impacts on school-running practice by microscopic case study. There are substantial variations in the definitions of educational beliefs in previous studies. In this research, the educational beliefs of school principals are defined as the educational views and ideas that school principals believe in firmly and undoubtedly. It includes six aspects: school planning, school culture, curriculum and teaching, development of teachers, internal school management, and external school environment etc. The questionnaire is constructed on the basis of these aspects. Through questionnaire survey of 420 primary school principals, the general characteristics of the educational beliefs of rural primary school principals are: (1) the overall level of educational beliefs of rural principals is "good", while it is uneven in other levels; (2) there are significant differences on origin, ethnicity, age, teaching age and professional title variables; (3) there are no significant differences on gender and educational background variables. Subsequently, fieldwork including interview, observation, and document inspections was conducted to collect qualitative data for the case study. Based on Bronfenbrenner's ecological systems theory, this research analyzed the influencing factors of principals' beliefs such as family, important people, relations between family and school, other schools, backward regional culture and earthquake, and elaborated the actual effects of school-running practices from school culture construction, changes of students and teachers, and parents' feedback etc. Based on the above analyses, the conclusions are: (1) educational beliefs do not necessarily lead to changes in practice, which are also constrained by other factors; (2) the actual situation of the school determines the focus of the principal's educational beliefs; (3) in the educational beliefs system, there is a belief that has not been publicly declared but has had an important impact on practice; (4) the lack of belief education for pre-service teachers; (5) the advocacy of ideas has no meaning for the promotion of educational beliefs, and educational practice has a great influence on beliefs. Last but not least, some suggestions for promoting educational beliefs of rural primary school principals in China, limitations and prospects of this research were discussed.
Keywords:
Educational beliefs; Rural primary school principal; Educational beliefs of school principals; China; Educational beliefs; Rural primary school principal; Educational beliefs of school principals; China
Available in digital repository of UPOL.
Research on Educational Beliefs of Rural Primary School Principals: Taking Sichuan as an Example
There is a huge gap between urban and rural education in China. School principal is the key person for reducing the gap, whose change is crucial to education reform and development. And, the change ...
Teachers' utilization of instructional accommodations in teaching learners with dysgraphia in Cross River and Akwa-Ibom State
ORIM, Orim Samuel; REGEC, Vojtech
2018 - English
Dysgraphia as one of the special needs conditions impact negatively on the psycho-social and educational fortune of individuals with the disability especially learners in the school system. Despite this, global legislation and policy mandate stakeholders to provide equal right and access to quality education. To achieve this, international best practice or strategy like reasonable accommodations has become a common feature in the education of learners with dysgraphia. Thus, this research focused on teachers' utilization of instructional accommodations in teaching learners with dysgraphia in Cross River and Akwa-Ibom state, Nigeria. The research primarily investigated the influence of teachers' teaching experience among other related variables on the use of instructional accommodations in classroom; it was guided by five hypotheses formulated by the researcher. It adapted a quantitative research approach and ex-post facto design with 119 participants purposively sampled from 169 teachers, principals and head teachers in six special schools in the states, 111 of the participants were teachers who responded to questionnaire and eight were head teachers and principals who took part in the interview. A 60 item questionnaire with five points response scale tagged Questionnaire on teachers' utilization of instructional accommodations (QTUIA) and Questionnaire for evaluation of teachers competence on instruction accommodations for learners with dysgraphia (QETCIALD) was developed by the researcher, vetted by experts in dysgraphia, educational measurement and interview were used as instruments for data collection. To ensure validity and reliability Cronbach Alpha method was used to determine the reliability scores which was between 0.79-0.88 and a pilot study was also conducted to trial test the instruments. Data from the field were analyzed using chi square test of two by three contingency table and independent t test with the help of SPSS software, and all the hypotheses were tested at .05 level of significance. Findings from the research as indicated in hypotheses one and three revealed that teachers' teaching experience and participation in conferences/ workshops in special education does not significantly influence their ability to use instructional accommodations in education of learners with dysgraphia while results for hypotheses two, four and five has shown that teachers' competence, specialized training , and attitudes of teachers are significant and critical variables that determine the use of reasonable instructional accommodations in education of these learners in Cross River and Akwa-Ibom state, Nigeria. Based on these findings the researcher recommended among many others that stakeholders particularly school management should de-emphasize seniority criteria based on teaching experience when assigning teaching responsibilities as it relates to learners with dygraphia, teachers' capacity should be improved professionally to increased their knowledge and competence in use instructional accommodations in education of learners with the disability, institutions with special needs education programmes in Nigeria should develop full course on instructional accommodations to further equip or produce special teachers for varied inclusive classrooms, more concerted efforts should geared towards advocacy on accommodations and continuous attitudinal re-orientation to improve and sustain the desire result, quality assurance and regulatory bodies in education sector should re-train their staff to adjust the policy on accommodations to global benchmark without neglecting national interest and monitor the practice of instructional accommodations to meet professional standards without compromising the interest and needs of the learners. Finally, suggestions were made to further improve and expand research on this subject matter to support the use of instructional accommodations with research based evidence. Dysgraphia as one of the special needs conditions impact negatively on the psycho-social and educational fortune of individuals with the disability especially learners in the school system. Despite this, global legislation and policy mandate stakeholders to provide equal right and access to quality education. To achieve this, international best practice or strategy like reasonable accommodations has become a common feature in the education of learners with dysgraphia. Thus, this research focused on teachers' utilization of instructional accommodations in teaching learners with dysgraphia in Cross River and Akwa-Ibom state, Nigeria. The research primarily investigated the influence of teachers' teaching experience among other related variables on the use of instructional accommodations in classroom; it was guided by five hypotheses formulated by the researcher. It adapted a quantitative research approach and ex-post facto design with 119 participants purposively sampled from 169 teachers, principals and head teachers in six special schools in the states, 111 of the participants were teachers who responded to questionnaire and eight were head teachers and principals who took part in the interview. A 60 item questionnaire with five points response scale tagged Questionnaire on teachers' utilization of instructional accommodations (QTUIA) and Questionnaire for evaluation of teachers competence on instruction accommodations for learners with dysgraphia (QETCIALD) was developed by the researcher, vetted by experts in dysgraphia, educational measurement and interview were used as instruments for data collection. To ensure validity and reliability Cronbach Alpha method was used to determine the reliability scores which was between 0.79-0.88 and a pilot study was also conducted to trial test the instruments. Data from the field were analyzed using chi square test of two by three contingency table and independent t test with the help of SPSS software, and all the hypotheses were tested at .05 level of significance. Findings from the research as indicated in hypotheses one and three revealed that teachers' teaching experience and participation in conferences/ workshops in special education does not significantly influence their ability to use instructional accommodations in education of learners with dysgraphia while results for hypotheses two, four and five has shown that teachers' competence, specialized training , and attitudes of teachers are significant and critical variables that determine the use of reasonable instructional accommodations in education of these learners in Cross River and Akwa-Ibom state, Nigeria. Based on these findings the researcher recommended among many others that stakeholders particularly school management should de-emphasize seniority criteria based on teaching experience when assigning teaching responsibilities as it relates to learners with dygraphia, teachers' capacity should be improved professionally to increased their knowledge and competence in use instructional accommodations in education of learners with the disability, institutions with special needs education programmes in Nigeria should develop full course on instructional accommodations to further equip or produce special teachers for varied inclusive classrooms, more concerted efforts should geared towards advocacy on accommodations and continuous attitudinal re-orientation to improve and sustain the desire result, quality assurance and regulatory bodies in education sector should re-train their staff to adjust the policy on accommodations to global benchmark without neglecting national interest and monitor the practice of instructional accommodations to meet professional standards without compromising the interest and needs of the learners. Finally, suggestions were made to further improve and expand research on this subject matter to support the use of instructional accommodations with research based evidence.
Keywords:
Dysgraphia; Education; Special needs; Teaching; Dysgraphia; Education; Special needs; Teaching
Available in digital repository of UPOL.
Teachers' utilization of instructional accommodations in teaching learners with dysgraphia in Cross River and Akwa-Ibom State
Dysgraphia as one of the special needs conditions impact negatively on the psycho-social and educational fortune of individuals with the disability especially learners in the school system. Despite ...
An example of effectively improving teacher's ICT competence: customized and school-based training in the primary and lower secondary schools in Leshan
TANG, Qianjun; LAITOCHOVÁ, Jitka
2018 - English
There are earth-shaking changes in nearly all industries because of the information and communication technology (abbr. ICT), in fact, the huge changes in our daily life are most impressed. However, it is very striking contrast about the role of ICT between education and other industries. Likely Steve Jobs said why computers changed almost all industries, however, the effect in school education of computers was so little that surprised all of us. In China, every stakeholder pays more attention to the educational informatization, and many important policies have been made in recent years. Even though there is a great deal progress in educational informatization, there are still some issues, for example, there is gap between current situation of educational informatization and the prospect we expect. What is the essential reason on earth which affects negative, delays or even hinders the process of informatization? Through literature reviewing and observing teachers' teaching activities, I found teachers have not enough confidence in their teaching by ICT, and their ICT competences need to be further improved. Through my literature review, I found nearly every elementary teacher had attended two rounds of ICT training, but the effect of the training was unsatisfied. One of the reasons was that some of the trainees lost their interest, which leaded to low engagement in the training. The root cause of that is the pertinence of the ICT training. Moreover, the top-down (traditional) training model regulates too much and limits trainees' initiatives and enthusiasm. Therefore, to enhance trainees' engagement, I designed a bottom-up training model with the outstanding features of customized and school-based training. In the quasi-experimental study, there are some steps to implement the ICT training, including randomly sampling, randomly assigning the participants, and training the participants with ICT skills in the control group and the experimental group respectively. After the ICT skills training, I will test the trainees' ICT competence again besides the pre-test. Through analyzing the data by quantitative research, the method of empirical study will be used during this phase. Before the training, all participants attended the pre-test and I got their baseline. During the training, I selected the same training topics. On the one hand, the participants in the control group were trained ty the traditional model, on the other hand, the participants in the experimental group were trained by the new model (bottom-up). After the training, all participants took part in the post-test and I got their scores. To testify there was no significant difference between the control group and the experimental group before the training, except for randomly assigning the participants, I tested the homogeneity of mean on the pre-test between the two groups by the t-test (two tailed), and tested the homogeneity of count on the factors by the Chi-square test. To compare the pre-test with the post-test, I tested the effect of each factor (group, gender, age, school level, school place, school, and subject) by t-test or ANOVA. At first, I found the significant difference in the post-test between the two groups. To ascertain the primary impact factor, I adopted two approaches. For each factor, there were eight tests to testify whether there was difference between the two groups or the two tests (pre-test and post-test). Through analyzing the tests, I found that the factors did not affect the improvement significantly except the training mode. In addition, I changed my perspective to confirm the key independent variable, i.e., I compared the difference resulted from the training model with the difference resulted from another factor. In the six comparisons, each comparison got the same results: the difference by training mode was more significant than the difference by the other factor. Thus, I verified the training mode affected the ICT training There are earth-shaking changes in nearly all industries because of the information and communication technology (abbr. ICT), in fact, the huge changes in our daily life are most impressed. However, it is very striking contrast about the role of ICT between education and other industries. Likely Steve Jobs said why computers changed almost all industries, however, the effect in school education of computers was so little that surprised all of us. In China, every stakeholder pays more attention to the educational informatization, and many important policies have been made in recent years. Even though there is a great deal progress in educational informatization, there are still some issues, for example, there is gap between current situation of educational informatization and the prospect we expect. What is the essential reason on earth which affects negative, delays or even hinders the process of informatization? Through literature reviewing and observing teachers' teaching activities, I found teachers have not enough confidence in their teaching by ICT, and their ICT competences need to be further improved. Through my literature review, I found nearly every elementary teacher had attended two rounds of ICT training, but the effect of the training was unsatisfied. One of the reasons was that some of the trainees lost their interest, which leaded to low engagement in the training. The root cause of that is the pertinence of the ICT training. Moreover, the top-down (traditional) training model regulates too much and limits trainees' initiatives and enthusiasm. Therefore, to enhance trainees' engagement, I designed a bottom-up training model with the outstanding features of customized and school-based training. In the quasi-experimental study, there are some steps to implement the ICT training, including randomly sampling, randomly assigning the participants, and training the participants with ICT skills in the control group and the experimental group respectively. After the ICT skills training, I will test the trainees' ICT competence again besides the pre-test. Through analyzing the data by quantitative research, the method of empirical study will be used during this phase. Before the training, all participants attended the pre-test and I got their baseline. During the training, I selected the same training topics. On the one hand, the participants in the control group were trained ty the traditional model, on the other hand, the participants in the experimental group were trained by the new model (bottom-up). After the training, all participants took part in the post-test and I got their scores. To testify there was no significant difference between the control group and the experimental group before the training, except for randomly assigning the participants, I tested the homogeneity of mean on the pre-test between the two groups by the t-test (two tailed), and tested the homogeneity of count on the factors by the Chi-square test. To compare the pre-test with the post-test, I tested the effect of each factor (group, gender, age, school level, school place, school, and subject) by t-test or ANOVA. At first, I found the significant difference in the post-test between the two groups. To ascertain the primary impact factor, I adopted two approaches. For each factor, there were eight tests to testify whether there was difference between the two groups or the two tests (pre-test and post-test). Through analyzing the tests, I found that the factors did not affect the improvement significantly except the training mode. In addition, I changed my perspective to confirm the key independent variable, i.e., I compared the difference resulted from the training model with the difference resulted from another factor. In the six comparisons, each comparison got the same results: the difference by training mode was more significant than the difference by the other factor. Thus, I verified the training mode affected the ICT training
Keywords:
ICT; primary and lower secondary school teachers; teacher training; traditional training mode; bottom-up training mode; customized training; school-based training; Information and Communication Technology (ICT); Primary and Lower secondary school teachers; Teacher training; Traditional training mode; Bottom-up training mode; Customized training; School-based training
Available in digital repository of UPOL.
An example of effectively improving teacher's ICT competence: customized and school-based training in the primary and lower secondary schools in Leshan
There are earth-shaking changes in nearly all industries because of the information and communication technology (abbr. ICT), in fact, the huge changes in our daily life are most impressed. However, ...
Special education intervention for adolescents with a disability from the perspective of value orientation in Tibet.
BU, Qiong; POTMĚŠIL, Miloň
2018 - English
The special education in the Tibetan region developing in the school education sense only has a history of more than ten years. This means that the systematic and standard special education intervention for the disabled adolescents in the Tibetan region is an important but arduous task. It is of great urgency to conduct relevant researches on the special education intervention of disabled adolescents. Therefore, the special education intervention of disabled adolescents is discussed in this thesis. For the final purpose of this research, through knowing the educational concept of students, parents and teachers in the Tibetan region and their cognition and viewpoint of education, the educational value orientation in the Tibetan region currently is combed, and the special education intervention of disabled adolescents under such value orientation horizon is discussed. To achieve this research purpose, in this research, with value theory, intervention theory and four levels of cultural theory as the research theoretical basis and theoretical method, by the mixed research method of quantitative and qualitative combination, about 600 students of general middle schools and special education schools, about 200 parents and about 200 teachers in Tibet Autonomous Region, Tibetan region of Sichuan Province, Tibetan region of Qinghai Province, and Tibetan region of Gansu Province are recruited in the questionnaire survey. Besides, among these respondents in the questionnaire, 7 students, 7 parents, 7 teachers and 4 monks are recruited to participate in the semi-structural depth interview. The deep investigation has been conducted on five special education schools in the Tibetan region. In this research, there are three questionnaires, namely, student questionnaire, parent questionnaire and teacher questionnaire. Through the questionnaire survey, the educational idea of respondents and their educational viewpoint can be known. The interview objects include four kinds, namely, student, parent, teacher and monk. Through the interview, the degree of cognition and understanding of interviewees for education in the Tibetan region presently can be known. In the implementation of this research, the deep field investigation has been conducted on five special education schools in the Tibetan region. Through the compilation of investigation narration, the current situation of education in the Tibetan region is known. Through the discussion of results of questionnaire survey, interview and investigation narration, the following conclusions are reached: (1) the educational value orientation in the Tibetan region is affected by its traditional culture and social realistic conditions; (2) the educational value orientation in the Tibetan region is the educational concept of students, parents and teachers and their same cognition and viewpoint for education. It can reflect the basic need of different crowds in the Tibetan region for education currently. It shows that education can meet the needs of educates; (3) the educational value orientation in the Tibetan region is the fundamental basis for special education intervention of disabled adolescents; (4) the special education intervention of disabled adolescents in the Tibetan region is building their self-confidence and self-esteem. It is a process to enable them to gain the deserved identity and dignity. This meets the outlook on life of Tibetan people's belief in "all sentient beings are equal". Besides, this meets the need of personality equality and dignity of disabled adolescents; (5) the self-care ability is the goal and content of special education intervention of disabled adolescents in the Tibetan region; (6) the special education intervention based on the cultural foundation and social realistic condition of the ethnic group is the most ideal one for the disabled adolescents in the Tibetan region. The special education in the Tibetan region developing in the school education sense only has a history of more than ten years. This means that the systematic and standard special education intervention for the disabled adolescents in the Tibetan region is an important but arduous task. It is of great urgency to conduct relevant researches on the special education intervention of disabled adolescents. Therefore, the special education intervention of disabled adolescents is discussed in this thesis. For the final purpose of this research, through knowing the educational concept of students, parents and teachers in the Tibetan region and their cognition and viewpoint of education, the educational value orientation in the Tibetan region currently is combed, and the special education intervention of disabled adolescents under such value orientation horizon is discussed. To achieve this research purpose, in this research, with value theory, intervention theory and four levels of cultural theory as the research theoretical basis and theoretical method, by the mixed research method of quantitative and qualitative combination, about 600 students of general middle schools and special education schools, about 200 parents and about 200 teachers in Tibet Autonomous Region, Tibetan region of Sichuan Province, Tibetan region of Qinghai Province, and Tibetan region of Gansu Province are recruited in the questionnaire survey. Besides, among these respondents in the questionnaire, 7 students, 7 parents, 7 teachers and 4 monks are recruited to participate in the semi-structural depth interview. The deep investigation has been conducted on five special education schools in the Tibetan region. In this research, there are three questionnaires, namely, student questionnaire, parent questionnaire and teacher questionnaire. Through the questionnaire survey, the educational idea of respondents and their educational viewpoint can be known. The interview objects include four kinds, namely, student, parent, teacher and monk. Through the interview, the degree of cognition and understanding of interviewees for education in the Tibetan region presently can be known. In the implementation of this research, the deep field investigation has been conducted on five special education schools in the Tibetan region. Through the compilation of investigation narration, the current situation of education in the Tibetan region is known. Through the discussion of results of questionnaire survey, interview and investigation narration, the following conclusions are reached: (1) the educational value orientation in the Tibetan region is affected by its traditional culture and social realistic conditions; (2) the educational value orientation in the Tibetan region is the educational concept of students, parents and teachers and their same cognition and viewpoint for education. It can reflect the basic need of different crowds in the Tibetan region for education currently. It shows that education can meet the needs of educates; (3) the educational value orientation in the Tibetan region is the fundamental basis for special education intervention of disabled adolescents; (4) the special education intervention of disabled adolescents in the Tibetan region is building their self-confidence and self-esteem. It is a process to enable them to gain the deserved identity and dignity. This meets the outlook on life of Tibetan people's belief in "all sentient beings are equal". Besides, this meets the need of personality equality and dignity of disabled adolescents; (5) the self-care ability is the goal and content of special education intervention of disabled adolescents in the Tibetan region; (6) the special education intervention based on the cultural foundation and social realistic condition of the ethnic group is the most ideal one for the disabled adolescents in the Tibetan region.
Keywords:
Special education intervention; Value orientation; Education value orientation; Adolescents with a disability; Tibet; Special education intervention; Value orientation; Education value orientation; Adolescents with a disability; Tibet
Available in digital repository of UPOL.
Special education intervention for adolescents with a disability from the perspective of value orientation in Tibet.
The special education in the Tibetan region developing in the school education sense only has a history of more than ten years. This means that the systematic and standard special education ...
Genomika vnášení cizích genů do pšenice
REY, Elodie; DOLEŽEL, Jaroslav
2018 - English
Pšenice setá (Triticum aestivum L.) patří mezi nejdůležitější zemědělské plodiny a je základní potravinou pro více než třetinu světové populace. Zvyšování její produkce a kvality má zásadní význam pro udržení a zlepšování potravinové bezpečnosti v globálním měřítku. Křížení pšenice s divokými příbuznými druhy je osvědčený způsob jejího šlechtění a umožňuje vnášení žádaných alel, genů a genových komplexů poskytujících odolnost vůči biotickému a abiotickému stresu a jiné důležité vlastnosti. Interakce mezi hostitelským genomem a cizorodou dědičnou informací však může negativně ovlivnit agronomické vlastnosti introgresních linií a snížit potenciál jejich využití v zemědělské praxi. Tato práce se zaměřuje na interakci hostitelského genomu pšenice a vneseného chromatinu na genomické a transkriptomické úrovni. Jako modelový systém byla zvolena introgresní linii pšenice nesoucí dlouhé rameno chromozomu 7H ječmene, která se vyznačuje zajímavými agronomickými vlastnostmi. S cílem odhalit změny v genové expresi vyvolané intergenomovými interakcemi byla sekvenována mRNA obou rodičovských druhů a introgresní linie. Analýza exprese homeologních genů pšenice a genů ječmene v introgresní linii byla komplikovaná hexaploidní povahou genomu pšenice a jeho podobností s genomem ječmene. Důležitou součástí této práce byl proto vývoj spolehlivého protokolu pro analýzu transkriptomu a porovnávání exprese genů pšenice a ječmene v introgresní linii s jejich expresí v intaktních genomech. Následně byl analyzován vliv strukturních a funkčních aspektů na změny exprese genů pozorované v introgresní linii s ohledem na jejich genomický a evoluční kontext. Tato disertační práce představuje první rozsáhlou analýzu transkriptomu introgresní linie pšenice a poskytuje důležité poznatky o transkripci genů hostitele a vnesených cizích genů. Získané poznatky přispívají k pochopení interakcí mezi geny pšenice a vnesenými geny a přispějí k efektivnějšímu využití introgresí ve šlechtění této důležité plodiny. Bread wheat (Triticum aestivum L.) is one of the most important crop species providing staple food for about one-third of the world's population. Increasing wheat productivity and quality is therefore of a major importance in order to maintain and further improve food security around the world. Hybridization of wheat with its wild relatives is a well-recognized approach for wheat improvement enabling the introgression of favourable alleles, genes and gene complexes, which provide resistance to biotic and abiotic stresses and other beneficial traits. However, post-hybridization interactions between the wheat and alien genomes affect the agronomical performance of the resulting introgression lines and may limit successful application of these materials in agriculture. This work focuses on the interaction between a host wheat genome and introgressed alien chromatin, at the genome and transcriptome levels. We have chosen a wheat-barley chromosome-arm addition line carrying interesting agronomical traits as a model system. We have sequenced mRNA of both parents and the addition line to reveal changes in gene expression resulting from intergenomic interactions. Due to the hexaploid nature of the wheat genome and its similarity with the barley genome, one of the difficulties was a reliable discrimination between the expression of homeologous genes of wheat and barley genes in the addition line. An important part of this work was thus to establish a reliable protocol for transcriptomic analysis in the wheat-barley addition line, and the comparison of the expression of wheat and barley genes relative to their expression in their natural background. Following this, the work focused on the analysis of genes showing differential expression in the addition line, within their genomic and evolutionary context in order to infer the effect of structural and functional features on changes in gene expression. This Thesis comprises the first large scale genome-wide transcriptomic analysis of a wheat-barley chromosome-arm addition line and delivers important insights into the transcription of both host and alien genes in an alien introgression line, thereby providing a basis for understanding the interactions between wheat and alien genes in introgression breeding materials.
Keywords:
pšenice setá (Triticum aestivum L.); introgrese; transkriptomika; sekvenování RNA; bread wheat (Triticum aestivum L.); alien introgression; transcriptomics; RNA-sequencing
Available in digital repository of UPOL.
Genomika vnášení cizích genů do pšenice
Pšenice setá (Triticum aestivum L.) patří mezi nejdůležitější zemědělské plodiny a je základní potravinou pro více než třetinu světové populace. Zvyšování její produkce a kvality má zásadní význam pro ...
Počítačový návrh léků: Kvantově-mechanická studia komplexů mezi proteiny a ligandy a proteiny, ligandy a vodou
AJANI, Haresh Babubhai; HOBZA, Pavel
2018 - English
Over the last few decades, computer-aided drug design has emerged as a most successful technique rendering the drug discovery process more efficient and less costly. In the structure-based drug design branch, three-dimensional information on the biomolecular targets is used by the docking and scoring methodologies to find and optimize new ligands. In this dissertation, the following approaches are presented: ligand design, binding mode prediction, structure-activity relationship (SAR), molecular docking, receptor-ligand scoring and bridging water thermodynamics, followed by their application in protein-ligand complexes and host-guest systems. Molecular docking, which has become a powerful and influential tool for studying molecular recognition, aims to predict the binding mode of small molecules toward their biological target. It has been used in several projects: we have predicted the binding modes of a novel and potent inhibitor of CDK2 and FLT3 kinases and covalent inhibitors of AChE, BChE. Further, semi-empirical quantum mechanics-based scoring functions (SQM/COSMO) were used in native pose recognition where the poses had been generated with several docking programs. The SQM/COSMO scoring was compared with classical scoring function. We observed that SQM/COSMO accurately predicted the native poses in two dozen of difficult and diverse protein-ligand systems. Lastly, we discuss the important role of explicit water molecules in protein kinases, hydrolases, serine racemase and host-guest systems. We determined their thermodynamical parameter G which correlated very well with the experimental binding G for protein-ligand complex and host-guest systems.
Keywords:
Computer-Aided Drug Design; Structure-Based Drug Design; Molecular Docking; Scoring functions;Water Thermodynamics.
Available in digital repository of UPOL.
Počítačový návrh léků: Kvantově-mechanická studia komplexů mezi proteiny a ligandy a proteiny, ligandy a vodou
Over the last few decades, computer-aided drug design has emerged as a most successful technique rendering the drug discovery process more efficient and less costly. In the structure-based drug design ...
Biological activity in vitro of selected complexes of transient metals
KUBEŠOVÁ, Kateřina; DVOŘÁK, Zdeněk; DVOŘÁK, Zdeněk
2018 - English
Sloučeniny kovů mají neocenitelnou a zásadní úlohu v lékařské chemii. Prvky d-bloku reprezentují v periodickém systému unikátní skupinu označovanou jako přechodné kovy. Tyto prvky využívají k tvorbě chemických vazeb postupného zaplňování d orbitalů jejich valenční vrstvy. Kromě toho se vyskytují v různých oxidačních stavech a mohou na sebe vázat různé molekuly nebo anionty (označované jako ligandy) za vzniku koordinačních sloučenin. Atomy kovu jsou často koordinovány záporně nabitými biomolekulami (např. proteiny a nukleovými kyselinami). Výzkumné studie navíc ukázaly významný pokrok ve využití komplexů přechodných kovů pro léčbu lidských onemocnění, jako jsou karcinomy, lymfomy, protizánětlivé, anti-diabetické, anti-infekční a neurologické onemocnění. Důvodem pro vypracování současné studie bylo porozumění mechanismu účinku a popis farmakologické účinnosti vybraných koordinačních sloučenin. Z tohoto důvodu byly studovány měďnaté/zlatné komplexy obsahující ve své struktuře chinolinon a N-donorové heterocyklické ligandy a/nebo trifenylfosfin a deprotonovanou formu O-substituovaných derivátů 9-deazahypoxantinu. Hodnotily se jejich účinky na transkripční aktivitu receptorů pro steroidní hormony (androgenní receptor, glukokortikoidní receptor), xenoreceptorů (aryl uhlovodíkový receptor, pregnanový X receptor) a jaderných receptorů (thyroidní receptor, receptor pro vitamin D), za využití reportérové eseje a gelové retardační analýzy (EMSA), qRT-PCR a western blotu. Hlavní zjištěné poznatky jsou takové, že zlatné komplexy s deriváty 9-deazahypoxantinu vykazují pleiotropní účinky vůči panelu testovaných receptorů a že měďnaté komplexy aktivují aryl uhlovodíkový receptor a indukují expresi genu CYP1A v lidských hepatocytech a lidských nádorových buněčných liniích. Metal compounds have an invaluable and vital role in medicinal chemistry. The D-block elements form a unique group, referred to as transition metals, in the periodic table. These elements use the d orbitals of their valence layer, which are gradually filled, to form chemical bonds. These elements have different oxidation states and could bind to different molecules or anions (referred to as ligands), to form coordination compounds. Metal atoms are often coordinated by negatively charged biomolecules (e.g. proteins and nucleic acids). Moreover, significant progress has reportedly been observed in the use of transition metal complexes for the treatment of human diseases, including carcinomas, lymphomas, anti-inflammatory, anti-diabetic, anti-infective, and neurological disorders. The current study enabled us to understand the mechanism of action and pharmacological effect of selected coordination compounds. Copper(II)/gold(I) mixed-ligand complexes containing quinolinone and N-donor heterocyclic ligands and/or triphenylphosphine and deprotonated forms of O-substituted derivatives 9-deazahypoxanthine in their structure were studied, respectively. Their effects on the transcriptional activity of receptors for steroid hormones (androgen receptor, glucocorticoid receptor), xenoreceptors (aryl hydrocarbon receptor, pregnane X receptor) and nuclear receptors (thyroid receptor, vitamin D receptor) were evaluated by employing the gene reporter assay, electrophoretic mobility shift assay (EMSA), qRT-PCR, and simple western blotting. The results revealed that gold(I) mixed-ligand complexes of 9-deazahypoxanthine exhibited pleiotropic effects against the panel of tested receptors, and that mixed-ligand copper(II) complexes activated the aryl hydrocarbon receptor AhR, and induced CYP1A gene expression in human hepatocytes and human cancer cell lines.
Keywords:
Cytochrom P450; měďnaté komplexy; zlatné komplexy; lidské hepatocyty; jaderné receptory; xenobiotika; Cytochrome P450; copper(II) complexes; gold(I) complexes; human hepatocytes; nuclear receptors; xenobiotics
Available in digital repository of UPOL.
Biological activity in vitro of selected complexes of transient metals
Sloučeniny kovů mají neocenitelnou a zásadní úlohu v lékařské chemii. Prvky d-bloku reprezentují v periodickém systému unikátní skupinu označovanou jako přechodné kovy. Tyto prvky využívají k tvorbě ...
Genomická selekce pro urychlení šlechtění banánovníku: genotypování sekvenováním u hybridů banánovníku
NYINE, Moses; DOLEŽEL, Jaroslav
2018 - English
Banánovník je důležitou plodinou v oblasti Velkých jezer ve východní Africe, která se vyznačuje nejvyšší spotřebou banánů na hlavu na světě. Produkci banánů však snižují choroby a škůdci, a také abiotické stresy. Klasické šlechtění s cílem získat odrůdy s lepšími vlastnostmi je u této plodiny časově i technicky náročné. Některé z nich by mohla překonat genomická selekce, ale její využití u této plodiny dosud nebylo popsáno. Tato práce přináší první poznatky o úspěšnosti šesti genomických predikčních modelů pro patnáct vybraných znaků u testovací populace banánovníku. V práci byly testovány Bayesian Bridge Regression (BRR), Bayesian LASSO (BL), BayesA, BayesB, BayesC a Reproducing kernel Hilbert space (RKHS). Hlavním cílem bylo ověřit potenciál genomické selekce v chovu banánů. V práci byla také zkoumána variabilita jednotlivých hodnocených znaků a jejich korelace s genetickou diverzitou testovací populace, což byl nezbytný krok před vlastním výběrem vhodného predikčního modelu pro fenotypové znaky banánovníku. Testovací populace čítající 307 jedinců a zahrnující šlechtitelský materiál včetně potomstev byla fenotypována pro 15 znaků při pěstování za dvou kontrastních podmínek a po dvě kultivační období. Tato populace byla také genotypována pomocí SSR a SNP markerů. Analýza pomocí SSR markerů odhalila, že testovací populace je geneticky variabilní, což odráží její komplexní rodokmen, který je do značné míry ovlivněný samčím rodičem. Chování jednotlivých genotypů bylo variabilní v průběhu dvou kultivačních období a při odlišných podmínkách kultivace. Znaky související s vlastnostmi trsu představovaly 31 - 35% variability hlavního komponentu v kontrastních polních podmínkách. Rezistence vůči chorobě "Black Sigatoka" se v průběhu kultivačních období neměnila, ale lišila se v různých polních podmínkách. Předpovídací schopnost prediktivních genomických modelů byla stanovena pomocí znaků hodnocených po dvě kultivační období a pomocí různých validačních strategií. Patnáct fenotypových znaků bylo sdruženo do pěti kategorií, které zahrnovaly vzrůst rostliny, odnožování, rezistenci k chorobě Black Sigatoka, vlastnosti trsu a vlastnosti plodu. Modely zohledňující aditivní genetické efekty dávaly lepší předpovědi pro 12 z 15 znaků. Model BayesB dopadl nejlépe, zejména pro znaky ovlivňující trs a plod. Model Reproducing kernel Hilbert space, který zohledňoval rodokmen a data získaná analýzou markerů (RKHS_PM) měl sníženou prediktivní hodnotu. Ačkoli RHKS model zohledňoval dominanci a epistazi, heteroze je dalším neaditivním genetickým faktorem, který ovlivňuje přesnost predikce modelů. Modely, které zahrnovaly zprůměrovaná environmentální data za obě kultivační období byly ve svých předpovědích přesnější a to přesto, že se opíraly o méně markerů. Přihlédnutí k dózi alel u SNP markerů (AD-SNP) snižovalo prediktivní hodnotu oproti klasické bi-alelické metodě (BA-SNP), ale trendy jednotlivých predikcí zůstaly stejné pro všechny znaky. S ohledem na vysokou korelaci predikcí u kategorií jednotlivých znaků by během šlechtění měly být do genomických predikcí zahrnuty pouze takové znaky, které jsou jednoduše fenotypovatelné. Vysoké prediktivní hodnoty pozorované v této práci potvrdily potenciál genomické selekce při výběru nejvhodnějších rodičů pro křížení. Zároveň umožňují negativní selekci triploidních hybridů s podřadnými vlastnostmi plodů a umožní tak snížení rozsahu potomstva, které musí být hodnoceno v polních podmínkách. Banana (Musa spp.) is an important crop in the African Great Lakes region in terms of income and food security, with the highest per capita consumption worldwide. Pests, pathogens and environmental stress hamper sustainable production of East African highland bananas (EAHB). Improving the efficiency of selection in conventional crossbreeding through marker assisted selection (MAS) is a major priority in banana breeding. However, the application of molecular tools has been hampered by the limitations inherent with the classical MAS tools and nature of traits in banana. While genomic selection can address some of the limitations of classical MAS, no report about its utility in banana is available to date. This Thesis provides the first empirical evidence on the performance of six genomic prediction models for 15 traits in a banana genomic selection training population based on genotyping by sequencing (GBS) data. The prediction models tested were Bayesian ridge regression (BRR), Bayesian LASSO (BL), BayesA, BayesB, BayesC and reproducing kernel Hilbert space (RKHS). The aim was to investigate the potential of genomic selection (GS) in banana breeding. Trait variation, the correlation between traits and genetic diversity in the training population were analyzed as an essential first step in the development and selection of suitable genomic prediction models for banana traits. A training population of 307 genotypes consisting of EAHB breeding material and its progeny was phenotyped for more than 15 traits in two contrasting conditions for two crop cycles. The population was also genotyped by simple sequence repeats (SSR) and single nucleotide polymorphism (SNP) markers. Clustering based on SSR markers revealed that the training population was genetically diverse, reflecting a complex pedigree background, which was mostly influenced by the male parents. Genotype response to crop cycle and field management practices varied greatly with respect to traits. Fruit bunch related traits accounted for 3135% of principal component variation under low and high input field management conditions. Resistance to black leaf streak (Black Sigatoka) was stable across crop cycles, but varied under different field management depending on the genotype. The predictive ability of genomic prediction models was evaluated for traits phenotyped over two crop cycles and under different cross validation strategies. The 15 traits were grouped into five categories that included plant stature, suckering behaviour, black leaf streak resistance, fruit bunch and fruit filling. Models that account for additive genetic effects provided better predictions with 12 out of 15 traits. The performance of BayesB model was superior to other models particularly on fruit filling and fruit bunch traits. Reproducing kernel Hilbert space model fitted with pedigree and marker data (RKHS_PM) produced mixed results with the majority of traits showing a decrease in prediction accuracy. Although RKHS models account for dominance and epistasis, heterosis is another non-additive genetic factor that affects prediction accuracy in bananas. Models that included averaged environment data for crop cycle one and two were more robust in trait prediction even with reduced numbers of markers. Accounting for allele dosage in SNP markers (AD-SNP) reduced predictive ability relative to traditional bi-allelic SNP (BA-SNP), but the prediction trend remained the same across traits. Since high correlation in prediction was observed within trait categories, only traits easy to phenotype should be considered for genomic predictions during the breeding phase. The high predictive values observed in this study confirmed the potential of genomic prediction in selection of best parents for further crossing and in the negative selection of triploid hybrids with inferior fruits to reduce the number of progenies to be evaluated in the field.
Keywords:
banánovník; dávka alel SNP; genomická predikce; genomická selekce (GS); genotypování sekveováním (GBS); jednonukleotidový polymorfismus (SNP); odhad šlechtitelské hodnoty (GEBV); polyploidie; prediktivní schopnost; allele dosage SNP; banana; genotyping by sequencing (GBS); genomic estimated breeding value (GEBV); genomic prediction; genomic selection; polyploid; predictive ability; single nucleotide polymorphism (SNP)
Available in digital repository of UPOL.
Genomická selekce pro urychlení šlechtění banánovníku: genotypování sekvenováním u hybridů banánovníku
Banánovník je důležitou plodinou v oblasti Velkých jezer ve východní Africe, která se vyznačuje nejvyšší spotřebou banánů na hlavu na světě. Produkci banánů však snižují choroby a škůdci, a také ...
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