subject:(Scaffolding)

University of Georgia

1. Wang, Feng. Scaffolding preservice teachers' design of WebQuests.

Degree: PhD, Instructional Technology, 2006, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/wang_feng_200608_phd

► In recent years, WebQuests have been widely used to integrate technology with domain pedagogy; teacher educators have explored the WebQuest model to assist preservice teachers… (more)

▼ In recent years, WebQuests have been widely used to integrate technology with domain pedagogy; teacher educators have explored the WebQuest model to assist preservice teachers in developing technology integration skills akin to those of practicing teachers in everyday schools. Given sufficient support, preservice teachers may design effective WebQuests and improve their technology integration skills prior to entering the teaching profession. During the past two decades, scaffolding has been studied as a strategy to support the acquisition of knowledge and skills. Appropriately designed scaffolds may enable preservice teachers to both understand the underlying assumptions and assess the viability of their WebQuest designs in everyday classrooms. This qualitative study examined how preservice teachers reported they used and perceived scaffolds when designing WebQuests. The study was guided by the following research questions: 1. How do preservice teachers report using scaffolds when designing their WebQuests? 2. How do preservice teachers perceive the effectiveness of scaffolds in designing their WebQuests? Sixteen participants were purposefully selected from an undergraduate-level introductory course section designed to prepare preservice teachers to integrate technology into their teaching. Data from multiple sources were collected, including interviews with five participants and the instructor, surveys on preservice teachers’ backgrounds and opinions about scaffolding materials and procedures, videotaped classroom activities, course project assignments submitted to the instructor, and handouts and course website postings provided by the instructor. Data were analyzed using constant comparison methods, and several major themes, sub-themes, and patterns emerged. The results indicated that preservice teachers followed, adapted, and combined scaffolds as they designed their WebQuest projects. They valued provided scaffolds that explicitly directed their designs or could be modeled, as well as peer or instructor feedback and discussion. They also sought additional scaffolding to support their design needs, and they did not use scaffolds they perceived as ineffective. This study operationalized WebQuest scaffolds of different types and functions in order to support preservice teachers’ design of WebQuests. The results supported some reports related to designing and implementing WebQuest scaffolds, but contradicted others. Implications for future research are discussed. Advisors/Committee Members: Michael J. Hannafin.

Subjects/Keywords: Scaffolding

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APA (6^th Edition):

Wang, F. (2006). Scaffolding preservice teachers' design of WebQuests. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wang_feng_200608_phd

Chicago Manual of Style (16^th Edition):

Wang, Feng. “Scaffolding preservice teachers' design of WebQuests.” 2006. Doctoral Dissertation, University of Georgia. Accessed February 17, 2020. http://purl.galileo.usg.edu/uga_etd/wang_feng_200608_phd.

MLA Handbook (7^th Edition):

Wang, Feng. “Scaffolding preservice teachers' design of WebQuests.” 2006. Web. 17 Feb 2020.

Vancouver:

Wang F. Scaffolding preservice teachers' design of WebQuests. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2020 Feb 17]. Available from: http://purl.galileo.usg.edu/uga_etd/wang_feng_200608_phd.

Council of Science Editors:

Wang F. Scaffolding preservice teachers' design of WebQuests. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/wang_feng_200608_phd

Boston College

2. De Paolis, Omar. Application of Scaffolding Catalysis in Site- and Regioselective Transformations.

Degree: MS, Chemistry, 2011, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:101310

► Utilization of catalytic directing groups in the regioselective hydroformylation of 1,2-disubstituted olefins and in the site-selective functionalization of 1,2-diols. Chapter One: Catalytic directing groups for… (more)

Subjects/Keywords: Scaffolding catalysis

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APA (6^th Edition):

De Paolis, O. (2011). Application of Scaffolding Catalysis in Site- and Regioselective Transformations. (Masters Thesis). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101310

Chicago Manual of Style (16^th Edition):

De Paolis, Omar. “Application of Scaffolding Catalysis in Site- and Regioselective Transformations.” 2011. Masters Thesis, Boston College. Accessed February 17, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101310.

MLA Handbook (7^th Edition):

De Paolis, Omar. “Application of Scaffolding Catalysis in Site- and Regioselective Transformations.” 2011. Web. 17 Feb 2020.

Vancouver:

De Paolis O. Application of Scaffolding Catalysis in Site- and Regioselective Transformations. [Internet] [Masters thesis]. Boston College; 2011. [cited 2020 Feb 17]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101310.

Council of Science Editors:

De Paolis O. Application of Scaffolding Catalysis in Site- and Regioselective Transformations. [Masters Thesis]. Boston College; 2011. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101310

3. Rezzonico, Stefano. Interagir, jouer et expliquer: dyades mère-enfant francophones et italophones dans deux situations logopédiques.

Degree: 2013, Université de Neuchâtel

URL: http://doc.rero.ch/record/118035

► Plusieurs auteurs se sont intéressés au développement des conduites explicatives et justificatives (CEJ) chez des enfants typiques. La littérature reporte aussi de plus en plus… (more)

Subjects/Keywords: scaffolding

…Language Impairment, scaffolding Ai me gent, con ricunuscenza, par tüt quel che i han fai…

10 more images…

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APA (6^th Edition):

Rezzonico, S. (2013). Interagir, jouer et expliquer: dyades mère-enfant francophones et italophones dans deux situations logopédiques. (Thesis). Université de Neuchâtel. Retrieved from http://doc.rero.ch/record/118035

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rezzonico, Stefano. “Interagir, jouer et expliquer: dyades mère-enfant francophones et italophones dans deux situations logopédiques.” 2013. Thesis, Université de Neuchâtel. Accessed February 17, 2020. http://doc.rero.ch/record/118035.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rezzonico, Stefano. “Interagir, jouer et expliquer: dyades mère-enfant francophones et italophones dans deux situations logopédiques.” 2013. Web. 17 Feb 2020.

Vancouver:

Rezzonico S. Interagir, jouer et expliquer: dyades mère-enfant francophones et italophones dans deux situations logopédiques. [Internet] [Thesis]. Université de Neuchâtel; 2013. [cited 2020 Feb 17]. Available from: http://doc.rero.ch/record/118035.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rezzonico S. Interagir, jouer et expliquer: dyades mère-enfant francophones et italophones dans deux situations logopédiques. [Thesis]. Université de Neuchâtel; 2013. Available from: http://doc.rero.ch/record/118035

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Boston College

4. Lightburn, Thomas Edward. Scaffolding Ligands: An Efficient Method for Directing Hydroformylation.

Degree: PhD, Chemistry, 2011, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:101844

► Chapter 1. Directing groups are a powerful means of controlling the selectivity in reactions. The field of hydroformylation has used directing group strategies to control… (more)

▼ Chapter 1. Directing groups are a powerful means of controlling the selectivity in reactions. The field of hydroformylation has used directing group strategies to control regio- and diastereoselectivity with much success. However, directing groups are inherently inefficient as they must be installed and removed from the molecule of interest, and generate a stoichiometric byproduct in the process. Strategies to solve this problem have included the use of exchange reactions that allow for transient binding of substrate to a molecule that can direct the course of the reaction. This allows the use of catalytic quantities of the directing functionality to effect the desired transformation, and obviates the need for installation and removal of the directing functionality in separate steps. Chapter 2. Our lab has developed a phosphorous based ligand that incorporates an N,O-acetal moiety that allows for reversible binding of both alcohol substrates and a metal catalyst. These ligands rapidly exchange with alcohols in the presence of catalytic amounts of p-TsOH. The racemic ligand was found to undergo epimerization on exchange with a chiral alcohol in an effort to isolate enantioenriched material. However, a strategy using a thermodynamic gearing effect of adjacent stereocenters was found to be successful in producing a chiral ligand. Chapter 3. Using catalytic quantities of our scaffolding ligand we are able to effect branch- and diastereoselective hydroformylation of homoallylic alcohols. We offer a model based on A1,3 strain for the origin of the diastereoselectivity, and tested substrates to lend support to the model. We also investigated the use of chiral scaffolding ligands in the enantioselective hydroformylation of homoallylic alcohols, and preliminary results show modest enantioselectivity. Chapter 4. We have expanded the substrate scope of our scaffolding ligand strategy to include the hydroformylation of allylic alcohols. We are able to produce β-hydroxy carbonyl compounds in good yields and with excellent selectivities, which offers an alternative to the formaldehyde aldol reaction. We show that our strategy is successful in the hydroformylation of trisubstituted olefins, which are a difficult class of hydroformylation substrates, where we are able to produce single diastereomers in good yields under mild conditions. We investigated the enantioselective hydroformylation of allylic alcohols and found that while racemization may be a problem with these substrates, in-situ hemi-acetal protection may offer a solution to the problem. Advisors/Committee Members: Kian L. Tan (Thesis advisor).

Subjects/Keywords: Hydroformylation; Scaffolding Ligand

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lightburn, T. E. (2011). Scaffolding Ligands: An Efficient Method for Directing Hydroformylation. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101844

Chicago Manual of Style (16^th Edition):

Lightburn, Thomas Edward. “Scaffolding Ligands: An Efficient Method for Directing Hydroformylation.” 2011. Doctoral Dissertation, Boston College. Accessed February 17, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101844.

MLA Handbook (7^th Edition):

Lightburn, Thomas Edward. “Scaffolding Ligands: An Efficient Method for Directing Hydroformylation.” 2011. Web. 17 Feb 2020.

Vancouver:

Lightburn TE. Scaffolding Ligands: An Efficient Method for Directing Hydroformylation. [Internet] [Doctoral dissertation]. Boston College; 2011. [cited 2020 Feb 17]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101844.

Council of Science Editors:

Lightburn TE. Scaffolding Ligands: An Efficient Method for Directing Hydroformylation. [Doctoral Dissertation]. Boston College; 2011. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101844

Boston College

5. Joe, Candice Lee. Design and Synthesis of Scaffolding Ligands for Regio- and Stereoselective Hydroformylation.

Degree: PhD, Chemistry, 2014, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:103550

► Chapter 1. The use of directing groups is a powerful way to control selectivity in organic chemistry. Due to their ability to install new functionality… (more)

▼ Chapter 1. The use of directing groups is a powerful way to control selectivity in organic chemistry. Due to their ability to install new functionality in a reliable fashion, directing groups have had a profound impact on stereoselective, site-selective, and regioselective transformations. More recently, catalytic directing groups have been developed and utilized in a variety of metal-catalyzed transformations, including C-H activation and hydroacylation, and have the potential to be more broadly applied to other transformations. Chapter 2. Catalytic directing groups have recently been designed for hydroformylation. Based on the design of racemic scaffolding ligand 2.5, enantioenriched ligand 2.42 was synthesized for the asymmetric hydroformylation of para-methoxyphenyl (PMP) protected allylic amines. Under mild conditions, a variety of 1,2-disubstituted olefins underwent directed hydroformylation to afford the proximal β-amino alcohol products in good yields and excellent enantioselectivities. The substrate scope has been extended to electronically modified allylic anilines. A modest resonance effect was seen upon the aniline substrate binding to the ligand, which, in turn, manifested in the hydroformylation reaction results. Thus the first enantioselective reaction performed with a catalytic directing group was demonstrated. Chapter 3. Ligand 3.67 was developed, which promotes aldehyde formation on the distal olefinic carbon relative to the directing functionality on the substrate. This is in contrast to other phosphorus-based directing groups that have been successful at placing the aldehyde on the proximal olefinic carbon. Ligand 3.67 has been applied to the diastereoselective hydroformylation of homoallylic alcohols to afford δ-lactones selectively. Altering the distance between the alcohol and olefin revealed that homoallylic alcohols afford the distal lactone with the highest levels of regioselectivity. Taken together with previous examples of proximal-selective hydroformylation, these results being to more fully address the challenge of controlling regioselectivity in hydroformylation. Chapter 4. The harvesting of energy from light to power chemical transformations is an underdeveloped area. Utilizing p-type silicon nanowires (SiNWs) as a photocathode, the photoelectrochemical carboxylation of aromatic ketones has been developed to afford α-hydroxy carboxylic acids. Utilizing low operating potentials, the direct reduction of carbon dioxide (CO2) is avoided. Highlighting the synthetic utility of this transformation, two precursors to the NSAID compounds ibuprofen and naproxen were synthesized using CO2, and abundant C1 feedstock, and light, a crucial source of energy in nature. Advisors/Committee Members: Kian L. Tan (Thesis advisor).

Subjects/Keywords: Hydroformylation; Scaffolding Ligands

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APA (6^th Edition):

Joe, C. L. (2014). Design and Synthesis of Scaffolding Ligands for Regio- and Stereoselective Hydroformylation. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:103550

Chicago Manual of Style (16^th Edition):

Joe, Candice Lee. “Design and Synthesis of Scaffolding Ligands for Regio- and Stereoselective Hydroformylation.” 2014. Doctoral Dissertation, Boston College. Accessed February 17, 2020. http://dlib.bc.edu/islandora/object/bc-ir:103550.

MLA Handbook (7^th Edition):

Joe, Candice Lee. “Design and Synthesis of Scaffolding Ligands for Regio- and Stereoselective Hydroformylation.” 2014. Web. 17 Feb 2020.

Vancouver:

Joe CL. Design and Synthesis of Scaffolding Ligands for Regio- and Stereoselective Hydroformylation. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2020 Feb 17]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:103550.

Council of Science Editors:

Joe CL. Design and Synthesis of Scaffolding Ligands for Regio- and Stereoselective Hydroformylation. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:103550

California State University – Sacramento

6. Faughn, Sara Beth. The influence of children's age and gender on mothers' questions and children's responses.

Degree: MA, Education (Early Childhood Education, 2010, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/649

► This qualitative study examined child age and gender variations in mothers' question types and children's responses to these questions. The purpose of this study was… (more)

▼ This qualitative study examined child age and gender variations in mothers' question types and children's responses to these questions. The purpose of this study was to explore mothers' use of questions as a means to scaffold their children's conversational competence as well as keeping their children engaged during storytelling. A sample of 24 children, aged 2.5 and 4.5 years, and their mothers was drawn from an existing data set involving videotaped storytelling sessions with a Lego set. Each age group consisted of six girls and six boys. Video recordings of the sessions were transcribed and then coded for different categories of maternal questions and child responses. The maternal question categories reflected levels of cognitive and language demand, and included Hearing Clarification, Repetition, Structured, and Information and several subcategories of questions. The nine child response categories reflected levels of communicative participation, from No Response to Contingent Response. Lastly, all questions preceding a child's coded response of Elaborated Contingent were identified for analysis of which type of mothers' questions elicited the longest contingent responses from children. Findings indicated that mothers appeared to structure and present their questions differently to children, possibly based on the children's age and gender. In particular, they used more Information Action questions with older than younger children and more Information Talk questions with boys than girls. Age and gender differences were also found in children's responses to mothers' questions; 2-year olds responded more frequently with just a "yes" or "no" than 4-year-olds did, and boys gave Nonverbal responses more frequently than girls did. Analysis of which types of maternal questions most frequently preceded children's Elaborated Contingent responses indicated that Information questions preceded the largest proportion of these responses in both age groups. The results of this study may help us to understand the relation between parents' language practices and a children's language development; this may allow us to expand on current educational tools, family programs, and special assistance for children with delays in language development. Advisors/Committee Members: Cervantes, Christi.

Subjects/Keywords: Scaffolding; Age variations; Gender variations

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APA (6^th Edition):

Faughn, S. B. (2010). The influence of children's age and gender on mothers' questions and children's responses. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/649

Chicago Manual of Style (16^th Edition):

Faughn, Sara Beth. “The influence of children's age and gender on mothers' questions and children's responses.” 2010. Masters Thesis, California State University – Sacramento. Accessed February 17, 2020. http://hdl.handle.net/10211.9/649.

MLA Handbook (7^th Edition):

Faughn, Sara Beth. “The influence of children's age and gender on mothers' questions and children's responses.” 2010. Web. 17 Feb 2020.

Vancouver:

Faughn SB. The influence of children's age and gender on mothers' questions and children's responses. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/10211.9/649.

Council of Science Editors:

Faughn SB. The influence of children's age and gender on mothers' questions and children's responses. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/649

University of California – Riverside

7. Chu, CHUN-HAN. Design and Evaluation of a Multimedia Scaffolding System for Teaching Statics.

Degree: Mechanical Engineering, 2014, University of California – Riverside

URL: http://www.escholarship.org/uc/item/2981b6pd

► Newton's Tablet is an intelligent tutoring system for teaching Statics developed at the Smart Tools Lab at UC Riverside. Newton's Tablet uses a reactive teaching… (more)

Subjects/Keywords: Mechanical engineering; Multimedia; Scaffolding; Statics

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APA (6^th Edition):

Chu, C. (2014). Design and Evaluation of a Multimedia Scaffolding System for Teaching Statics. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/2981b6pd

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chu, CHUN-HAN. “Design and Evaluation of a Multimedia Scaffolding System for Teaching Statics.” 2014. Thesis, University of California – Riverside. Accessed February 17, 2020. http://www.escholarship.org/uc/item/2981b6pd.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chu, CHUN-HAN. “Design and Evaluation of a Multimedia Scaffolding System for Teaching Statics.” 2014. Web. 17 Feb 2020.

Vancouver:

Chu C. Design and Evaluation of a Multimedia Scaffolding System for Teaching Statics. [Internet] [Thesis]. University of California – Riverside; 2014. [cited 2020 Feb 17]. Available from: http://www.escholarship.org/uc/item/2981b6pd.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chu C. Design and Evaluation of a Multimedia Scaffolding System for Teaching Statics. [Thesis]. University of California – Riverside; 2014. Available from: http://www.escholarship.org/uc/item/2981b6pd

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of New South Wales

8. Alhazmi, Albtool Ahmd A. The sociolinguistic aspects of language choices and translanguaging in an Arabic school in Australia.

Degree: Languages & Linguistics, 2017, University of New South Wales

URL: http://handle.unsw.edu.au/1959.4/59117 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:48480/SOURCE02?view=true

► Immigrant communities settling in multicultural societies, such as Australia, strive to maintain their heritage language and for this they establish their ethnic schools. However, in… (more)

▼ Immigrant communities settling in multicultural societies, such as Australia, strive to maintain their heritage language and for this they establish their ethnic schools. However, in the past, research has treated ethnic schools as primarily operating in the heritage language, and little attention has been paid to translanguaging, which occurs and the role it plays in enhancing learning.The aim of this study was to acquire a better understanding of the discursive practices of bilinguals particularly in ethnic language schools. It aimed to contribute to language classroom pedagogy and raise awareness of translanguaging through examining the role that it plays in heritage language classrooms contexts and beyond. To achieve a more holistic picture of their language ecology, this study examined how motivations, identities and attitudes factor in language choices and heritage language maintenance and shift of members of an Arabic-Islamic school community in Australia. This study used a mixed-methods approach that drew extensively on meta-discourse data about their use of their languages. Data were collected from two sets of resources: (1) semi-structured face-to-face interviews with 16 students and 8 teachers; and (2) ethnographic observations of classroom interactions over 12 weeks.The data highlighted multilingualism as a complex process influenced by several personal, interactional and social factors. Bilingual speakers negotiate their different linguistic repertoires in a mobilized and dynamic way during interactions to achieve various purposes and to overcome language barriers. Translanguaging was used as a scaffolding strategy to enhance Arabic learning and develop students various academic, social and communicative skills. Hence, adopting a holistic plurilingual perspective in studying and teaching languages helps provide bilingual speakers with the type of education that takes into account their linguistic and social background as well as their pluralistic resources of knowledge. The data also identified strong factors that lead to maintaining Arabic, particularly in the Arabic-Muslim ethnic community in Australia. Arabic fulfills various religious and integrative functions, which reflect Arabic preservation in Australia. This asserted the significance of working on a more productive analysis of the ways individuals use their multiple resources to understand the ecology of language use and maintenance in diverse communities. Advisors/Committee Members: Hatoss, Aniko, Languages & Linguistics, Faculty of Arts & Social Sciences, UNSW.

Subjects/Keywords: Scaffolding; Translanguaging; Plurilingual; Immigration; Maintenance

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APA (6^th Edition):

Alhazmi, A. A. A. (2017). The sociolinguistic aspects of language choices and translanguaging in an Arabic school in Australia. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/59117 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:48480/SOURCE02?view=true

Chicago Manual of Style (16^th Edition):

Alhazmi, Albtool Ahmd A. “The sociolinguistic aspects of language choices and translanguaging in an Arabic school in Australia.” 2017. Doctoral Dissertation, University of New South Wales. Accessed February 17, 2020. http://handle.unsw.edu.au/1959.4/59117 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:48480/SOURCE02?view=true.

MLA Handbook (7^th Edition):

Alhazmi, Albtool Ahmd A. “The sociolinguistic aspects of language choices and translanguaging in an Arabic school in Australia.” 2017. Web. 17 Feb 2020.

Vancouver:

Alhazmi AAA. The sociolinguistic aspects of language choices and translanguaging in an Arabic school in Australia. [Internet] [Doctoral dissertation]. University of New South Wales; 2017. [cited 2020 Feb 17]. Available from: http://handle.unsw.edu.au/1959.4/59117 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:48480/SOURCE02?view=true.

Council of Science Editors:

Alhazmi AAA. The sociolinguistic aspects of language choices and translanguaging in an Arabic school in Australia. [Doctoral Dissertation]. University of New South Wales; 2017. Available from: http://handle.unsw.edu.au/1959.4/59117 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:48480/SOURCE02?view=true

University of Ottawa

9. Bain, Lisa. Exploring Co-Regulatory Scaffolding Between a Coach and Figure Skater in Practice: A Case Study .

Degree: 2019, University of Ottawa

URL: http://hdl.handle.net/10393/39836

► Self-regulated learning (SRL) processes are frequently used by elite athletes and are thought to be an important factor in the development of expertise (McCardle, Young,… (more)

▼ Self-regulated learning (SRL) processes are frequently used by elite athletes and are thought to be an important factor in the development of expertise (McCardle, Young, & Baker, 2017). Before learners become self-regulated, they must first be co-regulated by a more experienced other (Glaser, 1996), such as an instructor. Scaffolding, a form of co-regulation, has three conceptual characteristics: contingency, fading, and transfer of responsibility (van de Pol & Elbers, 2013). Of the little research done on scaffolding, most studies have been in the education domain with few looking at it in a naturalistic setting. This thesis represented a seminal investigation on the nature of scaffolding in a coach-athlete dyad. It aimed to explore scaffolding using a naturalistic, instrumental case study with an experienced female coach (aged 53, national level) and her competitive male figure skater (aged 15, provincial level) using a concurrent mixed methods design (Creswell, 2003). Data were collected through a) an athlete self-report survey on SRL at the beginning and end of data collection; b) participant observation, field notes, and audio recordings of coach-skater dialogue at 16 practices spread across 5 months of the season; and c) three separate interviews at mid-, late-, and post-season with the coach and skater. Study 1 presents results informed by the skater’s survey and quantitative analyses of audio transcripts. The skater’s self-report of the SRL-SP (Bartulovic, Young, & Baker, 2017) was higher at time two (post-season) compared to time one (mid-season), indicating an increase in SRL. Due to very poor reliability uncovered in pilot work, planned analyses to determine changes in the directionality of coach- and skater-initiated discussion and contingency at various points across the season could not be performed. Study 2 presents the results of thematic analysis (Braun & Clarke, 2006) on the interview data and audio transcript excerpts. Deductive analyses showed it was difficult to identify and describe aspects of the three scaffolding characteristics separately due to their overlapping conceptual definitions, and their interplay during practice. Inductive analyses revealed nuances of scaffolding in sport, including micro- and macro-level co-regulation. Micro-level co-regulation emerged as an important “interface” illustrated by mature coach-skater interactions surrounding practice trials. The interface involved shared and individual expectations for the coach and skater, roles, and described transitory processes relating the co-regulatory interface to the skater’s SRL. Fading in sport differed from the linear model in education with a cyclical pattern of engagement by the coach, returning to refine the skater’s elements if they were incorrect. After integrating and interpreting all the data, the findings suggested scaffolding manifests in unique ways in a sport dyad, with SRL representing a process goal of the interface.

Subjects/Keywords: Co-regulation; Scaffolding; Dyad

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APA (6^th Edition):

Bain, L. (2019). Exploring Co-Regulatory Scaffolding Between a Coach and Figure Skater in Practice: A Case Study . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/39836

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bain, Lisa. “Exploring Co-Regulatory Scaffolding Between a Coach and Figure Skater in Practice: A Case Study .” 2019. Thesis, University of Ottawa. Accessed February 17, 2020. http://hdl.handle.net/10393/39836.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bain, Lisa. “Exploring Co-Regulatory Scaffolding Between a Coach and Figure Skater in Practice: A Case Study .” 2019. Web. 17 Feb 2020.

Vancouver:

Bain L. Exploring Co-Regulatory Scaffolding Between a Coach and Figure Skater in Practice: A Case Study . [Internet] [Thesis]. University of Ottawa; 2019. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/10393/39836.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bain L. Exploring Co-Regulatory Scaffolding Between a Coach and Figure Skater in Practice: A Case Study . [Thesis]. University of Ottawa; 2019. Available from: http://hdl.handle.net/10393/39836

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Texas – Austin

10. -8370-3964. Molecular scaffolding : setting foundations for metal complexation and bioinorganic modeling.

Degree: PhD, Chemistry, 2018, University of Texas – Austin

URL: http://hdl.handle.net/2152/68087

► Presented herein is a survey of anthracene scaffolded ligands for the purpose of providing foundational insights into metal complexation of the ligands to formulate accurate… (more)

Subjects/Keywords: Scaffold; Scaffolding; Anthracene; Hmd

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APA (6^th Edition):

-8370-3964. (2018). Molecular scaffolding : setting foundations for metal complexation and bioinorganic modeling. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68087

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-8370-3964. “Molecular scaffolding : setting foundations for metal complexation and bioinorganic modeling.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed February 17, 2020. http://hdl.handle.net/2152/68087.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-8370-3964. “Molecular scaffolding : setting foundations for metal complexation and bioinorganic modeling.” 2018. Web. 17 Feb 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8370-3964. Molecular scaffolding : setting foundations for metal complexation and bioinorganic modeling. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/2152/68087.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-8370-3964. Molecular scaffolding : setting foundations for metal complexation and bioinorganic modeling. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68087

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

11. Ohayon, Delphine. Rôle de PCNA cytoplasmique dans la survie cellulaire : Role of cytoplasmic PCNA in cell survival.

Degree: Docteur es, Aspects moléculaires et cellulaires de la biologie. Hématologie et oncologie, 2016, Sorbonne Paris Cité

URL: http://www.theses.fr/2016USPCC324

►

Notre laboratoire a mis en évidence la présence de la protéine Proliferating Cell Nuclear Antigen (PCNA) localisée exclusivement dans le cytosol du neutrophile exerçant une… (more)

▼

Notre laboratoire a mis en évidence la présence de la protéine Proliferating Cell Nuclear Antigen (PCNA) localisée exclusivement dans le cytosol du neutrophile exerçant une activité anti-apoptotique. C'est une protéine dite "scaffolding" qui s'associe à de nombreuses protéines partenaires pour assumer ses fonctions. Dans des conditions physiologiques, la relocalisation du noyau vers le cytosol de PCNA s'effectue à la fin de différenciation granulocytaire. Mon projet de thèse a permis d'identifier que cette relocalisation cytoplasmique était dérégulée dans les cellules leucémiques contribuant au phénomène de survie exagérée et à la résistance à la chimiothérapie. Nous avons montré qu'il y avait une augmentation très significative de PCNA cytoplasmique dans le cytosol des cellules HL-60 rendues résistantes à la daunorubicine (HL-60R) résultant d'un export nucléaire actif, en comparaison aux cellules HL-60 sensibles (HL-60S). Dans ces cellules HL-60R, PCNA cytoplasmique interagit avec NAMPT, une protéine qui a un rôle clé dans la voie de la glycolyse leur conférant un avantage de survie des cellules.Enfin, dans le neutrophile, nous avons mis en évidence pour la première fois une association structurale et fonctionnelle entre la protéine cytosolique p47Phox de la NADPH oxydase et PCNA suggérant que ce dernier contrôle à la fois la survie et l'état de repos du neutrophile.PCNA est donc un facteur clé cytoplasmique dans la survie de plusieurs types cellulaires. Identifier ses mécanismes d'action dans le but de moduler ses partenaires s'avère être un axe de recherche très utile pour développer de nouveaux traitements thérapeutiques.

Cytosolic proliferating cell nuclear antigen (PCNA), a scaffolding protein involved in DNI replication, has been described as a key element in survival of neutrophil, a non-proliferating cell. Without enzymatic activity this main function is to build a protein scaffold through the binding and functional coordination of its different partners. This relocation of PCNA from the nucleus into the cytoplasm occurs at the end of granulocytic differentiation. From our present findings, we propose new paradigm in which cytosolic PCNA builds a protein scaffold that dictates Acute Myeloid Leukemia (AML) cell survival by enhancing their glycolytic metabolism and in turn conferrinl chemotherapy resistance. We have demonstrated that daunorubicin-resistant HL-60 cells (HL-60R have a prominent cytosolic PCNA localization due to increased nuclear export compared to their sensitive counterpart. By interacting with nicotinamide phosphoribosyltransferase (NAMPT), protein involved in the NAD biosynthesis, PCNA coordinates the glycolysis pathway and survival especially in HL-60R cells.In neutrophil, we have also demonstrated a functional and structural interaction between a protein p47Phox: a cytosolic subunit of NADPH oxidase and PCNA which suggested that PCNA control the survival and maintain the resting state of neutrophils. PCNA is a key element involved in survival of different types of cells. Decipher the…

Advisors/Committee Members: Witko-Sarsat, Véronique (thesis director).

Subjects/Keywords: Protéine dite "scaffolding"; Protein scaffold

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ohayon, D. (2016). Rôle de PCNA cytoplasmique dans la survie cellulaire : Role of cytoplasmic PCNA in cell survival. (Doctoral Dissertation). Sorbonne Paris Cité. Retrieved from http://www.theses.fr/2016USPCC324

Chicago Manual of Style (16^th Edition):

Ohayon, Delphine. “Rôle de PCNA cytoplasmique dans la survie cellulaire : Role of cytoplasmic PCNA in cell survival.” 2016. Doctoral Dissertation, Sorbonne Paris Cité. Accessed February 17, 2020. http://www.theses.fr/2016USPCC324.

MLA Handbook (7^th Edition):

Ohayon, Delphine. “Rôle de PCNA cytoplasmique dans la survie cellulaire : Role of cytoplasmic PCNA in cell survival.” 2016. Web. 17 Feb 2020.

Vancouver:

Ohayon D. Rôle de PCNA cytoplasmique dans la survie cellulaire : Role of cytoplasmic PCNA in cell survival. [Internet] [Doctoral dissertation]. Sorbonne Paris Cité; 2016. [cited 2020 Feb 17]. Available from: http://www.theses.fr/2016USPCC324.

Council of Science Editors:

Ohayon D. Rôle de PCNA cytoplasmique dans la survie cellulaire : Role of cytoplasmic PCNA in cell survival. [Doctoral Dissertation]. Sorbonne Paris Cité; 2016. Available from: http://www.theses.fr/2016USPCC324

Hong Kong University of Science and Technology

12. Zhang, Chaobo. Some issues relating to safe usage of bamboo scaffoldings.

Degree: 2017, Hong Kong University of Science and Technology

URL: http://repository.ust.hk/ir/Record/1783.1-87962 ; https://doi.org/10.14711/thesis-b1781008 ; http://repository.ust.hk/ir/bitstream/1783.1-87962/1/th_redirect.html

► Bamboo scaffolding is a temporary structure commonly used by the construction industry in Hong Kong. It is widely used in building construction, building facade and… (more)

Subjects/Keywords: Scaffolding ; Safety measures ; Bamboo construction

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APA (6^th Edition):

Zhang, C. (2017). Some issues relating to safe usage of bamboo scaffoldings. (Thesis). Hong Kong University of Science and Technology. Retrieved from http://repository.ust.hk/ir/Record/1783.1-87962 ; https://doi.org/10.14711/thesis-b1781008 ; http://repository.ust.hk/ir/bitstream/1783.1-87962/1/th_redirect.html

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Zhang, Chaobo. “Some issues relating to safe usage of bamboo scaffoldings.” 2017. Thesis, Hong Kong University of Science and Technology. Accessed February 17, 2020. http://repository.ust.hk/ir/Record/1783.1-87962 ; https://doi.org/10.14711/thesis-b1781008 ; http://repository.ust.hk/ir/bitstream/1783.1-87962/1/th_redirect.html.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Zhang, Chaobo. “Some issues relating to safe usage of bamboo scaffoldings.” 2017. Web. 17 Feb 2020.

Vancouver:

Zhang C. Some issues relating to safe usage of bamboo scaffoldings. [Internet] [Thesis]. Hong Kong University of Science and Technology; 2017. [cited 2020 Feb 17]. Available from: http://repository.ust.hk/ir/Record/1783.1-87962 ; https://doi.org/10.14711/thesis-b1781008 ; http://repository.ust.hk/ir/bitstream/1783.1-87962/1/th_redirect.html.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zhang C. Some issues relating to safe usage of bamboo scaffoldings. [Thesis]. Hong Kong University of Science and Technology; 2017. Available from: http://repository.ust.hk/ir/Record/1783.1-87962 ; https://doi.org/10.14711/thesis-b1781008 ; http://repository.ust.hk/ir/bitstream/1783.1-87962/1/th_redirect.html

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of California – Berkeley

13. Chase, Kiera Naomi Phoebe. Building Algebra One Giant Step at a Time: Toward a Reverse-Scaffolding Pedagogical Approach for Fostering Subjective Transparency Through Engineering Levels of Interaction With a Technological Learning Environment.

Degree: Education, 2016, University of California – Berkeley

URL: http://www.escholarship.org/uc/item/3j00n1v0

► The project brings together and studies the intersection of three ‘big’ ideas from educational research and practice. Firstly, this project is built on the constructivist… (more)

▼ The project brings together and studies the intersection of three ‘big’ ideas from educational research and practice. Firstly, this project is built on the constructivist assumption that meaningful learning occurs when students interact with educational materials that occasion problem solving and reflection. Secondly, this project elaborates on the theoretical construct of transparency by tracking its subjective development. Finally, the project reexamines the notion of scaffolding – the socio-cultural idea that novices receive expert intervention in the form of supports until mastery is achieved – specifically scaffolding that enables an authentic discovery- based learning experience. This work occurs within the context of early algebra. The story of learning algebra in schools is often told as the challenge of progressing from arithmetic to algebra. A main character in this story is the “=” sign or, rather, students’ evolving meanings for this sign (Herscovics & Linchevski, 1996). The balance metaphor is undoubtedly the most common visualization of algebraic propositions. Still, students’ persistent difficulty in transitioning from arithmetic to algebra suggests that the balance metaphor may not be the ideal method for building transparency for a relational understanding of equations (Jones, Inglis, Gilmore, & Evans, 2013). Therefore, this study investigates an alternative approach. Using a technological-enabled constructivist learning activity, Giant Steps for Algebra, students construct models of realistic narratives. As they build a virtual model of a problem situation, students discover technical principles for assuring the model’s fidelity to the situation. These construction heuristics, are precisely the conceptual foundations of algebra, and the activity’s situated intermediary learning objectives (SILOs). To enable to gradual development of transparency for Giant Steps, at each interaction level, the student discovers a SILO, and then the technology takes over by automatizing that SILO, thus freeing the student for further discovery. This activity architecture is called reverse scaffolding, because the tools relieve learners from performing what they know to do, as opposed to what they do not know to do. In a quasi-experimental evaluation study (Grades 4 & 9; n=40), reverse-scaffolding students outperformed baseline students, for whom the technical features were pre-automatized upfront, on measures of transparency for the SILOs. I thus conclude that discovery-based learning activities are advantageous, and that reverse-scaffolding technological activities can level the gradual development of subjective transparency.

Subjects/Keywords: Education; Mathematics education; Algebra; Discovery-Based Learning; Reverse-Scaffolding; Scaffolding; Transparency

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APA (6^th Edition):

Chase, K. N. P. (2016). Building Algebra One Giant Step at a Time: Toward a Reverse-Scaffolding Pedagogical Approach for Fostering Subjective Transparency Through Engineering Levels of Interaction With a Technological Learning Environment. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/3j00n1v0

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chase, Kiera Naomi Phoebe. “Building Algebra One Giant Step at a Time: Toward a Reverse-Scaffolding Pedagogical Approach for Fostering Subjective Transparency Through Engineering Levels of Interaction With a Technological Learning Environment.” 2016. Thesis, University of California – Berkeley. Accessed February 17, 2020. http://www.escholarship.org/uc/item/3j00n1v0.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chase, Kiera Naomi Phoebe. “Building Algebra One Giant Step at a Time: Toward a Reverse-Scaffolding Pedagogical Approach for Fostering Subjective Transparency Through Engineering Levels of Interaction With a Technological Learning Environment.” 2016. Web. 17 Feb 2020.

Vancouver:

Chase KNP. Building Algebra One Giant Step at a Time: Toward a Reverse-Scaffolding Pedagogical Approach for Fostering Subjective Transparency Through Engineering Levels of Interaction With a Technological Learning Environment. [Internet] [Thesis]. University of California – Berkeley; 2016. [cited 2020 Feb 17]. Available from: http://www.escholarship.org/uc/item/3j00n1v0.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chase KNP. Building Algebra One Giant Step at a Time: Toward a Reverse-Scaffolding Pedagogical Approach for Fostering Subjective Transparency Through Engineering Levels of Interaction With a Technological Learning Environment. [Thesis]. University of California – Berkeley; 2016. Available from: http://www.escholarship.org/uc/item/3j00n1v0

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Oklahoma State University

14. Jahanzad, Farzaneh. Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge.

Degree: School of Teaching and Curriculum Leadership, 2012, Oklahoma State University

URL: http://hdl.handle.net/11244/9758

► One of major goals of education is to prepare effective and efficient problem solvers. The purpose of this study was to determine the impact of… (more)

▼ One of major goals of education is to prepare effective and efficient problem solvers. The purpose of this study was to determine the impact of the DEEPER framework of scaffolding problem solving on three important variables: problem-solving performance, domain knowledge acquisition, and transfer of knowledge in a problem-based learning environment in higher education. In this quasi-experimental study, the pretest-posttest control group design was used to collect data. One hundred and nine students participated in this study. They were randomly assigned to two groups: the treatment group and the control group. The two groups were asked to solve an ill-structured problem on the role of aqua insects in the biological assessment of river water. The control and treatment groups differed in the nature of instructional scaffolding that they received during problem solving. The treatment group used the DEEPER process scaffolds, and the control group was asked to solve the problem using a more traditional, rationale-based scaffold. The data was gathered to determine if there were any differences between the groups on three dependent variables: domain knowledge, transfer of knowledge, and problem-solving performance.The findings of this study demonstrate that while the implementation of the DEEPER scaffolding of problem-solving resulted in improved problem-solving performance in the treatment group, differences were not observed on the measure of domain knowledge acquisition. Transfer of knowledge was not significantly impacted according to a test of the differences in group means, however correlational analyses revealed a positive relationship between two of the DEEPER tasks and performance on the measure of knowledge transfer. Most of the tasks embedded within each of the DEEPER scaffolding steps were positively correlated with students' problem-solving performance and the magnitude of these relationships was moderate to strong. Thus, it appears that the DEEPER framework for scaffolding problem solving provides a useful method for designing and structuring problem-solving activities for novice science learners at the higher education level. Advisors/Committee Members: Antonenko, Pavlo (Pasha) D. (advisor), Stansberry, Susan (committee member), Greenwood, Carmen (committee member).

Subjects/Keywords: deeper scaffolding framework; problem-based learning; problem solving performance; problem solving scaffolding; scaffolding; transfer of knowledge

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Jahanzad, F. (2012). Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/9758

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jahanzad, Farzaneh. “Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge.” 2012. Thesis, Oklahoma State University. Accessed February 17, 2020. http://hdl.handle.net/11244/9758.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jahanzad, Farzaneh. “Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge.” 2012. Web. 17 Feb 2020.

Vancouver:

Jahanzad F. Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/11244/9758.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jahanzad F. Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge. [Thesis]. Oklahoma State University; 2012. Available from: http://hdl.handle.net/11244/9758

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alberta

15. Wu, Lingzi. Analyzing Scaffolding Needs for Industrial Construction Sites Using Historical Data.

Degree: MS, Department of Civil and Environmental Engineering, 2013, University of Alberta

URL: https://era.library.ualberta.ca/files/jh343t77j

► Industrial construction covers a wide range of projects including petroleum refineries, chemical and power plants, which involve several disciplines such as civil, mechanical, and electrical.… (more)

Subjects/Keywords: Scaffolding Estimate; Industrial Construction Project; Data mining

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APA (6^th Edition):

Wu, L. (2013). Analyzing Scaffolding Needs for Industrial Construction Sites Using Historical Data. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/jh343t77j

Chicago Manual of Style (16^th Edition):

Wu, Lingzi. “Analyzing Scaffolding Needs for Industrial Construction Sites Using Historical Data.” 2013. Masters Thesis, University of Alberta. Accessed February 17, 2020. https://era.library.ualberta.ca/files/jh343t77j.

MLA Handbook (7^th Edition):

Wu, Lingzi. “Analyzing Scaffolding Needs for Industrial Construction Sites Using Historical Data.” 2013. Web. 17 Feb 2020.

Vancouver:

Wu L. Analyzing Scaffolding Needs for Industrial Construction Sites Using Historical Data. [Internet] [Masters thesis]. University of Alberta; 2013. [cited 2020 Feb 17]. Available from: https://era.library.ualberta.ca/files/jh343t77j.

Council of Science Editors:

Wu L. Analyzing Scaffolding Needs for Industrial Construction Sites Using Historical Data. [Masters Thesis]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/jh343t77j

Texas A&M University

16. Bulu, Saniye Tugba. Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2739

► This study focused on two areas under the overarching theme of the effects of domain-general and domain-specific scaffolds with different levels of support, continuous or… (more)

▼ This study focused on two areas under the overarching theme of the effects of domain-general and domain-specific scaffolds with different levels of support, continuous or faded. First, the study investigated the effects of scaffolds on learning of scientific content and problem-solving outcomes. Second, the study examined whether students? prior knowledge and meta cognitive skills predict their success in problem solving across different scaffolding conditions. A total of nineteen classes were randomly assigned to one of the four scaffolding conditions: domain-general continuous (DG-C), domain-general faded (DG-F), domain specific continuous (DS-C), and domain-specific faded (DS-F). Each class had access to different worksheets depending on the scaffolding condition they had been assigned. All students engaged in four problem-solving activities for thirteen class periods. Students? scores on a multiple-choice pretest, post test, inventory of meta cognitive self-regulation, and four recommendation forms were analyzed. Results of the study revealed that students? content knowledge in all conditions significantly increased over the thirteen class periods. However, the continuous domain specific condition outperformed the other conditions on the post test. Although domain general scaffolds were not as effective as domain-specific scaffolds on learning of scientific content and problem representation, they helped students develop solutions, make strong justifications, and monitor their learning. Unlike domain-specific scaffolds, domain-general scaffolds helped students transfer problem-solving skills even when they were faded. In terms of individual differences, results indicated that while students with lower prior knowledge and lower meta cognitive skills benefited from the domain general continuous condition, students with lower regulation of cognition benefited from the domain-general faded condition. Moreover, while students with lower prior knowledge, lower knowledge of cognition, and lower problem representation benefited from the domain-specific continuous condition, students with lower problem representation benefited from the domain-specific faded condition. In contrast, results of the study suggested that scaffolds did not substantially benefit the students with higher prior knowledge and higher meta cognitive skills. Several suggestions are discussed for making further improvements in the design of scaffolds in order to facilitate ill-structured problem solving in hypermedia learning environments. Advisors/Committee Members: Pedersen, Susan J. (advisor), Cifuentes, Lauren D. (committee member), Dooley, Kim E. (committee member), Knight, Stephanie L. (committee member).

Subjects/Keywords: Problem-solving; scaffolding; prompts; metacognition; prior knowledge

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APA (6^th Edition):

Bulu, S. T. (2009). Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2739

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bulu, Saniye Tugba. “Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment.” 2009. Thesis, Texas A&M University. Accessed February 17, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2739.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bulu, Saniye Tugba. “Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment.” 2009. Web. 17 Feb 2020.

Vancouver:

Bulu ST. Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2739.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bulu ST. Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2739

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

NSYSU

17. Jhu, Jun-Yu. The Effect of Augmented Reality with Scaffolding Assistance on Learning English Idioms.

Degree: Master, Information Management, 2017, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0730117-025343

► For learners of English as a second language, English idiom plays an important role in the process of language learning and communication as it combines… (more)

Subjects/Keywords: English idioms; Scaffolding; Situated learning; Augmented reality

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APA (6^th Edition):

Jhu, J. (2017). The Effect of Augmented Reality with Scaffolding Assistance on Learning English Idioms. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0730117-025343

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jhu, Jun-Yu. “The Effect of Augmented Reality with Scaffolding Assistance on Learning English Idioms.” 2017. Thesis, NSYSU. Accessed February 17, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0730117-025343.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jhu, Jun-Yu. “The Effect of Augmented Reality with Scaffolding Assistance on Learning English Idioms.” 2017. Web. 17 Feb 2020.

Vancouver:

Jhu J. The Effect of Augmented Reality with Scaffolding Assistance on Learning English Idioms. [Internet] [Thesis]. NSYSU; 2017. [cited 2020 Feb 17]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0730117-025343.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jhu J. The Effect of Augmented Reality with Scaffolding Assistance on Learning English Idioms. [Thesis]. NSYSU; 2017. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0730117-025343

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Hong Kong

18. 李劻霖.; Lee, Hong-lam. Evolution of bamboo scaffolding for building construction in Hong Kongfrom the 1960s to the present day.

Degree: MSin Conservation, 2012, University of Hong Kong

URL: Lee, H. [李劻霖]. (2012). Evolution of bamboo scaffolding for building construction in Hong Kong from the 1960s to the present day. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4834567 ; http://dx.doi.org/10.5353/th_b4834567 ; http://hdl.handle.net/10722/177218

►

Hong Kong is a rare place which uses the bamboo scaffolds widely and comprehensively nowadays. Bamboo scaffolding is a living heritage that subjects to changes.… (more)

Subjects/Keywords: Scaffolding.; Bamboo construction - China - Hong Kong.

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APA (6^th Edition):

李劻霖.; Lee, H. (2012). Evolution of bamboo scaffolding for building construction in Hong Kongfrom the 1960s to the present day. (Masters Thesis). University of Hong Kong. Retrieved from Lee, H. [李劻霖]. (2012). Evolution of bamboo scaffolding for building construction in Hong Kong from the 1960s to the present day. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4834567 ; http://dx.doi.org/10.5353/th_b4834567 ; http://hdl.handle.net/10722/177218

Chicago Manual of Style (16^th Edition):

李劻霖.; Lee, Hong-lam. “Evolution of bamboo scaffolding for building construction in Hong Kongfrom the 1960s to the present day.” 2012. Masters Thesis, University of Hong Kong. Accessed February 17, 2020. Lee, H. [李劻霖]. (2012). Evolution of bamboo scaffolding for building construction in Hong Kong from the 1960s to the present day. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4834567 ; http://dx.doi.org/10.5353/th_b4834567 ; http://hdl.handle.net/10722/177218.

MLA Handbook (7^th Edition):

李劻霖.; Lee, Hong-lam. “Evolution of bamboo scaffolding for building construction in Hong Kongfrom the 1960s to the present day.” 2012. Web. 17 Feb 2020.

Vancouver:

李劻霖.; Lee H. Evolution of bamboo scaffolding for building construction in Hong Kongfrom the 1960s to the present day. [Internet] [Masters thesis]. University of Hong Kong; 2012. [cited 2020 Feb 17]. Available from: Lee, H. [李劻霖]. (2012). Evolution of bamboo scaffolding for building construction in Hong Kong from the 1960s to the present day. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4834567 ; http://dx.doi.org/10.5353/th_b4834567 ; http://hdl.handle.net/10722/177218.

Council of Science Editors:

李劻霖.; Lee H. Evolution of bamboo scaffolding for building construction in Hong Kongfrom the 1960s to the present day. [Masters Thesis]. University of Hong Kong; 2012. Available from: Lee, H. [李劻霖]. (2012). Evolution of bamboo scaffolding for building construction in Hong Kong from the 1960s to the present day. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4834567 ; http://dx.doi.org/10.5353/th_b4834567 ; http://hdl.handle.net/10722/177218

Universiteit Utrecht

19. Kuijpers, Maggie. Ontwikkeling van de taal die nodig is om te redeneren over lijngrafiek bij tweetalige leerlingen tijdens taalgerichte rekenlessen.

Degree: 2013, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/266886

► Het belang van taal tijdens de wiskundeles is lange tijd onderschat. In Nederland is aandacht voor (vakspecifieke) taalontwikkeling bij uitstek geschikt voor niet-westerse allochtone leerlingen… (more)

Subjects/Keywords: tweetalige leerlingen; basisonderwijs; lijngrafieken; scaffolding; rekenwiskundeonderwijs

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APA (6^th Edition):

Kuijpers, M. (2013). Ontwikkeling van de taal die nodig is om te redeneren over lijngrafiek bij tweetalige leerlingen tijdens taalgerichte rekenlessen. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/266886

Chicago Manual of Style (16^th Edition):

Kuijpers, Maggie. “Ontwikkeling van de taal die nodig is om te redeneren over lijngrafiek bij tweetalige leerlingen tijdens taalgerichte rekenlessen.” 2013. Masters Thesis, Universiteit Utrecht. Accessed February 17, 2020. http://dspace.library.uu.nl:8080/handle/1874/266886.

MLA Handbook (7^th Edition):

Kuijpers, Maggie. “Ontwikkeling van de taal die nodig is om te redeneren over lijngrafiek bij tweetalige leerlingen tijdens taalgerichte rekenlessen.” 2013. Web. 17 Feb 2020.

Vancouver:

Kuijpers M. Ontwikkeling van de taal die nodig is om te redeneren over lijngrafiek bij tweetalige leerlingen tijdens taalgerichte rekenlessen. [Internet] [Masters thesis]. Universiteit Utrecht; 2013. [cited 2020 Feb 17]. Available from: http://dspace.library.uu.nl:8080/handle/1874/266886.

Council of Science Editors:

Kuijpers M. Ontwikkeling van de taal die nodig is om te redeneren over lijngrafiek bij tweetalige leerlingen tijdens taalgerichte rekenlessen. [Masters Thesis]. Universiteit Utrecht; 2013. Available from: http://dspace.library.uu.nl:8080/handle/1874/266886

Universiteit Utrecht

20. Kiewiet, A.P. Autonoom en zelfregulerend leren door studenten die samenwerken aan een complexe leertaak.

Degree: 2015, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/321930

► Dit onderzoek richt zich op de relatie tussen de mate waarin studenten kenmerken van autonomie en zelfregulerend leren ervaren en toepassen bij een complexe leertaak… (more)

Subjects/Keywords: Autonomie; motivatie; zelfregulatie; interactie; monitoren; scaffolding

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APA (6^th Edition):

Kiewiet, A. P. (2015). Autonoom en zelfregulerend leren door studenten die samenwerken aan een complexe leertaak. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/321930

Chicago Manual of Style (16^th Edition):

Kiewiet, A P. “Autonoom en zelfregulerend leren door studenten die samenwerken aan een complexe leertaak.” 2015. Masters Thesis, Universiteit Utrecht. Accessed February 17, 2020. http://dspace.library.uu.nl:8080/handle/1874/321930.

MLA Handbook (7^th Edition):

Kiewiet, A P. “Autonoom en zelfregulerend leren door studenten die samenwerken aan een complexe leertaak.” 2015. Web. 17 Feb 2020.

Vancouver:

Kiewiet AP. Autonoom en zelfregulerend leren door studenten die samenwerken aan een complexe leertaak. [Internet] [Masters thesis]. Universiteit Utrecht; 2015. [cited 2020 Feb 17]. Available from: http://dspace.library.uu.nl:8080/handle/1874/321930.

Council of Science Editors:

Kiewiet AP. Autonoom en zelfregulerend leren door studenten die samenwerken aan een complexe leertaak. [Masters Thesis]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/321930

Penn State University

21. Attar, Myriam. The Scaffolding Proteins IPCEF1/CNK3 and GRASP/TAMALIN Mediate.

Degree: PhD, Biochemistry, Microbiology, and Molecular Biology, 2012, Penn State University

URL: https://etda.libraries.psu.edu/catalog/15391

► Epithelial cells form largely non-motile structures in most circumstances. However, wound healing and developmental processes require epithelial cell motility in normal physiological conditions. In other… (more)

▼ Epithelial cells form largely non-motile structures in most circumstances. However, wound healing and developmental processes require epithelial cell motility in normal physiological conditions. In other instances, cell migration plays a role in pathobiological conditions such as metastases of cancers generating from epithelial tissues. Understanding the triggers and the mechanisms for migration is therefore crucial in attempting to prevent metastasis in cancer or promote it in wound healing. The hepatocyte growth factor, HGF, is a potent inducer of motility for epithelial cells. It activates its receptor the c-Met tyrosine kinase and induces downstream cascades that promote movement. In this study we show that HGF signaling depends on a signal transduction cascade that involves multiple small GTPases downstream of c-Met. We identify two scaffolding proteins, IPCEF/CNK3 and GRASP/Tamalin necessary for assembling a multiprotein complex that brings together Arf6 and Rac1 and their respective GEFs, ARNO and Dock180 to a cellular location where they promote cytoskeletal changes and induce motility. We first identify the role of IPCEF1/CNK3 in this cascade. IPCEF and CNK3 were first thought to be two separate proteins. We found that they are two halves of the same protein. This one protein is homologous to CNK in Drosophila melanogaster. CNK3 not only interacts with ARNO and enhances its activity, but as we demonstrate, has the capacity of anchoring ARNO in a location where it can activate Arf6 downstream of HGF. We subsequently studied the function of GRASP/Tamalin in this multiprotein complex mediating Arf-to-Rac signaling. We found that GRASP acts as the molecular bridge between ARNO and Dock180, facilitating the cascade that promotes cell migration downstream of HGF. Knockdown of GRASP was shown to have detrimental effects on HGF-induced cell migration in general. In addition preliminary data suggest that the absence of GRASP negatively affects the activation of Rac1. These data allow us to describe the importance of protein-protein interactions in the context of cell migration. Despite the absence of catalytic domains on scaffolding proteins, they play an important role in locating the signal and connecting receptor tyrosine kinase signaling to small GTPases crosstalk. The activation of small GTPases does not give a complete picture and definitely does not answer all the questions as to where, when and why cells elect to migrate or not. Scaffolding proteins fill in certain gaps in understanding the fine tuning required for proper protein assembly at the right time and location inside the cell.

Subjects/Keywords: ARF; RAC; Crosstalk; Epithelial; Migration; Scaffolding

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APA (6^th Edition):

Attar, M. (2012). The Scaffolding Proteins IPCEF1/CNK3 and GRASP/TAMALIN Mediate. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/15391

Chicago Manual of Style (16^th Edition):

Attar, Myriam. “The Scaffolding Proteins IPCEF1/CNK3 and GRASP/TAMALIN Mediate.” 2012. Doctoral Dissertation, Penn State University. Accessed February 17, 2020. https://etda.libraries.psu.edu/catalog/15391.

MLA Handbook (7^th Edition):

Attar, Myriam. “The Scaffolding Proteins IPCEF1/CNK3 and GRASP/TAMALIN Mediate.” 2012. Web. 17 Feb 2020.

Vancouver:

Attar M. The Scaffolding Proteins IPCEF1/CNK3 and GRASP/TAMALIN Mediate. [Internet] [Doctoral dissertation]. Penn State University; 2012. [cited 2020 Feb 17]. Available from: https://etda.libraries.psu.edu/catalog/15391.

Council of Science Editors:

Attar M. The Scaffolding Proteins IPCEF1/CNK3 and GRASP/TAMALIN Mediate. [Doctoral Dissertation]. Penn State University; 2012. Available from: https://etda.libraries.psu.edu/catalog/15391

Penn State University

22. Emig, Brandon. ANALOGICAL-MAPPING-BASED COMPARISON TASKS AS A SCAFFOLD FOR ARGUMENTATION.

Degree: PhD, Curriculum and Instruction, 2011, Penn State University

URL: https://etda.libraries.psu.edu/catalog/12383

► Given the centrality of the argumentation process to science and consequent importance to science education, inviting science students to engage in argumentation and scaffolding that… (more)

Subjects/Keywords: scaffolding; curriculum; analogical mapping; analogy; Argumentation

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APA (6^th Edition):

Emig, B. (2011). ANALOGICAL-MAPPING-BASED COMPARISON TASKS AS A SCAFFOLD FOR ARGUMENTATION. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/12383

Chicago Manual of Style (16^th Edition):

Emig, Brandon. “ANALOGICAL-MAPPING-BASED COMPARISON TASKS AS A SCAFFOLD FOR ARGUMENTATION.” 2011. Doctoral Dissertation, Penn State University. Accessed February 17, 2020. https://etda.libraries.psu.edu/catalog/12383.

MLA Handbook (7^th Edition):

Emig, Brandon. “ANALOGICAL-MAPPING-BASED COMPARISON TASKS AS A SCAFFOLD FOR ARGUMENTATION.” 2011. Web. 17 Feb 2020.

Vancouver:

Emig B. ANALOGICAL-MAPPING-BASED COMPARISON TASKS AS A SCAFFOLD FOR ARGUMENTATION. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2020 Feb 17]. Available from: https://etda.libraries.psu.edu/catalog/12383.

Council of Science Editors:

Emig B. ANALOGICAL-MAPPING-BASED COMPARISON TASKS AS A SCAFFOLD FOR ARGUMENTATION. [Doctoral Dissertation]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/12383

University of California – Merced

23. Imberi-Olivares, Kristi Ann. The process of scaffolding in conversation: who does it best and why?.

Degree: Psychological Sciences, 2012, University of California – Merced

URL: http://www.escholarship.org/uc/item/061521hk

► Research demonstrates the importance of social interaction for children. Two important aspects of social interaction are conversation and scaffolding. Previous work has shown that children… (more)

▼ Research demonstrates the importance of social interaction for children. Two important aspects of social interaction are conversation and scaffolding. Previous work has shown that children benefit from conversation with parents. However, no research has examined if children learn from conversation equally when interacting with different partners, so it is unclear how that learning may be different or similar to how children learn from parents. Even though it is clear that conversation is important for how children learn, no one has looked at conversation using the framework of scaffolding. Scaffolding is an ongoing interaction between a child and some other speaker where the other speaker provides support contingent on the child’s progress (Bruner, 1975). Because conversation is an essential part of scaffolding, it is important to understand what potential differences exist between different conversation partners to illuminate differences that may exist in scaffolding. Previous scaffolding research has found that peers scaffold differently than parents; in most cases, they are not as effective as mothers and they exhibit fewer scaffolding-like behaviors. Much less work examines how siblings scaffold; siblings are similar to peers but may be more familiar with the target child. However, there are several methodological problems with these studies, such as the mother being present or comparing children in different settings using different stimulus items. Further, no research has examined what is responsible for the fact that some people can scaffold better than others. In order to understand how children learn differently from different people, we need to know what is responsible for the difference in scaffolding. This research explores whether children can benefit equally from conversation with people other than their parents and seeks to explain why differences in scaffolding exist between partners. Study participants included ethnically diverse 3- and 4-year-old children recruited in local Merced County preschools. In Study 1, 144 participants engaged in a free play interaction with either their parent, older sibling, or other adult. Examining their conversations, results indicate that children seem to vary in how they benefit from conversation depending on their partner. In particular, children asked more questions of parents and other adults than siblings, but siblings provided more informative answers than parents and equally to other adults. Further, parents and other adults turned the question back to children more often than siblings did. In Study 2, the erroneous utterances and how partners responded to these were investigated in the same 144 children who participated in a free play task with either their parent, older sibling, or other adult. Results indicate that parents and other adults provided more reformulations than siblings did. This confirms that children do not equally benefit from conversation with different partners. In both Study 1 and Study 2, sibling age spacing does not seem to affect their…

Subjects/Keywords: Developmental and Child Psychology.; conversation; scaffolding; children

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APA (6^th Edition):

Imberi-Olivares, K. A. (2012). The process of scaffolding in conversation: who does it best and why?. (Thesis). University of California – Merced. Retrieved from http://www.escholarship.org/uc/item/061521hk

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Imberi-Olivares, Kristi Ann. “The process of scaffolding in conversation: who does it best and why?.” 2012. Thesis, University of California – Merced. Accessed February 17, 2020. http://www.escholarship.org/uc/item/061521hk.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Imberi-Olivares, Kristi Ann. “The process of scaffolding in conversation: who does it best and why?.” 2012. Web. 17 Feb 2020.

Vancouver:

Imberi-Olivares KA. The process of scaffolding in conversation: who does it best and why?. [Internet] [Thesis]. University of California – Merced; 2012. [cited 2020 Feb 17]. Available from: http://www.escholarship.org/uc/item/061521hk.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Imberi-Olivares KA. The process of scaffolding in conversation: who does it best and why?. [Thesis]. University of California – Merced; 2012. Available from: http://www.escholarship.org/uc/item/061521hk

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Elshout, Josephine van den. De Vroege Ontwikkeling van Cognitief Flexibel Gedrag: Het Verschil Tussen Kinderen van Regulier en Speciaal Onderwijs .

Degree: 2014, Open Universiteit Nederland

URL: http://hdl.handle.net/1820/5683

► In onderzoek van Van der Steen (2012) hebben kinderen van het regulier en speciaal onderwijs wetenschappelijke taakjes uitgevoerd. Het resultaat liet zien dat kinderen van… (more)

Subjects/Keywords: Cognitief flexibel gedrag; vroege leerlingen vergelijken; scaffolding

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APA (6^th Edition):

Elshout, J. v. d. (2014). De Vroege Ontwikkeling van Cognitief Flexibel Gedrag: Het Verschil Tussen Kinderen van Regulier en Speciaal Onderwijs . (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/5683

Chicago Manual of Style (16^th Edition):

Elshout, Josephine van den. “De Vroege Ontwikkeling van Cognitief Flexibel Gedrag: Het Verschil Tussen Kinderen van Regulier en Speciaal Onderwijs .” 2014. Masters Thesis, Open Universiteit Nederland. Accessed February 17, 2020. http://hdl.handle.net/1820/5683.

MLA Handbook (7^th Edition):

Elshout, Josephine van den. “De Vroege Ontwikkeling van Cognitief Flexibel Gedrag: Het Verschil Tussen Kinderen van Regulier en Speciaal Onderwijs .” 2014. Web. 17 Feb 2020.

Vancouver:

Elshout Jvd. De Vroege Ontwikkeling van Cognitief Flexibel Gedrag: Het Verschil Tussen Kinderen van Regulier en Speciaal Onderwijs . [Internet] [Masters thesis]. Open Universiteit Nederland; 2014. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1820/5683.

Council of Science Editors:

Elshout Jvd. De Vroege Ontwikkeling van Cognitief Flexibel Gedrag: Het Verschil Tussen Kinderen van Regulier en Speciaal Onderwijs . [Masters Thesis]. Open Universiteit Nederland; 2014. Available from: http://hdl.handle.net/1820/5683

Boston College

25. Sun, Xixi. Scaffolding Catalysis: Towards Regioselective Hydroformylation of Alkenes and Site-Selective Functionalization of Polyhydroxylated Molecules.

Degree: PhD, Chemistry, 2013, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:101487

► Chapter 1. We reported the first synthesis of all-carbon quaternary centers via hydroformylations using a catalytic directing group. With the ability of reversibly and covalently… (more)

▼ Chapter 1. We reported the first synthesis of all-carbon quaternary centers via hydroformylations using a catalytic directing group. With the ability of reversibly and covalently binding to a substrate, and coordinating to a metal center, scaffolding catalyst 1.1 is able to direct the branch-selective hydroformylation of 1,1-disubstituted olefins under mild temperature. Chapter 2. We have designed and synthesized a chiral organocatalyst 2.11. This catalyst is able to covalently bind to one hydroxyl, and utilize the induced intramolecularity to stereoselectively functionalize the other hydroxyl within a cis-1,2-diol via electrophile transfer. Catalyst 2.11 was used in the desymmetrization of meso-1,2-diols under mild conditions (4 C to room temperature), leading to high yields and selectivities for a broad substrate scope. Chapter 3. Catalyst 3.1 and 3.6 were demonstrated to selectively bind to primary hydroxyls over secondary hydroxyls. By combining the binding selectivity with asymmetric catalysis, these scaffolding catalysts were shown to promote the selective silylation of secondary hydroxyls within terminal (S)-1,2-diols. The reversal of substrate bias was further applied to a regiodivergent kinetic resolution of racemic terminal 1,2-diols, producing secondary protected products in synthetically practical levels of enantioselectivity (>95:5 er) and yields (≥40%). Time course studies of this reaction further revealed the optimal condition to form the primary silylated product in high s-factor. Chapter 4. Based on the previous understanding of catalyst 4.5 and 4.6, the exclusive catalyst recognition of cis-1,2-diols within polyhydroxylated molecules was further discovered. This unique functional group display recognition was further allied with the catalyst's ability to stereoselectively differentiate hydroxyls within cis-1,2-diols, enabling the site-selective protection, functionalization, and activation of the inherently less reactive axial hydroxyl groups within carbohydrates. This methodology also enables the selective functionalization of multiple complex molecules, including digoxin, mupirocin, and ribonucleosides, demonstrating the potential power of scaffolding catalysis in the rapid access to valuable synthetic derivatives of polyhydroxylated compounds. Advisors/Committee Members: Kian L. Tan (Thesis advisor).

Subjects/Keywords: Carbohydrate; Hydroformylation; Polyhydroxylated; Scaffolding Catalysis; Site-Selectivity

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APA (6^th Edition):

Sun, X. (2013). Scaffolding Catalysis: Towards Regioselective Hydroformylation of Alkenes and Site-Selective Functionalization of Polyhydroxylated Molecules. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101487

Chicago Manual of Style (16^th Edition):

Sun, Xixi. “Scaffolding Catalysis: Towards Regioselective Hydroformylation of Alkenes and Site-Selective Functionalization of Polyhydroxylated Molecules.” 2013. Doctoral Dissertation, Boston College. Accessed February 17, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101487.

MLA Handbook (7^th Edition):

Sun, Xixi. “Scaffolding Catalysis: Towards Regioselective Hydroformylation of Alkenes and Site-Selective Functionalization of Polyhydroxylated Molecules.” 2013. Web. 17 Feb 2020.

Vancouver:

Sun X. Scaffolding Catalysis: Towards Regioselective Hydroformylation of Alkenes and Site-Selective Functionalization of Polyhydroxylated Molecules. [Internet] [Doctoral dissertation]. Boston College; 2013. [cited 2020 Feb 17]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101487.

Council of Science Editors:

Sun X. Scaffolding Catalysis: Towards Regioselective Hydroformylation of Alkenes and Site-Selective Functionalization of Polyhydroxylated Molecules. [Doctoral Dissertation]. Boston College; 2013. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101487

Brigham Young University

26. Knight, Kathryn Birgithe. Mobile Dichotomous Key Application as a Scaffolding Tool in the Museum Setting.

Degree: PhD, 2012, Brigham Young University

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4854&context=etd

► This study explored the use of a dichotomous key as a scaffolding tool in the museum setting. The dichotomous key was designed as a scaffolding… (more)

Subjects/Keywords: Mobile tool; museum; scaffolding; Educational Psychology

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APA (6^th Edition):

Knight, K. B. (2012). Mobile Dichotomous Key Application as a Scaffolding Tool in the Museum Setting. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4854&context=etd

Chicago Manual of Style (16^th Edition):

Knight, Kathryn Birgithe. “Mobile Dichotomous Key Application as a Scaffolding Tool in the Museum Setting.” 2012. Doctoral Dissertation, Brigham Young University. Accessed February 17, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4854&context=etd.

MLA Handbook (7^th Edition):

Knight, Kathryn Birgithe. “Mobile Dichotomous Key Application as a Scaffolding Tool in the Museum Setting.” 2012. Web. 17 Feb 2020.

Vancouver:

Knight KB. Mobile Dichotomous Key Application as a Scaffolding Tool in the Museum Setting. [Internet] [Doctoral dissertation]. Brigham Young University; 2012. [cited 2020 Feb 17]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4854&context=etd.

Council of Science Editors:

Knight KB. Mobile Dichotomous Key Application as a Scaffolding Tool in the Museum Setting. [Doctoral Dissertation]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4854&context=etd

Delft University of Technology

27. Patsis, K. Evaluation of DNA scaffolding techniques using PacBio long reads :.

Degree: 2014, Delft University of Technology

URL: http://resolver.tudelft.nl/uuid:ef7d8499-ff37-4ebc-97d6-ee9804938f5c

► The goal of this study was to dive into the novel techniques associated with the use of the available Third Generation DNA Sequencing (TGS) platform,… (more)

▼ The goal of this study was to dive into the novel techniques associated with the use of the available Third Generation DNA Sequencing (TGS) platform, PacBio. This 3-year old technology sounded promising right from the beginning but its groundbreaking attributes, like length and error content, required unconventional handling to yield worthwhile results. To date, only a handful of tools exist that operate on TGS datasets compared to the enormous mass of Second Generation Sequencing (SGS) assemblers out there. In order to efficiently utilize this innovative technology, we need to familiarize ourselves with its characteristics and study the mistakes the existing tools made. To achieve this, a simulated environment was created aiming to comprehensively evaluate two popular hybrid scaffolders (AHA, SSPACE-LongRead) and through that, gain knowledge on the impact of PacBio dataset properties on scaffolding. The evaluation was not limited to contiguity performance (N50/90, etc.) but also examined the accuracy of the results.Three different reference genomes (ecoli, arabidopsis and human) were used for the evaluation and multiple runs were executed for statistical purposes. Apart from the simulated experiments, the capabilities of both tools were also tested on a real dataset, cyprinus carpio (carp fish). Comparison-wise, each tool thrived in distinct situations with SSPACE-LongRead demonstrating better contiguity capabilities (~60% longer N50) and shorter execution time (3–14x faster) whereas AHA was the most accurate one (up to 4x less incorrect joins). PacBio dataset coverage and error rate displayed inconsiderable effect on the result on small genome scaffolding but more pronounced on complex ones. Surprisingly, random features of PacBio sequencing, like length distribution and position of error, had a dominant effect on the performance. Finally, on the carp dataset experiments, AHA achieved a 6x increase in N50 and maximum length while SSPACE-LongRead failed to finish the execution (scaffolded one fourth of the genome). It managed, nevertheless, to produce scaffolds with a maximum length of 646Kbp, compared to 501Kbp of AHA. Advisors/Committee Members: Al-Ars, Z..

Subjects/Keywords: bioinformatics; DNA; scaffolding; PacBio; hybrid assembly; SMRT

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APA (6^th Edition):

Patsis, K. (2014). Evaluation of DNA scaffolding techniques using PacBio long reads :. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:ef7d8499-ff37-4ebc-97d6-ee9804938f5c

Chicago Manual of Style (16^th Edition):

Patsis, K. “Evaluation of DNA scaffolding techniques using PacBio long reads :.” 2014. Masters Thesis, Delft University of Technology. Accessed February 17, 2020. http://resolver.tudelft.nl/uuid:ef7d8499-ff37-4ebc-97d6-ee9804938f5c.

MLA Handbook (7^th Edition):

Patsis, K. “Evaluation of DNA scaffolding techniques using PacBio long reads :.” 2014. Web. 17 Feb 2020.

Vancouver:

Patsis K. Evaluation of DNA scaffolding techniques using PacBio long reads :. [Internet] [Masters thesis]. Delft University of Technology; 2014. [cited 2020 Feb 17]. Available from: http://resolver.tudelft.nl/uuid:ef7d8499-ff37-4ebc-97d6-ee9804938f5c.

Council of Science Editors:

Patsis K. Evaluation of DNA scaffolding techniques using PacBio long reads :. [Masters Thesis]. Delft University of Technology; 2014. Available from: http://resolver.tudelft.nl/uuid:ef7d8499-ff37-4ebc-97d6-ee9804938f5c

University of Waikato

28. da Rosa Ferrarelli, Lisabeth. Online scaffolding in a fully online educational leadership course .

Degree: 2015, University of Waikato

URL: http://hdl.handle.net/10289/9661

► Online scaffolding encompasses a range of effective teaching strategies that help students to achieve their learning goals while at the same time exercising their autonomy.… (more)

▼ Online scaffolding encompasses a range of effective teaching strategies that help students to achieve their learning goals while at the same time exercising their autonomy. Although online scaffolding is crucial for student learning, not much is known about scaffolding in an online post-graduate course. In order to address this research gap, this study explored the intricacies of online scaffolding in a fully online educational leadership course. Through a mixed-method research design, a case study was developed weaving the perspectives and actions of lecturers and students in a fully online post-graduate educational leadership course. Two interviews with lecturers, two student online surveys and two online forum discussion logs, each one from the start and the end of the course, were analysed using content and statistical analyses. The theory of transactional distance provided a theoretical framework and the literature on scaffolding in distance education guided the analysis process. A third online space, the Question & Answer section, was archived and analysed in order to enrich insights that were emerging from the other data sources. Research outcomes revealed that lecturers’ understanding of online scaffolding focused on the design and use of resources, modelling, and the use of questioning in forum discussions in order to facilitate learner engagement with content. At the beginning of the course, lecturers provided a high level of procedural and social scaffolding followed by an on-going learner support (strategic scaffolding), which peaked before assignment deadlines. Students thought of online scaffolding as a coaching process in which lecturers monitor learners’ online engagement to provide encouragement, identify misconceptions, and provide direction and feedback when necessary. Furthermore, procedural and strategic scaffolding were reported by students as essential forms of learner support. In particular, students felt that formative and timely feedback was paramount to their online scaffolding and expected lecturers to offer procedural, social, and strategic scaffolding. Sharing of professional experiences and visual resources, a more informal tone of communication, and the use of students’ and lecturers’ names in online postings were evident throughout the course. In addition, peer scaffolding in online discussions was encouraged by the lecturer and practised by students through a range of strategies, including agreement with others’ ideas, acknowledgment of peers’ postings, and answering questions raised by peers. Some suggestions for enhancing online scaffolding in this course, and online teaching in general, include creating a course road map, describing the pace of the course, creating online participation and peer facilitation guidelines, and others. Advisors/Committee Members: Peter, Mira (advisor).

Subjects/Keywords: Online scaffolding; Online pedagogy; Tertiary education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

da Rosa Ferrarelli, L. (2015). Online scaffolding in a fully online educational leadership course . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/9661

Chicago Manual of Style (16^th Edition):

da Rosa Ferrarelli, Lisabeth. “Online scaffolding in a fully online educational leadership course .” 2015. Masters Thesis, University of Waikato. Accessed February 17, 2020. http://hdl.handle.net/10289/9661.

MLA Handbook (7^th Edition):

da Rosa Ferrarelli, Lisabeth. “Online scaffolding in a fully online educational leadership course .” 2015. Web. 17 Feb 2020.

Vancouver:

da Rosa Ferrarelli L. Online scaffolding in a fully online educational leadership course . [Internet] [Masters thesis]. University of Waikato; 2015. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/10289/9661.

Council of Science Editors:

da Rosa Ferrarelli L. Online scaffolding in a fully online educational leadership course . [Masters Thesis]. University of Waikato; 2015. Available from: http://hdl.handle.net/10289/9661

Oklahoma State University

29. Denny, Melody. Discourse of Writing Center Interaction: the "or" as an Emergent Discourse Space.

Degree: English, 2014, Oklahoma State University

URL: http://hdl.handle.net/11244/14798

► In response to the call for more inquiry-based research in the field of Writing Center Studies, this research employs a discourse-analytic methodology to examine consultation… (more)

▼ In response to the call for more inquiry-based research in the field of Writing Center Studies, this research employs a discourse-analytic methodology to examine consultation talk and uncover more about interaction between writers and consultants on the discourse level. During the initial transcription of the four consultation videos, I found an "oral revision space" not previously identified in discourse or writing center literature. This discourse space is not reading aloud, speaking-while-writing, or interactional discourse. This discourse space, what I have labeled as the "OR," appeared in the transcripts 244 times and exemplified a different kind of "writing" space. Subsequent research then focused on the OR and used both conversation analysis and interactional sociolinguistics to discover more about this emergent discourse structure. The findings indicate there are 6 types of ORs that participants use for differing purposes. Discourse "chunks" come before and follow the OR, what I have labeled lead-ins and lead-outs, of which there are 12 categories. Consequently, there is an OR chain: lead-in – > OR – > lead-out, and these chains highlight scaffolding interaction on the discourse level. The OR and the OR chains, then, act as an analytical framework for examining writing center discourse and allow researchers to examine one of the ways that scaffolding transpires in writing center sessions. When I divided consultations in smaller pieces of interaction, what I call episodes, I discovered that ORs appeared in nearly half of all episodes within the dataset. This percentage not only validates a discourse-based methodology, but also indicates the high frequency of the OR, showing the importance of examining the OR as a prevalent discourse structure in writing center talk. Through the interactional sociolinguistic concept of footing (Goffman, 1981), I also analyzed how participants position themselves via discourse in relation to the context and the other participants. I found that consultants align themselves in three ways; and writers align themselves in four ways. Consultants most often position themselves as "fellow/writer peer" while writers most often position themselves as "apprentice," a position where writers "try out" ideas by speaking them, words that eventually become writing. These findings have implications for how writing centers train consultants to position themselves in terms of "peer-to-peer" interaction. Lastly, I discuss the ways in which the OR and OR chain framework aligns with other scaffolding frameworks, mainly Holton and Clarke's (2006) scaffolding agency. I map how the OR discourse structures allow the interaction to be traced through Holton and Clarke's three stages of scaffolding: expert, reciprocal, and self. Implications of this study include the benefits of a conversation analysis methodology with a focus on emergent findings; a shift in understanding of what writing center discourse is, calling for a shift in expectations of how interaction should occur; a reidentification of writing… Advisors/Committee Members: Damron, Rebecca L. (advisor), Cheng, An (committee member), Lewis, Lynn (committee member), Sanders, Jennifer (committee member).

Subjects/Keywords: composition; conversation analysis; scaffolding; writing center

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Denny, M. (2014). Discourse of Writing Center Interaction: the "or" as an Emergent Discourse Space. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/14798

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Denny, Melody. “Discourse of Writing Center Interaction: the "or" as an Emergent Discourse Space.” 2014. Thesis, Oklahoma State University. Accessed February 17, 2020. http://hdl.handle.net/11244/14798.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Denny, Melody. “Discourse of Writing Center Interaction: the "or" as an Emergent Discourse Space.” 2014. Web. 17 Feb 2020.

Vancouver:

Denny M. Discourse of Writing Center Interaction: the "or" as an Emergent Discourse Space. [Internet] [Thesis]. Oklahoma State University; 2014. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/11244/14798.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Denny M. Discourse of Writing Center Interaction: the "or" as an Emergent Discourse Space. [Thesis]. Oklahoma State University; 2014. Available from: http://hdl.handle.net/11244/14798

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade Estadual de Campinas

30. Rodríguez Perea, Geraldine Nancy, 1986-. Desenvolvimento e caracterização de scaffolds tridimensionais hierárquicos pelo processo de bioextrusão e eletrofiação .

Degree: 2015, Universidade Estadual de Campinas

URL: http://repositorio.unicamp.br/jspui/handle/REPOSIP/265711

► Resumo: Na engenharia tecidual, um scaffold altamente poroso é necessário para servir como suporte e guia no crescimento de células e para promover a regeneração… (more)

▼ Resumo: Na engenharia tecidual, um scaffold altamente poroso é necessário para servir como suporte e guia no crescimento de células e para promover a regeneração de tecidos em três dimensões. O objetivo deste trabalho foi desenvolver e caracterizar scaffolds tridimensionais hierárquicos produzidos pela combinação das técnicas de bioextrusão e eletrofiação visando sua aplicação na regeneração de tecido ósseo. A nova proposta foi combinar essas tecnologias para produzir arquiteturas hierárquicas com macro- e micro-porosidades. A arquitetura filamentar tridimensional foi obtida por bioextrusão, que confere resistência mecânica e define os aspectos dimensionais do scaffold. Sendo construídas estruturas tridimensionais de poli(?-caprolactona) (PCL) e PCL reforçado com partículas de hidroxiapatita (HA) nas composições de 20 e 25% em peso. Enquanto que a arquitetura fibrosa da manta porosa foi obtida por eletrofiação, esta melhora a interação celular no scaffold. Os scaffolds tridimensionais hierárquicos são formados pelas estruturas tridimensionais combinadas com as mantas fibrosas de poli(L-ácido láctico) (PLLA) ou fibroína de seda (SF). Foram realizadas caracterizações morfológicas dos scaffolds utilizando microscopia eletrônica de varredura (MEV) e microtomografia computadorizada (Micro-CT), estudo das propriedades térmicas mediante a análise termogravimétrica (TGA) e calorimetria exploratória diferencial (DSC). Além disso, a presença do reforço cerâmico foi verificada mediante difração de raios X (DRX), a estrutura química mediante espectroscopia de infravermelho por transformada de Fourier (FTIR) e propriedades hidrofílicas mediante medição do ângulo de contato. Finalmente, foram realizados testes in vitro de cultura de células, para avaliar a citocompatibilidade dos scaffolds. Com a análise de MEV e Micro-CT foi verificada a interligação entre os poros, adesão entre as camadas de material e presença de partículas de HA dispersas nos filamentos. Através das caraterizações de DSC e DRX, observou-se que as partículas de HA não promoveram a cristalização nos scaffolds compostos. Dentre os scaffolds tridimensionais hierárquicos, aqueles contendo mantas de fibras de SF apresentaram resposta biológica favorável. Concluiu-se que os scaffolds tridimensionais hierárquicos representam uma alternativa para serem explorados na regeneração tecidual; Abstract: In tissue engineering, a highly porous artificial scaffold is required in order to act as a supporting structure for guiding and to promote tissue regeneration in three dimensions. The goal of this study was to develop and characterize hierarchical three-dimensional scaffolds produced by combining both bioextrusion and electrospinning aiming applications in bone tissue regeneration. The motivation was to combine these technologies to produce hierarchical architectures with macro- and micro-porosities. The three-dimensional filamentary architecture was obtained by bioextrusion that provide mechanical strength and define the dimensional aspects of the scaffolds.… Advisors/Committee Members: D'Avila, Marcos Akira, 1972- (advisor), Zavaglia, Cecília Amélia de Carvalho (committee member), Duek, Eliana Aparecida de Rezende (committee member), Ribeiro, Christiane (committee member), Motisuke, Mariana (committee member).

Subjects/Keywords: Engenharia tecidual; Scaffolding; Regeneração óssea; Biomateriais; Compósitos

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rodríguez Perea, Geraldine Nancy, 1. (2015). Desenvolvimento e caracterização de scaffolds tridimensionais hierárquicos pelo processo de bioextrusão e eletrofiação . (Thesis). Universidade Estadual de Campinas. Retrieved from http://repositorio.unicamp.br/jspui/handle/REPOSIP/265711

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rodríguez Perea, Geraldine Nancy, 1986-. “Desenvolvimento e caracterização de scaffolds tridimensionais hierárquicos pelo processo de bioextrusão e eletrofiação .” 2015. Thesis, Universidade Estadual de Campinas. Accessed February 17, 2020. http://repositorio.unicamp.br/jspui/handle/REPOSIP/265711.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rodríguez Perea, Geraldine Nancy, 1986-. “Desenvolvimento e caracterização de scaffolds tridimensionais hierárquicos pelo processo de bioextrusão e eletrofiação .” 2015. Web. 17 Feb 2020.

Vancouver:

Rodríguez Perea, Geraldine Nancy 1. Desenvolvimento e caracterização de scaffolds tridimensionais hierárquicos pelo processo de bioextrusão e eletrofiação . [Internet] [Thesis]. Universidade Estadual de Campinas; 2015. [cited 2020 Feb 17]. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/265711.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rodríguez Perea, Geraldine Nancy 1. Desenvolvimento e caracterização de scaffolds tridimensionais hierárquicos pelo processo de bioextrusão e eletrofiação . [Thesis]. Universidade Estadual de Campinas; 2015. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/265711

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations