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Hãy vào Tìm chi tiết nếu chưa tìm thấy kết quả thoả mãn.
11 kết quả thoả mãn.

Gurkan Bebek; Jiong Yang (approve), ProQuest Information and Learning Company, 2006. application/octet-stream, 0 kB.
  Large scale two-hybrid screens have generated a wealth of information describing potential protein-protein intereactions (PPIs). When interacting proteins are asso- ciated with each other to generate networks, a map of the cell, picturing potential signaling pathways and interactive complexes is formed. PPI networks satisfy the small-world property and their degree distribution fol- low the power-law degree distribution. Recently, duplication based random graph models have been proposed to emulate the evolution of PPI networks and to satisfy these two graph theoretical properties. In this work, we show that the previously proposed model of Pastor-Satorras et al. (2003) does not generate a power-law degree distribution with exponential cutoff as claimed and the more restrictive model by Chung et al. (2003) cannot be interpreted unconditionally. It is possible to slightly modify these models to ensure that they generate a power-law degree distribution. However, even after this modification, the more general ℓ-hop degree distribution achieved by these models, for ℓ > 1, are very different from that of the yeast proteome network. We address this problem by introducing a new network growth model taking into account the sequence similarity between pairs of proteins as well as their interactions. The new model captures the ℓ-hop degree distribution of the yeast PPI network for all ℓ > 0, as well as the immediate degree distribution of the sequence similarity network. We further utilize the PPI networks to discover possible pathway segments. Dis- covering signal transduction pathways has been an arduous problem, even with the use of systematic genomic, proteomic and metabolomic technologies. The enor- mous amount of data and how to interpret and process this data becomes a chal- lenging computational problem. In this work we present a new framework to identify signaling pathways in PPI networks. Our goal is to find biologically significant pathway segments in a given interaction network. First, we discover association rules based on known signal transduction pathways and their functional annotations. Given a pair of starting and ending proteins, our methodology returns candidate pathway segments between these two proteins. These candidate pathway segments are further filtered by their gene expression levels. In our study, we used the S. cerevisiae interaction network and microarray data, to successfully reconstruct signal transduction pathways in yeast.

Leonard F. M. Scinto, Kirk R. Daffner (eds), Humana Press, 2000. application/octet-stream, 0 kB.

Albert Keidel, Carnegie Endowment for International Peace, 2007. application/octet-stream, 0 kB.

Roy Medvedev; Lê Phụng Hoàng(dịch); Nguyễn Thị Thư(hiệu đính), Trường ĐHSP Tp.HCM, 2003. application/octet-stream, 0 kB.

Alison Davis, National Institute of General Medical Sciences, 2006. application/octet-stream, 0 kB.

Peace Corps, Information Collection and Exchange (ICE), 1995. application/octet-stream, 1 kB.
  Intended for street educators, teachers, community workers, local community leaders, rural development workers, farm radio programmers and educators "concerned with children in especially difficult circumstances." Organized into two sections: Working and Street Children, Children Affected By Catastrophe. Each includes: articles, interviews, facts and opinions, resources, class activities, questions and answers, suggestions for action, radio spots, publications. Topics include: Child Labor, Sexual Exploitation, Empowering Children, AIDS, Children's Rights, Refugees, War-Traumatized Children, Conflict Resolution. Lists information on film and video resources and organizations.

Human Rights Center, 1999. application/octet-stream, 0 kB.
  "Provides background information, ideas for taking action, and interactive activities to help people think about human rights... It strives to help us define issues like homelessness, poverty, hunger, and inadequate health care, not only as 'social or economic problems,' but also as human rights challenges... provides nine activities to further explore and learn about social and economic rights... The Appendix contains documents, a glossary of terms, a directory of resource organizations, and a bibliography." Activities include: time needed, materials, procedures, handouts, questions, possible tasks, extensions, adaptations, resources.

Massachusetts Department of Education, 1999. application/octet-stream, 0 kB.
  "Offers recommendations for locating and selecting curriculum materials on genocide and human rights issues, and guidelines for the teaching of such be used in conjunction with the Massachusetts Curriculum Frameworks." Includes: guiding principles; scope, sequence, and developmental considerations; academic content; core knowledge; strands and standards; reasoning, reflection, research, and content; the Internet as a research tool; resources. Encompasses History / Social Science and English Language Arts. Appendices include: Human Rights in the Founding Documents of the United States, The Universal Declaration of Human Rights,The Convention on the Rights of the Child.

Human Rights Center, 1999. application/octet-stream, 1 kB.
  "Designed for two-hour sessions. Each session ...includes parent-child interaction time and a community circle where families gather for songs and information sharing. The second hour is a planned parent education time where the adults focus on the topic... while the early childhood educator helps the children practice skills for living in a democracy..." Twelve sessions: Sharing A Vision, Whole Child, Equality, Name and Nationality, Adequate Standard of Living, Special Protections, Consideration and Care, Free Education, Play and Culture, Protection, Expression and Association, Ratification and Review. Provides goals and outcomes for each session." Appendix includes: documents, words to songs, references (songs, books and fingerplays), children's books, books for adult learning.

National Council for the Social Studies , 2002. application/octet-stream, 1 kB.
  Part One provides "a rationale for using trade books in social studies...detailing strategies for nurturing students' reading comprehension." Part Two provides "annotations for more than 250 trade books, along with ideas for classroom use." Organized into ten strands: Culture; Time, Continuity, and Change; People, Places, and Environments; Individual Development and Identity; Individuals, Groups, and Institutions; Power, Authority, and Governance; Production, Distribution, and Consumption; Science, Technology, and Society; Global Connections; Civic Ideals and Practices. Books are divided into sections: picture books; nonfiction books; novels, stories and folk tales; poetry. Lists middle school performance expectations for each strand. Includes Title and Subject indices.

Massachusetts Department of Education, 2000. application/octet-stream, 0 kB.
  Supplement to History and Social Science Curriculum Framework (KCDL 17: SSC PreK*-101). Provides model scope and sequence with a compilation of selected readings for each grade PreK-4 to complement the curriculum. Appendices include: How to Read Aloud Effectively to a Group of Children, First Readers in History and Social Science, Resource Bibliography.