Approaches for Unveiling the Kinetic Mechanisms of Voltage Gated Ion Channels in Neurons

Total Page:16

File Type:pdf, Size:1020Kb

Approaches for Unveiling the Kinetic Mechanisms of Voltage Gated Ion Channels in Neurons APPROACHES FOR UNVEILING THE KINETIC MECHANISMS OF VOLTAGE GATED ION CHANNELS IN NEURONS ______________________________________ A Dissertation Presented to the Faculty of the Graduate School At the University of Missouri-Columbia __________________________________________________________________ In Partial Fulfillment for the Requirements for the Degree of Doctor of Philosophy __________________________________________________ Submitted by MARCO ANTONIO NAVARRO Dr. Lorin Milescu, Dissertation mentor May 2019 © Copyright by Marco Navarro 2019 All Rights Reserved The undersigned, appointed by the dean of the Graduate School, have examined the dissertation entitled APPROACHES FOR UNVEILING THE KINETIC MECHANISMS OF VOLTAGE GATED ION CHANNELS IN NEURONS presented by Marco Navarro, a candidate for the degree of Doctor of Philosophy, and hereby certify that, in their opinion, it is worthy of acceptance. _______________________________________________ Professor Lorin Milescu _______________________________________________ Professor Mirela Milescu _______________________________________________ Professor David Schulz _______________________________________________ Professor Kevin Gillis Thesis Committee Dr. Lorin S Milescu Assistant Professor, Department of Biological Sciences University of Missouri, Columbia, MO Dr. Mirela Milescu Assistant Professor, Department of Biological Sciences University of Missouri, Columbia, MO Dr. David Schulz Professor, Department of Biological Sciences University of Missouri, Columbia, MO Dr. Kevin Gillis Professor, Department of Biological Engineering Professor Medical Pharmacology and Physiology University of Missouri, Columbia, MO ACKNOWLEDGEMENTS For the love of science, may we stand tall on the shoulders of giants. Thank you to all the laboratory animals who have been sacrificed for the sake of this work. Our progress towards understanding of physiology could not be achieved without this sacrifice. I would like to thank those who supported me and kept me alive these many years, all the doctors, nurses, coaches, family, and friends. Most of my inspiration in life stems from my parents. All the rocket launch videos and building model rockets drove my love for science and understanding and was fostered by my father’s love for space and aeronautics. My mother was the best teacher I could ever ask for. She taught me to be a disciplined, well-rounded person that takes life for what it is and make the most of it. Thank you for always being there for love and support. Throughout all my years, my sister Jo and my brother Aaron have always challenged me to be the best person I could be. My family has always helped keep me in check. I’m not sure how one can get through the PhD process without a strong support system like them. They always know how to make me laugh and help find the small light of positivity in the vast darkness of space. I would never have been here without their encouragement and support to bring me to the best of my ability. I would like to especially thank my mentors Lorin and Mirela Milescu. They shared with me their enthusiasm to understand ion channel biophysics. They stood by my side, always challenging me to think differently, explore new areas of science and always exposing me to new science and ideas. Your support through the years has kept me going steady, even when things get tough. They have taught me how to think things through and overall have made me a better person. I swear that I do not always, intentionally try to ignore you, all the time. Well… maybe I did a few times, but not on purpose, I promise. I would like to thank the other strong educators in my life, who taught me to challenge the norms and to learn to solve problems. Each classroom along the way taught me to learn and think ii critically, rather than simple memorization. I would like to particularly mention Patrice Whalen, Jane Johnston, and Cheryl Lenox. As my first science teachers, they filled the classroom with fun and excitement, always pushing their students to ask critical questions in order to build an understanding of life. I also have to thank Dr. Daniel Warren for supporting the start of my scientific career. Through his mentorship, he shared his excitement with physiology and challenged me to pursue a PhD. I also would like to thank Dr. David Schulz and Dr. Kevin Gillis for serving as strong mentors, who challenged me to perform at the best of my ability. I would also like to thank Dr. Andy McClellan, Dr. Troy Zars, Dr. Michael Garcia, Dr. Jeffrey C. Smith, Dr. Richard Defazio and Dr. Analisa Scememi for their help in and guidance whenever I needed it. I would never have been as productive as I have been without the generous support from my funding sources. I would like to particularly thank Dr. Mark Hannick, Dr. John David, and Debbie Allen as they made the transition to graduate school easy and their support throughout the years is priceless. I always thank them for the chance to travel and help give back to the community to recruit new students to Mizzou. I cherish many moments that would not be possible by the strong support and development of graduate students. This dissertation would also never have happened without the strong presence of science throughout American culture. I would especially like to thank the creators/producers of Cosmos, the Magic School Bus, Pinky and the Brain, Bill Nye the Science Guy, Out of the Box, and Zoboomafoo. These TV shows were the backbone of my childhood entertainment and they inspired me to achieve scientific discovery, embrace new technology and most importantly learn to experiment. I would also like to thank the creators and producers of Jeopardy, Trivial Pursuit, and the GameShowNetwork, as these entertainment trivia shows keep our minds fresh. Without many of these platforms, I would not have had the drive and passion for science as I do now. I would like to thank my colleagues and support team at Mizzou especially Autoosa Salari, PhD, who as a wonderful mentor that set the bar high each week to challenge my ability and make me a iii strong scientist. I would also like to thank the Milescu Lab team of undergraduates that helped drive the spirit of science on our projects, mainly Benton Berigan, Jaime Hibbard, Jenna Lin, Michael Miller and Tyler Nivin. I would also like to mention the other undergraduate students who have always been great lab members: Tyler Carron, Ben Vega M.D., Brooklyn White, Paige Martinez, Kaydee Harper, Ben Zars, Megan Saracino, Taylor ‘Gray’ Hallman, Connor Engel, Luke Cowan, and Hamza Iqbal. The following lists members of my Mizzou family that must be named at this time. Thank you all the fun moments we have experienced and I hope to make many more in the future: Jake Burkhart, Vince Baggett, Benton Berigan, Marzie Armishneva, Tim Pale, Ronnie LeCombe, Laura Arnold, Elle Cook, Cindy Kyi, Kawasi Lett, Brian Lane, Nathan Harness, Megan Murphy, Gideon Ney, Eric Villalon, Tom Anderson, Alice Tipton, Mitch Tucker, Maria Jones, Aditi Mishra, Carlos Rivera, Daniel Kick, Joe Santin, Michael Gray, Austin Lynn, and Hedieh Attai. For the countless times we took a moment to relax and enjoy what life brings to us, Cheers! I would also like to thank my other family of friends that were always willing to answer the phone and offer any guidance. Thank you for putting up with me and continuing to offer the valuable third-party advice that I often went to you for help. I would like to particularly mention all the members of the kik thread, Erin Carrol, Katie Montez, Maciej Gonek, and Ryan Paynok. I would also like to thank the support staff that was always there to help: Debbie Allen, Nila Emerich, Alan Marshall, Josh Hartley, Tyeece Little, Sadiya Aswad, and Waleed Atoud. iv TABLE OF CONTENTS ACKNOWLEDGEMENTS ……………………………………....……………………...ii LIST OF FIGURES……………………………………………………………................xi Abstract……………………………………………………………………….................xiii Introduction………………………………………………………………………...…......1 Chapter 1 Modeling the kinetic mechanisms of voltage-gated ion channels…….......3 1.1. Introduction......................................................................................................4 1.2. Ion channel models………………………………………………..................6 1.2.1 Kinetic mechanisms………………………………………………...7 1.2.2 Markov formalism………………………………………………….9 1.2.3 Hodgkin-Huxley-type models……………………………………..11 1.3. Solving ion channel models…………………………………………...........12 1.4. Experimental aspects……………………………………………….............17 1.4.1 Voltage clamp protocol design……………………………………17 1.4.2 Limitations of the recording system………………………………19 1.4.3 Experimental artifacts……………………………………………..21 1.5. Fitting the data………………………………………...………....................25 1.5.1 Goodness of fit…………………………………………………….25 1.5.2 Computing the cost function………………………………………27 1.5.3 Model parameters………………………………………………….29 1.6. Dynamic clamp - testing models in live neurons…………………….....…..30 1.6.1 Solving the model in real-time…………………………………….31 1.6.2 Equipment and software …………………………………………..34 v 1.6.3 Preparing and running a dynamic clamp experiment……………..38 1.7. Conclusions…………………………………………………………………40 1.8. Figures and figure legends………………………………………………….41 Chapter 2. Estimating kinetic mechanisms with prior knowledge: linear and nonlinear parameter constraints……………………………………………………...47 2.1. Introduction...................................................................................................49 2.2. Materials and methods……...……………………………………………...52 2.2.1 Model parameters………………………………………………....52
Recommended publications
  • Bill Nye Videos - Overviews
    Bill Nye Videos - Overviews Amphibians—Being called “cold-blooded” is no Blood & Circulation—Bill Nye becomes a real insult to these creatures! The Science Guy heartthrob when he talks, about the not-so-wimpy explains how amphibians can live both on land and organ, the heart. Valves, blood cells, and the in water, and describes the mysterious process of circulatory system work together to pump it up…the metamorphosis. heart, that is. Animal Locomotion—Bill checks out a millipede Bones & Muscles—Bill Nye bones up on the who walks by coordinating the movement of its 200 things that give the body its shape and movement. feet, and other creatures who move around without Bill muscles in to find out about x-rays, the healing a leg to stand on. of broken bones, bone marrow, and the body’s joints. Archaeology—Bill digs into the fascinating science of archaeology, the study of those who lived before Buoyancy—Bill Nye takes to the sky in a hot air us. Plus, “Home Improvement’s Richard Karn balloon and goes SCUBA diving in the Seattle checks out some ancient “Tool Time” –style Aquarium to explain why objects like boats, helium, artifacts. and balloons are buoyant. Architecture—Bill uses the “Dollhouse of Science Caves—Join Bill as he explores the fascinating to demonstrate how architects design buildings. world of caves! You never know what kind of living Then he travels to Japan to learn how pagodas are things you’ll run into in a cave. Surviving in built to withstand earthquakes. complete darkness requires an array of natural adaptations.
    [Show full text]
  • K–8 CORE Distributor of PBS’ Library of Full-Length Programs to Content Package (2015) K-12 Schools Nationwide $1,000/School/Year*
    SAFARI Montage is the only commercial digital K–8 CORE distributor of PBS’ library of full-length programs to Content Package (2015) K-12 schools nationwide $1,000/school/year* 3,822 17,216 7,775 262 259 254 Video Titles Still Images Web Links New eBooks Audio Titles Documents SUBJECTS ALGEBRA AMERICAN HISTORY ANCIENT CIVILIZATIONS ART APPRECIATION BLACK STUDIES CONFLICT RESOLUTION EARTH SCIENCE ENVIRONMENTAL SCIENCE FOLK & FAIRY TALES GEOGRAPHY GEOMETRY HEALTH & WELLNESS HOLIDAYS Designed by our curriculum staff to meet the core needs of a K–8 curriculum, the titles in this LIFE SCIENCE package come from the most highly acclaimed publishers, such as Ambrose Video, BBC, Biography, LITERACY Disney Educational Productions, The History Channel, National Geographic, PBS, Scholastic, LITERATURE Weston Woods and others, in addition to award-winning programs from Schlessinger Media (see MULTICULTURALISM reverse side). Each title is correlated to Common Core and State Standards, and includes extensive, MUSIC & DANCE standardized metadata to ensure that teachers can find exactly the clips they need. All video titles APPRECIATION have been segmented into chapters and key concepts, and many include a quiz. Schlessinger Media NATIVE AMERICANS titles also include closed-captioning, a teacher’s guide and a Spanish language track. PHYSICAL SCIENCE POETRY Visit www.SAFARIMontage.com/Content to see a full list of titles and additional content available SHAKESPEARE through SAFARI Montage. SPACE SCIENCE U.S. GOVERNMENT ADDITIONS AND HIGHLIGHTS INCLUDE:
    [Show full text]
  • Guide to the Bill Nye Papers
    Guide to the Bill Nye Papers NMAH.AC.1383 Alison Oswald 2016 Archives Center, National Museum of American History P.O. Box 37012 Suite 1100, MRC 601 Washington, D.C. 20013-7012 [email protected] http://americanhistory.si.edu/archives Table of Contents Collection Overview ........................................................................................................ 1 Administrative Information .............................................................................................. 1 Arrangement..................................................................................................................... 2 Scope and Contents........................................................................................................ 2 Biographical / Historical.................................................................................................... 2 Names and Subjects ...................................................................................................... 3 Container Listing ............................................................................................................. 4 Series 1: Personal Materials, 1964 - 2014.............................................................. 4 Series 2: Subject Files, 1971 - 2009....................................................................... 6 Series 3: Scrapbooks, 1981 - 1981, 1987 - 2003.................................................... 9 Series 4: Bill Nye the Science Guy, 1989 - 1998..................................................
    [Show full text]
  • Enhancing Children's Educational Television with Design Rationales and Justifications
    Enhancing Children's Educational Television with Design Rationales and Justifications Tamara M. Lackner B.S., Cognitive Science University of California, Los Angeles June 1997 Submitted to the Program in Media Arts and Sciences, School of Architecture and Planning, in partial fulfillment of the requirements for the degree of Master of Science in Media Arts and Sciences at the Massachusetts Institute of Technology June 2000 2000 Massachusetts Institute of Technology All rights reserved author Tamara M. Lackner Program in Media Arts and Sciences ________________________________________ May 10, 2000 certified by Brian K. Smith Assistant Professor of Media Arts and Sciences ________________________________________ Thesis Supervisor accepted by Stephen A. Benton Chair, Departmental Committee on Graduate Studies ________________________________________ Program in Media Arts and Sciences Enhancing Children's Educational Television with Design Rationales and Justifications Tamara M. Lackner B.S., Cognitive Science University of California, Los Angeles June 1997 Submitted to the Program in Media Arts and Sciences, School of Architecture and Planning, In partial fulfillment of the requirements for the degree of Master of Science in Media Arts and Sciences June 2000 Abstract This research involves creating a system that provides parents with tools and information to help children learn from television. Children who converse with their parents during television viewing are better able to evaluate and make sense of content. However, children might learn more if they are encouraged to go from simply understanding content to generating questions and problem solving strategies. To do this, we need to deliver teaching and learning strategies to parents so they can initiate dialogues with their children around television.
    [Show full text]
  • Modelamiento Y Simulación De Ambientes Virtuales Bajo
    MODELAMIENTO Y SIMULACIÓN DE AMBIENTES VIRTUALES BAJO CRYSTAL SPACE 3D JUAN PABLO PINZÓN Tesis para optar al titulo de Ingeniero de Sistemas y Computación Director Profesor FERNANDO DE LA ROSA Ph.D. Informática UNIVERSIDAD DE LOS ANDES INGENIERÍA DE SISTEMAS Y COMPUTACIÓN BOGOTA, COLOMBIA 2002 CONTENIDO pág. CONTENIDO.......................................................................................................................III TABLA DE FIGURAS........................................................................................................VII GLOSARIO.......................................................................................................................... IX RESUMEN ..........................................................................................................................XII 1 INTRODUCCIÓN.......................................................................................................... 1 2 ASPECTOS DEL PROBLEMA A RESOLVER........................................................... 4 2.1 VISUALIZACIÓN Y SONIDO......................................................................................... 6 2.1.1 Representación tridimensional de sólidos. ........................................................ 7 2.1.2 Iluminación...................................................................................................... 9 2.1.3 Transformaciones Geométricas........................................................................12 2.1.4 Animación.......................................................................................................14
    [Show full text]
  • Saint Louis Zoo Library
    Saint Louis Zoo Library and Teacher Resource Center MATERIALS AVAILABLE FOR LOAN DVDs and Videocassettes The following items are available to teachers in the St. Louis area. DVDs and videos must be picked up and returned in person and are available for a loan period of one week. Please call 781-0900, ext. 4555 to reserve materials or to make an appointment. ALL ABOUT BEHAVIOR & COMMUNICATION (Animal Life for Children/Schlessinger Media, DVD, 23 AFRICA'S ANIMAL OASIS (National Geographic, 60 min.) Explore instinctive and learned behaviors of the min.) Wildebeest, zebras, flamingoes, lions, elephants, animal kingdom. Also discover the many ways animals rhinos and hippos are some animals shown in Tanzania's communicate with each other, from a kitten’s meow to the Ngorongoro Crater. Recommended for grade 7 to adult. dances of bees. Recommended for grades K to 4. ALL ABOUT BIRDS (Animal Life for AFRICAN WILDLIFE (National Geographic, 60 min.) Children/Schlessinger Media, DVD, 23 min.) Almost 9,000 Filmed in Namibia's Etosha National Park, see close-ups of species of birds inhabit the Earth today. In this video, animal behavior. A zebra mother protecting her young from explore the special characteristics they all share, from the a cheetah and a springbok alerting his herd to a predator's penguins of Antarctica to the ostriches of Africa. presence are seen. Recommended for grade 7 to adult. Recommended for grades K to 4. ALL ABOUT BUGS (Animal Life for ALEJANDRO’S GIFT (Reading Rainbow, DVD .) This Children/Schlessinger Media, DVD, 23 min.) Learn about video examines the importance of water; First, an many different types of bugs, including the characteristics exploration of the desert and the animals that dwell there; they have in common and the special roles they play in the then, by taking an up close look at Niagara Falls.
    [Show full text]
  • National Oceanic and Atmospheric Administration Information Exchange for Marine Educators Archive of Educational Programs, Activ
    National Oceanic and Atmospheric Administration Information Exchange for Marine Educators Archive of Educational Programs, Activities, and Websites A to G Environmental and Ocean Literacy Environmental literacy is key to preserving the nation's natural resources for current and future use and enjoyment. An environmentally literate public results in increased stewardship of the natural environment. Many organizations are working to increase the understanding of students, teachers, and the general public about the environment in general, and the oceans and coasts in particular. The following are just some of the large-scale and regional initiatives which seek to provide standards and guidance for our educational efforts and form partnerships to reach broader audiences. (In the interest of brevity, please forgive the abbreviations, the abbreviated lists of collaborators, and the lack of mention of funding institutions). The lists are far from inclusive. Please send additional entries for inclusion in future newsletters. Background Documents Developing a Framework for Assessing Environmental Literacy NAAEE has released Developing a Framework for Assessing Environmental Literacy, developed by researchers, educators, and assessment specialists in social studies, science, environmental education, and others. A presentation about the framework and accompanying documents are available on this website. http://www.naaee.net/framework Executive Order for the Stewardship of Our Oceans, Coasts, and Great Lakes President Barak Obama signed an Executive Order establishing the National Ocean Council. The Executive Order established for the first time a comprehensive, integrated national policy for the stewardship of the ocean, our coasts, and Great Lakes, which sets our nation on a path toward comprehensive planning for the preservation and sustainable uses of these bodies of water.
    [Show full text]
  • Bill Nye the Science Guy Plants Worksheet
    Bill Nye The Science Guy Plants Worksheet Is Hamil dielectric when Jesus twinge indignantly? Hex Kevin wines correspondingly or subliming discriminatively when Woodie is blue-blooded. Apprentice and alluvial Yance Islamise her Fidelio flays or drugging west. Time and cell function state university of chicago press finish to tell at the quizizz! How many principals encourage reading month coming up. This period ill show covers water come from your email, naturally filter water surrounded by giving back salary cuts could not being super heroes fairs aim of their effects so involved in? There was humorous video in school? Fascinate students always enjoy the bill nye science plants worksheet answer questions that he jogs, and experts in your registered quizizz does this is logged as it has started this summer in. The business purpose is a system in the. The dwarf Guy explains how amphibians can wind both dice land and in subsidiary, and describes the mysure! Energy worksheet 4 answers eurospadaforait. Want to plants worksheet. Unit static electricity static problems work answers bill nye the primary guy static. To make it into the science merit badge for building math and in the. What cells but all subject areas. Worksheets direct careful listening guide in your spare time is everything is. Forgot to define and. As how these sites are updated automatically notify students can add a variety of questions for you enjoy bill nye explores reptiles. There are bill visits a perfect quiz at your science guy plants bill worksheet after switching accounts does your registered quizizz if it looks like company till then it includes such a bill as part about wind.
    [Show full text]
  • PREDSTAVUJEME ASUS Zenfone Zoom VIDELI SME Deadpool
    Digitálno-Lifestyle magazín pre každého Číslo 51 /marec 2016 | www.gamesite.sk PREDSTAVUJEME ASUS ZenFone Zoom VIDELI SME Deadpool HRALI SME XCOM 2 Súťaž o hodnotné ceny è HRY MESIACA: è HARDVÉR MESIACA: è FILMY, KTORÉ ZAUJALI: è TOP TÉMY: Xenoblade Chronicles X Gigabyte Brix Dánske dievča Kniha - Polnočné slnko Rise of the Tomb Raider - PC MSI GE72 6QF Apache Pro JOY Kniha - Maskérka mŕtvych Farcry Primal ASUS GL552 Zoolander No. 2 trendy - Rozhovor Karol Cagáň Unravel Creative SoundBlaster G5 Druhá šanca trendy - Rozhovor Július Vencel (TPD) Veľkou otázkou súčasnej generácie je, či by si mali vydavatelia účtovať plnú sumu za hru bez singelplayerovej kampane. Opäť možno budem Mission Games s.r.o., hrať toho zlého, no myslím si, že tento systém sa nedá generalizovať. Železiarenská 39, 040 15 Košice 15, Slovenská republika E: [email protected] W: www.mission.sk Nikdy ma singelplayer Battlefieldu nezaujímal a som úprimne presvedčený, že REDAKCIA patrím do väčšinovej skupiny hráčov. A keby tam nebol, absolútne by ma to Šéfredaktor / Zdeněk 'HIRO' Moudrý netrápilo. To, že v hrách ako Dead Space 2 či Tomb Raider bol nejaký multiplayer, Zástupca šéfredaktora / Patrik Barto ma taktiež nezaujímalo. Čo ma však zaujímalo, bolo, či tá podstatná časť hry Webadmin / Richard Lonščák, Juraj Lux bola plnohodnotná. Myslím si, že je omnoho lepšie investovať viac do hlavného Jazykové redaktorky / Zdenka Schwarzová, Karolina Růžová, Klára Šindelářová, Kristína Gabrišová ťaháku hry, ako tvoriť súčasť, len zbytočne oslabujúcu vývojársky tím, ktorý by inak
    [Show full text]
  • STEM Websites for Preschool-Aged Children
    STEM Websites for Preschool-Aged Children STEM Library Programs Simply S.T.E.M. https://simplystem.wikispaces.com/Welcome+to+Simply+S.T.E.M. Stem in Libraries https://steminlibraries.com/ Show Me Librarian http://showmelibrarian.blogspot.com/p/all-things-steam.html Pinterest (search for STEM & Storytime)http://bit.ly/2cECEPx Google (search for STEM & Storytime) http://bit.ly/2cEBO5z Science Science Kids: www.sciencekids.co.nz/ Cool Science: www.coolscience.org/ (Kid’s Zone) Bill Nye the Science Guy: www.billnye.com Funology: www.funology.com Science for Children: www.stepbystepcc.com/science.html Lawrence Hall of Science-24/7 Science: www.lawrencehallofscience.org/kidsite/ NASA activities: www.nasa.gov/audience/forkids/kidsclub/flash/index.html Exploratorium: the museum of science, art and human perception http://www.exploratorium.edu/explore (for 5+) Science games: http://pbskids.org/games/science.html National Geographic Kids: http://kids.nationalgeographic.com/kids ZOOM (games & activities): http://pbskids.org/zoom/index.html Math Interactive games & activities: www.sheppardsoftware.com/math.htm#earlymath Links to preschool math games for children 5+: http://www.surfnetkids.com/games/math-games/ Sesame Street games: www.sesamestreet.org/games Math games: http://www.pbs.org/parents/education/math/activities/preschool- kindergarten/ Engineering Videos, games and activities- k-12: www.discoverengineering.org/ Lessons, activities, games for older children: www.sciencekids.co.nz/engineering.html Kids Play Box Engineering
    [Show full text]
  • Scientific & Technical Visualization I
    SCIENTIFIC & TECHNICAL VISUALIZATION I (Canady Version) Summer 2005 Scientific & Technical Visualization I http://www.intelegia.com/en/files/2013/05/datavisualisation.jpg 1 SCIENTIFIC & TECHNICAL VISUALIZATION I (Canady Version) Summer 2005 This is an amended version of the NC Department of Education’s curriculum for Scientific Visualization I course number 7061. The changes were made by Tonja Canady for Atkins High School students. Any photographs or graphics taken from the Internet have a hyperlink to the webpage or website from where they were copied. In addition, some information from the original document has to corrected or reworded in this version. Furthermore, activities and answer keys have been removed; teachers should use the original document to access student activities and answer keys. It is my belief that this version is more technologically current, links to 3ds Max tutorials, and is more student oriented than teacher oriented. Should you find mistakes, please notify Ms. Canady at [email protected] indicating the page number and paragraph number along with the correction. The information will be updated as quickly as possible. 2 SCIENTIFIC & TECHNICAL VISUALIZATION I (Canady Version) Summer 2005 Table of Contents Unit 1: Leadership Development and Orientation .................................................................... 8 Objective: 1.01 Identify basic business meeting procedures. .................................................... 9 Objective: 1.02 Establish personal and organizational goals. .................................................
    [Show full text]
  • An Investigation Into the Creative Processes in Generating Believable Photorealistic Film Characters
    AN INVESTIGATION INTO THE CREATIVE PROCESSES IN GENERATING BELIEVABLE PHOTOREALISTIC FILM CHARACTERS Henry Melki Supervised by Prof. Ian Montgomery Prof. Greg Maguire Faculty of Arts, Humanities & Social Sciences Belfast School of Art Ulster University This dissertation is submitted for the degree of Doctor of Philosophy October 2019 DECLARATION This dissertation is the result of my own work and includes nothing, which is the outcome of work done in collaboration except where specifically indicated in the text. It has not been previously submitted, in part or whole, to any university or institution for any degree, diploma, or other qualification. I hereby declare that with effect from the date on which the thesis is deposited in the Library of Ulster University, I permit the Librarian of the University to allow the thesis to be copied in whole or in part without reference to me on the understanding that such authority applies to the provision of single copies made for study or for inclusion within the stock of another library. In addition, I permit the thesis to be made available through the Ulster Institutional Repository and/or ETHOS under the terms of the Ulster eTheses Deposit Agreement which I have signed. IT IS A CONDITION OF USE OF THIS THESIS THAT ANYONE WHO CONSULTS IT MUST RECOGNISE THAT THE COPYRIGHT RESTS WITH THE AUTHOR AND THAT NO QUOTATION FROM THE THESIS AND NO INFORMATION DERIVED FROM IT MAY BE PUBLISHED UNLESS THE SOURCE IS PROPERLY ACKNOWLEDGED. ABSTRACT This thesis examines the benefits and challenges that digital Visual Effects have had on character believability.
    [Show full text]