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Thesis – Structure, Example and Writing Guide

Table of contents.

Definition:

Thesis is a scholarly document that presents a student’s original research and findings on a particular topic or question. It is usually written as a requirement for a graduate degree program and is intended to demonstrate the student’s mastery of the subject matter and their ability to conduct independent research.

History of Thesis

The concept of a thesis can be traced back to ancient Greece, where it was used as a way for students to demonstrate their knowledge of a particular subject. However, the modern form of the thesis as a scholarly document used to earn a degree is a relatively recent development.

The origin of the modern thesis can be traced back to medieval universities in Europe. During this time, students were required to present a “disputation” in which they would defend a particular thesis in front of their peers and faculty members. These disputations served as a way to demonstrate the student’s mastery of the subject matter and were often the final requirement for earning a degree.

In the 17th century, the concept of the thesis was formalized further with the creation of the modern research university. Students were now required to complete a research project and present their findings in a written document, which would serve as the basis for their degree.

The modern thesis as we know it today has evolved over time, with different disciplines and institutions adopting their own standards and formats. However, the basic elements of a thesis – original research, a clear research question, a thorough review of the literature, and a well-argued conclusion – remain the same.

Structure of Thesis

The structure of a thesis may vary slightly depending on the specific requirements of the institution, department, or field of study, but generally, it follows a specific format.

Here’s a breakdown of the structure of a thesis:

This is the first page of the thesis that includes the title of the thesis, the name of the author, the name of the institution, the department, the date, and any other relevant information required by the institution.

This is a brief summary of the thesis that provides an overview of the research question, methodology, findings, and conclusions.

This page provides a list of all the chapters and sections in the thesis and their page numbers.

Introduction

This chapter provides an overview of the research question, the context of the research, and the purpose of the study. The introduction should also outline the methodology and the scope of the research.

Literature Review

This chapter provides a critical analysis of the relevant literature on the research topic. It should demonstrate the gap in the existing knowledge and justify the need for the research.

Methodology

This chapter provides a detailed description of the research methods used to gather and analyze data. It should explain the research design, the sampling method, data collection techniques, and data analysis procedures.

This chapter presents the findings of the research. It should include tables, graphs, and charts to illustrate the results.

This chapter interprets the results and relates them to the research question. It should explain the significance of the findings and their implications for the research topic.

This chapter summarizes the key findings and the main conclusions of the research. It should also provide recommendations for future research.

This section provides a list of all the sources cited in the thesis. The citation style may vary depending on the requirements of the institution or the field of study.

This section includes any additional material that supports the research, such as raw data, survey questionnaires, or other relevant documents.

How to write Thesis

Here are some steps to help you write a thesis:

• Choose a Topic: The first step in writing a thesis is to choose a topic that interests you and is relevant to your field of study. You should also consider the scope of the topic and the availability of resources for research.
• Develop a Research Question: Once you have chosen a topic, you need to develop a research question that you will answer in your thesis. The research question should be specific, clear, and feasible.
• Conduct a Literature Review: Before you start your research, you need to conduct a literature review to identify the existing knowledge and gaps in the field. This will help you refine your research question and develop a research methodology.
• Develop a Research Methodology: Once you have refined your research question, you need to develop a research methodology that includes the research design, data collection methods, and data analysis procedures.
• Collect and Analyze Data: After developing your research methodology, you need to collect and analyze data. This may involve conducting surveys, interviews, experiments, or analyzing existing data.
• Write the Thesis: Once you have analyzed the data, you need to write the thesis. The thesis should follow a specific structure that includes an introduction, literature review, methodology, results, discussion, conclusion, and references.
• Edit and Proofread: After completing the thesis, you need to edit and proofread it carefully. You should also have someone else review it to ensure that it is clear, concise, and free of errors.
• Submit the Thesis: Finally, you need to submit the thesis to your academic advisor or committee for review and evaluation.

Example of Thesis

Example of Thesis template for Students:

Title of Thesis

Table of Contents:

Chapter 1: Introduction

Chapter 2: Literature Review

Chapter 3: Research Methodology

Chapter 4: Results

Chapter 5: Discussion

Chapter 6: Conclusion

References:

Appendices:

Note: That’s just a basic template, but it should give you an idea of the structure and content that a typical thesis might include. Be sure to consult with your department or supervisor for any specific formatting requirements they may have. Good luck with your thesis!

Application of Thesis

Thesis is an important academic document that serves several purposes. Here are some of the applications of thesis:

• Academic Requirement: A thesis is a requirement for many academic programs, especially at the graduate level. It is an essential component of the evaluation process and demonstrates the student’s ability to conduct original research and contribute to the knowledge in their field.
• Career Advancement: A thesis can also help in career advancement. Employers often value candidates who have completed a thesis as it demonstrates their research skills, critical thinking abilities, and their dedication to their field of study.
• Publication : A thesis can serve as a basis for future publications in academic journals, books, or conference proceedings. It provides the researcher with an opportunity to present their research to a wider audience and contribute to the body of knowledge in their field.
• Personal Development: Writing a thesis is a challenging task that requires time, dedication, and perseverance. It provides the student with an opportunity to develop critical thinking, research, and writing skills that are essential for their personal and professional development.
• Impact on Society: The findings of a thesis can have an impact on society by addressing important issues, providing insights into complex problems, and contributing to the development of policies and practices.

Purpose of Thesis

The purpose of a thesis is to present original research findings in a clear and organized manner. It is a formal document that demonstrates a student’s ability to conduct independent research and contribute to the knowledge in their field of study. The primary purposes of a thesis are:

• To Contribute to Knowledge: The main purpose of a thesis is to contribute to the knowledge in a particular field of study. By conducting original research and presenting their findings, the student adds new insights and perspectives to the existing body of knowledge.
• To Demonstrate Research Skills: A thesis is an opportunity for the student to demonstrate their research skills. This includes the ability to formulate a research question, design a research methodology, collect and analyze data, and draw conclusions based on their findings.
• To Develop Critical Thinking: Writing a thesis requires critical thinking and analysis. The student must evaluate existing literature and identify gaps in the field, as well as develop and defend their own ideas.
• To Provide Evidence of Competence : A thesis provides evidence of the student’s competence in their field of study. It demonstrates their ability to apply theoretical concepts to real-world problems, and their ability to communicate their ideas effectively.
• To Facilitate Career Advancement : Completing a thesis can help the student advance their career by demonstrating their research skills and dedication to their field of study. It can also provide a basis for future publications, presentations, or research projects.

When to Write Thesis

The timing for writing a thesis depends on the specific requirements of the academic program or institution. In most cases, the opportunity to write a thesis is typically offered at the graduate level, but there may be exceptions.

Generally, students should plan to write their thesis during the final year of their graduate program. This allows sufficient time for conducting research, analyzing data, and writing the thesis. It is important to start planning the thesis early and to identify a research topic and research advisor as soon as possible.

In some cases, students may be able to write a thesis as part of an undergraduate program or as an independent research project outside of an academic program. In such cases, it is important to consult with faculty advisors or mentors to ensure that the research is appropriately designed and executed.

It is important to note that the process of writing a thesis can be time-consuming and requires a significant amount of effort and dedication. It is important to plan accordingly and to allocate sufficient time for conducting research, analyzing data, and writing the thesis.

Characteristics of Thesis

The characteristics of a thesis vary depending on the specific academic program or institution. However, some general characteristics of a thesis include:

• Originality : A thesis should present original research findings or insights. It should demonstrate the student’s ability to conduct independent research and contribute to the knowledge in their field of study.
• Clarity : A thesis should be clear and concise. It should present the research question, methodology, findings, and conclusions in a logical and organized manner. It should also be well-written, with proper grammar, spelling, and punctuation.
• Research-Based: A thesis should be based on rigorous research, which involves collecting and analyzing data from various sources. The research should be well-designed, with appropriate research methods and techniques.
• Evidence-Based : A thesis should be based on evidence, which means that all claims made in the thesis should be supported by data or literature. The evidence should be properly cited using appropriate citation styles.
• Critical Thinking: A thesis should demonstrate the student’s ability to critically analyze and evaluate information. It should present the student’s own ideas and arguments, and engage with existing literature in the field.
• Academic Style : A thesis should adhere to the conventions of academic writing. It should be well-structured, with clear headings and subheadings, and should use appropriate academic language.

Advantages of Thesis

There are several advantages to writing a thesis, including:

• Development of Research Skills: Writing a thesis requires extensive research and analytical skills. It helps to develop the student’s research skills, including the ability to formulate research questions, design and execute research methodologies, collect and analyze data, and draw conclusions based on their findings.
• Contribution to Knowledge: Writing a thesis provides an opportunity for the student to contribute to the knowledge in their field of study. By conducting original research, they can add new insights and perspectives to the existing body of knowledge.
• Preparation for Future Research: Completing a thesis prepares the student for future research projects. It provides them with the necessary skills to design and execute research methodologies, analyze data, and draw conclusions based on their findings.
• Career Advancement: Writing a thesis can help to advance the student’s career. It demonstrates their research skills and dedication to their field of study, and provides a basis for future publications, presentations, or research projects.
• Personal Growth: Completing a thesis can be a challenging and rewarding experience. It requires dedication, hard work, and perseverance. It can help the student to develop self-confidence, independence, and a sense of accomplishment.

Limitations of Thesis

There are also some limitations to writing a thesis, including:

• Time and Resources: Writing a thesis requires a significant amount of time and resources. It can be a time-consuming and expensive process, as it may involve conducting original research, analyzing data, and producing a lengthy document.
• Narrow Focus: A thesis is typically focused on a specific research question or topic, which may limit the student’s exposure to other areas within their field of study.
• Limited Audience: A thesis is usually only read by a small number of people, such as the student’s thesis advisor and committee members. This limits the potential impact of the research findings.
• Lack of Real-World Application : Some thesis topics may be highly theoretical or academic in nature, which may limit their practical application in the real world.
• Pressure and Stress : Writing a thesis can be a stressful and pressure-filled experience, as it may involve meeting strict deadlines, conducting original research, and producing a high-quality document.
• Potential for Isolation: Writing a thesis can be a solitary experience, as the student may spend a significant amount of time working independently on their research and writing.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Reference management. Clean and simple.

How to structure a thesis

A typical thesis structure

1. abstract, 2. introduction, 3. literature review, 6. discussion, 7. conclusion, 8. reference list, frequently asked questions about structuring a thesis, related articles.

Starting a thesis can be daunting. There are so many questions in the beginning:

• How do you actually start your thesis?
• How do you structure it?
• What information should the individual chapters contain?

Each educational program has different demands on your thesis structure, which is why asking directly for the requirements of your program should be a first step. However, there is not much flexibility when it comes to structuring your thesis.

Abstract : a brief overview of your entire thesis.

Literature review : an evaluation of previous research on your topic that includes a discussion of gaps in the research and how your work may fill them.

Methods : outlines the methodology that you are using in your research.

Thesis : a large paper, or multi-chapter work, based on a topic relating to your field of study.

The abstract is the overview of your thesis and generally very short. This section should highlight the main contents of your thesis “at a glance” so that someone who is curious about your work can get the gist quickly. Take a look at our guide on how to write an abstract for more info.

Tip: Consider writing your abstract last, after you’ve written everything else.

The introduction to your thesis gives an overview of its basics or main points. It should answer the following questions:

• Why is the topic being studied?
• How is the topic being studied?
• What is being studied?

In answering the first question, you should know what your personal interest in this topic is and why it is relevant. Why does it matter?

To answer the "how", you should briefly explain how you are going to reach your research goal. Some prefer to answer that question in the methods chapter, but you can give a quick overview here.

And finally, you should explain "what" you are studying. You can also give background information here.

You should rewrite the introduction one last time when the writing is done to make sure it connects with your conclusion. Learn more about how to write a good thesis introduction in our thesis introduction guide .

A literature review is often part of the introduction, but it can be a separate section. It is an evaluation of previous research on the topic showing that there are gaps that your research will attempt to fill. A few tips for your literature review:

• Use a wide array of sources
• Show both sides of the coin
• Make sure to cover the classics in your field
• Present everything in a clear and structured manner

For more insights on lit reviews, take a look at our guide on how to write a literature review .

The methodology chapter outlines which methods you choose to gather data, how the data is analyzed and justifies why you chose that methodology . It shows how your choice of design and research methods is suited to answering your research question.

Make sure to also explain what the pitfalls of your approach are and how you have tried to mitigate them. Discussing where your study might come up short can give you more credibility, since it shows the reader that you are aware of its limitations.

Tip: Use graphs and tables, where appropriate, to visualize your results.

The results chapter outlines what you found out in relation to your research questions or hypotheses. It generally contains the facts of your research and does not include a lot of analysis, because that happens mostly in the discussion chapter.

Clearly visualize your results, using tables and graphs, especially when summarizing, and be consistent in your way of reporting. This means sticking to one format to help the reader evaluate and compare the data.

The discussion chapter includes your own analysis and interpretation of the data you gathered , comments on your results and explains what they mean. This is your opportunity to show that you have understood your findings and their significance.

Point out the limitations of your study, provide explanations for unexpected results, and note any questions that remain unanswered.

This is probably your most important chapter. This is where you highlight that your research objectives have been achieved. You can also reiterate any limitations to your study and make suggestions for future research.

Remember to check if you have really answered all your research questions and hypotheses in this chapter. Your thesis should be tied up nicely in the conclusion and show clearly what you did, what results you got, and what you learned. Discover how to write a good conclusion in our thesis conclusion guide .

At the end of your thesis, you’ll have to compile a list of references for everything you’ve cited above. Ideally, you should keep track of everything from the beginning. Otherwise, this could be a mammoth and pretty laborious task to do.

Consider using a reference manager like Paperpile to format and organize your citations. Paperpile allows you to organize and save your citations for later use and cite them in thousands of citation styles directly in Google Docs, Microsoft Word, or LaTeX:

🔲 Introduction

🔲 Literature review

🔲 Discussion

🔲 Conclusion

🔲 Reference list

The basic elements of a thesis are: Abstract, Introduction, Literature Review, Methods, Results, Discussion, Conclusion, and Reference List.

It's recommended to start a thesis by writing the literature review first. This way you learn more about the sources, before jumping to the discussion or any other element.

It's recommended to write the abstract of a thesis last, once everything else is done. This way you will be able to provide a complete overview of your work.

Usually, the discussion is the longest part of a thesis. In this part you are supposed to point out the limitations of your study, provide explanations for unexpected results, and note any questions that remain unanswered.

The order of the basic elements of a thesis are: 1. Abstract, 2. Introduction, 3. Literature Review, 4. Methods, 5. Results, 6. Discussion, 7. Conclusion, and 8. Reference List.

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• Dissertation & Thesis Outline | Example & Free Templates

Dissertation & Thesis Outline | Example & Free Templates

Published on June 7, 2022 by Tegan George . Revised on November 21, 2023.

A thesis or dissertation outline is one of the most critical early steps in your writing process . It helps you to lay out and organize your ideas and can provide you with a roadmap for deciding the specifics of your dissertation topic and showcasing its relevance to your field.

Generally, an outline contains information on the different sections included in your thesis or dissertation , such as:

• Your anticipated title
• Your abstract
• Your chapters (sometimes subdivided into further topics like literature review, research methods, avenues for future research, etc.)

In the final product, you can also provide a chapter outline for your readers. This is a short paragraph at the end of your introduction to inform readers about the organizational structure of your thesis or dissertation. This chapter outline is also known as a reading guide or summary outline.

Table of contents

How to outline your thesis or dissertation, dissertation and thesis outline templates, chapter outline example, sample sentences for your chapter outline, sample verbs for variation in your chapter outline, other interesting articles, frequently asked questions about thesis and dissertation outlines.

While there are some inter-institutional differences, many outlines proceed in a fairly similar fashion.

• Working Title
• “Elevator pitch” of your work (often written last).
• Introduce your area of study, sharing details about your research question, problem statement , and hypotheses . Situate your research within an existing paradigm or conceptual or theoretical framework .
• Subdivide as you see fit into main topics and sub-topics.
• Describe your research methods (e.g., your scope , population , and data collection ).
• Present your research findings and share about your data analysis methods.
• Answer the research question in a concise way.
• Interpret your findings, discuss potential limitations of your own research and speculate about future implications or related opportunities.

For a more detailed overview of chapters and other elements, be sure to check out our article on the structure of a dissertation or download our template .

To help you get started, we’ve created a full thesis or dissertation template in Word or Google Docs format. It’s easy adapt it to your own requirements.

 Download Word template    Download Google Docs template

It can be easy to fall into a pattern of overusing the same words or sentence constructions, which can make your work monotonous and repetitive for your readers. Consider utilizing some of the alternative constructions presented below.

Example 1: Passive construction

The passive voice is a common choice for outlines and overviews because the context makes it clear who is carrying out the action (e.g., you are conducting the research ). However, overuse of the passive voice can make your text vague and imprecise.

Example 2: IS-AV construction

You can also present your information using the “IS-AV” (inanimate subject with an active verb ) construction.

A chapter is an inanimate object, so it is not capable of taking an action itself (e.g., presenting or discussing). However, the meaning of the sentence is still easily understandable, so the IS-AV construction can be a good way to add variety to your text.

Example 3: The “I” construction

Another option is to use the “I” construction, which is often recommended by style manuals (e.g., APA Style and Chicago style ). However, depending on your field of study, this construction is not always considered professional or academic. Ask your supervisor if you’re not sure.

Example 4: Mix-and-match

To truly make the most of these options, consider mixing and matching the passive voice , IS-AV construction , and “I” construction .This can help the flow of your argument and improve the readability of your text.

As you draft the chapter outline, you may also find yourself frequently repeating the same words, such as “discuss,” “present,” “prove,” or “show.” Consider branching out to add richness and nuance to your writing. Here are some examples of synonyms you can use.

If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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When you mention different chapters within your text, it’s considered best to use Roman numerals for most citation styles. However, the most important thing here is to remain consistent whenever using numbers in your dissertation .

The title page of your thesis or dissertation goes first, before all other content or lists that you may choose to include.

A thesis or dissertation outline is one of the most critical first steps in your writing process. It helps you to lay out and organize your ideas and can provide you with a roadmap for deciding what kind of research you’d like to undertake.

• Your chapters (sometimes subdivided into further topics like literature review , research methods , avenues for future research, etc.)

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George, T. (2023, November 21). Dissertation & Thesis Outline | Example & Free Templates. Scribbr. Retrieved August 12, 2024, from https://www.scribbr.com/dissertation/dissertation-thesis-outline/

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Studies - thesis - department of structural engineering, master's thesis, master's thesis.

The master’s thesis is the final step for an MSc student. It is written in the last (10th) semester of the study, and requires 20 full-time weeks.

The students can choose the problem for their thesis among all fields that are covered by Department of Structural Engineering. Most problems are proposed by the professors, but it may also be feasible to work with problems suggested by companies or other external enterprises.

Department of Structural Engineering prefers that the master’s thesis is a continuation of the specialization project carried out in the 9th semester, yet this is not a formal demand. Nevertheless, the students are recommended to have the master’s thesis in mind when choosing specialization project in the spring (end of 8th semester).

Master's thesis regulations

Master’s thesis in cooperation with external enterprise

Companies or other external enterprises may suggest problems for a specialization project, continued as a master’s thesis. Such proposals should be reported to the department not later than 1 March . For master’s thesis without a preceding specialization project, the department should be contacted before 15 October .

It is emphasized that all master’s theses must have a responsible teacher from the department, and it is the department that assigns the problem to each individual student. The department will not provide any problem for a MSc thesis without any responsible teacher. A good advice is to contact a teacher within the field of interest, and discuss whether the problem at hand is suitable for a master’s thesis.

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• Published: 14 August 2024

Structural basis for the activity of the type VII CRISPR–Cas system

• Jie Yang   ORCID: orcid.org/0000-0003-4399-2532 1   na1 ,
• Xuzichao Li 1   na1 ,
• Qiuqiu He 1   na1 ,
• Xiaoshen Wang   ORCID: orcid.org/0000-0002-4416-6032 1   na1 ,
• Jingjing Tang 2 , 3   na1 ,
• Tongyao Wang 1   na1 ,
• Yi Zhang 1 ,
• Feiyang Yu 4 ,
• Shuqin Zhang   ORCID: orcid.org/0009-0006-1652-2489 1 ,
• Zhikun Liu   ORCID: orcid.org/0009-0006-2037-2516 1 ,
• Lingling Zhang 1 ,
• Fumeng Liao 1 ,
• Hang Yin 1 ,
• Haiyan Zhao 4 ,
• Zengqin Deng   ORCID: orcid.org/0000-0002-5658-2068 2 , 5 &
• Heng Zhang   ORCID: orcid.org/0000-0003-1112-7149 1  

Nature ( 2024 ) Cite this article

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Metrics details

• Bacterial structural biology
• Electron microscopy

The newly identified type VII CRISPR–Cas candidate system uses a CRISPR RNA-guided ribonucleoprotein complex formed by Cas5 and Cas7 proteins to target RNA 1 . However, the RNA cleavage is executed by a dedicated Cas14 nuclease, which is distinct from the effector nucleases of the other CRISPR–Cas systems. Here we report seven cryo-electron microscopy structures of the Cas14-bound interference complex at different functional states. Cas14, a tetrameric protein in solution, is recruited to the Cas5–Cas7 complex in a target RNA-dependent manner. The N-terminal catalytic domain of Cas14 binds a stretch of the substrate RNA for cleavage, whereas the C-terminal domain is primarily responsible for tethering Cas14 to the Cas5–Cas7 complex. The biochemical cleavage assays corroborate the captured functional conformations, revealing that Cas14 binds to different sites on the Cas5–Cas7 complex to execute individual cleavage events. Notably, a plugged-in arginine of Cas7 sandwiched by a C-shaped clamp of C-terminal domain precisely modulates Cas14 binding. More interestingly, target RNA cleavage is altered by a complementary protospacer flanking sequence at the 5′ end, but not at the 3′ end. Altogether, our study elucidates critical molecular details underlying the assembly of the interference complex and substrate cleavage in the type VII CRISPR–Cas system, which may help rational engineering of the type VII CRISPR–Cas system for biotechnological applications.

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Programmable RNA targeting with the single-protein CRISPR effector Cas7-11

Trans-nuclease activity of Cas9 activated by DNA or RNA target binding

Dynamic mechanisms of CRISPR interference by Escherichia coli CRISPR-Cas3

Data availability.

The atomic coordinates and EM maps have been deposited in the Protein Data Bank under accession codes 8Z4L (substrate-engaged state I), 8Z4J (substrate-engaged state II), 8YHD (post-state I), 8YHE (post-state II), 8Z99 (substrate-engaged state +I), 8Z9C (substrate-engaged state II) and 8Z9E (substrate-engaged state II), and in the Electron Microscopy Data Bank under the corresponding accession codes EMD- 39767 , EMD- 39766 , EMD- 39287 , EMD- 39288 , EMD- 39857 , EMD- 39859 and EMD- 39861 . PDB accessions 2I7V , 3X1L , 4XWT , 6IFU and 6V4X were used for structure analysis. Uncropped gels and images are provided in Supplementary Figs. 1 – 3 .  Source data are provided with this paper.

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Acknowledgements

We thank the Center for Instrumental Analysis and Metrology of Wuhan Institute of Virology for supporting cryo-EM data acquisition and the Core Facility of Research Center of Basic Medical Sciences in Tianjin Medical University for providing technical assistance. This work was supported by the National Natural Science Foundation of China (32322040 to H. Zhang, 22377091 to J.Y. and 32300036 to H.Y.), the Natural Science Foundation of Tianjin Municipal Science and Technology Commission (23JCZDJC00410) and the CAS Pioneer Hundred Talents Program (to Z.D.).

Author information

These authors contributed equally: Jie Yang, Xuzichao Li, Qiuqiu He, Xiaoshen Wang, Jingjing Tang, Tongyao Wang

Authors and Affiliations

State Key Laboratory of Experimental Hematology, Key Laboratory of Immune Microenvironment and Disease (Ministry of Education), International Joint Laboratory of Ocular Diseases (Ministry of Education), The Province and Ministry Co-sponsored Collaborative Innovation Center for Medical Epigenetics, Tianjin Institute of Immunology, School of Basic Medical Sciences, Tianjin Medical University, Tianjin, China

Jie Yang, Xuzichao Li, Qiuqiu He, Xiaoshen Wang, Tongyao Wang, Yi Zhang, Shuqin Zhang, Zhikun Liu, Lingling Zhang, Fumeng Liao, Hang Yin & Heng Zhang

Key Laboratory of Virology and Biosafety, Wuhan Institute of Virology, Chinese Academy of Sciences, Wuhan, China

Jingjing Tang & Zengqin Deng

University of Chinese Academy of Sciences, Beijing, China

Jingjing Tang

State Key Laboratory of Virology, College of Life Sciences, Wuhan University, Wuhan, China

Feiyang Yu & Haiyan Zhao

Hubei Jiangxia Laboratory, Wuhan, China

Zengqin Deng

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Contributions

J.Y., Z.D. and H. Zhang conceived the project. J.Y., X.L., Q.H., X.W., J.T., T.W., Y.Z., F.Y., L.Z. and F.L. carried out the experimental work. Data analysis was performed by J.Y., X.L., X.W., J.T., S.Z., Z.L., H.Y., H. Zhao, Z.D. and H. Zhang. H. Zhang supervised the work. J.Y. and H. Zhang wrote the manuscript with contributions from all authors.

Corresponding authors

Correspondence to Zengqin Deng or Heng Zhang .

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Nature thanks Chunyi Hu, David Taylor and John van der Oost for their contribution to the peer review of this work.

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Extended data figures and tables

Extended data fig. 1 functional exploration of the candidate type vii crispr–cas system..

( a ) The EMSA assay with RNP complex, catalytic dead Cas14 (D66A/H67A), or a combination of both. The triangle indicates the increasing concentrations of proteins. Representative gels from three independent EMSA experiments are shown. ( b ) In vitro cleavage assay using ssRNA, ssDNA and dsDNA as the substrate. Only the ssRNA substrate was cleaved by the combination of the RNP complex and WT Cas14. Three biological replicates were performed, and representative gel is shown. ( c ) In vivo transcriptional repression assays of the type VII candidate system. BL21(DE3) cells were co-transformed with three plasmids: one encoding the Cas5-Cas6-Cas7 with an mRFP or KanR targeting crRNA array (SpecR), one encoding WT Cas14 or D66A/H67A mutant Cas14 (AmpR), and a third encoding mRFP or KanR (KanR). The transformed cells were induced with 0.5 mM IPTG and plated on solid LB agar containing three antibiotics and IPTG. Representative images from four independent assays are shown. ( d ) The percentage of mRFP-positive colonies (left panel) and the number of colonies formed on plates containing three antibiotics (right panel) were determined by manual colony counting. Bar plots show mean ± standard deviation (s.d.) with individual data points. P-values were calculated from four biological replicates (N = 4) using an unpaired two-tailed t-test with Welch’s corrections. ( e ) Scheme of Cas14 domain truncations, related to Fig. 1f . ( f ) Input for the strep pull-down assay, related to Fig. 1f . The gel is representative of three biological replicates. For gel source data, see Supplementary Figs. 1 – 3 .

Source Data

Extended Data Fig. 2 Structural features of the Cas5-Cas7 filament.

( a ) Overall structure of Cas5-Cas7 filaments in the types VII (upper panel, this study), III-A (middle panel, PDB ID: 6IFU ) and III-B (lower panel, PDB ID: 3X1L ) systems. ( b ) Structural alignment of Cas5 in the type VII system (green) and Cmr3 in the type III-B system (wheat, PDB ID: 3X1L ). The Cas5 protein adopts a ferredoxin-like fold, similar to Csm4/Cmr3 proteins from the type III-A/B systems. Despite the structural similarities between Cas5 and its counterparts Csm4/Cmr3 of type III systems, the crucial regions of Csm4/Cmr3 responsible for the interaction with Cas10 protein are partially absent in Cas5, which is in line with the lack of Cas10 in the type VII system. ( c ) Structural alignment of Cas7 in the type VII system (cyan) and Csm3 in the type III-A system (wheat, PDB ID: 6IFU ). The single Cas7 unit, structurally analogous to Csm3/Cmr4 proteins, possesses a conserved thumb-palm-finger architecture, with the thumb region flanked by the palm and finger segments from the adjacent Cas7. In the type III systems, Csm3/Cmr4 proteins feature a catalytic loop containing an aspartic acid residue responsible for target RNA cleavage. However, the equivalent position in Cas7 of the type VII system is occupied by an asparagine residue (Asn36), rendering Cas7 catalytically inactive. ( d ) Electrostatic surface representation of Cas5-Cas7 filament in the type VII system. The crRNA-target RNA duplex binds to the positively charged channel of this filament. The EM density corresponding to the crRNA-target RNA duplex traverses through the positively charged channel of the Cas5-Cas7 helical filament. ( e ) Interaction interface between the 5′-end repeat segment of crRNA and Cas5-Cas7 filament. The 5′-end repeat segment displays an S-shaped conformation, with the -1U and (-3A)–(-6A) of the repeat sequence fully exposed, whereas -7U and -8U are buried within Cas5.

Extended Data Fig. 3 Structural features of Cas14 domains.

( a ) Size-exclusion chromatography coupled with multi-angle light scattering (SEC–MALS) analysis of Cas14 variants. The theoretical molecular weights of the tetrameric full-length Cas14 protein, tetrameric NTD + MLD protein and the dimeric NTD protein (284 kDa, 231 kDa and 99 kDa, respectively) are consistent with their experimental results. ( b ) Structural alignment of the NTDs in Cas14.1 and Cas14.3 (left). Ribbon representation of the MβL and β-CASP subdomains of NTD-Cas14.1 (right). ( c ) Structural alignment of the MLDs from the four Cas14 subunits (Cas14.1-14.4) (top). Ribbon representation of the MLD (bottom). ( d ) Structural alignment of the CTDs from the four Cas14 subunits (Cas14.1–14.4) (left). Ribbon representation of the CTD (right). ( e ) Structural comparison of CTD-Cas14 and CTD-Cas10 or Cas11 subunits in the type III CRISPR–Cas systems. Left panel: Superimposition of CTD-Cas14 (light blue) and CTD-Cas10 (white, PDB ID: 6IFU ) in the type III-A system with a root mean squared deviation (r.m.s.d.) of 3.33 Å. Middle panel: Superimposition of CTD-Cas14 (light blue) and Csm2 subunit (orange, PDB ID: 6IFU ) in the type III-A system with a root mean squared deviation (r.m.s.d.) of 5.79 Å. Right panel: Superimposition of CTD-Cas14 (light blue) and Cmr5 subunit (yellow, PDB ID: 3X1L ) in the type III-B system with a root mean squared deviation (r.m.s.d.) of 5.67 Å.

Extended Data Fig. 4 Cas14 self-assembly is essential for nuclease activity.

( a ) Structure of the Cas14 tetramer. The NTD dimer interface and MLD tetramer interface are indicated by dashed boxes. The color scheme is the same as in Fig. 2 . ( b ) Detailed view of the interactions between the NTDs from Cas14.1 and Cas14.3. Key residues in the NTD dimer interface are shown in stick representation. ( c ) Close-up view of the tetramer interface formed by MLDs of Cas14.1–Cas14.4. The MLD, which is dispensable for Cas14 binding to the Cas5-Cas7 complex, may serve a role in delivering the NTD and CTD to facilitate their correct orientations. ( d ) SEC–MALS analysis of full length-Cas14 (F447A/P454A/F458A) and NTD-Cas14 (Y388A/Y391A/R416A). The theoretical monomeric molecular masses of these two variants are 71 and 51 kDa, respectively. The experimental molecular weight of Y388A/Y391A/R416A mutant is ~ 52 kDa, suggesting a monomer in solution. However, the F447A/P454A/F458A mutant protein is not homogeneous and exhibits a broad range of calculated molar masses, highlighting that tetramerization is crucial for Cas14 assembly and function. ( e ) In vitro target RNA cleavage assay with Cas14 variants harboring mutations in the dimer and tetramer interfaces. The gel is representative of three biological replicates. For gel source data, see Supplementary Fig. 1 .

Extended Data Fig. 5 Interdomain and intersubunit interactions in complex assembly.

( a ) The interdomain contacts for Cas14. The α15 and α16 helices of the CTD are tethered to the NTD through a combination of hydrophobic and polar contacts. In particular, Lys543 of the CTD wedges between the MβL and β-CASP subdomains, while two other lysine residues, Lys540 and Lys547 of the CTD, stack against the MβL and β-CASP subdomains, respectively. The MβL and β-CASP subdomains from Cas14.1 are highlighted in purpleblue and green, respectively. The CTD from Cas14.1 is colored in light blue. The zoomed-in view illustrates the detailed interdomain contacts between the NTD and CTD (right panel). Key residues involved in the interdomain interaction are shown as sticks. ( b ) In vitro target RNA cleavage assay of WT and mutant Cas14 proteins. The K540A/K543A/K547A mutation showed compromised nuclease activity. Representative gel image is from three biological replicates. ( c ) The NTD and MLD-involved contacts with Cas7 or target RNA are indicated by black (NTD-target RNA), red (NTD-Cas7) and blue (MLD-Cas7) rectangles. ( d – f ) The zoomed-in view of NTD-target RNA ( d ), NTD-Cas7 ( e ) and MLD-Cas7 ( f ) interaction interfaces. Key interaction residues are represented as sticks. ( g ) In vitro target RNA cleavage using Cas14 mutants. The gel is representative of three biological replicates. For gel source data, see Supplementary Fig. 1 .

Extended Data Fig. 6 Biochemical features and proposed catalytic mechanisms of Cas14.

( a ) Schematic representation of the crRNA and target RNAs. The 5′-FAM labeled target RNA was used for cleavage. ( b ) Fluorescence mapping of the initial cleavage site. In vitro 5′-labeled RNA cleavage assay results showed that a 4-nt product was produced. The left lane is the alkaline hydrolysis ladder, and the right lane is RNase T1 digestion products. Marker sizes are labeled in yellow. The sizes of the cleavage products are labeled in pink. Representative gel is from three independent experiments. ( c ) Structural superposition of the NTD-Cas14 (purpleblue and green, this study) and RNaseJ (pink, PDB ID: 4XWT ). ( d ) Detailed view of the catalytic pockets in the aligned structures of NTD-Cas14 and RNase J. Catalytic residues are shown as sticks, and zinc ions are represented as spheres. ( e ) Proposed catalytic mechanism of Cas14 two-metal-ion catalysis. Two Zn 2+ ions are depicted as gray circles, and the putatively involved water molecule is shown in blue. Hydrogen bonds and zinc coordination are represented by dashed lines. Asp66, along with the water molecule, facilitates the nucleophilic attack of the scissile phosphate. His373 functions as a general acid to protonate and stabilize the reaction products. ( f ) In vitro RNA cleavage assay showed that the zinc chelator (1,10-phenanthroline) prevents target cleavage, and this inhibition cannot be reversed by the addition of Mg 2+ or Mn 2+ . Representative gel is from three independent replicates. ( g ) Structural superposition of the NTD-Cas14 dimer (purpleblue and deepolive, this study) and RNase J dimer (pink and cyan, PDB ID: 4XWT ). ( h ) Size-exclusion chromatography analysis of NTD-Cas14 proteins in the presence of Mg 2+ , Mn 2+ , EDTA and 1,10-phenanthroline, respectively. For gel source data, see Supplementary Fig. 1 .

Extended Data Fig. 7 Biochemical analysis of Cas14-mediated target RNA cleavage.

( a ) Schematic representation of the crRNA-target RNA duplex. ( b ) Mapping of target RNA cleavage products by Cas14. Lane 1: RNase T1 hydrolysis ladder; Lane 2: 60-min cleavage products; Lane 3: 3′-Cy3 labeled 49-, 46-, 43-, 39-, 35-nt RNA oligos; Lane 4: 3-min cleavage products; Lane 5: 3′-Cy3 labeled 48- and 45-nt RNA oligos. The sizes of the RNA are indicated by numbers in yellow or pink. The gel is representative of three biological replicates. For gel source data, see Supplementary Fig. 1 .

Extended Data Fig. 8 Structure of the interference complex in post states I and II.

( a - b ) Cryo-EM structures (left panels) and cartoon representations (middle panels) of Cas14-bound complexes at post-states I ( a ) and II ( b ). Right panels: Structural comparisons between post-state I and substrate-engaged state I ( a ), or between post-state II and substrate-engaged state II ( b ).

Extended Data Fig. 9 The potential activation mechanism.

( a ) Superposition of substrate-engaged states I and II. Vector lengths represent the movement of Cas14 domains. ( b ) Mutations of key residues that mediate the interactions between CTD-Cas14 and Cas7 failed to cleave the target RNA. The gel is representative of three biological replicates. ( c ) Model of Cas14 binding and target RNA cleavage. Upon CTR binding, the Cas14 proteins interact with the CTR-bound Cas5–Cas7 complex in two states (I and II), cleaving the CTR at two separate sites. When binding to NTR, the elongated Cas5–Cas7 filament enables the Cas14 proteins to bind at three different sites, resulting in the formation of three major cleavage products (+I, I, and II). The Cas14 probably disassembles from the interference complex, and the Cas14-mediated cleavage products, such as the major cleavage I product, might also serve as a substrate for subsequent cleavage rounds (dashed arrows). Unlike the type III system, the type VII system possesses an additional 3′-end repeat in its crRNA besides the 5′-end repeat. On the other hand, target RNA cleavage in the type VII system is affected by a complementary 5′-PFS but not the 3′-PFS, contrasting with the observations in the type III system. ( d ) Structural superposition of the NTD-Cas14 (purpleblue and green, this study) with apo CPSF-73 (white, PDB ID: 2I7V ) and target RNA-bound CPSF-73 (brown, PDB ID: 6V4X ). Bottom: The arrow indicates the conformational changes between apo CPSF-73 and target RNA-bound CPSF-73. For gel source data, see Supplementary Fig. 1 .

Supplementary information

Supplementary information.

Supplementary Notes 1 and 2 and Figs. 1–9.

Reporting Summary

Supplementary video 1.

Recognition of cognate target RNA (CTR) by the Cas5–Cas7 complex and the subsequent recruitment of Cas14 for target cleavage. Two substate-engaged states (I and II) are shown, and a zoomed-in view highlights the catalytic pocket located in the N-terminal region of the Cas14 protein.

Supplementary Video 2

Recognition of non-cognate target RNA (NTR) by the Cas5–Cas7 complex and the subsequent recruitment of Cas14 for target cleavage. Three substate-engaged states (+I, I and II) are shown, and a zoomed-in view highlights the catalytic pocket located in the N-terminal region of the Cas14 protein.

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Yang, J., Li, X., He, Q. et al. Structural basis for the activity of the type VII CRISPR–Cas system. Nature (2024). https://doi.org/10.1038/s41586-024-07815-0

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Olympic Breakdancer Raygun Has PhD in Breakdancing?

Rachael gunn earned a zero in breakdancing at the paris 2024 olympic games., aleksandra wrona, published aug. 13, 2024.

About this rating

Gunn's Ph.D. thesis, titled "Deterritorializing Gender in Sydney's Breakdancing Scene: a B-girl's Experience of B-boying," did cover the topic of breakdancing. However ...

... Gunn earned her Ph.D. in cultural studies. Moreover, a "PhD in breakdancing" does not exist as an academic discipline.

On Aug. 10, 2024, a rumor spread on social media that Rachael Gunn (also known as "Raygun"), an Australian breakdancer who competed in the 2024 Paris Olympics, had a Ph.D. in breakdancing. "This australian breakdancer has a PhD in breakdancing and dance culture and was a ballroom dancer before taking up breaking. I don't even know what to say," one X post on the topic read .

"Australian Olympic breakdancer Rachael Gunn has a PhD in breakdancing and dance culture," one X user wrote , while another asked, "Who did we send? Raygun, a 36-year-old full-time lecturer at Sydney's Macquarie University, completed a PhD in breaking culture and is a lecturer in media, creative arts, literature and language," another X user wrote .

The claim also spread on other social media platforms, such as Reddit and Instagram . 

"Is she the best break dancer? No. But I have so much respect for going on an international stage to do something you love even if you're not very skilled at it," one Instagram user commented , adding that, "And, I'm pretty sure she's using this as a research endeavor and will be writing about all our reactions to her performance. Can't wait to read it!"

In short, Gunn's Ph.D. thesis, titled "Deterritorializing Gender in Sydney's Breakdancing Scene: A B-girl's Experience of B-boying," indeed focused on the topic of breakdancing. However, Gunn earned her Ph.D. in cultural studies, not in breakdancing. Furthermore, it's important to note that a "PhD in breakdancing" does not exist as an academic discipline. 

Since Gunn's research focused on the breakdancing community, but her degree is actually in the broader field of cultural studies, we have rated this claim as a "Mixture" of truths.

Gunn "secured Australia's first ever Olympic spot in the B-Girl competition at Paris 2024 by winning the QMS Oceania Championships in Sydney, NSW, Australia," the Olympics official website informed . 

Gunn earned a zero in breakdancing at the Paris 2024 Olympic Games and clips of her routine went viral on social media, with numerous users creating memes or mocking dancer's moves. "As well as criticising her attire, social media users mocked the Australian's routine as she bounced around on stage like a kangaroo and stood on her head at times," BBC article on the topic read . 

The website of the Macquarie University informed Gunn "is an interdisciplinary and practice-based researcher interested in the cultural politics of breaking" and holds a Ph.D. in cultural studies, as well as a bachelor of arts degree (Hons) in contemporary music: 

Rachael Gunn is an interdisciplinary and practice-based researcher interested in the cultural politics of breaking. She holds a PhD in Cultural Studies (2017) and a BA (Hons) in Contemporary Music (2009) from Macquarie University. Her work draws on cultural theory, dance studies, popular music studies, media, and ethnography. Rachael is a practising breaker and goes by the name of 'Raygun'. She was the Australian Breaking Association top ranked bgirl in 2020 and 2021, and represented Australia at the World Breaking Championships in Paris in 2021, in Seoul in 2022, and in Leuven (Belgium) in 2023. She won the Oceania Breaking Championships in 2023.

Gunn's biography further revealed that she is a member of the Macquarie University Performance and Expertise Reasearch Centre, and has a range of teaching experience at undergraduate and postgraduate levels "across the areas of media, creative industries, music, dance, cultural studies, and work-integrated learning." 

Moreover, it informed her research interests included, "Breaking, street dance, and hip-hop culture; youth cultures/scenes; constructions of the dancing body; politics of gender and gender performance; ethnography; the methodological dynamics between theory and practice."

Gunn earned her Ph.D. from the Department of Media, Music, Communications, and Cultural Studies within the Faculty of Arts at Macquarie University. Below, you can find the abstract of her paper, shared by the official website of Macquarie University:

This thesis critically interrogates how masculinist practices of breakdancing offers a site for the transgression of gendered norms. Drawing on my own experiences as a female within the male-dominated breakdancing scene in Sydney, first as a spectator, then as an active crew member, this thesis questions why so few female participants engage in this creative space, and how breakdancing might be the space to displace and deterritorialise gender. I use analytic autoetthnography and interviews with scene members in collaboration with theoretical frameworks offered by Deleuze and Guttari, Butler, Bourdieu and other feminist and post-structuralist philosophers, to critically examine how the capacities of bodies are constituted and shaped in Sydney's breakdancing scene, and to also locate the potentiality for moments of transgression. In other words, I conceptualize the breaking body as not a 'body' constituted through regulations and assumptions, but as an assemblage open to new rhizomatic connections. Breaking is a space that embraces difference, whereby the rituals of the dance not only augment its capacity to deterritorialize the body, but also facilitate new possibilities for performativities beyond the confines of dominant modes of thought and normative gender construction. Consequently, this thesis attempts to contribute to what I perceive as a significant gap in scholarship on hip-hop, breakdancing, and autoethnographic explorations of Deleuze-Guattarian theory.

In a response to online criticism of her Olympics performance, Gunn wrote on her Instagram profile: "Don't be afraid to be different, go out there and represent yourself, you never know where that's gonna take you":

We have recently investigated other 2024 Paris Olympics' -related rumors, such as:

• Lifeguards Are Present at Olympic Swimming Competitions?
• Hobby Lobby Pulled $50M in Ads from 2024 Paris Olympics?
• 2024 Paris Olympics Are 'Lowest-Rated' Games in Modern History?

Gunn, Rachael Louise. Deterritorializing Gender in Sydney's Breakdancing Scene: A B-Girl's Experience of B-Boying. 2022. Macquarie University, thesis. figshare.mq.edu.au, https://doi.org/10.25949/19433291.v1.

---. Deterritorializing Gender in Sydney's Breakdancing Scene: A B-Girl's Experience of B-Boying. 2022. Macquarie University, thesis. figshare.mq.edu.au, https://doi.org/10.25949/19433291.v1.

Ibrahim, Nur. "Lifeguards Are Present at Olympic Swimming Competitions?" Snopes, 8 Aug. 2024, https://www.snopes.com//fact-check/lifeguards-paris-olympics-swimming/.

"Olympic Breaking: Criticism of Viral Breakdancer Rachael Gunn - Raygun - Condemned by Australia Team." BBC Sport, 10 Aug. 2024, https://www.bbc.com/sport/olympics/articles/c2dgxp5n3rlo.

ORCID. https://orcid.org/0000-0002-1069-4021. Accessed 12 Aug. 2024.

Paris 2024. https://olympics.com/en/paris-2024/athlete/-raygun_1940107. Accessed 12 Aug. 2024.

Saunders, Grant Leigh, and Rachael Gunn. "Australia." Global Hip Hop Studies, vol. 3, no. 1–2, Dec. 2023, pp. 23–32. Macquarie University, https://doi.org/10.1386/ghhs_00060_1.

Wazer, Caroline. "2024 Paris Olympics Are 'Lowest-Rated' Games in Modern History?" Snopes, 1 Aug. 2024, https://www.snopes.com//fact-check/paris-olympics-lowest-rated-games/.

---. "Hobby Lobby Pulled $50M in Ads from 2024 Paris Olympics?" Snopes, 8 Aug. 2024, https://www.snopes.com//fact-check/olympics-hobby-lobby-ads/.

By Aleksandra Wrona

Aleksandra Wrona is a reporting fellow for Snopes, based in the Warsaw, Poland, area.

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A Mathematical Theory of Communication with Graphs and Symbols

This work will introduce a channel conceptualization and possible coding scheme for Graph-and-Symbol (GS) Communication. While Claude Shannon’s mathematical model for communication employed graphs to describe relationships and confusability among traditional time-sequenced signals, little work as been done to describe non-linear communication with graphs where we transmit and receive physical structures of information. The principal contribution of this work is to introduce a mathematical framework for communication with graphs which have symbols assigned to vertices. This looks like a molecule, and so we may think of these messages as coded forms of molecular communication.

At this time, many problems in this area will (and may remain) computationally intractable, but as the field of graph theory continues to develop, new tools and techniques may emerge to solve standing problems in this new subfield of communication.

Graphs present two difficulties: first, they contain ambiguities among their vertices and do not have an a priori canonical ordering, and second, the relationships among graphs lack structural regularities which we see in traditional error control coding lattices. There are no Galois fields to exploit over graph-based codes as we have with cyclic codes, for example. Furthermore, the shear number of graphs of order n grows so rapidly that it is difficult to account for the neighborhoods around codewords and effectively reduce communication errors which may occur. The more asymmetric a graph is, the more orderings on symbols it can support. However, asymmetries complicate the computation of channel transition probabilities, which are the cornerstone of all communication theory.

In the prologue, the reader will be introduced to a new educational tool for designing traditional binary cyclic codes.

1 through 10 will detail the development of Graph-and-Symbol (GS) Commu- nication to date followed by two example codes which demonstrate the power of structuring information on graphs.

Chapter 13 onward will review the preliminary work in another area of research, disjoint from the main body. It is included here for posterity and special interests in applying graphs to solving other problems in signal processing. It begins with an introduction of spacetime raythic graphs. We propose a new chamfering paradigm for connecting neighboring pixels which approximates solutions to the eikonal equation. We show that some raythic graphs possess structures with multiple, differing solutions to eikonal wavefront propagation which are essential to the construction of the Umbral Transform. This umbral transform emulates ray casting effects, such as shadows and diffraction within an image space, from a network-flow algorithm.

This work may be duplicated in whole or in part for educational purposes only. All other rights of this work are reserved by the author, Timothy Arthur Terlep Jr., of Rose-Hulman Institute of Technology, Terre Haute, IN (effective August 2024), and subject to the rules and regulations of the Graduate School of Purdue University.

Readers may contact the author with any comments and questions at [email protected]

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A breaking hero emerges: Meet Australia's Raygun

An australian professor had some breaking moves, and people had thoughts., by nbc staff • published august 9, 2024 • updated on august 9, 2024 at 3:19 pm.

As Dr. Rachel Gunn, she's a 36-year-old lecturer at Macquarie University in Australia . She holds a PhD in cultural science. She researches and lectures on the cultural politics of breaking .

As Raygun, she's an Olympian breaker, competing for Australia.

Raygun lost all three of her matches, against B-Girls named Nicka, Syssy and Logistx. Yes, that sentence is accurate.

24/7 New York news stream: Watch NBC 4 free wherever you are

But Raygun had some moves. And people had some thoughts.

What my nephew does after telling all of us to “watch this” pic.twitter.com/366LjIRl4j — Liz Charboneau (@lizchar) August 9, 2024

There has not been an Olympic performance this dominant since Usain Bolt’s 100m sprint at Beijing in 2008. Honestly, the moment Raygun broke out her Kangaroo move this competition was over! Give her the #breakdancing gold 🥇 pic.twitter.com/6q8qAft1BX — Trapper Haskins (@TrapperHaskins) August 9, 2024

Get Tri-state area news delivered to your inbox. Sign up for NBC New York's News Headlines newsletter.

All I can think about when I see this is the hip hop dance teacher from Bob’s Burgers but if instead she was from Australia and was a 36 year old woman named Raygun https://t.co/nUwYVLnrms pic.twitter.com/Wl5FResHw7 — Shereef Sakr (@ShereefKeef) August 9, 2024

Paris 2024 Summer Olympics

Watch all the action from the Paris Olympics live on NBC

Simone Biles reveals the gift her parents bought her after Olympics: ‘Don't be mad'

New, better Raygun moves? Video surfaces of Olympic breaker and social media is divided

when Raygun hit the kangaroo jawn I couldn't see the screen I was crying so hard pic.twitter.com/jcICfTu11d — Bradford Pearson (@BradfordPearson) August 9, 2024

I think I found the source of inspiration for the Raygun breakdance at the Olympics. https://t.co/t94Iyu1dPZ pic.twitter.com/a7DL9etwRz — Noodson (@noodson) August 9, 2024

Raygun was like pic.twitter.com/KvXVPVGScx — Charles J. Moore (@charles270) August 9, 2024

Raygun did THE SPRINKLER at this breakdance thing, this is the worst thing Australia has ever done. — Luis Paez-Pumar (@lppny) August 9, 2024

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Tim Walz’s Class Project on the Holocaust Draws New Attention Online

Mr. Walz, now the Democrats’ vice-presidential nominee, asked his high school students in 1993 which country was most at risk for genocide. Their prediction came to pass: Rwanda.

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By Neil Vigdor

• Aug. 9, 2024

The prediction was spot on: Rwanda was barreling toward a devastating genocide.

It did not emanate from a think tank, but from a high school geography class in western Nebraska. The year was 1993. The teacher? Tim Walz, now the Democratic vice-presidential candidate and Minnesota governor.

Thirty-one years later, the class project is drawing new attention. Mr. Walz, a geography teacher at the time, had asked his students to take what they had learned about the Holocaust to predict which nation was most at risk for genocide.

“They came up with Rwanda,” Mr. Walz said, talking about the project at a conference last month . “Twelve months later, the world witnessed the horrific genocide in Rwanda.”

The project was reported on in a 2008 On Education column for The New York Times that has been widely shared in recent days. Mr. Walz had drawn the attention of the reporter, Samuel G. Freedman, for an earlier column because Mr. Walz was the only K-12 teacher serving in Congress at the time, Mr. Freedman said.

“While I was interviewing Walz for the initial column, he told me how the genocide project was one of his proudest moments as an educator,” said Mr. Freedman, who is now a journalism professor at Columbia University . That sparked Mr. Freedman to revisit the story later.

Mr. Walz, when he delivered the lesson plan, had been teaching global geography in Alliance, Neb., and had been chosen for a Belfer fellowship to the United States Holocaust Memorial Museum that was opening. Speaking at the conference last month, held by Esri, a company that makes G.I.S. software widely used in mapping, he said the project had a profound effect on his students and bred some cynicism.

“How could a bunch of students in western Nebraska, in Alliance, use a computer program and some past historical knowledge to come up with this?” he said. “Why was nobody doing anything about that?”

Several years later, when he was studying for his master’s degree in experiential education at Minnesota State University, Mankato, Mr. Walz wrote his thesis on Holocaust education, the Jewish Telegraphic Agency reported .

As governor, Mr. Walz signed a bill last year that requires high schools and middle schools to teach about the Holocaust, along with other genocides.

Neil Vigdor covers politics for The Times, focusing on voting rights issues and election disinformation. More about Neil Vigdor