<p>This study attempts to look into and discuss if there are motivation factors involved when</p><p>trying to achieve a seeond language, which might effect the acquisition in any direction. The</p><p>education provided in Halmstad in Swedish as a seeond language is also studied on bases of</p><p>the IDs (Individual Differences) that might occur. The study is carried out by interviews with</p><p>eight informants. The interviews are analyzed and the results, which support previous research</p><p>in the area, are presented; and finally, in the conclusion part, suggestions for future research</p><p>are given, along with propos als on how to expand a study in this area.</p>

<p>The aim of this paper is to analyze and problematize the content in the teaching media <em>Känslan för ord</em> through an integrative perspective. This is done by using two sets of questions based on two of the didactic questions <em>what</em> and <em>how</em>. How is the content of the Swedish subject constructed in <em>Känslan för ord</em>? and How is this content integrated in <em>Känslan för ord</em>? The used material consists of a fairly large amount of literature which provides different approaches, priorities, and methods about the Swedish subject. This literature forms the base for the model used to analyze the course books.</p><p>The results are based on an analysis of the exercise culture (uppgiftskultur) in the two books and are extensive. All together the two books contain 866 exercises. The results point to several imperfections in order to become an integrative subject. There is a large play between text comprehension and the rest of the subject’s proficiencies: IT, sociolinguistics, argumentation and critical thinking are represented in a very small amount. A majority of the exercises are non-authentic and the contact with real life is missing.</p><p>The merits in the teaching media are the text selection that mirrors a great deal of the classical literature as well as the modern literature. These texts often result in the students writing on their own. If the desire is to work with an integrative subject based on the course book <em>Känslan för ord</em> is as good as any.</p> / <p>Uppsatsen syfte är att analysera och problematisera läromedlet <em>Känslan för ord</em>s innehåll utifrån ett integrationsperspektiv med hjälp av två frågeställningar, utarbetade efter två av de didaktiska frågorna, <em>vad</em> och <em>hur</em>. Hur konstrueras svenskämnets innehåll i <em>Känslan för ord</em>? samt Hur integreras detta innehåll i <em>Känslan för ord</em>? Materialet består av en relativt stor mängd litteratur där olika synsätt, prioriteringar och metoder kring svenskämnet läggs fram. Dessa bildar grunden för den analysmall som kursböckerna analyseras utifrån.</p><p>Resultaten bygger på en analys av uppgiftskulturen i läroböckerna vilken är omfattande. Tillsammans innehåller de båda böckerna 866 frågor. Resultaten uppvisar flera allvarliga brister för att vara ett integrerat ämne. Det är ett stort glapp mellan textförståelse och övriga ämneskunskaper; IT-vana, språksociologi, argumentation och kritiskt tänkande finns nästan inte med alls. En stor majoritet av de frågor som ställs är icke-autentiska frågor där verklighetsanknytning saknas.</p><p>Förtjänsterna i läromedlet är texturvalet som speglar en stor del av den klassiska och aktuella litteraturen liksom hur dessa ofta leder till att eleverna ska skriva på egen hand. Vill man arbeta med ett integrerat ämne utifrån en lärobok så är <em>Känslan för ord</em> så god som någon.</p>

As the practice of integrative medicine becomes more common, it is important for library science professionals to understand the research needs of integrative medicine professionals in order to best provide resources and services to this population. This paper surveys integrative medicine professionals affiliated with the four North Carolina academic programs and centers for integrative medicine. The results of this study indicate that this population may need more targeted library services due to the difficulty in finding information in this field.

<p>In South Africa today those who lead sport are facing increasing scrutiny which has inevitably resulted in questioning governance practices. The transition of many sports from<br /> predominantly volunteer administered organizations anchored in an amateur ethos, to professionally managed entities catering to a more sophisticated market place has created<br /> unique challenges for the governance of sport sponsorship. This evolution gives rise to possible conceptual linkage between sport sponsorship and corporate governance or none<br /> thereof. This study focuses on the ABSA-Premier Soccer League (PSL) sponsorship transaction as a case study to explore this linkage. The research is aimed at finding the nexus<br /> between sport sponsorship and corporate governance principles, namely accountability and transparency in the conclusion of this transaction.</p> <p><br /> The research consists of four phases / literature review which provides a detailed analysis of all primary and secondary material available on this topic. The second phase is a qualitative<br /> case study research methodology which comprises of in-depth interviews with targeted stakeholders. The third part presents the research findings and discussion section, and lastly<br /> the way forward through reflections and recommendations including highlighting potential future research areas.</p> <p><br /> This work is timely when there has been generally a heightened evolution in sport sponsorship and its focus was to explore the nexus and compliance to the founding principles<br /> of the organizations (laws of governance). Factually, good corporate governance aims at ensuring a higher degree of transparency in an organization by encouraging full disclosure of<br /> transactions in the company accounts as well as accountability. Academics have been exploring the notion of sports sponsorship and corporate governance with much of the<br /> debates grounded on understanding its commercial value.</p> <p><br /> The focus for this study is on the conceptual nexus or non-thereof, between sponsorship and corporate governance. Information was collected through in-depth and experience interviews,<br /> documented reviews and analysis (such as the review and analysis of the constitution of the South Africa football Association, PSL, financial/banking sector policy regulations, South<br /> African Sports Act, corporate governance reports, annual reports, scholarly journals, academic books, conference papers and Parliamentary Monitoring Group documents etc. to<br /> mention but a few.</p>

This study attempts to look into and discuss if there are motivation factors involved when trying to achieve a seeond language, which might effect the acquisition in any direction. The education provided in Halmstad in Swedish as a seeond language is also studied on bases of the IDs (Individual Differences) that might occur. The study is carried out by interviews with eight informants. The interviews are analyzed and the results, which support previous research in the area, are presented; and finally, in the conclusion part, suggestions for future research are given, along with propos als on how to expand a study in this area.

Despite recent rhetoric advocating the diversification of the teacher workforce, teachers in Canada continue to be disproportionately white and of northern European heritage. By investigating responses to difference experienced by racial and linguistic minority immigrant teacher candidates in an initial teacher education program, this thesis sheds light on dynamics that challenge or support the induction of minoritized individuals as members of the teaching profession in Canada. Data collected through interviews with eight immigrant teacher candidates, four instructors, and five student support staff of an initial teacher education program at an urban Canadian university (UCU) indicated that teacher candidates at UCU experienced varied responses to difference. Influences of both hegemony and collaboration were found in the university and practice teaching contexts where individuals representing regimes of competence enacted challenging assimilationist or supportive multiculturalist ideologies. In practice teaching contexts, although all of the teacher candidates engaged with at least one collaborative mentor teacher and they all persisted to complete the program, six of the eight teacher candidates (i.e., all of the linguistic minority teacher candidates in this study) encountered a challenging and significantly discouraging relationship with a mentor teacher. In these hegemonic contexts the legitimacy of the teacher candidates appeared to be measured against a conception of “real teachers” as “real Canadians” who are native English-speakers and who are familiar with the culture of schooling in Canada. Within the university context, student support staff were consistent in their critical awareness of the challenges and supports experienced by teacher candidates while instructors demonstrated a range of familiarity with these issues and with concepts of equity as they relate to the experiences of teacher candidates. Implications of this study support the following: continuation of programs offered through student support services; educative collaborative implementation of UCU’s equity policy to promote greater consistency in its influence; application of inclusive pedagogy; greater curricular emphasis on social power and constructions of difference; recognition of immigrant teachers’ linguistic capital; development of a collaborative method to evaluate teacher candidates in practice teaching contexts; and continued effort to advance a more profound and consistent influence of multiculturalist ideology in Canadian schools.

Despite recent rhetoric advocating the diversification of the teacher workforce, teachers in Canada continue to be disproportionately white and of northern European heritage. By investigating responses to difference experienced by racial and linguistic minority immigrant teacher candidates in an initial teacher education program, this thesis sheds light on dynamics that challenge or support the induction of minoritized individuals as members of the teaching profession in Canada. Data collected through interviews with eight immigrant teacher candidates, four instructors, and five student support staff of an initial teacher education program at an urban Canadian university (UCU) indicated that teacher candidates at UCU experienced varied responses to difference. Influences of both hegemony and collaboration were found in the university and practice teaching contexts where individuals representing regimes of competence enacted challenging assimilationist or supportive multiculturalist ideologies. In practice teaching contexts, although all of the teacher candidates engaged with at least one collaborative mentor teacher and they all persisted to complete the program, six of the eight teacher candidates (i.e., all of the linguistic minority teacher candidates in this study) encountered a challenging and significantly discouraging relationship with a mentor teacher. In these hegemonic contexts the legitimacy of the teacher candidates appeared to be measured against a conception of “real teachers” as “real Canadians” who are native English-speakers and who are familiar with the culture of schooling in Canada. Within the university context, student support staff were consistent in their critical awareness of the challenges and supports experienced by teacher candidates while instructors demonstrated a range of familiarity with these issues and with concepts of equity as they relate to the experiences of teacher candidates. Implications of this study support the following: continuation of programs offered through student support services; educative collaborative implementation of UCU’s equity policy to promote greater consistency in its influence; application of inclusive pedagogy; greater curricular emphasis on social power and constructions of difference; recognition of immigrant teachers’ linguistic capital; development of a collaborative method to evaluate teacher candidates in practice teaching contexts; and continued effort to advance a more profound and consistent influence of multiculturalist ideology in Canadian schools.

Idiopathic pulmonary fibrosis (IPF) is an interstitial lung disease leading to decreased lung volume and eventual respiratory failure. At present, the median post-diagnosis lifespan is between three and six years. Myofibroblasts are collagen-secreting cells essential for wound healing, but also implicated in the fibroproliferation and extra cellular matrix deposition commonly seen in IPF. The nitric oxide (NO) signaling pathway is implicated in protomyofibroblast to myofibroblast transition and regulation. Previous work has shown that in pulmonary myofibroblasts, endothelial nitric oxide synthase (eNOS) is the primary NOS isoform expressed. The current study used cultured rat pulmonary myofibroblasts between passages two and five as a cell model. The cells were grown in normal growth media (DMEM + 10% FBS) or serum starved (DMEM + 0% FBS) to induce cellular differentiation. In this study, immunocytochemistry was used to show localization of eNOS is dependent on cellular differentiation, with protomyofibroblasts expressing eNOS primarily in the nucleus and protomyofibroblasts expressing eNOS in the perinuclear region. We also show catalytic activity and localization of eNOS are correlated by visualizing nitric oxide production in the cells using a permeable fluorescein chromophore. By using western blot analysis on fractionated cell lysates we found eNOS expressed in the nucleus under normal growth conditions. eNOS is at least partially regulated by intracellular calcium (Ca2+) and calmodulin (CaM). Western blot analysis using native eNOS and phospho-specific eNOS antibodies on fractionated cells treated with the protein kinase C (PKC) activator phorbal 12-myristate 13-acetate (PMA) with and without addition of its antagonist ethylene glycol tetraacetic acid (EGTA) was conducted to investigate PKC’s role in eNOS regulation by phosphorylation. Indeed, PKC activation was found to mitigate expression in the nucleus, while inhibition of the activator restored the activity expression above basal levels. This finding correlates with previous data from our lab showing a decrease in activity in myofibroblasts treated with PMA and assayed amperometrically with an NO electrode.

Chlamydomonas reinhardtii, a unicellular eukaryotic green alga, serves as a model organism to study the circadian clock in plants and animals. Rhodopsins are blue/green-light photoreceptors also found in C. reinhardtii. Chlamyrhodopsin (COP), the most abundant eyespot protein, was reported to have no role in the phototactic and photophobic responses in C. reinhardtii. Its function is yet unknown. In the present study, we hypothesized that the function of COP is to mediate entrainment of the circadian clock by light. In order to test this hypothesis, a C. reinhardtii selection marker conferring resistance to the antibiotic paromomycin was cloned into a COP RNAi construct obtained from another lab. Firstly, the COP RNAi construct was restriction digested to linearize it. The linearized plasmid was then blunt ended with T4 DNA polymerase and dephosphorylated with phosphatase. The linearized fragment was ligated with the paromomycin resistance marker obtained by restriction digestion of the plasmid containing it and transformed into E.coli. The recombinant clones obtained were confirmed by restriction digests. Fusion regions and the orientation of the insert in the recombinant plasmid were confirmed by sequencing. An attempt was made to transform C. reinhardtii with the construct, but this was not successful. Future studies will be required to optimize the C. reinhardtii transformation method. Transformants with reduced COP amounts can then be tested for defects in resetting the clock after light pulses. This will determine whether chlamyrhodopsin is involved in the circadian input pathway or not. The results of the complete project are expected to contribute to our understanding of the circadian clock of many other organisms including humans.

Privacy is a strategic issue so that much attention has been constantly devoted to information privacy in response to competitive pressure in dynamic marketplace, particularly in the trend of e-business settings. Ubiquitous services (u-services) are recognized as the logical extension of e-/m-services because they can be initiated by e- and further propagated by m-services (Junglas & Watson 2006). In u-services context, customers are always connected seamlessly in context-awareness networks so the higher degree of customized and personalized services can be timely served. Likewise, customers may also well be aware of privacy threats behind that. Consequently, privacy issues are identified as a key hindrance for booming u-services. While a large body of studies focusing on privacy issues have examined relevant factors influence customer decision making such as customer beliefs (i.e. trust and risk), privacy concerns, the representations of privacy statement, and even the privacy calculus, this study aims to explore a theoretical proactive privacy practice model (PPPM) as a guideline for an e-services provider (ESP) initiating its privacy practices to its customers to enhance voluntary information disclosure. Drawing upon integrative social contracts theory, the proposed PPPM embraced technical and non-technical elements such as human, legal, and economic relevant perspectives, that is, e-services providers¡¦ proactive privacy governance, and customer perceived value and competitive strategies for u-services. An empirical survey was conducted in a B2C e-services context to examine the relationships among these constructs. The results indicate that there are significant relationships between those three antecedents and disclosure willingness respectively. Meanwhile, the moderating effect of competitive strategies significantly and positively associates with proactive privacy governance and disclosure willingness. These findings not only broaden current knowledge of the disclosure behavior but also allow ESPs to strategically manage privacy and leverage privacy protection for a competitive advantage and identify the strengths and weaknesses of their current privacy mechanisms, guiding them to develop more proactive and prominent privacy practices for extending their businesses to future u-services or u-businesses.