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Myelin ist eine Membran von entscheidender Bedeutung. In Nervensystem von Wirbeltieren isoliert es die Axone und fördert so die schnelle Weiterleitung von Nervenimpulsen. Um als Isolator zu wirken, muss sich Myelin zu einer stabilen, Lipid-reichen Struktur zusammenlagern. Während die biochemische Zusammensetzung von Myelin gut beschrieben ist, sind Mechanismen, welche diese einzigartige Zusammensetzung regulieren, schlecht verstanden. In dieser Arbeit zeigen wir, dass Oligodendrozyten eine Art molekulares Sieb verwenden, um Membranproteine aus kompakten Myelin-Domain herrauszufiltern. Das Myelin Basische Protein (MBP) bildet eine Größen-abhängige Barriere und kontrolliert den Zugang von Proteinen in das kompakten Myelin, basierend auf der Größe ihrer zytoplasmatischen Domänen. Nur Proteine mit einer cytosolischen Domäne von weniger als 30 Aminosäuren können diese die Permeabilitätsbarriere überwinden. Im Hinblick auf den zugrundeliegenden Mechanismus zeigen wir, dass MBP nach Bindung an die innere Membran der Myelin-Doppelschicht mit sich selbst assoziiert und eine Phasentrennung auftritt. Diese Selbstorganisation erfordert hydrophobe Wechselwirkungen zwischen den Phenylalanin-Reste von MBP. Ein Ersetzen der Phenylalanin-Reste durch Serine hemmt die Selbst-Assoziation der MBP-Moleküle, ohne jedoch die Membranbindung zu beeinflussen. Wir zeigen weiter, dass die Selbst-Assoziation der MBP-Moleküle während der Entwicklung für die Verdrängung von sperrigen Proteinen aus den kompakten Myelin-Membranen benötigt wird. Dieses System könnte sich in Oligodendrozyten entwickelt haben, um eine anisotrope Membran-Organisation zu bilden, welche den Aufbau der der isolierenden, lipidreichen Membranen ermöglicht.

Ultraviolet-visible chemiluminescent emission features in laboratory-scale flames have been shown by several researchers to correlate well with the flame's equivalence ratio, and it has been suggested that this relation could be used to actively control flames. This study investigated the feasibility of extending this knowledge to the industrial setting. Radiative emissions from basic oxygen furnace (BOF) and thermal generating station burner flames were mainly characterized by thermally-induced greybody spectra; emissions from electronically excited species of OH*, OH*, and CO2* were generally weak and did not offer any unique information that could be used as part of a flame diagnostic system. A sub-study which assessed the impact of biomass cofiring demonstrated that emissions of SO2, NOx, and fossil-CO2 could be reduced with direct fuel replacement. The sensor system could be used as a pyrometer, and as part of a burner balancing strategy to counter increased CO emissions and decreased efficiency.

Ultraviolet-visible chemiluminescent emission features in laboratory-scale flames have been shown by several researchers to correlate well with the flame's equivalence ratio, and it has been suggested that this relation could be used to actively control flames. This study investigated the feasibility of extending this knowledge to the industrial setting. Radiative emissions from basic oxygen furnace (BOF) and thermal generating station burner flames were mainly characterized by thermally-induced greybody spectra; emissions from electronically excited species of OH*, OH*, and CO2* were generally weak and did not offer any unique information that could be used as part of a flame diagnostic system. A sub-study which assessed the impact of biomass cofiring demonstrated that emissions of SO2, NOx, and fossil-CO2 could be reduced with direct fuel replacement. The sensor system could be used as a pyrometer, and as part of a burner balancing strategy to counter increased CO emissions and decreased efficiency.

Definition of strategy, analysis of main concepts, conception, phases and steps of strategical planning, structure of strategical management are being presented in Master’s work. Analysis of how educational tendencies in other European countries influence on strategy of education in Lithuania, changes and reforms in education, issues of musical education in context of education reform are being provided in this work. Analysis of main musical education systems in different countries and conceptions of various authors are being presented in Master’s paper. External and internal factors of musical education system at Balbieriškis basic school are being analyzed. Analysis of conditions in education shows demographic crisis. Decreasing number of children is conditioned by low number of births. Level of unemployment is getting lower. However, more young people leave country. Positive rates are as follows: more children aspire to secondary education, more young people aged 7-24 study, many schools use computers in process of education, sponsorship for educational institutions is growing, there are more certified teachers – supervisors and experts at schools. SWOT analysis of musical education system at Balbieriškis basic school was done. Its greatest strengths are musical equipment, participation in events organized by school and district, specialist of musical education. Greatest danger is decrease of students. As a result high qualified specialist of music who would organize... [to full text]

Background: Cognitive processing in diagnostic oral radiology requires a solid foundation in the basic sciences as well as knowledge of the radiologic changes associated with disease. Although it is generally assumed that in dentistry, students must acquire both knowledge sets, little is known about the role or impact of the basic sciences on clinical reasoning because the two have traditionally been taught separately in the curriculum. Objectives: This dissertation investigates the role of basic sciences in oral radiology and its effects on diagnostic accuracy. The studies were designed to satisfy the following research aims: 1) to examine and compare the effects of integration and segregation of the basic and clinical sciences on diagnostic accuracy; 2) to examine the effects of basic science instructional methodology and diagnostic strategy on diagnostic outcomes; 3) to explore the potential interactions between instructional methodologies used to teach disease categorization and diagnostic strategies; and 4) to examine the effects of testing the basic sciences on diagnostic accuracy in an integrated instructional methodology. Methods: We conducted three quantitative studies, all of which involved a learning phase and an immediate testing phase that assessed diagnostic performance and memory. In each of the studies, learning strategies, and or testing frequency were varied. We also included performance assessment of diagnostic ability and memory, one week after the initial learning phase. Results: Our results show that students who learned basic sciences explanations had higher diagnostic accuracy when using a holistic System 1 type diagnostic strategy than those who did not. We also demonstrated that basic science knowledge was the most effective when directly integrated with the clinical sciences, and this result is further enhanced with testing. Conclusions: We conclude that integrated basic science learning provides a coherent framework that has the potential to significantly improve the diagnostic accuracy of training dentists.

Level 6 of the Assessment of Basic Learning Abilities (ABLA) assesses the ease or difficulty with which persons with developmental disabilities (DD) are able to learn a two-choice auditory-visual discrimination. Individuals with DD who have passed ABLA Level 6 are likely to have at least some language skills, and their language is likely to be more complex than those individuals who have not passed Level 6 (Marion et al., 2003). Thus, an individual’s performance on Level 6 of the ABLA may be predictive of the types of language skills he/she will readily learn. Previous research (Verbeke, Martin, Yu & Martin, 2007) demonstrated that an individual’s pass/fail performance on ABLA Level 6 predicted his or her ability to point to pictures of common objects when the tester said the names of the objects. The present research examined whether performance on ABLA Level 6 might predict the ability of a person with a severe DD to learn to say the names of common objects (called tacting). Specifically, this study investigated whether participants who passed ABLA Level 6 (the Auditory-Visual Group – Group 1) would more readily learn object naming behavior (vocal tacts) than those clients who failed ABLA Level 6 (the Visual Group – Group 2). The groups were matched on the Communication Subscale of the Vineland Adaptive Behavior Scale (VABS). Results indicated that: (a) Group 1 met mastery criterion for a significantly larger number of naming responses than Group 2; and (b) the mean number of trials to mastery criterion was significantly lower in Group 1 than in Group 2. The implications for language training are discussed.

Researchers have hypothesized that for people with autism, the deficits in learning certain tasks may be a function of deficits in learning the prerequisite auditory, visual and motor discriminations. The Assessment of Basic Learning Abilities (ABLA) Test is a useful tool by which these discriminations are assessed. This study investigated whether performance on ABLA Level 6, an auditory-visual discrimination, predicts performance on a receptive language task with children with autism. Participants included five children who passed ABLA Level 6, four children who passed ABLA Level 4 but failed ABLA Level 6, and one child who passed ABLA Level 3 but failed ABLA Level 4. Standardized prompting and reinforcement procedures were used to attempt to teach each participant to respond correctly on ten name-recognition tasks. During a task pictures of two objects were placed in randomly alternated left-right positions, and a child was required to point to the picture that was named. Training on a task continued until either a pass or a fail criterion was met, whichever came first. Three of the Level 4 participants passed all ten of the picture name recognition tasks, and one passed eight of the ten tasks. The Level 3 participant passed two of the ten tasks. All five of the Level 6 participants passed all picture name recognition tasks. The difference in performance between children at ABLA Level 4 and Level 6 was not significant at the .05 level. These results suggest that children with autism at ABLA Level 4 or 6 are approximately equally capable of learning receptive name recognition tasks.

Cardiovascular disease is now the leading cause of death worldwide. Serum amyloid A (SAA), a positive acute phase reactant, along with C-reactive protein is used clinically as a marker of cardiovascular disease risk. However, recent data has shed light on a possible causal role of SAA in the development of atherosclerosis, the most pervasive form of cardiovascular disease. Several inflammatory diseases such as diabetes and obesity are known to confer increased risk of developing cardiovascular disease. Individuals with these diseases all have modest but persistent elevation of SAA. To determine if SAA caused the development of atherosclerosis, apoe-/-chow fed mice were injected with either an adenoviral vector expressing human SAA1 (ad-hSAA1), a null adenoviral vector (ad-Null) or saline. Human SAA levels rapidly increased, albeit briefly then returned to baseline within 14 days in mice that received ad-hSAA1. After 16 weeks, mice that received ad-hSAA1 had significantly increased atherosclerosis compared to controls on the aortic intimal surface (p<0.0001), aortic sinus (p<0.05) and the brachiocephalic artery (p<0.05). According to the “response to retention” hypothesis; lipoprotein retention by vascular wall proteoglycans is a key initiating event in the development of atherosclerosis. We previously reported that SAA-stimulated vascular smooth muscle cells expressed biglycan with increased glycosaminoglycan chain length and increased binding affinity for low density lipoprotein. To further test the role of biglycan on the development of atherosclerosis we generated biglycan transgenic mice. These mice were crossed to the ldlr-/- mouse on a C57BL/6 background and fed a pro-atherogenic western diet for 12 weeks. There was a significant increase in atherosclerotic lesion area on the aortic intimal surface (p<0.05) and the aortic sinus (p<0.006), as well as a significant correlation between vascular biglycan content and aortic sinus atherosclerotic lesion area (p<0.0001). These data demonstrate that transiently increased SAA resulted in increased atherosclerosis compared to control mice, possibly via increased vascular biglycan content. In support of this we found that biglycan transgenic mice had significantly increased atherosclerosis compared to wildtype controls, likely through increased lipid retention in the vascular wall.

Arithmetic cognition research was at one time concerned mostly with the representation and retrieval of arithmetic facts in memory. More recently it was found that memory retrieval does not account for all single digit arithmetic performance. For example, Canadian university students solve up to 40% of basic addition problems using procedural strategies (e.g. 5 + 3 = 5 + 1 + 1 + 1). Given that procedures are less efficient than direct memory retrieval it is important to understand why procedure use is high, even for relatively skilled adults. My dissertation, therefore, sought to expand understanding of strategy choice for adults’ basic arithmetic. Background on this topic and supporting knowledge germane to the topic are provided in Chapter 1. Chapter 2 focused on a well-known, but unexplained, finding: A written word problem (six + seven) results in much greater reported use of procedures (e.g., counting) than the same problem in digits (6 + 7). I hypothesized that this could be the result of a metacognitive effect whereby the low surface familiarity for word problems discourages retrieval. This was tested by familiarizing participants with a subset of the written word stimuli (e.g. three + four = ?, six + nine= ?) and then testing them on unpractised problems comprised of practiced components (four + six = ?). The result was increased retrieval reported for unpractised problems with practiced components. This indicates that surface familiarity contributes to strategy choice. Chapter 3 focused on another classic phenomenon in the arithmetic cognition literature, the problem size effect: Response time, error, and procedure rates increase as a function of problem size. A previous study reported a reduced problem size effect for auditory multiplication problems compared to digit problems. I hypothesized that if this reduction was due to problem encoding processes rather than an effect on calculation per se, then a similar pattern would be observed for addition. Instead, I found that the size effect for addition was larger. I concluded that the auditory format promotes procedures for addition, but promotes retrieval for multiplication. Chapters 4 and 5 were concerned with a well-known methodological issue in the strategy literature, subjectivity of self-reports: Some claim self-reports are more like opinions than objective measures. Thevenot, Fanget, and Fayol (2007) ostensibly solved this problem by probing problem memory subsequent to participants providing an answer. They reasoned that after a more complex procedure, the memory for the original problem would become degraded. The result would be better memory for problems answered by retrieval instead of by procedure. I hypothesized that their interpretation of their findings was conflated with the effect of switching tasks from arithmetic to number memory. I demonstrated that their new method for measuring strategy choice was contaminated by task switching costs, which compromises its application as a measure of strategy choice (Chapter 4). In a subsequent project (Chapter 5), I tested the sensitivity of this new method to detect the effects of factors known in the literature to affect strategy choice. The results indicated that Thevenot et al.’s new method was insensitive to at least one of these factors. Thus, attempts to control for the confounding effects of task switching described in Chapter 4, in order to implement this new measure, are not warranted. The current dissertation expanded understanding of strategy choice in four directions by 1) demonstrating that metacognitive factors cause increases in procedure strategies, 2) by demonstrating that the process of strategy selection is affected differentially by digit and auditory-verbal input, 3) by investigating the validity of an alternative measure of strategy use in experimental paradigms, and 4) by discovering a critical failure in the sensitivity of this new measure to measure the effects of factors known to influence strategy use. General conclusions are discussed in Chapter 6.