Self-regulated learning theory explains how it is not only the amount of time musicians spend practising that affects achievement, but also the nature of the strategies employed. Because practice is self-directed, motivational effects on its efficiency are especially salient. One construct that has received little attention in relation to practising is self-determination theory, which interprets motivation as lying along a continuum of perceived autonomy. This mixed-methods study investigated links between motivational beliefs and self-regulated practising behaviour through a two-phase design. In Phase One, 677 music examination candidates aged 8-19 completed a questionnaire consisting of items addressing practising behaviour and perceived musical competence; in addition, the Self-Regulation Questionnaire (SRQ; Ryan & Connell, 1989) was adapted to explore intrinsic-extrinsic motives for learning an instrument. Factor analysis of the SRQ revealed five dimensions with partial correspondence to earlier research: internal, external, social, shame-related, and exam-related motives. Three practice behaviour factors consistent with self-regulated learning theory emerged: effort management, monitoring, and strategy use. Results of structural equation modelling showed that internal motivation accounted best for variance in these three types of practising behaviour, with a small added effect from competence beliefs and exam-related motivation. Phase Two consisted of observational case studies of four of the questionnaire participants preparing for their subsequent annual examination. Adolescent, intermediate-level musicians were recorded while practising at home; immediately afterwards, they watched the videotape and verbalised any recollected thoughts. The procedure concluded with a semi-structured interview and debriefing. The videotapes were analysed with The Observer Video-Pro and combined with verbal data; emerging themes were then compared with issues arising from the interviews. The observational aspect of the case studies largely confirmed the importance of three cyclical self-regulatory processes emerging from Phase One: (a) effort management and motivational self-regulation, (b) the role of self-monitoring of accuracy, and (c) the use of corrective strategies, such as structured repetition, task simplification, and vocalisation. The mixture of quantitative and qualitative methods used in the study has uncovered a rich body of information that begins to clarify the complex motivational and behavioural nature of young people practising a musical instrument.

The experiments described in this thesis tested whether encouraging the use of self-regulatory learning strategies enhances the effectiveness of autonomous study for novices in a learning domain. Previous research and theory have suggested that high-achieving students are proficient at self-regulating their learning, and they do so using a range of learning strategies for planning their study, monitoring the effectiveness of their efforts and elaborating their knowledge. Information processing theories of instructional design suggest that learning is optimal when working memory load is managed effectively. Accordingly, methods have been devised for reducing load associated with unnecessary task requirements, as well as dedicating additional capacity to the construction and automation of knowledge schemas. Less is known, however, about instructional methods for encouraging self-regulatory learning strategies. Experiments 1, 2 and 4 examined the effect of encouraging participants to reflect on their understanding of topics they had been taught previously. Although these participants were able to accurately estimate their level of understanding in some situations, they failed to consistently use this knowledge to guide their study of topics they had previously understood poorly. In light of this finding, Experiments 3 and 5 examined the effect of encouraging participants to plan a free study period, with the direction to prioritise the topics that they had understood the least well. This intervention had a modest positive effect on post-test performance. Experiment 6 examined the effect of encouraging two elaborative strategies, namely explanation generation and summarisation. The former benefited performance, whereas the effectiveness of the latter depended on the comprehensiveness of the summaries produced by the participants. Finally, Experiment 7 examined the effect of providing broad-spectrum instruction in learning strategies, with minimal requirements to engage in specific strategies. This intervention resulted in an overall benefit to performance. Overall, the results of this dissertation suggest that certain instructional aids for self-regulation yield benefits to the autonomous study by domain novices without overburdening working memory.

Pourquoi tant d'élèves fréquentant l'enseignement primaire éprouvent-ils des difficultés à résoudre des problèmes mathématiques ? Même lorsqu'ils maîtrisent l'ensemble des connaissances disciplinaires requises, ils échouent fréquemment à la résolution. Selon nous, c'est le caractère complexe des résolutions, exprimé par la nécessité de sélectionner et combiner diverses connaissances disciplinaires, qui génère ces difficultés. Nous proposons dès lors que les stratégies d'autorégulation de détermination du but, de planification, de contrôle et de régulation, issues des paradigmes de la métacognition et de l'apprentissage autorégulé, permettent de remédier à ce caractère de complexité. Nous présentons ces diverses stratégies, et les cadres dans lesquels ils ont été développés. Nous argumentons l'action qu'ils opèrent en diminuant la charge cognitive de l'activité à tout moment de la résolution, et présentons l'état de la littérature quant à leur développement et à leur lien à la performance scolaire. Nous décrivons ensuite diverses études menées afin d'informer la structure, le fonctionnement, le développement, la méthodologie de récolte de données et les liens à la performance à ce type d'activités.

The mammalian Na+/H+ exchanger isoform 1 (NHE1) is a ubiquitously expressed membrane protein that regulates myocardial intracellular pH. Inhibition of NHE1 prevents hypertrophy and reduces ischemia-reperfusion (I/R) injury in animal models. To understand the regulation of NHE1 in the myocardium by phosphorylation we constructed adenoviruses, which express wild type or mutant cDNA for NHE1. Additionally, wild type and mutant NHE1 had mutations Leu163Phe/Gly174Ser, which increases NHE1 resistance to EMD87580 (NHE1 inhibitor) by 100-fold. This allowed measurement of exogenous NHE1 activity while inhibiting endogenous NHE1 activity. We examined the effects of a series of mutations of phosphorylation sites in the cytosolic domain of NHE1. Sustained intracellular acidosis and phenylephrine caused an ERK-dependent activation of NHE1 activity and phosphorylation levels. We demonstrated that amino acids Ser770 and Ser771 were essential for activation of NHE1 activity in isolated rat cardiomyocytes by sustained intracellular acidosis and phenylephrine. Furthermore, mutation of Ser770 and Ser771 to Ala prevented increased NHE1 phosphorylation by sustained intracellular acidosis and phenylephrine. This was found to occur in an ERK-dependent manner. Taken together, our results demonstrate that both sustained intracellular acidosis and phenylephrine rapidly activate the NHE1 protein in isolated cardiac cells via an ERK-dependent pathway that acts on the common amino acids Ser770 and Ser771 of the C-terminal tail of NHE1.

Pourquoi tant d'élèves fréquentant l'enseignement primaire éprouvent-ils des difficultés à résoudre des problèmes mathématiques ? Même lorsqu'ils maîtrisent l'ensemble des connaissances disciplinaires requises, ils échouent fréquemment à la résolution. Selon nous, c'est le caractère complexe des résolutions, exprimé par la nécessité de sélectionner et combiner diverses connaissances disciplinaires, qui génère ces difficultés. Nous proposons dès lors que les stratégies d'autorégulation de détermination du but, de planification, de contrôle et de régulation, issues des paradigmes de la métacognition et de l'apprentissage autorégulé, permettent de remédier à ce caractère de complexité. Nous présentons ces diverses stratégies, et les cadres dans lesquels ils ont été développés. Nous argumentons l'action qu'ils opèrent en diminuant la charge cognitive de l'activité à tout moment de la résolution, et présentons l'état de la littérature quant à leur développement et à leur lien à la performance scolaire. Nous décrivons ensuite diverses études menées afin d'informer la structure, le fonctionnement, le développement, la méthodologie de récolte de données et les liens à la performance à ce type d'activités.

In einer Längsschnittstudie mit 215 Schülern der achten Klasse wurde der Zusammenhang zwischen selbstgesteuertem Lernen, motivationalen (Zielorientierungen, Selbstwirksamkeit, schulischer Affekt) und kognitiven Variablen (Intelligenz) sowie Leistungsindikatoren (Schulleistung, Noten) erhoben. Selbstgesteuertes Lernen wurde mit Hilfe eines strukturierten Interviews (Zimmerman, 1986) und eines Lernstrategie-Fragebogens erfasst. Zum einen zeigte sich, dass die Lernstrategie-Angaben im Interview und im Fragebogen in keiner bedeutsamen Beziehung zueinander standen. Zum anderen ergaben sich deutliche Unterschiede in der Vorhersage der Leistungsindikatoren. Die per Interview erfassten Lernstrategien besaßen sowohl Vorhersagekraft bezüglich Schulnoten und Schulleistung und zeigten signifikante Zusammenhänge zu den individuellen Zielorientierungen, dem schulischen Affekt und der Selbstwirksamkeit. Darüber hinaus konnten Leistungsveränderungen von der achten zur neunten Klasse vorhergesagt werden. Der parallel eingesetzte Lernstrategie-Fragebogen leistete im Vergleich dazu keine Erklärung der Leistungsvarianz. Implikationen für die Diagnostik selbstgesteuerten Lernens werden diskutiert. / This longitudinal study examined relationships between self-regulated learning, motivational orientations, self-efficacy and academic performance in a sample of 215 8th-graders. Self-regulated learning was assessed with both a German adaptation of the Self-Regulated Learning Interview (Zimmerman & Martinez-Pons, 1986) and a learning strategy questionnaire. Results indicated that strategies students reported in the interview were nearly 0-correlated with their answers in the questionnaire. Questionnaire scores did not predict changes in grades and achievement test scores over one year, but learning strategies assessed with the interview did. Further deep-processing strategies were positively related with self-efficacy and task-orientation. Implications for the assessment of self-regulated learning are discussed. <br><br> ---- <br>Anmerkung:<br> Die Autorin ist Trägerin des von der Universitätsgesellschaft Potsdam e.V. vergebenen Wissenschaftspreises zur Förderung des wissenschaftlichen Nachwuchses für die beste Dissertation des Jahres 2003/2004 an der Universität Potsdam.

Retinoic Acid Metabolism Blocking Agents (RAMBAs) increase the endogenous levels of all-trans retinoic acid (RA) by inhibiting CYP26 enzymes. Thus they are believed to mimic the effects of retinoid treatment. Their mechanism of action and effects on vitamin A metabolism in keratinocytes are however uncertain. To explore this and the function of CYP26 in human skin was the main purpose of the project. The effects of two RAMBAs (talarozole and liarozole) on the expression of retinoid biomarkers in epidermis were studied in vivo and in vitro. Normal human skin (n=16) exposed to topical talarozole for 9 days showed similar response as previously reported for topical RA, even though no skin inflammation occurred. Lamellar ichthyosis patients (n=11) treated systemically with liarozole showed variable clinical improvement after 4 weeks with only mild effects on the retinoid biomarkers and the expression did not always correlate at the protein and mRNA levels. In these studies the proinflammatory transcripts IL-1α and TNFα were down-regulated by RAMBAs. In vitro, using an organotypic epidermis model we first studied how the RA metabolism was affected by adding RA and/or RAMBAs. We next examined the effects of the same agents on the expression of vitamin A metabolising enzymes in monolayer cultures of proliferating and differentiating keratinocytes. The results show among other things that CYP26 A1 and B1 are both involved in the catabolism of RA, and that talarozole potently increases the level of endogenous RA, primarily by inhibiting CYP26B1. However the drug´s biological effects cannot be solely attributed to increased RA levels. In conclusion, RAMBAs are promising new drugs for treatment of skin disorders, but further studies on their mechanism of action are needed.

Peptidomimetics derived from the bioactive hexapeptide angiotensin IV (Ang IV, Val1-Tyr2-Ile3-His4-Pro5-Phe6) have been designed and synthesized. These peptidomimetics are aimed at inhibiting the insulin-regulated amino peptidase (IRAP), also known as the AT4 receptor. This membrane-bound zinc-metallopeptidase is currently under investigation regarding its potential as a target for cognitive enhancers. The work presented herein was based on stepwise replacement of the amino acid residues in Ang IV by natural and unnatural amino acids, non-peptidic building blocks, and also on the introduction of conformational constraints. Initially, we focused on the introduction of secondary structure mimetics and backbone mimetics. The C-terminal tripeptide His-Pro-Phe was successfully replaced by a γ-turn mimetic scaffold, 2-(aminomethyl)phenylacetic acid (AMPA), which was coupled via an amide bond to the carboxyl terminus of Val-Tyr-Ile. Substitution of Val-Tyr-Ile, Val-Tyr, Tyr-Ile and Tyr, respectively, by 4-hydroxydiphenylmethane scaffolds comprising a 1,3,5-substituted benzene ring as a central moiety unfortunately rendered peptidomimetics that were less potent than Ang IV. The subsequent approach involved the introduction of conformational constraints into Val-Tyr-Ile-AMPA by replacing Val and Ile by amino acid residues appropriate for disulfide cyclization or ring-closing metathesis. Chemically diverse structures encompassing an N-terminal 13- or 14-membered macrocyclic tripeptide and a C-terminal non-peptidic moiety were developed. Tyr2 and AMPA were modified to acquire further knowledge about the structure-activity relationships and, in addition, to improve the metabolic stability and reduce the polarity. Several of the compounds displayed a high capacity to inhibit IRAP and exhibited Ki values in the low nanomolar range. Hence, the new compounds were more than ten times more potent than the parent peptide Ang IV. Enhanced selectivity over the closely related aminopeptidase N (AP-N) was achieved, as well as improved stability against proteolysis by metallopeptidases present in the assays. However, additional investigations are required to elucidate the bioactive conformation(s) of the relatively flexible N-terminal macrocycles. The compounds presented in this thesis have provided important information on structure-activity relationships regarding the interaction of Ang IV-related pseudopeptides and peptidomimetics with IRAP. The best compounds in the series constitute important starting points for further discovery of Ang IV peptidomimetics suitable as tools in the investigation of IRAP and other potential targets for Ang IV. The literature presents strong support for the hypothesis that drug-like IRAP inhibitors would serve as a new type of future cognitive enhancers with potential use in the treatment of cognitive disorders, e.g. Alzheimer’s disease.

It is widely known today that marketing plays an important role for the success of a company. The process of marketing is extremely complicated as it is, thus there are markets where this process is complicated even further. In these regulated markets, factors occur during the launching and marketing of a product that interferes with the marketing activities. In these markets advertisers has to obey to laws and rules on how to advertise their products. One of the most regulated markets today is the one of alcoholic beverages. The two largest consumer countries of alcohol today are the United States and the Republic of China. Even though these countries have some similarities as the two largest consumer markets in the world, laws, regulations and attitude towards alcohol vary greatly between them making the process of penetrating the markets even harder. The purpose with this thesis is to get an understanding of how differences in the choice of media channels in the United States and China can be explained by differences in culture and ways of communication as opposed to legal and ethical restraints. This thesis will be carried out as a case study on ABSOLUT VODKA. The authors have used a qualitative approach to the problem at hand together with structured and unstruc-tured interviews with employees at ABSOLUT VODKA that have knowledge about the American and Chinese market Due to limited contact possibilities the empirical findings will also be based on secondary data. The authors have reached the conclusion that ABSOLUT VODKA has to first of all clearly identify its target group to be able to use the media channels efficiently. The authors believe that differences in media channels between China and the United States can to some extent be explained by differences in culture, communication, regulations and ethics. The concepts that are believed to have most impact are believed to be the ethical and moral considerations. Thus the authors are also of the opinion that the factors mention above has a heavier impact on the design of the advertisement than it does on the choice of media channels operating in a regulated market

Practicing is an ineluctable component in the pursuit of achieving musical goals. This is particularly true in the Western model of music education that is, for the most part, characterized by private lessons or ensemble rehearsals that typically occur only once each week. How dependent is the motivation to learn music on effective practicing? Novices often abandon music education simply because “it’s too hard.” Is the frustration the result of a lack of success due to ineffective practicing? Effective practicing evolves naturally with increased musical knowledge and expertise. Overall, a musician’s development towards effective practicing may be described as the acquisition of a metacognitive awareness of one’s own learning and hence a more active participation in that learning that is characterized by self-regulatory behaviours. This research asks if guided practice at an early age might prove a catalyst in the development of effective practicing which naturally occurs with musical expertise. Over the course of an academic school year, 13 novice musicians engaged in guided practice sessions with the researcher. The participants were private piano students and young band members. Data gathered through interviews, questionnaires and video recordings of lessons and practice sessions at the musicians’ homes were analyzed within the theoretical framework of self-regulation. Data were also analyzed according to a self-system theoretical framework of expectancy-value theory, self-determination theory, attribution theory, and goal orientation. Evidence from the data suggests an increase in cognitive and metacognitive processes that characterize self-regulated learning. Musicians also indicate an increase in motivation to engage in practicing as well as greater self-efficacy in addressing musical challenges. Effective pedagogical approaches for guided practice are discussed as are implications for music education. Suggestions are made for further research.