<p>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.</p><p>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.</p><p>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.</p><p>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</p>

This research described and analyzed teachers’ perceptions of technology as a catalyst for stimulating classroom constructivist practices. The teachers were located at multiple schools in one Florida county. The teachers were selected based on participation in the Education through Dynamic Global Experiences (EDGE) program. This One-to- One program provides one laptop for every classroom teacher and student. The most frequent ideas in the literature fell into three sections. First is the need to integrate technology as part of the curricula and use constructivism as a theoretical framework for technology integration. The second relates to the best practices of incorporating classroom technology driven by constructivist theory and Self-Regulated Learning (SRL). The third describes one county’s EDGE program and related literature. Two focus groups gathered information from teachers with various levels of classroom and EDGE experience regarding perceptions of a One-to-One classroom. Teachers were surveyed regarding perceptions of processes of using technology as a catalyst for constructivist practices, changing teaching and learning, teaching style, and curriculum content delivery. Conclusion: Data collected from teacher surveys and focus groups support the premise that “Elementary teacher’s perceptions of technology as a catalyst for constructivist practices in the classroom” is valid. This conclusion was demonstrated by evaluating teacher perceptions, patterns of experiences, and the emergence of constructivist instructional practices when technology is infused in the curriculum. The major recurring themes supported a constructivist culture that was: collaborative and independent, receptive to individuals and valued their relationships, replete with opportunities for distributed leadership, interconnected with integrated technology, populated with highly engaged and motivated individuals, self-sustaining, safe and nonjudgmental, vision driven, built on authentic assessment and curriculum, and evolving at the speed of technology. Implications follow: 1. Technology can be used as a catalyst for classroom constructivist practices 2. Teachers believe that technology supports increasing standardized test scores. 3. Training in constructivism promotes use of technology by teachers and speeds changing teaching pedagogy into constructivist practices. 4. Teachers’ perceptions are important in changing pedagogy toward constructivism. 5. School administration must support classroom technology and constructivist teaching 6. Students and teachers can collaborate in designing, developing, and implementing their learning experiences and students can actually take control of their learning experiences.

This research was undertaken to determine the influence of a video class system on the strategic teaching and learning of school mathematics. A literature investigation served as a frame of reference for the planning, execution and assessment of the empirical investigation. Some of the approaches which have the greatest influence on the learning of school mathematics, namely the behaviourist, cognitive and constructivist approaches, are described and, where necessary, critically assessed. Factors which influence the learning of school mathematics are discussed in an interrelated manner and are used to identify the features of the strategic learning of school mathematics. It is then attempted to determine how teaching should take place to enable the strategic learning of school mathematics. To reach this objective, different approaches to the teaching of mathematics are discussed, based on approaches to the learning of mathematics, and the influence of these on the teaching of school mathematics is determined, based on the literature investigation. Different factors which influence the teaching of mathematics are identified and used to describe the characteristics of the effective teacher, who teaches mathematics for the strategic learning of the subject. The empirical investigation involved a quantitative as well as a qualitative investigation. In the quantitative investigation an actual experimental design with a pre-test and post-tests was used. Video recordings were made with one experimental group (video recording class) and delivered (played back) with another experimental group (video delivery class). The control group received conventional mathematics teaching. A quantitative field investigation was undertaken by means of an adapted LASSI-HS to establish the influence of the video class system used in the investigation on the study and learning strategies of the learners. In this way the influence on the strategic learning of mathematics could be determined. At the same time the influence of the video class system on the mathematics performance of the learners was established, in order to determine the extent of success of the use of the video class system. A qualitative investigation by means of an observation schedule, together with the analysis of video recordings of mathematics lessons, was used to determine the influence of the video class system on the teaching of mathematics. The video class system did not have a negative or a positive influence on the performance of either the video recording classes, the video delivery classes or the control classes of the schools who participated in the research. Neither did the video class system have a positive or a negative influence on the use of learning and study strategies (concerning mathematics) of the different class groups who participated in the research. That means that the video class system did not negatively influence strategic learning in learners who may use it. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

This study used the non-alcoholic steatohepatitis activity index (NAI), presence of fibrosis and Mallory-Denk bodies (MDBs), and quantification of glucose regulated protein 78 (GRP78) messenger ribonucleic acid (mRNA) as indicators of steatohepatitis development and recovery in the American mink (Neovison vison). Mink were fasted for 0, 1, 3, 5, or 7 days, and one group re-fed 28 days post 7-day fast. Liver NAI indicated that moderate fatty liver developed after 5 days of fasting. Liver recovery was achieved after the re-feeding period. There was no evidence of fibrosis or MDB formation. Upregulation of GRP78 was observed by day 7 of fasting indicating endoplasmic reticulum stress. This effect was greater in females. Results suggest that liver steatosis did not advance to steatohepatitis within a 7-day fast. However, should the length of fast be increased the mink may be at risk. Results also show that liver recovery from simple fatty liver is possible.

No description available.

G protein-coupled receptors (GPCRs) comprise the largest family of transmembrane receptors. The beta-arrestins, adaptor proteins involved in GPCR desensitization, may also act as scaffolds for signaling pathways such as the mitogen-activated protein kinase (MAPK) cascade. The MAPK family, which includes the extracellular-signal regulated kinases (ERK) 1 and 2, promotes cellular differentiation and proliferation. Herein, the activation of ERK1/2 upon stimulation of the GPCR bradykinin type 2 receptor (B2R) with bradykinin was examined. Various B2R mutants with modified C-termini were employed to examine the temporal kinetics of ERK1/2. One of these receptor mutants displayed a loss of beta-arrestin binding as well as greatly enhanced ERK1/2 activation, compared to the wild-type receptor, when a cluster of serine/threonine residues important for B2R internalization was mutated. The other receptor mutants exhibited a correlation between their affinity for beta-arrestin and the intensity of ERK1/2 activation. Data from a mouse embryonic fibroblast cell line null for beta-arrestin suggested that beta-arrestin is involved in late-phase ERK1/2 activation by the B2R. These data point to the involvement of beta-arrestin in the activation of the ERK1/2 MAPKs through the B2R.

Baigiamąjame darbe analizuojama galimybė netradiciniais Lietuvoje metodais (naudojant hidraulinį modelį) įvertinti reguliuoto upelio deformacijų įtaką jo pralaidumui, kadangi dažnai atsitinka taip, kad numatomos nemažos lėšos remontui, kai tuo tarpu upelio pralaidumo charakteristikos dar pakankamai geros. Modelio kalibravimui ir hidrauliniam modeliavimui naudojami realiai išmatuoti ir projektiniai duomenys. Hidrodinaminis modelis sudaromas tuo tikslu, kad būtų galima patikrinti pasirinkto upelio ruožo vagos ir tame ruože esančios pralaidos matmenis kaip pakraštines sąlygas, naudojant iš projekto paimtais hidrologiniais skaičiavimais nustatytus debitus ir įvertinti tėkmės sąlygas esant projektinėms geometrinėms charakteristikoms ir realiai išmatuotoms dabartinėje upelio būklėje. Atliekant natūrinius tyrimus buvo nustatinėjamos šios reguliuoto upelio charakteristikos: debitas, vandens lygiai, vandens paviršiaus nuolydis, šiurkštumo koeficientai; griovyje esančių pralaidų būklė. Darbo tikslas - panaudojant programą HEC-RAS sukurti pasirinkto reguliuoto upelio ruožo hidrodinaminį modelį ir patikrinti griovio ir pralaidos pralaidumo pokyčius lyginant projektinius ir natūroje išmatuotus parametrus. Tyrimo uždaviniai: 1. Literatūros apžvalgoje išnagrinėti atvirų vagų hidraulinio modeliavimo metodus, programinę įrangą ir praktinio taikymo atvejus. 2. Išmokti dirbti su programine įranga HEC-RAS. 3. Sukurti pasirinkto upelio ruožo hidrodinaminį modelį ir atlikti... [toliau žr. visą tekstą] / Final work analyzes the possibility to evaluate the impact of deformations of regulated stream on its capacity by the methods that are non-traditional in Lithuania (using a hydraulic model), as often is the case when substantial funding is provided for repair, while the stream capacity characteristics are still good enough. The actual measured and projected data is used for model calibration and hydraulic modelling. Creation of hydrodynamic model aims to verify the dimensions of bed and culverts in the selected stream section using the discharges based on the project hydrological calculations as peripheral conditions and to evaluate the flow conditions at the projected geometric characteristics and at those measured in the current state of the stream. Field research determined the following characteristics of the stream: yield, water levels, water surface slope, roughness coefficients; condition of the equipment in the ditch: state of culverts. Aim of the work – by modelling the established flow to determine the longitudinal water level profiles for the both cases and to evaluate the differences. Results of the work allow stating that lateral trench deformations have negligible impact on the flow conditions. Objectives of the research: 1. to analyze the hydraulic modelling techniques of open beds, software and cases of practical application; 2. to learn working with the software HEC-RAS; 3. to create hydrodynamic model of the selected stream... [to full text]

Šiame darbe aptariama šiaurės vakarų Lietuvoje, Plungės rajono savivaldybėje, esančio Babrungo upės baseino reguliuotose upėse vykstantys natūralizacijos procesai. Reguliuotose Babrungo ir Dirnupio upės pakrantės šlaituose ir apsaugos juostose aptikta 871 vienetai sumedėjusios augalijos. Tyrimais nustatyta, kad augalija dažniausiai ir tankiausiai auga šlaito viduriniojoje dalyje. Dirnupio upės tyrinėtame 1,8 km ruože sumedėjusios augalijos plotis kairiajame šlaite Lap = 2,11 ± 0,14 m, dešiniajame šlaite Lap = 1,71 ± 0,23 m. Babrungo upės tyrinėtame 2,2 km ruože apskaičiuotas kairiajame šlaite Lap = 1,86 ± 0,44 m, o dešiniajame šlaite Lap = 1,47 ± 0,27 m. Atlikus dispersinę analizę galima teigti, kad apaugusių sumedėjusia augalija šlaitų pločių vidurkiai, esant 95 % patikimumui, esminiai nesiskiria. Babrungo ir Dirnupio upės ruožų pakrančių apsaugos juostų pločiai miškuose ir pievose atitinka, o ariamoje žemėje neatitinka aplinkosauginių reikalavimų. Ariamose žemėse visi matuoti upės pakrantės apsaugos juostos pločiai buvo ≤5,0 m. / This article is about naturalization processes that take place in the regulated rivers of Babrungas river-basin in the northwestern Lithuania, Plungė district municipality. There are 871 units of woody vegetation in the riverside slopes and protective zones of the regulated Babrungas and Dirnupis rivers. Researchers have shown that usually the vegetation is the densest in the middle part of the slope. The width of woody vegetation on the left slope of 1.8 km strip of the Dirnupis river Lap = 2.11 ± 0.14 m, on the right slope Lap = 1.71 ± 0.23 m. On the left slope of 2.2 km strip of the Babrungas river Lap = 1.86 ± 0.44 m, and on the right slope Lap = 1.47 ± 0.27 m. The dispersive analysis allows to claim that given 95% of reliability, width averages of woody vegetation on the slopes do not differ. The widths of protective coast zones of Babrungas and Dirnupis rivers are the same in the woods and meadows, but in arable land they do not meet the environmental requirements. All widths of protective coast zones of arable land were ≥ 5.0 m.

This research was undertaken to determine the influence of a video class system on the strategic teaching and learning of school mathematics. A literature investigation served as a frame of reference for the planning, execution and assessment of the empirical investigation. Some of the approaches which have the greatest influence on the learning of school mathematics, namely the behaviourist, cognitive and constructivist approaches, are described and, where necessary, critically assessed. Factors which influence the learning of school mathematics are discussed in an interrelated manner and are used to identify the features of the strategic learning of school mathematics. It is then attempted to determine how teaching should take place to enable the strategic learning of school mathematics. To reach this objective, different approaches to the teaching of mathematics are discussed, based on approaches to the learning of mathematics, and the influence of these on the teaching of school mathematics is determined, based on the literature investigation. Different factors which influence the teaching of mathematics are identified and used to describe the characteristics of the effective teacher, who teaches mathematics for the strategic learning of the subject. The empirical investigation involved a quantitative as well as a qualitative investigation. In the quantitative investigation an actual experimental design with a pre-test and post-tests was used. Video recordings were made with one experimental group (video recording class) and delivered (played back) with another experimental group (video delivery class). The control group received conventional mathematics teaching. A quantitative field investigation was undertaken by means of an adapted LASSI-HS to establish the influence of the video class system used in the investigation on the study and learning strategies of the learners. In this way the influence on the strategic learning of mathematics could be determined. At the same time the influence of the video class system on the mathematics performance of the learners was established, in order to determine the extent of success of the use of the video class system. A qualitative investigation by means of an observation schedule, together with the analysis of video recordings of mathematics lessons, was used to determine the influence of the video class system on the teaching of mathematics. The video class system did not have a negative or a positive influence on the performance of either the video recording classes, the video delivery classes or the control classes of the schools who participated in the research. Neither did the video class system have a positive or a negative influence on the use of learning and study strategies (concerning mathematics) of the different class groups who participated in the research. That means that the video class system did not negatively influence strategic learning in learners who may use it. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

Die doel met hierdie navorsing was om ‘n analise van die selfgereguleerde leervaardighede van leerders in die BEd Honneurs Oopafstandsleerprogram te doen en ‘n onderrigmodel daar te stel om genoemde vaardighede te verbeter. Om hierdie doel te bereik is ‘n literatuurstudie onderneem ten einde a) leer te omskryf volgens die behavioristiese, sosiaal–kognitiewe, inligtingverwerkings, konstruktiwistiese teorieë en volwasse leerteorieë; b) selfgereguleerde leer te omskryf vanuit die behaviouristiese, fenomenologiese, Vygotskiaanse, kognitief–konstruktivistiese en sosiaal–kognitiewe beskouinge, met die klem op laasgenoemde beskouing en c) afstandsleer en die vereistes wat afstandsleer en selfgereguleerde leer aan afstandsleerders stel, te beskryf. Vanuit literatuur is bepaal dat effektiewe leer gedefinieer word vanuit die navorser se oriëntasie tot leer sowel as die aard van leer in ‘n spesifieke konteks. Die verskillende leerteorieë beklemtoon verskillende aspekte van leer en hou verskillende implikasies in vir programontwerp, rolle van onderriggewers, leermetodes en assessering. Verder dui literatuur op ‘n positiewe verband tussen selfgereguleerde leer en akademiese prestasie. Terselfdertyd dui bestaande literatuur daarop dat suksesvolle afstandsleerders selfregulerend moet kan leer en dus oor sodanige vaardighede moet beskik. Die navorsingspopulasie het bestaan uit BEd Honneurs oopafstandsleerders van Noordwes–Universiteit asook fleksieleerders van die Noordwes–Universiteit, Potchefstroomkampus wat alreeds eksamen afgelê het in die Leerperspektiewe module. Die teikengroep het bestaan uit leerders wat reeds vroeër eksamen afgelê het in die module LEON 611 en tydens kontaksessies in 2010 by spesifieke kontaksentrums en vakansieskole bygewoon en die vraelyste voltooi het (n=264). ‘n Multi–metode ontwerp is geïmplementeer waar ‘n kombinasie van kwantitatiewe en kwalitatiewe navorsing aangewend is om die navorsingsprobleem beter te verstaan. Kwantitatiewe data is ingesamel aan die hand van vier vraelyste waarná aanvullende kwalitatiewe data–insameling met semi–gestruktureerde onderhoude gevolg het. Kwantitatiewe navorsing het geskied aan die hand van ‘n ex post facto–benadering en data is statisties ontleed deur middel van a) faktoranalise, b) meervoudige regressie–analise, c) stapsgewyse regressie–analise en d) effekgroottes. Kwalitatiewe data is met behulp van ATLAS.ti.6.0 - ‘n rekenaarondersteunde stelsel, ontleed. Resultate van die ondersoek dui daarop dat deelnemers nie voldoen aan al die vereistes vir effektiewe afstandsleer nie. Bereiking van leerdoelwitte is in ‘n groot mate afhanklik van die steun van onderriggewers en porture. Hul beskik nie oor inligtingstegnologiese vaardighede nie en kan nie effektief leer waar nie–moedertaalonderrig ter sprake is nie. In teenstelling met bestaande literatuur dui kwantitatiewe en kwalitatiewe resultate op ‘n lae verband bestaan tussen afstandsleerders se selfgereguleerde leervaardighed en hul akademiese prestasie. Deelnemers maak selde gebruik van selfgereguleerde leervaardighede soos ter sprake tydens die voorafdenkfase maar meer tydens die wilsbeheer– en selfreaksiefases. ‘n Model is ontwikkel vir die verbetering van selfgereguleerde leervaardighede van oopafstandsleerders, inbegrepe deurlopende ontwikkeling van akademiese taalvaardigheid en inligtingstegnologiese vaardighede. Aanpassings in studiemateriaal en verandering van onderrigstrategieë en terugvoer is belangrike aspekte van die model. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2011.