Self-regulated learning skills have been shown to have a positive impact on achievement in the academic setting, enabling graduates to become lifelong learners in professional settings. Although the importance of lifelong learning skills is well articulated in the accounting education literature, this study is the first to address concerns that class time devoted to developing such skills might impair students' acquisition of content knowledge. This study uses a quasi-experimental design within the context of the introductory accounting course. The treatment group received self-regulated learning interventions designed by the researcher and based on Zimmerman's model of the academic learning cycle. Results of this study were obtained using multiple regressions and suggest that students' acquisition of technical knowledge, as measured by conventional exam scores, was not compromised when class time was allocated between self-regulated learning interventions and content instruction. Although benefits of the treatment were not immediate, the treatment group outperformed the control group in terms of scores on exams administered near the end of the course. This study found no evidence of a "ceiling effect" but does provide limited support for the "Matthew effect," whereby higher ability students often reap the greatest benefit from interventions.

Prostasin is expressed at the apical surface of normal epithelial cells and suppresses in vitro invasion of cancer cells. Prostasin re-expression in the PC-3 prostate carcinoma cells down-regulated the epidermal growth factor receptor (EGFR) protein expression and EGF-induced phosphorylation of the extracellular signal-regulated kinases (Erk1/2). We report here that prostasin and its activating enzyme matriptase are capable of inducing proteolytic cleavages in the EGFR extracellular domain (ECD) when co-expressed in the FT-293 cells, generating two amino-terminally truncated fragments EGFR135 and EGFR110, at 135 and 110 kDa. Prostasin's role in EGFR cleavage is dependent on the serine active-site but not the GPI-anchor. The modifications of EGFR were confirmed to be on the primary structure by deglycosylation. EGFR135 and EGFR110 are not responsive to EGF stimulation, indicating loss of the ligand-binding domains. EGFR110 is constitutively phosphorylated and in its presence Erk1/2 phosphorylation is increased in the absence of EGF. The protease-induced EGFR cleavages are not dependent on EGFR phosphorylation. The EGFR ECD proteolytic modification by matriptase-prostasin is also observed in the BEAS-2B normal lung epithelial cells, the BPH-1 benign prostate hyperplasia and the MDA-MB-231 breast cancer cell lines; and represents a novel mechanism for epithelial cells to modulate EGF-EGFR signaling.

No description available.

El objetivo de esta investigación es examinar la relación entre el aprendizaje autorregulado y la procrastinación académica en escolares de cuarto y quinto de secundaria de un colegio nacional de Chorrillos. La muestra estuvo conformada por 213 estudiantes entre las edades de 14 a 18 años, en la cual el 54% son los hombres y 46% son mujeres; el 53.5% pertenecen al turno mañana y 46.5% al turno tarde. Se aplicó la escala de procrastinación académica (Álvarez-Blas, 2010) y el cuestionario de autorregulación del aprendizaje (Matos, 2009). Dentro de los principales resultados se obtuvo que la dimensión autonomía presenta una correlación significativa negativa con procrastinación académica (rs=-.46**), por lo que se puede observar que la procrastinación tiene una mayor asociación con la regulación intrínseca que extrínseca; además, los resultados comparativos conllevan a una mayor exploración en futuras investigaciones con relación al sexo y turno de estudio de los escolares. / The objective of this research is to examine the relationship between self-regulated learning and academic procrastination in fourth and fifth grade schoolchildren in a national school in Chorrillos. The sample consisted of 213 students between the ages of 14 and 18, in which 54% are men and 46% are women, 53.5% belong to the morning shift and 46.5% to the late shift. The academic procrastination scale was applied (Álvarez-Blas, 2010) and the learning self-regulation questionnaire (Matos, 2009). Among the main results, it was obtained that the autonomy dimension of self-regulated learning has a significant negative correlation with academic procrastination (rs=-.46**), so it can be seen that procrastination has a greater association with intrinsic than extrinsic regulation; In addition, the comparative results lead to further exploration in future research regarding the sex and study time of schoolchildren. / Tesis

京都大学 / 0048 / 新制・課程博士 / 博士(医学) / 甲第19587号 / 医博第4094号 / 新制||医||1014(附属図書館) / 32623 / 京都大学大学院医学研究科医学専攻 / (主査)教授 松原 和夫, 教授 妹尾 浩, 教授 浅野 雅秀 / 学位規則第4条第1項該当 / Doctor of Medical Science / Kyoto University / DFAM

京都大学 / 0048 / 新制・課程博士 / 博士(医学) / 甲第21341号 / 医博第4399号 / 新制||医||1031(附属図書館) / 京都大学大学院医学研究科医学専攻 / (主査)教授 小川 誠司, 教授 坂井 義治, 教授 武藤 学 / 学位規則第4条第1項該当 / Doctor of Medical Science / Kyoto University / DFAM

京都大学 / 0048 / 新制・課程博士 / 博士(医学) / 甲第21641号 / 医博第4447号 / 新制||医||1034(附属図書館) / 京都大学大学院医学研究科医学専攻 / (主査)教授 河本 宏, 教授 三森 経世, 教授 杉田 昌彦 / 学位規則第4条第1項該当 / Doctor of Medical Science / Kyoto University / DFAM

No description available.

Northern boreal alluvial meadows are ecologically significant semi-natural ecosystems within the riparian zone. The effects of disturbance like flooding, grazing, and mowing have historically maintained high nutrient turnover and succession disruption that led to high biodiversity, leading to their inclusion in the Natura 2000 network. Today, alluvial meadows are threatened by human abandonment and river flow regulations, both of which provided necessary disturbances. This leads to encroachment by woody plants and a significant reduction in biodiversity. The purpose of this project was to investigate the hydrological conditions required for the long-term maintenance of floodplains of the regulated lower Dal River and how varying water levels affect the species distribution and various vegetation characteristics. This was done by examining plant data from 3 sites in an alluvial meadow in Bredforsen and datalogger water level data to calculate the duration of flooding of plots in a transect study. The effects of altitude, flooding durations, and frequencies on species richness, proportion of woody plants, and vegetation cover were examined. Flooding times showed the most significant effects on vegetation characteristics, while altitude and flooding frequencies differed greatly between sites, with variability explained being low for all explanatory variables. On one hand, this shows that that a lack of seasonal flooding has a negative effect on the alluvial meadow ecosystem and an increase in water flow would be beneficial. On the other hand, the low degree of explained variability implies that flooding solely is not the determining factor and other management methods are necessary to maintain the alluvial meadows.

No description available.