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Lernende, die selbstreguliert Wissen erwerben wollen, müssen ihren Wissenserwerbsprozess nicht nur selbstständig planen, sondern bei Bedarf auch entsprechend regulieren bzw. anpassen können. Im Sinne dieser Regulation ist es notwendig, dass sie eine genaue Vorstellung davon haben, welche Inhalte einer Lerneinheit sie bereits gut verstanden haben oder an welchen Stellen Nachholbedarf besteht. Technische Systeme können über gezielte Aufforderungen Lernende darin unterstützen, sich eine möglichst genaue Vorstellung über ihren eigenen Wissenserwerbsprozess zu bilden. Wie diese Vorstellung mittels Zuversichtserfassung angeregt werden kann, wie dies in ein bestehendes Audience Response System integriert wurde und welche Ergebnisse daraus abgeleitet werden konnten, wird im folgenden Praxisbeitrag gezeigt bzw. auf der GeNeMe 2019 präsentiert.

Följande självstudie undersöker hur musikalisk övning kan designas i form av tredagarsprojekt som fokuserar på planering, målsättning och färdigställande. Övningen tar sin utgångspunkt i musik från självvald repertoar. Med bakgrund i en obefintlig strukturerad kontext för övning, är syftet med denna studie att förstå hur min övningsmotivation påverkas av övningens struktur och metod. Arbetet utgår från ett designteoretiskt perspektiv på lärande och använder videoinspelning och loggbok som undersökningsmetoder. I resultatet framkommer det hur min designade struktur och metod framkallar starka positiva känslor och övningsstrategier i form av beslutsfattande beteenden, som visar på självreglerat lärande. Det visar också hur jag använder löpande självreflektioner inför kameran som huvudsaklig metod för att skapa ordning under min lärprocess. Också hur jag använder olika digitala verktyg som resurser för att skapa en meningsfull övning, som efter varje tredagarsprojekt utmynnar i en färdigställd produkt. / The following self-study examines how musical practice can be designed in the form of three day projects that focuses on planning, goal-setting and completion. The practice is based on music from a self-chosen repertoire.  With a background in a non-existent structured context for practice, the purpose of this study is to understand how my practice motivation is affected by the structure and method of the practice. The work is based on a design theory perspective on learning and uses video recording and journal as examination methods. The results of the study shows how my designed structure and method induces strongly positive feelings and practice strategies in form of decision making behaviors, which suggests self-regulated learning. It also shows how I use ongoing self-reflections in front of the camera as the main method for creating order during my learning process. Also how I use different digital tools as resources for creating a meaningful practice, which after each three day project results in a finished product.

<p>  </p> <p>PhoQP is a two-component system that regulates the transcription of ~5% of the genes of <em>Salmonella enterica</em>. The membrane-bound PhoQ protein is phosphorylated in response to low extracellular Mg²⁺ concentration, acid pH, and a number of antimicrobial peptides. The inorganic phosphate bound to PhoQ is transferred to PhoP, which according to the classical model, acts as a typical transcriptional activator of its target genes. However, Will et al. (doi.org/10.1038/ncomms6270) proposed an alternate “counter-silencing” model, according to which genes in the PhoP regulon that were acquired by <em>Salmonella</em> via horizontal transfer are repressed by the generalized DNA-binding protein H-NS at high [Mg²⁺] and are induced at low [Mg²⁺] because the phosphorylated PhoP displaces the H-NS from the promoters and lifts repression. We evaluated this model by examining the transcriptional regulation of the <em>mgtCBRU-cigR </em>operon, which encodes the virulence protein MgtC and the Mg²⁺ transport protein MgtB and is in the SPI-3 pathogenesis island that has been acquired by <em>Salmonella</em> via horizontal transfer. Our main finding was that in the non-pathogenic strain of <em>S</em>. Typhimurium (LT2), induction of the <em>mgtCBRU-cigR</em> operon by Mg²⁺ limitation requires a functional PhoP protein, regardless of the presence or absence of H-NS. Interestingly, the pathogenic strain of <em>S</em>. Typhimurium (ATCC 14028s) revealed PhoP-independent transcription in the absence of H-NS, but only under inducing conditions. Thus, our results do not support the counter-silencing model and are consistent with the canonical view that PhoP is needed as a transcriptional activator of genes in the PhoP regulon.</p>

Epidermal growth factor (EGF) previously has been shown to stimulate short-term survival in vitro of cells derived from the native amphibian retinal pigment epithelium (RPE). In the present experiments, we have examined intracellular signaling pathways responsible for mediating these survival-specific growth factor effects, distinct from proliferative effects, using the human epithelial cell line RPE D407. When maintained as single cells in suspension culture in the absence of serum and exogenous survival factors, RPE D407 cell viability gradually declined over a 3-4 day period as a result of apoptotic cell death, a pattern similar to that seen for eye-derived RPE cells. Exposure to EGF (50 ng ml-1) enhanced cell survival by nearly 40% and caused a parallel increase in the tyrosine phosphate content of the EGF receptor (EGFR), as determined by immunoprecipitation and Western blotting. Both effects were completely blocked by 1μM AG1478, an EGFR-selective tyrosine kinase inhibitor. EGF also stimulated phosphorylation of the phosphatidylinositol 3′-kinase (PI3K)-dependent effector kinase Akt, as well as that of the MEK-dependent mitogen-activated kinase (MAPK), extracellular signal-regulated kinase (ERK). Furthermore, EGF-induced protection was substantially reduced by either the PI3K inhibitor LY294002 (25μM) or the MEK inhibitor U0126 (10μM), under conditions in which phosphorylation of Akt and ERK1/2, respectively, was blocked. Our results indicate that EGF-stimulated survival of RPE D407 cells takes place as a result of signaling through both PI3K and ERK/MAPK pathways. Further, residual anti-apoptotic activity stimulated by EGF in the presence of both blockers suggests that additional as yet unidentified growth factor-dependent survival pathways exist.

Tato disertační práce studuje synchronní formální systémy založené na gramatikách a převodnících a zkoumá jak jejich teoretické vlastnosti, tak i perspektivy praktických aplikací. Práce představuje nové koncepty a definice vycházející ze známých principů řízeného přepisování a synchronizace. Navrhuje alternativní způsob synchronizace bezkontextových gramatik, založený na propojení pravidel. Tento princip rozšiřuje také na řízené gramatiky, konkrétně gramatiky s rozptýleným kontextem a maticové gramatiky. Dále je představen na podobném principu založený nový druh převodníku, tzv. pravidlově omezený převodník. Jedná se o systém složený z konečného automatu a bezkontextové gramatiky. Práce prezentuje nové teoretické výsledky ohledně generativní a přijímajicí síly. Poslední část práce zkoumá možnosti lingvisticky orientovaných aplikací se zameřením na překlad přirozeného jazyka. Diskutuje a srovnává hlavní výhody nových modelů s využitím vybraných případových studií z českého, anglického a japonského jazyka pro ilustraci.

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第19081号 / 人博第734号 / 新制||人||176(附属図書館) / 26||人博||734(吉田南総合図書館) / 32032 / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 壇辻 正剛, 教授 東郷 雄二, 教授 齋藤 治之, 教授 服部 文昭 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

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Självreglerat lärande (SRL) har visat sig vara en användbar strategi för både idrottslig inlärning och utveckling. Vilka miljömässiga förutsättningar idrottaren ges kan både främja och hämma denna utveckling, vilket få studier undersökt i en idrottslig kontext. Studiens syfte var därav att undersöka grad av SRL inom individuell idrott utifrån self-efficacy, könsidentitet och miljömässiga förutsättningar. Miljömässiga förutsättningar innefattade ledarskapsbeteenden som främjar både motivation, enligt Self-determination theory (SDT), och självreglerat lärande. Urvalet bestod av individuella idrottare, 16–60 år, som har en tränare (N = 251). Dessa tävlade inom 28 olika individuella idrotter och identifierade sig som kvinnor (n = 144), män (n = 106) och annat (n = 1). Frågeställningarna besvarades med hjälp av självskattningsformulären Self-Regulated Learning in Sport Practice (SRL-SP), Self-Regulated Environment (SRE) och Interpersonal Supportiveness Scale - Coach (ISS-C). Resultat från multipla och hierarkiska regressionsanalyser indikerade att self-efficacy hade ett positivt samband med utfallsmåtten planering, övervakning och reflektion, men inte ansträngning. Könsidentitet verkade inte moderera denna effekt. Vad gäller miljömässiga förutsättningar bidrog främst tränares förmåga att skapa möjligheter för SRL till idrottares självreglering. Samtidigt visades att idrottarnas grad av SRL påverkades av tränarens närvaro; ju mer närvarande tränare desto lägre grad av självregleringsstrategier uppvisar idrottarna. Slutsatsen blir därmed att idrottare verkar behöva ha en tilltro till sin förmåga samt befinna sig i en miljö med möjligheter för SRL, för att engagera sig i sin idrottsliga utveckling på ett fördelaktigt sätt. Detta samband verkar även påverkas av tränarens fysiska närvaro. Framtida studier kan med fördel vidare undersöka påverkan av de miljömässiga förutsättningarna på grad av SRL, samt om det skiljer sig åt beroende på idrott. / Self-Regulated Learning (SRL) has proven to be a useful strategy for athletes' learning and development. What conditions are given to athletes from their surrounding environment can both promote and inhibit these processes of learning and development. However, few studies have examined this relationship in a sports context. Thus, the present study aimed to investigate Self-Regulated Learning in individual sports based on self-efficacy, gender and environmental conditions. The environmental conditions were defined as leadership behaviors that promote motivation, according to Self-Determination Theory (SDT), and Self-Regulated Learning. The sample consisted of individual athletes, ranging from 16-60 years, with a coach (N = 251). The athletes competed in 28 different individual sports and identified themselves as women (n = 144), men (n = 106) and other (n = 1). The participants answered the self-report questionnaires Self-Regulated Learning in Sport Practice (SRL-SP), Self-Regulated Environment (SRE) and Interpersonal Supportiveness Scale - Coach (ISS-C). Using multiple and hierarchical regression analyses, this study provided support that self-efficacy positively influenced the outcome measures planning, monitoring, and reflection, but not effort. Gender did not appear to moderate this relationship. The environmental conditions associated with SRL was mainly the coaches' ability to create opportunities for SRL. Additionally, athletes' SRL were negatively influenced by how often the coach was present. The conclusion is that athletes, to beneficially engage in their own development, need to have a belief in their own ability and also be in an environment that enhances opportunities for SRL. However, this relationship is influenced by the coach's presence at practice. Future studies can further examine the relationship between the environmental conditions and SRL, and if the results may differ depending on sport.

In the last thirty years, language learning strategies have been used in the field of English as a Second Language (ESL) to help learners autonomously improve their English listening, speaking, reading, and writing. However, language learning strategies have not been applied to pronunciation learning in a large scale manner. This study attempted to bridge this gap by investigating the usage of pronunciation learning strategies among adult ESL learners. A strategic pronunciation learning scale (SPLS) was administered to 183 adult ESL learners in an Intensive English Program. Their scores on the SPLS were compared with their scores of spontaneous pronunciation on a program-end speaking assignment. A stepwise regression analysis showed that frequently noticing other's English mistakes, asking for pronunciation help, and adjusting facial muscles all correlated significantly with higher spontaneous pronunciation skill. Other analyses suggested that strong pronunciation learners used pronunciation learning strategies more frequently than poorer learners. Finally, a taxonomy is proposed that categorizes pronunciation learning strategies into pedagogically-founded groups based on Kolb's (1984) learning construct and four stages of pronunciation acquisition: input/practice, noticing/feedback, hypothesis forming, and hypothesis testing. This taxonomy connects language learning strategies to pronunciation acquisition research.