Child maltreatment impacts approximately one in seven children in the United States, leading to many adverse outcomes throughout life. Adolescence is a time period that is critical for the development of self-regulation, as it is when the prefrontal cortex is actively developing. Existing research demonstrates the numerous adverse effects maltreatment may have on self-regulation, which encompasses executive function and emotion regulation abilities. However, there is little research examining how abuse and neglect may differently affect the developmental trajectories of executive function and emotion regulation throughout adolescence and into young adulthood. In the current study, 167 adolescents participated approximately annually at six time points, from ages 14 to 20. At each of the six time points, adolescents completed three executive function tasks as well as self-report questionnaires on their emotion regulation abilities and strategies. Information on maltreatment experienced from ages 1 to 13 was collected when the adolescents were approximately 18 to 20 years of age. Conditional growth curve models were utilized to test the differential effects of abuse and neglect on the growth trajectories of executive function abilities and emotion regulation difficulties and strategy use. The results revealed that neglect was associated with developmental changes in working memory abilities, such that greater amounts of neglect were associated with slower increases in working memory abilities across ages 14 to 20. Further, abuse was associated with developmental changes in difficulties in emotion regulation abilities, such that greater amounts of abuse were associated with larger increases in difficulties in emotion regulation abilities from ages 14 to 20. Finally, neglect was associated with the initial level (at age 14) of difficulties in emotion regulation abilities, such that greater levels of neglect were associated with higher initial levels of difficulties in emotion regulation abilities as compared to individuals with lesser amounts of experienced neglect. These findings suggest that working memory development during adolescence into young adulthood may be more vulnerable to childhood neglect and that both abuse and neglect in childhood may have adverse impacts on the development of emotion regulation abilities. / M.S. / Child maltreatment impacts approximately one in seven children in the United States, leading to many adverse outcomes throughout life. Adolescence is a time period that is critical for the development of self-regulation, which encompasses executive function and emotion regulation abilities. Existing research demonstrates the numerous adverse effects maltreatment may have on self-regulation. However, there is little research examining how abuse and neglect may differently affect the developmental trajectories of executive function and emotion regulation throughout adolescence and into young adulthood. In the current study, 167 adolescents participated approximately annually at six time points, from ages 14 to 20. At each of the six time points, adolescents completed three executive function tasks as well as self-report questionnaires on their emotion regulation abilities and strategies. Information on maltreatment experienced from ages 1 to 13 was collected when the adolescents were approximately 18 to 20 years of age. The results revealed that greater amounts of neglect were associated with slower increases in working memory abilities across ages 14 to 20. Further, greater amounts of abuse were associated with larger increases in difficulties in emotion regulation abilities from ages 14 to 20. Finally, neglect was associated with difficulties in emotion regulation abilities at age 14, such that greater levels of neglect were associated with higher levels of difficulties in emotion regulation abilities at age 14 compared to individuals with lesser amounts of experienced neglect. These findings suggest that working memory development during adolescence into young adulthood may be more vulnerable to childhood neglect and that both abuse and neglect in childhood may have adverse impacts on the development of emotion regulation abilities.

The cessation of egg-laying during the incubation period of the turkey hen is a source of major economic loss to the turkey industry. In August of 2000 there were approximately 2.7 million turkey breeder hens in the United States. Since the value of one fertile turkey egg is $0.62, the loss of only one egg per hen per year would cost the industry $1.7 million. A number of management procedures have been implemented to control egg production and prevent incubation. However, these methods are labor intensive. The anterior pituitary hormone prolactin (PRL) is involved in the onset of incubation in the turkey hen. Levels of circulating PRL and PRL mRNA are 10X greater in photostimulated hens than in photorefractory hens, 20X greater in laying hens, and 100X greater in incubating hens. It would be useful to determine the molecular mechanisms controlling regulation of the turkey (t) PRL gene. This information could be used to modulate the release of PRL and thereby prevent the induction of the incubation period in turkey hens. Approximately 2 kilobases (kb) of the tPRL 5'-flanking region were examined by the electrophoretic mobility shift assay (EMSA) using nuclear extracts from turkey pituitaries and liver. Within this 2 kb fragment, only three regions of the tPRL gene were identified that participate in tissue- and sequence-specific DNA-protein interactions with nuclear extracts from turkey pituitaries. These are the regions from nucleotides (nt) -41 to -73, -105 to -137, and -175 to -199, named tprl-1, tprl-2 and tprl-3, respectively. Three shifted bands were observed using tprl-1 and tprl-2 while two shifted bands were seen using tprl-3. Competition EMSAs done on these three regions showed that in the presence of unlabeled, excess, specific competitor DNA, the proteins bound to competitor DNA and no shifted bands were observed. If the competitor was a nonspecific DNA sequence, then there was no effect on the shifted bands. When using labeled tprl-2 and unlabeled tprl-1 as competitor DNA, no shifted bands were observed. However, when using labeled tprl-1 and unlabeled tprl-2 as competitor DNA, only one of three shifted bands was eliminated. These data indicate that tprl-1 and tprl-2 bind both common and specific pituitary nuclear proteins and have different affinities for pituitary nuclear proteins. A supershift EMSA involving the addition of rabbit-anti-rat Pit-1 indicated that tPit-1 is a common pituitary nuclear protein that is bound to tprl-1 and tprl-2. However, this interaction may not occur in the turkey in vivo. The mapping of transcription factor binding sites in the tPRL 5'-flanking region is the first step toward the identification and isolation of factors that bind to and regulate transcription of the PRL gene. / Master of Science

This study seeks to explore and describe education-related laws in Kuwait with respect to the broader context of educational law. Employing a methodical, qualitative approach, data were collected using semi-structured interviews with twelve Kuwaiti official influencers that included parliamentary members, ex-Minsters of Education, and directors of general education. Interviews were conducted to generate insights regarding the nature and extent of the existing education- related laws in Kuwait. In addition, the interviews delved into the process surrounding the formation and implementation of education-related laws, and the influences that can affect them. Lastly, data from the interviews identified areas for improvement in Kuwait's education-related law. During the interview process, measures were taken to ascertain the credibility and dependability of the results obtained. Data were analyzed and validated using thematic analysis for reduction and identification of essential themes. Five main themes emerged from the data analysis: (a) the characteristics of education-related laws; (b) the problems in forming education- related laws; (c) the obstacles hindering implementation of education-related laws; (d) the strong influence of actors on education-related laws; and (c) the need for more effective education- related laws. For each theme two sub-categories were also developed. The findings of this study demonstrate that education-related laws play a vital role in structuring, and the monitoring of, the educational system in Kuwait. Moreover, findings illustrate the absence of, and critical need for, an authority to evaluate existing education-related laws. In addition, the lack of stakeholder participation, or the influence of scientific research, in creating education policy became evident. The analysis of the research data determined that actors, both official and unofficial, affecting education-related laws included legislators, Ministers of Education, the judiciary, local and international professional association representatives, parents, and the media. Furthermore, there is evidence suggests that policymakers must become more aware of the important role stakeholders should play in the formation of education-related laws and the need for building capacity to develop, implement and evaluate education-related laws. In addition, findings show the need for new education- related laws to ensure that teacher, student, and parent rights are protected. Perhaps most importantly, this study reveals the necessity for the State to create a long-term strategic vision regarding education policy that is free from the whims of the Minister of Education, to provide continuity and stability in the growth of the Kuwaiti educational system. / Ph. D. / The purpose of this study is to describe education-related laws in Kuwait with respect to the broader context of educational law. Data were collected using interviews with twelve Kuwaiti official influencers that included parliamentary members, ex-Minsters of Education, and directors of general education. Interviews were conducted to generate insights regarding the nature and extent of the existing education-related laws in Kuwait. In addition, the interviews delved into the process surrounding the formation and implementation of education-related laws, and the influences that can affect them. Lastly, data from the interviews identified areas for improvement in Kuwait’s education-related law. The findings of this study demonstrate that education-related laws play a vital role in structuring, and the monitoring of, the educational system in Kuwait. Moreover, findings illustrate the absence of, and critical need for, an authority to evaluate existing education-related laws. In addition, the lack of stakeholder participation, or the influence of scientific research, in creating education policy became evident. The analysis of the research data determined that actors, both official and unofficial, affecting education-related laws included legislators, Ministers of Education, the judiciary, local and international professional association representatives, parents, and the media. Furthermore, there is evidence suggests that policymakers must become more aware of the important role stakeholders should play in the formation of education-related laws and the need for building capacity to develop, implement and evaluate education-related laws. In addition, findings show the need for new education-related laws to ensure that teacher, student, and parent rights are protected. Perhaps most importantly, this study reveals the necessity for the State to create a long-term strategic vision regarding education policy that is free from the whims of the Minister of Education, to provide continuity and stability in the growth of the Kuwaiti educational system.

Insider dealing on the basis of inside information has been identified as an action against the principle of equal access to information for all those who need such information to make investment decisions. This thesis examines the regulation of insider dealing in financial markets. It analyses in particular the problem of the regulation of insider dealing in the United Arab Emirates (UAE), the shortcomings of this regulation and how it can be improved. The primary objective of the thesis is to offer reasonable recommendations for the reform of insider dealing in the UAE. There have been controversies regarding whether insider dealing should be regulated, the basis of such regulation and the form in which the law should intervene. This thesis has attempted to provide its own approach to the problem of insider dealing. This approach forwards the proposition that allowing insider dealing on the basis of inside information is against the principle of equal access to information and it is detrimental to market transparency. Based on this proposition, the thesis investigates the shortcomings of the current regulation of insider dealing in the UAE. Following this the applied study, which consists of a questionnaire and interviews conducted in the UAE, provides a clearer picture of the current regulation in the country. The study aims at measuring opinions and attitudes of investors and other experts towards the basis and effectiveness of the regulation of insider dealing in local markets in the UAE. This is followed by a legal comparative study. This is both a ‘macro-comparison’ and a ‘micro-comparison’ between the regulation of insider dealing in the jurisdictions of the US, the UK and the Dubai International Financial Centre (DIFC). The ‘macro-comparison’ draws conclusions from comparing the broader systems of regulation in the three jurisdictions. The ‘micro-comparison’ concentrates on a functional comparison between the specific rules related to insider dealing. The legal comparative study is combined with the information generated by the applied study. Together these provide solutions (represented as recommendations) for the reform of the UAE larger system of regulation, and amendments to the rules related to insider dealing.

<p>I vårt examensarbete undersöker vi olika typer av motivation. Vårt syfte med arbetet var att <em>undersöka lärares syn motivation samt elevers egen motivation i skolan. </em>De frågeställningar vi utgick från var: <em>1</em>. <em>Vilken typ av motivation har elever i år 4 och år 5?</em> <em>2. </em><em>Finns det någon skillnad mellan pojkars och flickors motivation? 3.</em> <em>Vilken typ av motivation strävar lärare efter att elever ska erhålla och använda sig av?</em> <em>4</em>. <em>Hur ser lärare på intrinsic (inre) motivation, extrinsic (yttre) motivation samt amotivation?</em> Vi börjar med att redogöra för begreppet motivation och sedan hur läroplanen ser på motivation. Vi lyfter sex olika huvudteorier inom motivation och går sedan in mer grundligt på <em>intrinsic</em> <em>and</em> <em>extrinsic</em> motivation. I denna teori finns Self-Determination theory och inom den amotivation. Self-Determination theory används i detta arbete när vi tittar på elevers olika styrningsformer inom <em>motivation</em> De fem olika styrningsformerna är: <em>inre motivation, identifierad styrning, omedveten styrning, yttre styrning </em>och<em> amotivation. </em>I arbetet gör vi elevernas olika styrningar synliga genom figurer. Vi använde oss av metoderna enkät och intervju för att få svar på våra frågeställningar. Undersökningens resultat påvisar bland annat att eleverna i år 4 och år 5 generellt har god <em>intrinsic</em> <em>motivation</em>, men använder sig också av <em>extrinsic motivation</em>. Lärarna som vi intervjuade tyckte att <em>intrinsic motivation</em> är den viktigaste av motivationsformerna, men menar samtidigt att <em>extrinsic motivation</em> är den form som är lättast att motivera eleverna genom.</p>

In order to maintain genetic stability in eukaryotes, tight regulation of the relative sizes of deoxyribonucleoside triphosphate (dNTP) levels inside the cell is essential for optimal fidelity of DNA replication. Ribonucleotide reductase (RNR) is the enzyme responsible for proportional production of DNA precursors. Studies on regulation of this enzyme, the focus of this thesis, are important because mutations affecting RNR control mechanisms result in dNTP pool imbalance, thus promoting mutagenesis. By using mouse RNR as a model for mammalian forms of the enzyme, three major factors--allosteric effectors, rNDP substrate concentrations, and hypoxic conditions--that influence the substrate specificity of RNR have been investigated. Allosteric regulation has been studied by the four-substrate assay, which permits simultaneous monitoring of the four reactions catalyzed by this enzyme in one reaction mixture. Individual dNTPs affect the four activities differentially in a concentration-dependent manner with discrete effects of dTTP and dGTP on reduction of ADP and GDP, respectively. Ribonucleoside diphosphate (rNDP) substrate concentrations are equally important, as their variations lead to different product ratios. Results from nucleotide binding assays indicate that rNDPs directly influence binding of dNTP effectors at the specificity site, one of the two classes of allosteric sites, whereas ADP has an indirect effect, displacing other substrates at the catalytic site and consequently removing effects of those substrates upon dNTP binding. Hence, this is the first evidence of a two-way communication between the catalytic site and the specificity site. Oxygen limitation also plays an important role in controlling the enzyme specificity. Reactivation of the enzyme at different oxygen tensions, after treatment of the enzyme with hydroxyurea (HU) followed by removal of HU, reveals a distinct sensitivity of GDP reductase to low 0��� levels. Although the basis for specific inhibition of GDP reduction remains to be determined, some possibilities have been ruled out. This research proves that in addition to allosteric regulation by nucleoside triphosphates, mouse RNR is also controlled by other factors. Since these components can simultaneously exert their effects upon enzyme specificity, complex regulatory patterns of RNR to provide a proportional supply of the DNA building blocks in vivo are suggested. / Graduation date: 2003

I vårt examensarbete undersöker vi olika typer av motivation. Vårt syfte med arbetet var att undersöka lärares syn motivation samt elevers egen motivation i skolan. De frågeställningar vi utgick från var: 1. Vilken typ av motivation har elever i år 4 och år 5? 2. Finns det någon skillnad mellan pojkars och flickors motivation? 3. Vilken typ av motivation strävar lärare efter att elever ska erhålla och använda sig av? 4. Hur ser lärare på intrinsic (inre) motivation, extrinsic (yttre) motivation samt amotivation? Vi börjar med att redogöra för begreppet motivation och sedan hur läroplanen ser på motivation. Vi lyfter sex olika huvudteorier inom motivation och går sedan in mer grundligt på intrinsic and extrinsic motivation. I denna teori finns Self-Determination theory och inom den amotivation. Self-Determination theory används i detta arbete när vi tittar på elevers olika styrningsformer inom motivation De fem olika styrningsformerna är: inre motivation, identifierad styrning, omedveten styrning, yttre styrning och amotivation. I arbetet gör vi elevernas olika styrningar synliga genom figurer. Vi använde oss av metoderna enkät och intervju för att få svar på våra frågeställningar. Undersökningens resultat påvisar bland annat att eleverna i år 4 och år 5 generellt har god intrinsic motivation, men använder sig också av extrinsic motivation. Lärarna som vi intervjuade tyckte att intrinsic motivation är den viktigaste av motivationsformerna, men menar samtidigt att extrinsic motivation är den form som är lättast att motivera eleverna genom.

Thesis (Ph. D.)--University of Wisconsin, 1973. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 303-310).

No description available.

No description available.