Relevant bibliographies by topics / Self-regulatory

Academic literature on the topic 'Self-regulatory'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Self-regulatory"

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ROSENMAN, MIKE, and ROB SAUNDERS. "Self-regulatory hierarchical coevolution." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 17, no. 4 (November 2003): 273–85. http://dx.doi.org/10.1017/s089006040317401x.

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An evolutionary model for nonroutine design is presented, which is called hierarchical coevolution. The requirements for an evolutionary model of nonroutine design are provided, and some of the problems with existing approaches are discussed. Some of the ways in which these problems have been addressed are examined in terms of the design knowledge required by evolutionary processes. Then, a synthesis of these approaches as a hierarchical coevolutionary model of nonroutine design is presented and the manner in which this model addresses the requirements of an evolutionary design model is discussed. An implementation in the domain of space planning provides an example of a hierarchical design problem.
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Matric, Maja. "Self-regulatory systems: Self-regulation and learning." Journal of Process Management. New Technologies 6, no. 4 (2018): 79–84. http://dx.doi.org/10.5937/jouproman6-19338.

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Higgins, E. Tory. "The "self digest": Self-knowledge serving self-regulatory functions." Journal of Personality and Social Psychology 71, no. 6 (December 1996): 1062–83. http://dx.doi.org/10.1037/0022-3514.71.6.1062.

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Peil, Katherine T. "Emotion: the Self-regulatory Sense." Global Advances in Health and Medicine 3, no. 2 (March 2014): 80–108. http://dx.doi.org/10.7453/gahmj.2013.058.

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Prado, Andrea M. "Competition Among Self-Regulatory Institutions." Business & Society 52, no. 4 (August 5, 2013): 686–707. http://dx.doi.org/10.1177/0007650313493990.

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Rodgers, Caitlin, and Jason J. Dahling. "Self-regulatory correlates of spitefulness." Personality and Individual Differences 123 (March 2018): 257–59. http://dx.doi.org/10.1016/j.paid.2017.11.020.

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Nieminski, Eva C. "Regulatory compliance versus self-regulation." Journal - American Water Works Association 92, no. 2 (February 2000): 64–65. http://dx.doi.org/10.1002/j.1551-8833.2000.tb08810.x.

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Baek, So Ra, and Sun Jin Hwang. "Influence of Self-Regulatory Resource and Self-Regulatory Modes on Fashion Product Purchase Intention." Family and Environment Research 53, no. 5 (October 20, 2015): 543–56. http://dx.doi.org/10.6115/fer.2015.043.

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Vohs, Kathleen D., Roy F. Baumeister, and Natalie J. Ciarocco. "Self-Regulation and Self-Presentation: Regulatory Resource Depletion Impairs Impression Management and Effortful Self-Presentation Depletes Regulatory Resources." Journal of Personality and Social Psychology 88, no. 4 (April 2005): 632–57. http://dx.doi.org/10.1037/0022-3514.88.4.632.

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Ozhiganova, G. V. "SELF-REGULATION AND SELF-REGULATORY CAPACITIES: COMPONENTS, LEVELS, MODELS." RUDN Journal of Psychology and Pedagogics 15, no. 3 (2018): 255–70. http://dx.doi.org/10.22363/2313-1683-2018-15-3-255-270.

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Dissertations / Theses on the topic "Self-regulatory"

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Springer, Donna. "Gender, Physiological States, Self-Regulatory Skills and Writing Self-Efficacy." Thesis, Piedmont College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285245.

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Gender, physiological states, self-regulation, and writing achievement in relation to student writing self-efficacy were examined using a mixed-method approach. Student writing self-efficacy, physiological states, and self-regulation were investigated through surveys and student interviews. Male and female students were selected from two northeast Georgia suburban high schools. Student achievement was measured from the Georgia Milestones test given to 11th grade Language Arts students. A 3 x 2 ANOVA was conducted to research the significance of gender, physiological states, self-regulation, and achievement with writing. Students were given two surveys on self-regulation and writing self-efficacy.

Findings revealed certain physiological states, such as how a student feels when writing, and self-regulation, how a student copes with these physiological states and how the student adjusts to overcome these obstacles significantly interact with one another. However, writing self-efficacy did not make a significant difference on writing achievement. Writing self-efficacy, physiological states, self-regulation, and writing achievement were gender neutral, meaning gender did not have a significant interaction or make a difference on the results of the surveys or achievement in writing through the Georgia Milestones.

This research was conducted so that findings could be of value to educators when teaching writing and help them understand the intrinsic value of writing, as well as to make educators aware of the physiological states students experience when writing, to help them better understand how students self-regulate when writing, and to demonstrate how this may play a role in writing achievement.

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Keith, Nina. "Self-regulatory processes in error management training." [S.l. : s.n.], 2005. http://deposit.ddb.de/cgi-bin/dokserv?idn=97537284X.

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Arun, Nikita. "Reconceptualizing Flow from a Self-Regulatory Framework." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73807.

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The flow experience refers to a state characterized by complete involvement in a task. According to flow theory, the flow state is preceded by three antecedents, skill-task match, goals, and feedback. These antecedents lead to a flow state, which is exemplified by six components, merging of action and awareness, centering of attention, loss of self-consciousness, temporal distortion, sense of control, and autotelic nature. In a flow state, individuals persist on a task without regard or awareness of themselves or their surroundings. Currently, flow is a two-stage model in which the three antecedents lead to a flow state. Flow theory is severely limited as no mediating processes have been specified between flow antecedents and the flow state. The missing mediating processes in flow theory do not allow for empirically examining testable a priori predictions. Further, failure to specify a mediator brings into question the current flow antecedents and components. The aim of this study was to recast flow theory within a self-regulation framework to ameliorate these issues. I borrow from the self-regulation literature and propose that “feeling right” mediates the relationship between flow antecedents and components. Feeling right is a positive cognitive experience that arises from successful regulatory fit. I further posit that the antecedents of flow are the antecedents of feeling right, motivational orientation and goal pursuit strategies. Finally, I propose that the flow state only be characterized by four components, merging of action and awareness, centering of attention, loss of self-consciousness, and temporal distortion. Thus, in my revised model of flow, alignment between motivational orientation and goal pursuit will lead to feeling right, which will then lead to a flow state, characterized by the four aforementioned components. A secondary goal of this study was to examine the relationship between flow and task performance. I hypothesized that individuals in a state of regulatory fit would experience flow, operationalized by intense concentration, time distortion, and loss of self-consciousness. I further hypothesized that flow would mediate the relationship between regulatory fit and performance and that type of fit would influence performance quality or quantity. I utilized an experiment design to test this revised flow model in the context of a computer game. A path model was conducted to test these predictions. Results revealed that individuals in a state of regulatory fit exhibited greater time distortion and loss of self-consciousness. However, flow did not mediate the relationship between fit and performance. Based on these results, flow can successfully be applied to a self-regulatory framework. There is initial evidence that motivational orientation and goal pursuit, i.e., regulatory fit, are causal antecedents to a flow state. There was stronger evidence for the relationship between regulatory fit and flow when behavioral flow indicators were used. Future research should focus on identifying behavioral flow indicators and continue to explore the flow construct within a self-regulatory framework.
Ph. D.
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Tolli, Adam P. "Motivational and Self-regulatory Responses to Interruptions." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1240236390.

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Weiland, Paul E. "The Influence of Regulatory Mode on the Use of Limited Self-Regulatory Resources and the Experience of Self-Regulation." Connect to Online Resource-OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1197423473.

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Bednall, Timothy Colin Psychology Faculty of Science UNSW. "Effects of self-regulatory aids on autonomous study." Publisher:University of New South Wales. Psychology, 2009. http://handle.unsw.edu.au/1959.4/43360.

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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.
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Evans, Sara. "Stroke, psychological outcomes and the self-regulatory model." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525286.

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The present thesis examines psychological outcomes following stroke. Psychological distress is common following stroke and post-stroke depression has most frequently been studied. Associations between post-stroke depression and further adverse outcomes have been evidenced, including impaired physical recovery and even mortality. A need is highlighted for psychological factors associated with post-stroke distress to be identified that are modifiable and amenable to intervention. Associations between illness perceptions, or subjective beliefs regarding illness, and a range of health outcomes have been demonstrated across multiple chronic conditions. As such, illness perceptions are proposed as psychological constructs with the potential to further understanding of the subjective experience of stroke and psychological outcomes. The self-regulatory model (SRM), which theorises the dynamic relationship between illness perceptions and coping strategies in determining health outcomes, is advanced as an integrative framework for research examining post-stroke psychological adjustment. Research regarding cognitions compatible with the SRM is limited. However, promising findings are reviewed regarding the relationships between psychological outcome and perceptions of control, treatment and achieving a sense of meaning regarding stroke. On the basis of identified needs in the evidence base, a questionnaire-based study was undertaken employing the Illness Perception Questionnaire-Revised, a measure assessing all cognitive domains of the SRM, in a sample of people who had experienced stroke. Consistent with the SRM, coping strategies were also assessed, as were anxiety, depression and positive affect. It was hypothesised that illness perceptions and copingvariables would explain additional variance in psychological outcomes over that explained by previously implicated clinical and psychosocial variables. Illness perceptions or coping variables contributed significantly to each of the regression models of measured outcomes and the hypothesis was generally supported. The clinical implications of the research are discussed and the critical review expands on relevant issues, including situating illness perceptions in the context of existing psychological models
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Padin, Avelina C. "Implicit attitudes, physical activity and self-regulatory capacity." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467813684.

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Tang, Jason Chiu Heng. "Developing self-directed, self-regulatory interventions to promote weight loss and weight maintenance." Thesis, Exeter and Plymouth Peninsula Medical School, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.699433.

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Many self-directed weight-loss interventions have been developed using a variety of delivery formats (e.g. computer, smartphone). Yet, little is known about such interventions and few studies has examined whether they can effectively promote weight loss in healthy adults. Three studies were conducted to address this gap in research. The first study, a qualitative investigation, explored young adults' experiences of using internet- based applications (apps) to manage weight. The findings showed that users valued structure, ease of use, personalised features and accessibility, and the most widely used behaviour change techniques were goal setting and feedback on calorie intake/energy balance. The second study, a systematic review of reviews, summarised the review-level evidence of effectiveness of self-directed modes of delivery and the quality of that evidence. Findings were mixed but promising. In one review, internet-based interventions resulted in a significant average increase in weight loss of 1.5 kg over evaluation periods when used in conjunction with a standard weight loss programme. Few reviews, however, were of high methodological quality and most did not conduct meta-analyses or link intervention content to effectiveness. Consequently, the third study, a systematic review and meta-analysis, examined whether self-directed interventions can independently generate weight loss over time and identified the effective change techniques included within interventions. Participants who used self-directed interventions lost significantly more weight (MD = -1.56 kg Cl -2.25, -0.86 ranging from 0.6 to 5.3 kg) compared to those in the minimal- intervention or no-treatment groups. Most self-directed delivery modes included self-monitoring, goal setting, feedback, behavioural skill instruction and social support networks to regulate weight-related behaviour, but it was unclear as to whether these were effective. The overall findings from this thesis suggest that self-directed weight-loss interventions can generate modest weight loss for up to 6 months but may need to be supplemented by other interventions to achieve sustained and clinically meaningful weight loss. Better guidelines on reporting, especially in relation to, mode of delivery, intervention content and behaviour change techniques (frequency, intensity and dose) are needed to further advance research beyond efficacy reviews. Use of identified design features and evidence-based content components could optimise continued use and the effectiveness of internet/smart phone interventions.
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VanKrevelen, Steve. "Measuring regulatory focus." Thesis, Kansas State University, 2017. http://hdl.handle.net/2097/36210.

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Master of Science
Department of Psychological Sciences
Clive J. A. Fullagar
Regulatory focus has emerged as an important construct in the organizational sciences. In the past ten years more than 200 papers have been published applying regulatory focus to a wide variety of contexts ranging from marketing and persuasion to feedback and performance appraisal (Johnson et al., 2015). Despite the ubiquity of RFT’s application, only a few studies have targeted the psychometric properties of measures of regulatory focus; and the findings thus far suggest that improvement is needed. Haws (2010) evaluated five measures of regulatory focus and concluded that they differed substantially with respect to their theoretical content, and that most demonstrated unacceptably low internal consistency. Summerville & Roese (2008) drew similar conclusions in their evaluation of the Regulatory Focus Questionnaire (RFQ) and the General Regulatory Focus Measure (GRFM) and added that the two scales might actually be measuring different underlying constructs. Given the inconsistencies and problems associated with existing measures of regulatory focus, the purpose of the current research is to extend the critical evaluation of existing measures of regulatory focus and then to propose the development of a new measure based on rigorous scale development practices like those set forth in Hinkin, (1995) and Crocker & Algina, (1986). A new scale of Regulatory Focus was developed designed to measure all aspects of RFT and to test whether a two-factor or a four-factor SEM model fit the data best. The final scale consisted of 14 items. CFAs were used to test whether a two-factor or a four-factor model of regulatory focus fit the data best. Results suggested that both models fit the data equally well. However, for parsimony reasons and given that one of the latent factors of the four-factor model contained only two items (making any estimates of internal consistency difficult) the two factor model of regulatory focus was retained as the preferred model.
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Books on the topic "Self-regulatory"

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Torp, Jeffrey. Self-assessment & regulatory compliance review. Austin, Tex: AlexInformation, 2003.

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The development of autism: A self-regulatory perspective. London: Jessica Kingsley, 2004.

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Knabe, Johannes F. Computational Genetic Regulatory Networks: Evolvable, Self-organizing Systems. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-30296-1.

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1929-, Lipsitt Lewis Paeff, and Mitnick Leonard L, eds. Self-regulatory behavior and risk taking: Causes and consequences. Norwood, N.J: Ablex Pub. Corp., 1991.

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The Press Council: A self-regulatory mechanism for the press. Bombay: Somaiya Publications, 1986.

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Helena, Seli, ed. Motivation and learning strategies for college success: A self-regulatory approach. 4th ed. New York: Routledge, 2012.

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Wirick, David W. The creation of dynamic regulatory institutions: Essays on emergent and self-governing regulatory systems, the information ecology of the regulatory process, conflict transformation, and regulatory convergence : with a guide to implementation. Columbus, Ohio (1080 Carmack Rd., Columbus 43210-1002): National Regulatory Research Institute, 2001.

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Friedrich-Ebert-Stiftung. Media Project Southern Africa, ed. Media courts of honour: Self-regulatory councils in southern Africa and elsewhere. Windhoek, Namibia: Friedrich-Ebert-Stiftung, 2009.

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Handbook of self-regulatory processes in development: New directions and international perspectives. New York: Psychology Press, 2013.

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Joint United Nations Programme on HIV/AIDS. UNAIDS legal and regulatory self-assessment tool for male circumcision in Sub-Saharan Africa. Albany, N.Y: World Health Organization, 2008.

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Book chapters on the topic "Self-regulatory"

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Cameron, David, and Thomas L. Webb. "Self-Regulatory Capacity." In Encyclopedia of Behavioral Medicine, 2003–5. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39903-0_1177.

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Cameron, David, and Thomas L. Webb. "Self-Regulatory Fatigue." In Encyclopedia of Behavioral Medicine, 2006–8. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39903-0_1178.

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Cameron, David, and Thomas Webb. "Self-Regulatory Capacity." In Encyclopedia of Behavioral Medicine, 1757–59. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_1177.

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Cameron, David, and Thomas Webb. "Self-Regulatory Fatigue." In Encyclopedia of Behavioral Medicine, 1760–62. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_1178.

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Cameron, David, and Thomas L. Webb. "Self-Regulatory Capacity." In Encyclopedia of Behavioral Medicine, 1–4. New York, NY: Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4614-6439-6_1177-2.

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Cameron, David, and Thomas L. Webb. "Self-Regulatory Fatigue." In Encyclopedia of Behavioral Medicine, 1–3. New York, NY: Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4614-6439-6_1178-2.

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Nahler, Gerhard. "self-regulatory industry control." In Dictionary of Pharmaceutical Medicine, 167. Vienna: Springer Vienna, 2009. http://dx.doi.org/10.1007/978-3-211-89836-9_1274.

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Meichenbaum, Donald, and Dennis C. Turk. "Teaching Self-Regulatory Skills." In Facilitating Treatment Adherence, 185–202. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-5359-1_7.

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MacKenzie, Michael J., and Roy F. Baumeister. "Self-Regulatory Strength and Mindfulness." In Handbook of Mindfulness and Self-Regulation, 95–105. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4939-2263-5_8.

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Pyszczynski, Tom, and Jeff Greenberg. "Depression, Self-Focused Attention, and Self-Regulatory Perseveration." In Coping with Negative Life Events, 105–29. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4757-9865-4_5.

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Conference papers on the topic "Self-regulatory"

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Kulkarni, Chaitanya, Snehal Kenjale, Manasi Patil, Chinmay Kulkarni, and S. R. Hiray. "Smart self-regulatory health system." In 2017 2nd IEEE International Conference on Recent Trends in Electronics, Information & Communication Technology (RTEICT). IEEE, 2017. http://dx.doi.org/10.1109/rteict.2017.8256707.

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Hrbackova, Karla, and Irena Balaban Cakirpaloglu. "Self-Regulatory Skills in Accepted and Rejected Students." In World Conference on Research in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/worldte.2019.12.923.

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Stromme, Jan B. M. "Internal Control (Self Regulatory System)-Weakness And Possibilities." In SPE Health, Safety and Environment in Oil and Gas Exploration and Production Conference. Society of Petroleum Engineers, 1996. http://dx.doi.org/10.2118/35873-ms.

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Guo, Hongliang, Yan Meng, and Yaochu Jin. "Self-adaptive multi-robot construction using gene regulatory networks." In 2009 IEEE Symposium on Artificial Life (ALife). IEEE, 2009. http://dx.doi.org/10.1109/alife.2009.4937694.

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"SELF-REGULATORY STRATEGIES IN THE LANGUAGE CLASSROOM: PEDAGOGICAL PERSPECTIVE." In Global Business and Law Development Imperatives. Київський національний торговельно-економічний університет, 2019. http://dx.doi.org/10.31617/k.knute.2019-10-10.95.

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Lee, Chonho, and Junichi Suzuki. "Autonomic Network Applications Designed after Immunological Self-Regulatory Adaptation." In 2007 International Conference on Integration of Knowledge Intensive Multi-Agent Systems. IEEE, 2007. http://dx.doi.org/10.1109/kimas.2007.369813.

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Prokhorov, Alexandr O., and Madina I. Kartasheva. "Self-System and Mental States of Students: Regulatory Aspect." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e2033.

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Šūmane, Ilze, and Līga Āboltiņa. "Promoting Self-Regulatory Skills in Self-Regulated Learning Pre-School Education Stage 3." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.45.

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The competence approach in pre-school education, which recommends the promotion of self-regulated learning, raises questions about its impact on the development of children’s self-regulation. As a cross-cutting skill, self-regulated learning is essential for today’s society. It provides for a person’s ability to self-educate and develop effectively and successfully. The environment of the pre-school institution and the teacher, who equips and improves this environment, play an important role in promoting the child’s self-regulated learning. In the third stage of pre-school education children have reached the age of 5 to 6 years old and are being prepared to start school. The aim of this study is to assess and analyse children’s self-regulation skills in a pre-primary education environment in the third stage of self-regulated learning. Self-regulated learning is when a student is able to function and use cognitive, emotional processes and behavioural regulation tools to achieve learning goals. The following research tasks were included: 1) analyse the essence and development of self-regulation, and guidelines for organising a self-regulated learning process; and 2) carry out pedagogical observations of children’s self-regulatory abilities within the framework of the self-regulated learning process. The research methods included analysis of pedagogical and psychological literature and sources, pedagogical observation, and statistical analysis of data. The study involved 41 children who were 5 to 6 years old. The results of the study show that self-directed learning can significantly promote the development of self-regulation skills in 5 to 6-year-old children. To better develop the process of self-regulation for 5 to 6-year-old children, the self-regulated learning process must be easier to understand, with an emphasis on updating, understanding, and reflecting on the learned content, while also clearly articulating the expected outcomes and providing feedback.
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Salehian Kia, Fatemeh, Marek Hatala, Ryan S. Baker, and Stephanie D. Teasley. "Measuring Students’ Self-Regulatory Phases in LMS with Behavior and Real-Time Self Report." In LAK21: 11th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3448139.3448164.

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Pedditzi, Maria Luisa. "Achievement Motivation And Regulatory Emotional Self-Efficacy In University Students." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.48.

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Reports on the topic "Self-regulatory"

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Ackerman, Phillip L., and Ruth Kanfer. Cognitive/Self-Regulatory Aptitudes and Instructional Methods for Complex Skill Learning. Fort Belvoir, VA: Defense Technical Information Center, May 1994. http://dx.doi.org/10.21236/ada280937.

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He, Sun, and Soh Kim Geok. Can Self-regulatory Strength Training Counter Prior Mental Exertion? A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2022. http://dx.doi.org/10.37766/inplasy2022.1.0060.

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Huang, Ran, and Stacy Lee. Perceived Deception or Perceived Relevance? The Role of Self-Regulatory Focus in Processing Negative Online Reviews. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8459.

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Suleiman, Ajisatria, Pingkan Audrine, and Thomas Dewaranu. Co-Regulation in Protecting Personal Data: The Role of Industry Associations as Potential Self-Regulatory Organizations. Jakarta, Indonesia: Center for Indonesian Policy Studies, 2022. http://dx.doi.org/10.35497/555905.

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Chu, M. S. Y., M. W. Kozak, J. E. Campbell, and B. H. Thompson. A self-teaching curriculum for the NRC/SNL (Nuclear Regulatory Commission/Sandia National Laboratory) low-level waste performance assessment methodology. Office of Scientific and Technical Information (OSTI), January 1991. http://dx.doi.org/10.2172/6049453.

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Dabrowski, Anna, and Pru Mitchell. Effects of remote learning on mental health and socialisation. Literature Review. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-682-6.

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This literature review focuses on the effects of remote learning on mental health, including acute mental health issues and possible ongoing implications for student wellbeing and socialisation. It provides an overview of some of the challenges that can impact on the mental health and relationships of young people, many of which have accelerated or become more complex during the COVID-19 pandemic. In the light of concern about rising antisocial behaviour and extremism there is a focus on socialisation and self-regulation on return to school post-pandemic. In the face of limited Australian research on these topics, the review takes a global focus and includes experiences from other countries as evidenced in the emerging research literature. Based on these findings the review offers advice to school leaders regarding the self-regulatory behaviours of students on return to school after periods of remote learning, and addresses social and emotional considerations as students transition back to school. It also considers ways in which schools can promote wellbeing and respond to mental health concerns as a way to address and prevent antisocial behaviours, recognise manifestations in extremism (including religious fundamentalism), and challenge a general rise in extremist views.
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UK, Ipsos. Survey of public attitudes towards precision breeding. Food Standards Agency, October 2022. http://dx.doi.org/10.46756/sci.fsa.ouv127.

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The Genetic Technology (Precision Breeding) Bill is currently going through Parliament. Although this bill is ‘England only’ and food and feed safety and hygiene is a devolved issue, the Food Standards Agency (FSA) will introduce a separate regulatory framework for precision bred organisms (PBOs), should the Bill become law. The FSA will also work with stakeholders in Scotland, Wales and Northern Ireland to ensure consumers’ interests are protected in relation to PBOs. The FSA / Food Standard Scotland (FSS) is science and evidence led. In August 2022, the FSA and FSS commissioned Ipsos UK to conduct a two-phase social research project on precision breeding. Phase One, now complete, involved a survey of 4,177 UK residents with robust samples in each UK nation to allow comparisons between and within nations. Phase Two, scheduled to start in September 2022 and report in early 2023, will comprise a series of Citizens’ Forums in England, Wales and Northern Ireland(footnote 1). The overall aims of this project are to: explore consumer attitudes towards precision breeding gather consumer views on the FSA’s proposed regulatory framework understand consumer information needs inform how to communicate with consumers about precision breeding. This document presents interim findings for this project, reporting descriptive data from Phase One. Phase One’s core aims were to provide a snapshot of consumers’ awareness and self-assessed knowledge of precision breeding, its perceived acceptability, risks and benefits, and consumer appetite for information about this production method. These data show that awareness of precision breeding is very low, something which should be borne in mind when considering these findings. While these data reveal that there is a general openness to trying precision bred foods across the UK, with more people anticipating benefits than disbenefits from the use of precision breeding, there is a large degree of uncertainty about what impact precision bred foods may have on the different parts of the food system. This is reflected in the relatively large proportions of people taking a neutral stance or indicating they do not know enough to answer survey questions and in the strong appetite expressed for information about precision breeding to be provided. The next phase of this project will be essential for the FSA’s ability to interpret these findings’ implications, and to understand what is informing consumers’ views. The purpose of Phase One has always been to let the FSA know ‘what’ consumers think about precision breeding; Phase Two’s purpose is to build our understanding ‘why’ they think it. This will allow the FSA to develop a more nuanced understanding of consumers’ needs and incorporate this into the design of the future regulatory framework and any engagement with consumers on precision breeding. FSS will be carrying out further research in Scotland.
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Ohad, Nir, and Robert Fischer. Regulation of plant development by polycomb group proteins. United States Department of Agriculture, January 2008. http://dx.doi.org/10.32747/2008.7695858.bard.

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Our genetic and molecular studies have indicated that FIE a WD-repeat Polycomb group (PcG) protein takes part in multi-component protein complexes. We have shown that FIE PcG protein represses inappropriate programs of development during the reproductive and vegetative phases of the Arabidopsis life cycle. Moreover, we have shown that FIE represses the expression of key regulatory genes that promote flowering (AG and LFY), embryogenesis (LEC1), and shoot formation (KNAT1). These results suggest that the FIE PcG protein participates in the formation of distinct PcG complexes that repress inappropriate gene expression at different stages of plant development. PcG complexes modulate chromatin compactness by modifying histones and thereby regulate gene expression and imprinting. The main goals of our original project were to elucidate the biological functions of PcG proteins, and to understand the molecular mechanisms used by FIE PcG complexes to repress the expression of its gene targets. Our results show that the PcG complex acts within the central cell of the female gametophyte to maintain silencing of MEA paternal allele. Further more we uncovered a novel example of self-imprinting mechanism by the PgG complex. Based on results obtained in the cures of our research program we extended our proposed goals and elucidated the role of DME in regulating plant gene imprinting. We discovered that in addition to MEA,DME also imprints two other genes, FWA and FIS2. Activation of FWA and FIS2 coincides with a reduction in 5-methylcytosine in their respective promoters. Since endosperm is a terminally differentiated tissue, the methylation status in the FWA and FIS2 promoters does not need to be reestablished in the following generation. We proposed a “One-Way Control” model to highlight differences between plant and animal genomic imprinting. Thus we conclude that DEMETER is a master regulator of plant gene imprinting. Future studies of DME function will elucidate its role in processes and disease where DNA methylation has a key regulatory role both in plants and animals. Such information will provide valuable insight into developing novel strategies to control and improve agricultural traits and overcome particular human diseases.
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Eshed-Williams, Leor, and Daniel Zilberman. Genetic and cellular networks regulating cell fate at the shoot apical meristem. United States Department of Agriculture, January 2014. http://dx.doi.org/10.32747/2014.7699862.bard.

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The shoot apical meristem establishes plant architecture by continuously producing new lateral organs such as leaves, axillary meristems and flowers throughout the plant life cycle. This unique capacity is achieved by a group of self-renewing pluripotent stem cells that give rise to founder cells, which can differentiate into multiple cell and tissue types in response to environmental and developmental cues. Cell fate specification at the shoot apical meristem is programmed primarily by transcription factors acting in a complex gene regulatory network. In this project we proposed to provide significant understanding of meristem maintenance and cell fate specification by studying four transcription factors acting at the meristem. Our original aim was to identify the direct target genes of WUS, STM, KNAT6 and CNA transcription factor in a genome wide scale and the manner by which they regulate their targets. Our goal was to integrate this data into a regulatory model of cell fate specification in the SAM and to identify key genes within the model for further study. We have generated transgenic plants carrying the four TF with two different tags and preformed chromatin Immunoprecipitation (ChIP) assay to identify the TF direct target genes. Due to unforeseen obstacles we have been delayed in achieving this aim but hope to accomplish it soon. Using the GR inducible system, genetic approach and transcriptome analysis [mRNA-seq] we provided a new look at meristem activity and its regulation of morphogenesis and phyllotaxy and propose a coherent framework for the role of many factors acting in meristem development and maintenance. We provided evidence for 3 different mechanisms for the regulation of WUS expression, DNA methylation, a second receptor pathway - the ERECTA receptor and the CNA TF that negatively regulates WUS expression in its own domain, the Organizing Center. We found that once the WUS expression level surpasses a certain threshold it alters cell identity at the periphery of the inflorescence meristem from floral meristem to carpel fate [FM]. When WUS expression highly elevated in the FM, the meristem turn into indeterminate. We showed that WUS activate cytokinine, inhibit auxin response and represses the genes required for root identity fate and that gradual increase in WUCHEL activity leads to gradual meristem enlargement that affect phyllotaxis. We also propose a model in which the direction of WUS domain expansion laterally or upward affects meristem structure differently. We preformed mRNA-seq on meristems with different size and structure followed by k-means clustering and identified groups of genes that are expressed in specific domains at the meristem. We will integrate this data with the ChIP-seq of the 4 TF to add another layer to the genetic network regulating meristem activity.
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Kwesiga, Victoria, Zita Ekeocha, Stephen Robert Byrn, and Kari L. Clase. Compliance to GMP guidelines for Herbal Manufacturers in East Africa: A Position Paper. Purdue University, November 2021. http://dx.doi.org/10.5703/1288284317428.

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With the global increase in the use of traditional and complementary remedies for the prevention and treatment of illness, the quality and safety of these medicines have become a significant concern for all regulatory authorities. Herbal medicines are the most commonly used form of traditional and complementary medicines in the world and the efficacy and safety of herbal medicines, like conventional medicines, largely depends on their quality from planting to harvesting, preprocessing and final processing. Due to the inherent complexity of herbal medicines, often containing an array of active compounds, the primary processing of herbal medicines has a direct influence on their quality. Quality concerns are the reason why the medicines regulatory agencies insist that manufacturers of medicines strictly follow Good Manufacturing Practices since it is an essential tool to prevent instances of contamination, mix-ups, deviations, failures and errors. However, a strict application of GMP requirements is expensive and would drive the prices of the manufactured products up. As a result, a maturity level grading of facilities is proposed as a way of justifying the costs incurred for manufacturers desiring to reach a broader market and investing in continuous improvement. 36 Good Manufacturing Practice (GMP) inspection reports of local herbal manufacturers conducted by National Drug Authority were analyzed to establish the type and extent of deficiencies to GMP requirements for local herbal manufacturers in Uganda. The different GMP chapters and related sub-parameters constituted the variables used for the analysis of conformity to requirements. The primary outcome variable was the conclusion regarding compliance or noncompliance of the inspected local herbal manufacturing facility. GMP parameters that were frequently defaulted by local herbal manufacturers and the corresponding frequencies were identified. The Pearson Chi-square test was applied independently on each category to find the association that existed between conformity and the questions in each category. Only 22% (8) of the 30 inspected facilities were found to comply with GMP requirements, as per National Drug Authority (NDA) guidelines; while the majority of the facilities, 28 (78%), were found not to comply. Of the facilities inspected, 25 were undergoing GMP inspection for the first time. A total of 1,236 deficiency observations were made in the 36 inspection reports reviewed for the study. The mean for all deficiencies was 34.3, and the standard deviation was 15.829. 91.5% of the facilities did not have mechanisms for a record of market complaints; 80.9% did not meet documentation requirements; 78.9% did not have quality control measures in place, and 65.7% did not meet stores requirements. By encouraging a culture of self/voluntary improvement through the introduction of listing of manufacturers based on a maturity level grading, the National Drug Authority will improve the Herbal Medicines sector as per the mandate of improving the herbal medicine industry. Also, increased sensitization of all relevant stakeholders regarding the requirements for GMP should be intensified.
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