远程教育战略：智力模型和战略选择

远程教育领导们思考着：影响远程教育未来发展的问题究竟是什么?院校的远程教育战略又究竟是什么?本文著作者采用定性研究的方式对比了三所社区学院对远程教育的战略思考与战略选择,比较的命题是：每所学院的远程教育领导们采用的通用战略智力模型(即环境问题和关系的思考方法)和三所学院的远程教育领导们通常所采纳的产业化水平的战略智力模型。比较研究发现：战略信心比期望的有更多的差异；远程教育的战略选择几乎是匹配于当地状况精心考虑的；领导们的信心和学院的战略选择紧密相连。     

Serum enzymes in thermal injury

Various metabolic and biological changes follow burn injury. Serum Thio-barbituric acid reactive substances (TBARS), transaminases, alkaline phosphatase and amylase were measured in 43 patients with thermal injury over the first 10 days of post burn period. No clear correlation between elevated serum enzymes except amylase and the burn size was observed on admission. Mean serum TBARS were significantly increased in the burn patients. Transaminases values increased till 5^th day then declined on 10^th day, whereas alkaline phosphatase and amylase activities continued to rise till day 10. It is concluded that functional disturbances occur in liver and pancreas around a week after thermal injury. Monitoring serum ALP and amylase in postburn period has valuable prognostic importance.     

Promoting Race Pedagogy in Higher Education: Creating an Inclusive Community

ABSTRACT

The current study reports outcomes of a professional development model intended to strengthen faculty members’ cultural competence and skills for teaching about diversity and inclusion. Creating Inclusive Communities (CIC) was developed collaboratively by faculty from across social science disciplines based on a theoretical framework emphasizing learning principles, critical consciousness, and White racial identity development. This study examined the outcomes of the model on student cultural competence based on pre-post survey analysis. Findings indicate that students perceived a benefit from course activities related to race pedagogy and showed statistically significant results in two of three courses. These findings indicate that the infusion of an inclusive model, including in courses not directly related to diversity topics, has potential benefits to students. Additionally, the impact is strengthened through a more integrated approach over the course of the semester.     

Serum Paraoxonase (PON1) Activity in North-West Indian Punjabi’s with Acute Myocardial Infarction

Human serum paraoxonase-1 (PON1), an enzyme on HDL prevents oxidation of LDL thereby preventing the development of atherosclerosis. Studies done so far have lead to conflicting results. As studies are lacking in North-West Indian Punjabi’s, a distinct ethnic group with high incidence of coronary artery disease, we determined PONase activity in this population. It has been postulated that sudden lowering of serum PONase may lead to precipitation of acute myocardial infarction. We determined serum PONase activity and lipids in 100 patients each of AMI (within 24 h of onset), stable CAD and 100 age and sex matched healthy controls. These were again determined after 6 weeks in AMI patients. The mean serum PONase activity was lowest in AMI patients (23.26 U/ml) followed by stable CAD patients (102.0 U/ml) where as in controls was highest (179.8 U/ml). In patients with AMI, activity was significantly higher at 6 weeks as compared to that after acute event (49.39 %; p < 0.05). Sudden lowering of serum PONase activity in a population which already has lower activity may be one of the risk factors for development of AMI.     

Implementing and sustaining educational reforms: the case for little “r”

The increasing importance of schools and learning in the changing patterns of work and society is widely recognized. However, implementing and sustaining educational reforms pose major problems in all countries. This paper briefly: (1) summarizes conceptual trends in implementing educational change, (2) reviews the complexities of educational policy and the changing patterns of educational governance and management common to many countries, (3) discusses the evolving roles of researchers in this shifting environment, and (4) makes an argument for the utility of certain kinds of research and evaluation or what the author calls ‘little r,’ with particular attention directed toward the contribution of little r in developing schools as learning organizations.

Acoustic driven flow and lattice Boltzmann simulations to study cell adhesion in biofunctionalized ��-fluidic channels with complex geometry

Accurately mimicking the complexity of microvascular systems calls for a technology which can accommodate particularly small sample volumes while retaining a large degree of freedom in channel geometry and keeping the price considerably low to allow for high throughput experiments. Here, we demonstrate that the use of surface acoustic wave driven microfluidics systems successfully allows the study of the interrelation between melanoma cell adhesion, the matrix protein collagen type I, the blood clotting factor von Willebrand factor (vWF), and microfluidic channel geometry. The versatility of the tool presented enables us to examine cell adhesion under flow in straight and bifurcated microfluidic channels in the presence of different protein coatings. We show that the addition of vWF tremendously increases (up to tenfold) the adhesion of melanoma cells even under fairly low shear flow conditions. This effect is altered in the presence of bifurcated channels demonstrating the importance of an elaborate hydrodynamic analysis to differentiate between physical and biological effects. Therefore, computer simulations have been performed along with the experiments to reveal the entire flow profile in the channel. We conclude that a combination of theory and experiment will lead to a consistent explanation of cell adhesion, and will optimize the potential of microfluidic experiments to further unravel the relation between blood clotting factors, cell adhesion molecules, cancer cell spreading, and the hydrodynamic conditions in our microcirculatory system.     

Artificial grammar learning in primary school children with and without developmental dyslexia

This paper explores implicit learning in typically developing and primary school children (9–12 years old) with developmental dyslexia using an artificial grammar learning (AGL) task. Two experiments were conducted, which differed in time of presentation and nature of the instructional set (experiment 1—implicit instructions vs experiment 2—explicit instructions). Repeated measures analysis of variance (group × grammaticality × chunk strength) showed a group effect only in experiment 1 (implicit instructions), with only the typically developing children showing evidence of AGL. There was a grammaticality effect (adherence to the rules) for both groups in the two experimental situations. We suggest that the typically developing children exhibited intact implicit learning as manifested in AGL performance, whereas children with developmental dyslexia failed to provide such evidence due to possible mediating cognitive developmental factors.