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11.
Deb Gauldin 《The Journal of perinatal education》2008,17(3):61-62
In this column, a childbirth educator explores the humorous side of miscommunication. 相似文献
12.
Gauldin D 《The Journal of perinatal education》2003,12(1):54-55
In this column, the author takes a humorous look at conference attendees' name tags. 相似文献
13.
Lewis A. Gough Sanjoy K. Deb Danny Brown S. Andy Sparks Lars R. McNaughton 《Journal of sports sciences》2019,37(13):1464-1471
This study investigated the effects of two separate doses of sodium bicarbonate (NaHCO3) on 4 km time trial (TT) cycling performance and post-exercise acid base balance recovery in hypoxia. Fourteen club-level cyclists completed four cycling TT’s, followed by a 40 min passive recovery in normobaric hypoxic conditions (FiO2 = 14.5%) following one of either: two doses of NaHCO3 (0.2 g.kg?1 BM; SBC2, or 0.3 g.kg?1 BM; SBC3), a taste-matched placebo (0.07 g.kg?1 BM sodium chloride; PLA), or a control trial in a double-blind, randomized, repeated-measures and crossover design study. Compared to PLA, TT performance was improved following SBC2 (p = 0.04, g = 0.16, very likely beneficial), but was improved to a greater extent following SBC3 (p = 0.01, g = 0.24, very likely beneficial). Furthermore, a likely benefit of ingesting SBC3 over SBC2 was observed (p = 0.13, g = 0.10), although there was a large inter-individual variation. Both SBC treatments achieved full recovery within 40 min, which was not observed in either PLA or CON following the TT. In conclusion, NaHCO3 improves 4 km TT performance and acid base balance recovery in acute moderate hypoxic conditions, however the optimal dose warrants an individual approach. 相似文献
14.
Gauldin D 《The Journal of perinatal education》2002,11(3):51-52
Prenatal educator humorously reflects on misjudging class participants' personalities. 相似文献
15.
Sanju Jalla Sunil Sazawal Salkat Deb robert E. Black Satya Narayan Das Archana Sarkar Maharaj K. Bhan 《Indian journal of clinical biochemistry : IJCB》2004,19(2):95-99
Lymphocyte subset estimations by flow cytometry in population-based studies require transportation of samples from the field
site to the laboratory. As samples arrive late in the day they have to wait overnight before being processed. The effect of
two possible approaches, sample storage for 24 h before staining and immediate staining with analysis after 24 h and 48 h
were evaluated. Two sets of experiments were performed with EDTA (ethylenediamine tetra-acetate) anticoagulated peripheral
blood. In the first experiment, after collection, each sample was divided into two portions. One portion was stained at the
time of blood collection and the other 24 h later after keeping it at room temperature (38–45°C). In the second experiment,
blood samples were stained within 1–2 h. Each sample was analyzed immediately upon completion of staining process and subsequently
after 24 h and 48 h of storage at 4°C. Results suggest that blood collected in EDTA can be processed using whole blood lysis
method, after storage at room temperature (38–45°C) for 24 h with some but not significant alteration in T-cell subsets. Storage
at 4°C after staining for 24 h results in a lesser and insignificant loss of cells or alteration of T-cell subsets and may
be the method of choice. 相似文献
16.
Sanju Jalla Sunil Sazawal Saikat Deb Robert E. Black Maharaj K. Bhan 《Indian journal of clinical biochemistry : IJCB》2002,17(1):69-74
The development of monoclonal antibodies combined with flow cytometry has revolutionized the analysis of lymphocyte subsets.
These newer methods using the Q-prep leucocyte preparation system require only 1–2 ml of blood as compared to 10 ml required
traditionally. One of the main impediments in the use of this superior technology in Indian laboratories has been the high
cost of reagents. This study evaluated methods to reduce the cost of assays. In the first experiment from 26 healthy subjects,
2ml venous blood samples in EDTA (ethylenediamine tetra-acetate) were obtained. Each sample was divided into two equal portions,
one portion was stained using diluted monoclonal antibody, whereas the other portion was stained using standard concentrations
of antibodies. In the second experiment, blood samples from 12 subjects were again divided into 2 portions; one portion of
each pair was processed using commercial Q-prep reagents while the other portion was processed using our own reagents. In
the first experiment, which evaluated use of a diluted antibody against the standard recommended concentrations, a 5-tube
panel that estimated CD3, CD4, CD8, CD20 was used. In the second experiment CD3, CD4 and CD8 were estimated. The total cost
per sample for a 5-panel estimation was however reduced from $39.11 to $1.10.
Given the proven advantages of using a whole blood stain-lyse method for T cell subset estimations, its use should be encouraged
in developing country settings. With the suggested methods the whole blood Q-prep could be performed at appreciably reduced
costs, without loss in precision. 相似文献
17.
Deb Morrison 《Cultural Studies of Science Education》2018,13(1):85-91
In this dialogue with Monica Ridgeway and Randy Yerrick’s Whose banner are we waving?: exploring STEM partnerships for marginalized urban youth, I engage the critical race theory (CRT) tenet of interest convergence. I first expand Derrick Bell’s (1980) initial statement of interest convergence with subsequent scholarly work in this area. I then explore ways CRT in general and interest convergence specifically have been applied in the field of education. Using this framing, I examine how interest convergence may be shed new insights into Monica Ridgeway and Randy Yerrick’s study. For example, the tenet of interest convergence is used to frame why it was beneficial for the White artist, Jacob, and the Achievement Scholars to collaborate in the service-learning mural. Then the idea of interest divergence is brought into explore the ways in which Jacob benefitted from his participation in the service learning project while the Achievement Scholars were left with an unfinished project which they had to problem solve. To conclude, I provide future directions for the application of interest convergence and divergence to issues facing science education. 相似文献
18.
Deb Risisky Syed Masood Asghar Madeline Chaffee Nancy DeGennaro 《The Journal of perinatal education》2013,22(3):136-144
A qualitative nonexperimental thematic analysis was conducted at a hospital-based midwifery practice to explore the views of participants in group prenatal care and its impact on pregnancy, birth, and postnatal care. Ten women and three support people, recruited through purposive sampling, shared their feedback on the program. The findings conveyed three broad themes: program experience, midwife relationship, and support. Women enjoyed the opportunity for in-depth learning, and peer-group support led to normalizing of pregnancy concerns. Having support people as participants also helped during pregnancy, birth, and child care. The findings showed the enhanced opportunity for education, learning, and interpersonal support provided by CenteringPregnancy to expectant mothers had a positive impact on their pregnancy experiences. 相似文献
19.
This paper characterizes oscillations found in block pulse function (BPF) domain identification of open loop first-order systems with step input. A useful condition for occurrence of such oscillations is presented mathematically. For any positive value of ‘ah’, oscillations are observed to occur, where h is the width of BPF domain sub-interval and 1/a is the time constant of the first-order system under consideration. 相似文献
20.
Sara?C.?HerediaEmail author Erin?Marie?Furtak Deb?Morrison Ian?Parker?Renga 《Journal of Science Teacher Education》2016,27(7):697-716
Formative assessment has been recognized as an essential element of effective classroom practice; as a result, teachers are increasingly required to create formative assessments for their classrooms. This study examines data drawn from a long-term, site-based professional development program that supported a department of biology teachers in the iterative design and enactment of common formative assessment tools. We analyze teacher conversations to understand how teachers collaborated to design formative assessments. Results indicate that when teachers attended to problems of practice related to teaching evolution, increased transparency in their talk helped build consensus about the design of formative assessment tools. These results highlight the importance of encouraging transparency in teacher dialog when they are engaged in collaborative design of formative assessments. 相似文献