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41.
Jeevan K. Shetty Mungli Prakash Mohammad S. Ibrahim 《Indian journal of clinical biochemistry : IJCB》2008,23(1):67-70
Free iron in serum has been found in several disease conditions including diabetes. In the present work, we studied the relationship
between free iron, fasting blood glucose (FBG) and glycated haemoglobin (HbA1c). Study was carried out on 50 type 2 diabetes cases under poor glycemic control associated with complications, 53 type 2
diabetes cases under good glycemic control and 40 healthy controls. We estimated free iron, both ferrous (Fe+2) and ferric (Fe+3) form, protein thiols, lipid hydroperoxides, FBG, HbA1c and serum ferritin levels in serum. There was a significant increase
in free iron in Fe+3 state (p <0.01), HbA1c (p<0.01), serum ferritin (p<0.01), lipid hydroperoxides (p<0.01) and significant decrease in protein thiols (<0.01) in diabetes
cases under poor glycemic control compared to diabetes cases under good glycemic control and healthy controls. Free iron correlated
positively with HbA1c (p<0.01). Poor glycemic control and increase in glycation of haemoglobin is contributing to the increase in free iron pool
which is known to increase oxidant generation. 相似文献
42.
This study examined the relationship between student ratings and instructors’ predictions of these ratings, taking into account other instructor, student, and course characteristics. Participants in the study were 198 instructors in the School of Education at a major teacher training college in Israel. Data corresponding to one randomly selected course per instructor were collected using student and instructor questionnaires and college records. Results indicate a systematic positive relationship between instructors’ predictions and actual student ratings with respect to overall ratings and the ratings of three dimensions of teaching. Results also demonstrate a systematic trend whereby low‐rated instructors tend to overestimate their student ratings, high‐rated instructors underestimated ratings, and moderately rated instructors gave accurate predictions. Results have implications for using predictions to motivate teaching improvement. 相似文献
43.
Extensive research has been done on student ratings of instruction on closed-ended questionnaires, but little research has examined students’ written responses to open-ended questions. This study investigated the written comments of students in 198 classes, focusing on their frequency, content, direction, and consistency with quantitative ratings on closed-ended items. Results indicated that about 45% of the students wrote comments. Comments were more often positive than negative and tended to be general rather than specific. Written comments addressed dimensions similar to those identified in the closed-ended items, but they also related to unique aspects of the courses as well. 相似文献
44.
45.
Ibrahim H. Diken Atilla Cavkaytar E. Sema Batu Funda Bozkurt Yildiz Kurtyilmaz 《Emotional and Behavioural Difficulties》2013,18(3):207-221
This study examined the effectiveness of the First Step to Success (FSS) early intervention program for preventing antisocial behavior in Turkey. Participants included 24 students, their teachers and parents from four K–8 elementary schools. The experimental group included 12 targeted students (four kindergarten, four first-grade and four second-grade students) who received the intervention. Both quantitative and qualitative methods were carried out by using a pre-posttest experimental design. Results indicated that there were significant decreases in problem behaviors and significant increases in social skills and academic competence of targeted students. In addition, teachers and parents reported significant positive changes in problem behaviors and social skills of their children. Most teachers and parents were highly satisfied with the program. Limitations of the study and directions for future research are discussed. 相似文献
46.
Frederick D. Harper Farah A. Ibrahim 《International journal for the advancement of counseling》1999,21(4):349-366
This article focuses on school violence in the UnitedStates, kindergarten (k) through 12th grade, andit addresses the following topics: (a) a briefbackground of school violence in the USA, (b) etiologyand consequences of school violence, (c) preventionprograms and efforts, (d) preventive counseling andconsultation, (e) counseling the violence prone andviolence victim, (f) international and cross-culturalimplications, and (g) discussion. 相似文献
47.
Ibrahim A. Halloun 《Science & Education》2007,16(7-8):653-697
Following two decades of corroboration, modeling theory is presented as a pedagogical theory that promotes mediated experiential
learning of model-laden theory and inquiry in science education. Students develop experiential knowledge about physical realities
through interplay between their own ideas about the physical world and particular patterns in this world. Under teacher mediation,
they represent each pattern with a particular model that they develop through a five-phase learning cycle, following particular
modeling schemata of well-defined dimensions and rules of engagement. Significantly greater student achievement has been increasingly
demonstrated under mediated modeling than under conventional instruction of lecture and demonstration, especially in secondary
school and university physics courses. The improved achievement is reflected in more meaningful understanding of course materials,
better learning styles, higher success rates, lower attrition rates and narrower gaps between students of different backgrounds. 相似文献
48.
This multiple case study examined pre-service teachers perceptions of effective post-secondary instruction. Pre-service teachers
were asked to write essays describing an effective teacher of their choice. Twenty-one essays were randomly selected. Data
analysis involved open coding of each essay, content analysis of each essay using Anderson and Burns’ (Research in classrooms:
The study of teachers, teaching, and instruction (1st ed.). Oxford, England; New York: Pergamon Press, 1989) empirically derived
dimensions of instruction, and effect size analysis of student and teacher roles. Instructional components were identified
that differentiate between effective inquiry instruction and effective instruction. Effective inquiry instruction was associated
with more and different teacher and student roles, more activities as part of instruction, and more student small group discussion
than was effective instruction. 相似文献
49.
50.
In this paper we relate participation in full-time Higher Education in Scotland to the geographic and social characteristics of the areas where people reside. National data on students at Higher Education institutions in all parts of the UK are used to calculate the rates, with areas of residence defined by their addresses at the times of applying to the institutions. Population data and the social characteristics of the areas were derived from the 1991 Census. The smallest geographic area considered was the Post-Code Sector, consisting of around 5000 households. Economic factors, social class, unemployment and housing tenure were strongly related to participation in the expected direction. However, different strengths of effect were found in different parts of the country. The analyses also suggest that cultural factors may be important, especially away from the major cities, and that aspects of accessibility to the institutions may also be of relevance in some areas. 相似文献