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141.
Singh B Panda S Nanda R Pati S Mangaraj M Sahu PK Mohapatra PC 《Indian journal of clinical biochemistry : IJCB》2010,25(4):367-370
Insulin resistance and the resultant hyperinsulinemia exacerbate the reproductive abnormalities of Polycystic Ovarian Syndrome
by increasing ovarian androgen productions and decreasing serum sex hormone binding globulin. The present study was conducted
to estimate serum insulin and testosterone level in 44 PCOS cases and 32 control patients. Simultaneously the role of metformin
(an insulin sensitizing agent) in modulating insulin resistance and serum androgen level was also analyzed. A significant
rise in serum insulin and testosterone (P < 0.001) was observed in cases in comparison to control. Fasting Plasma Glucose to insulin ratio, a marker of insulin resistance
revealed a significant fall in PCOS group. Follow up of cases with metformin for 3 months revealed a significant fall in serum
insulin (P < 0.05) with improvement in insulin resistance along with a nonsignificant fall in testosterone level. Serum insulin registered
a significant positive correlation (P < 0.05) with serum testosterone revealing its etiological association. Thus administration of drugs ameliorating insulin
levels is expected to provide new therapeutic modality for PCOS. 相似文献
142.
Electrocatalytic oxygen evolution reaction(OER) is one of the crucial reactions for converting renewable electricity into chemical fuel in the form of hydrogen.To date,there is still a challenge in designing ideal cost-effective OER catalysts with excellent activity and robust durability.The hybridization of transition metal oxides and carbonaceous materials is one of the most effective and promising strategies to develop high-performance electrocatalysts.Herein,this work synthesized hybrids of ... 相似文献
143.
144.
The University of the South Pacific is owned by 12 nations in the South Pacific Ocean. The institution provides higher education through its 14 campuses, with at least 1 campus per member country. To be able to overcome the geographical divide and isolation, while ensuring high-quality learning and teaching, the university utilizes Internet, satellite, and mobile devices and other Information and Communications Technology (ICT) tools and technologies to provide virtual classroom experience. This article outlines the approaches adopted in offering a first-year chemistry course, in parallel, through face-to-face and distance modes. The novel attributes of bridging the geographical divide are presented. The article concludes with a discussion of new innovations that will further bring the classroom to the student irrespective of where the student is in the world. 相似文献
145.
The relationship between ideology and learning remains insufficiently theorized and sparsely investigated in the learning sciences. Drawing on Stuart Hall’s theorization of ideology, Judith Butler’s notion of the (un)grievability of lives, and Sara Ahmed’s construct of stickiness, we illustrate how insights from critical social theory are indispensable to understanding processes of learning and how perspectives from the learning sciences can enrich critical social theory. Through the analysis of a classroom discussion on the use of militarized drones in an undergraduate engineering ethics course, we show how ideological convergence among participants constructed locally significant categories of “civilian,” “terrorist,” and (un)grievability, which narrowed the possible trajectories for students’ disciplinary learning in engineering and engineering ethics. Our analysis also shows that fleeting moments of ideological expansion offered opportunities for new learning; however, most of these instances of possibility were not sustained through the classroom discussion. We explicate how ideological convergences and expansions, as interactional achievements, profoundly matter for disciplinary learning and students’ identities. In conclusion, we explore the implications of our findings for broader contexts of learning and for the field of the learning sciences. 相似文献
146.
This research has investigated the feasibility of using a distance measure, called the Bayesian distance, for automatic sequential document classification. It has been shown that by observing the variation of this distance measure as keywords are extracted sequentially from a document, the occurrence of noisy keywords may be detected. This property of the distance measure has been utilized to design a sequential classification algorithm which works in two phases. In the first phase keywords extracted from a document are partitioned into two groups—the good keyword group and the noisy keyword group. In the second phase these two groups of keywords are analyzed separately to assign primary and secondary classes to a document. The algorithm has been applied to several data bases of documents and very encouraging results have been obtained. 相似文献
147.
Shalini Gautam Ruby Owen Hall Thomas Suddendorf Jonathan Redshaw 《Child development》2023,94(5):e296-e307
When making moral judgments of past actions, adults often think counterfactually about what could have been done differently. Considerable evidence suggests that counterfactual thinking emerges around age 6, but it remains unknown how this development influences children's moral judgments. Across two studies, Australian children aged 4–9 (N = 236, 142 Females) were told stories about two characters who had a choice that led to a good or bad outcome, and two characters who had no choice over a good or bad outcome. Results showed that 4- and 5-year-olds’ moral judgments were influenced only by the actual outcome. From age 6, children's moral judgments were also influenced by the counterfactual choices that had been available to the characters. 相似文献
148.
S. K. Mathur Piyush Chandra Sandhya Mishra Peeyush Ajmera Praveen Sharma 《Indian journal of clinical biochemistry : IJCB》2007,22(2):70-73
Asian Indians are known to be at a higher risk of developing T2DM, but the underlying genetic factor in this population is
still not well understood. T2DM is a complex genetic trait and assessment of disease related intermediate phenotypic traits
is an important initial step towards any systematic genomic study. Therefore, in the present study we have assessed diabetes
related intermediate phenotypic traits of insulin secretion and insulin resistance in the patients belonging to this population.
The study included 157 T2DM patients of either sex ranging in age from 45–80 years and 84 non-diabetic subjects with no family
history of diabetes, ranging in age from 45 to 75 years served as controls. Intermediate phenotypic traits studied were BMI,
W: H ratio, fasting free fatty acid level and Insulin resistance and secretion. Diabetics were found to have significantly
higher W: H ratio (p<0.001), FFA (p<0.001) and HOMA-R (p<0.001) as compared to non-diabetics. However, there was no significant
difference in their BMI and HOMA-β. There was a positive correlation between FFA level and HOMA-R among diabetics, but not
among controls. These findings suggest that in abdominal obesity FFA mediated insulin resistance is an important causative
factor underlying T2DM in this population. Moreover, comparable HOMA-β in diabetics reflects compensatory insulin hyper secretion
in these subjects. There is a need to examine relative contribution and precise nature of genetic factor in their tendency
for central obesity, free fatty acidemia and insulin resistance. 相似文献
149.
150.
Jamie M. Carroll David S. Yeager Jenny Buontempo Cameron Hecht Andrei Cimpian Pratik Mhatre Chandra Muller Robert Crosnoe 《Monographs of the Society for Research in Child Development》2023,88(2):7-109
When do adolescents' dreams of promising journeys through high school translate into academic success? This monograph reports the results of a collaborative effort among sociologists and psychologists to systematically examine the role of schools and classrooms in disrupting or facilitating the link between adolescents' expectations for success in math and their subsequent progress in the early high school math curriculum. Our primary focus was on gendered patterns of socioeconomic inequality in math and how they are tethered to the school's peer culture and to students' perceptions of gender stereotyping in the classroom. To do this, this monograph advances Mindset × Context Theory. This orients research on educational equity to the reciprocal influence between students' psychological motivations and their school-based opportunities to enact those motivations. Mindset × Context Theory predicts that a student's mindset will be more strongly linked to developmental outcomes among groups of students who are at risk for poor outcomes, but only in a school or classroom context where there is sufficient need and support for the mindset. Our application of this theory centers on expectations for success in high school math as a foundational belief for students' math progress early in high school. We examine how this mindset varies across interpersonal and cultural dynamics in schools and classrooms. Following this perspective, we ask:
- 1. Which gender and socioeconomic identity groups showed the weakest or strongest links between expectations for success in math and progress through the math curriculum?
- 2. How did the school's peer culture shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups?
- 3. How did perceptions of classroom gender stereotyping shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups?