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41.
Bogdan Munteanu Mario Braun Kajohn Boonrod 《Journal of Zhejiang University. Science. B》2012,13(4):244-247
QuickChange mutagenesis is the method of choice for site-directed mutagenesis (SDM) of target sequences in a plasmid. It can
be applied successfully to small plasmids (up to 10 kb). However, this method cannot efficiently mutate bigger plasmids. Using
KOD Hot Start polymerase in combination with high performance liquid chromatography (HPLC) purified primers, we were able
to achieve SDM in big plasmids (up to 16 kb) involving not only a single base change but also multiple base changes. Moreover,
only six polymerase chain reaction (PCR) cycles and 0.5 μl of polymerase (instead of 18 PCR cycles and 1.0 μl of enzyme in
the standard protocol) were sufficient for the reaction. 相似文献
42.
Higher Education - Many contemporary analyses criticise metrics-based evaluation in the higher education context as a neoliberal technology, notwithstanding the different national contexts and... 相似文献
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Real‐world phenomena simulation models, which can be used to engage middle‐school students with probability, are described. Links to R instructional material and easy‐to‐use code are provided to facilitate implementation in the classroom. 相似文献
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Andy J. King Jakob D. Jensen Nick Carcioppolo Melinda M. Krakow Ye Sun 《Mass Communication and Society》2013,16(6):753-775
Determining what factors predict media learning is an important avenue of research for the field of mass communication. The present study provides a comparative investigation of two models of media learning: the cognitive mediation model and the information utility model. Participants (N = 1,076) read a news article related to scientific discoveries relevant to cancer prevention and responded to all constructs of the two models. Recognition and comprehension were used to measure knowledge acquisition. Results generally support previous predictions of each model, though predicted variance remains small. In addition to testing the existing models, a modified cognitive mediation model using a key construct related to information utility—perceived relevance—was tested. The refined cognitive mediation model offered a more nuanced understanding of certain causal mechanisms but did not result in a meaningful change in predictive power of the model. Implications of the theoretical comparison and integration are discussed. 相似文献
46.
Annette Braun 《教育政策杂志》2013,28(1):115-116
In this paper I outline an approach towards policy analysis that takes governmentality as its point of theoretical orientation and begin to apply this approach to my research into the recently raised compulsory school‐leaving age in Western Australia. I aim to demonstrate the methodological potentials of this approach by giving examples of the thinking and practices that shape and condition the policy. I commence by situating the school‐leaving age policy within a broader field of reforms occurring under the general banner of neoliberalism and argue that the policy is primarily concerned with the conduct of students classified at ‘educational risk’, and with transforming these students to become more visible, participative and engaged in their schooling. By focusing on the policy rationalities and technologies, and drawing on Foucault’s notion of governmentality, I explore the forms of knowledge and practical strategies that are deployed in this policy field. I contend that this particular deployment narrowly constructs young people’s experiences of schooling in ways that do not allow for a broader debate about their declining school attendance and what should be done to address it 相似文献
47.
While a great deal of attention has been given to evaluating how well policies are implemented, that is, how well they are realised in practice, less attention has been paid to understanding and documenting the ways in which schools actually deal with the multiple, and sometimes opaque and contradictory demands of different ‘types’ of policy. This paper addresses the question of how it is that some education policies ‘fail’ to translate into a continuing and effective set of practices in schools, and instead, are subjected to processes of dissipation and mutation. In this paper, we take as our case personalised learning (PL) launched in England in 2004. In understanding complex processes of enactment, the challenge is to understand how policies differ and analyse why some policies ‘work’ in ways that are unexpected – not as failures of implementation but as mutations. As a ‘case’ of policy dissipation, PL highlights the changing relationships between national and institutional imperatives, and the creative mutations to which some policies are subject within schools. It is not that they have no effects, but rather their effects are marginal or nuanced rather than immediate and obvious. 相似文献
48.
Annette Braun 《牛津教育评论》2013,39(2):231-246
Drawing on a qualitative study of 32 UK student teachers, this paper asks what constitutes the vocational culture of teaching by exploring contradictory discourses of care and authority as they are presented to, and interpreted by, trainee teachers along their journey to becoming newly qualified teachers. Introducing the concept of ‘vocational habitus’ in relation to teaching, ‘ideal teacher narratives’ recounted by respondents are examined and mismatches between the expectations of individuals, institutions and wider policy contexts are explored. The later part of the article focuses specifically on three trainee teachers who struggled more than other research participants with their new roles as teachers. Their experiences suggest that simultaneous and gendered notions of caring and commanding respect can present considerable obstacles for the acquisition of a ‘successful’ vocational habitus. In light of proposed changes to teacher training in England, this paper argues that for government teacher education policies to be successful, they need to demonstrate an awareness and consideration of these contradictory notions. 相似文献
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