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51.
P. P. Singh K. H. Komleh A. K. Pendse Rajkiran R. C. Gupta 《Indian journal of clinical biochemistry : IJCB》1992,7(1):57-59
Serum (200.6±64.8 mg/dl) and urinary zinc (1186.0±265.5 mg/l.) of zinc miners at Zawar were significantly higher as compared to zinc smelter workers (Serum 89.7±9.9. mg/dl; Urine 590.0±32.1 mg/l.). Debari and Udaipur residents (Serum 104.0±18.6 mg/dl; Urine 735.0±180.2 mg/l.). This was most likely attributable to higher dietary zinc intake by zinc miners due to higher zinc content of foodstuffs grown in Zawar areas as compared to Debari and Udaipur. 相似文献
52.
In this study the effect of thiazide diuretic compound on the protein and cholesterol contents in the testes of albino rats
as the experimental model. The drug thiazide was administered orally daily for 10,20 and 30 days at the dose of 100mg/kg body
weight. Total protein decrease in the testes of rats were evidenced may be due to the side effects of thiazide drug compound
which is linked with the hyponatremia and protein metabolism. An elevated level of cholesterol contents observed in thiazide
treated rats also revealed that the side effect of drug compound thiazide and also may be due to the stimulation of catecholamine
which is stimulated therefore, the biochemical estimation such as protein and cholesterol in the testes after the thiazide
treatment determined the effectiveness of diuretic drug compound would provide clinical evidences of their side effects. 相似文献
53.
Educational Psychology Review - In the traditional framework of cognitive load theory, it is assumed that the acquisition of domain-specific knowledge structures (or schemas) is the only... 相似文献
54.
B. R. Singh 《Educational studies》1994,20(1):87-103
The United Nations Declarations of Human Rights (1948) express an ideal for the protection of cultural rights of everyone. They propose an education that is multicultural and non‐discriminatory and recognise that parents have the right to choose their children's education. Article 13.3 of the International covenant on Economic and Social and Cultural Rights gave parents the right to choose for their children “schools other than those established by public authorities to ensure the religious and moral education of their children in conformity with their own convictions”. The paper feels uneasy with this principle that grants parents the right to educate their children in conformity with their own convictions. Such rights could result in restricting the education of children to the narrow framework of parental beliefs and values that could be antithetical to social harmony, individual autonomy and equal opportunity. The question is, should such a right be extended to all parents including those who believe in racial superiority, in apartheid, Nazism or Fascism or in the inherent intellectual differences between boys and girls? The paper discusses some of these issues and asks how can the best interests of the child be served in a pluralist, multicultural, multiracial society. The paper acknowledges that in a pluralistic democratic society there will always be tensions between the public interests, the interests of the group and the interests or autonomy of the individual. These interests are discussed within the framework of fundamental human rights, common or separate schooling and multicultural education. The paper sees these as interrelated issues which are connected with group identity and equal opportunity. Where these interrelated issues conflict, the paper takes the stance that the rights and the autonomy of the individual should take precedence over the others, especially if the notion of human rights and human dignity is to be preserved in practice. This is obviously a controversial issue and the hope is that the paper will open up these issues for further discussion and debate. 相似文献
55.
Kamala Elizabeth Nayar Jaswinder Singh Sandhu 《International journal for the advancement of counseling》2006,28(2):139-152
This paper is an extension of the primary author’s post-doctoral research on the Sikh diaspora in Vancouver, Canada. Drawing upon the orality, literacy and ‘analytics’ (critical inquiry) paradigm, the paper delineates the distinctive communication patterns that characterize each of three generations in the Punjabi community in that location. A sample intergenerational dialogue in the counselling context is provided to demonstrate the nature of fluidity in communication, and the implications for helping professionals are discussed. 相似文献
56.
Using unique panel data from Young Lives study conducted in undivided Andhra Pradesh, India, this mixed-method paper analyses gender differentials in completion of secondary education. Results show biased secondary school completion rates in favor of boys. Probit regression results highlight certain variables such as mothers’ education, wealth, high self-efficacy, early reading skills, lower birth order, and not engaging in more than two hours of domestic work and paid work at age 12, as positively associated with educational outcomes for girls. Decomposition analysis highlights that engaging in domestic chores at age 12 is the most contributory factor (36%) for the persisting gender gap. The other unexplained contributory factors may well be existing discriminatory social norms and son preference, which is captured by the qualitative case studies. The findings suggest that unless we are able to address persisting gender norms, universalizing secondary education with gender equity, will remain a distant dream. 相似文献
57.
58.
The perceptions, knowledge, and opinions of 104 teachers of students with learning disabilities regarding medication used with their students were investigated. The students' doctors were perceived as the professionals primarily responsible for making the decision to have the student either placed on or taken off medication. The teachers indicated that global impressions and direct behavioral observations were used to assess the effects of medication but that they would prefer to use behavioral observations and rating scales. Hyperactivity and delusions/hallucinations were perceived as the problems most likely to lead to medication. Less than 15% of the teachers indicated that their professional preservice training had provided them with sufficient information on the use of medication for children with behavior problems, and less than 20% had a similar opinion regarding their inservice training on the same topic. 相似文献
59.
Child care and protection have become key issues of concern for all teachers, and particularly for those teachers responsible for the care of young children. In this paper, we analyse focus group data on the topic of child care and protection produced by primary school teachers in Queensland, Australia. By drawing on concepts from cultural globalization, risk society and the sociology of childhood we outline the images, imaginary worlds and imagined professional identities constructed by a cohort of teachers. In particular, we pay attention to teachers' accounts of changes to everyday schooling practices in the context of new child protection legislation and policies. We argue that education and/or professional development in relation to child care/protection must involve critical engagement and contestation of the images, imaginary worlds and imagined collective professional identities of teachers and children constructed, and consumed often uncritically in these new times. 相似文献
60.