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101.
Emad F. Eskander Ahmed A. Abd-Rabou Shaymaa M. M. Yahya Ashraf El Sherbini Mervat S. Mohamed Olfat G. Shaker 《Indian journal of clinical biochemistry : IJCB》2013,28(4):348-357
The prevalence of hepatitis C virus (HCV) infection varies across the world, with the highest percent of infections reported in Middle East, increasingly in Egypt. The current study aimed at examining the bio-statistical correlation and multiple regression analyses of pituitary growth hormone (GH) and liver activities among HCV genotype-4 patients treated with PEG-IFN-α plus RBV therapy. Herein, the current study was conducted on 100 HCV genotype-4 infected patients and 50 healthy controls. Patients received PEG-IFN-α/RBV for 24 weeks. Host RNA was isolated from patients’ sera for HCV genotyping and viral load determination. Moreover, the enzymatic activities of the liver, AFP, GH, PT, and CBC were performed in all volunteers. The present study resulted that the activities of the hepatic enzymes among HCV genotype-4 patients correlated together significantly. While, human GH showed a significant positive regression with pre-treatment ALT concentration in responders. Furthermore, multiple regression analysis for GH showed a significant positive correlation with pre-treatment ALT in HCV genotype-4 infected patients. We concluded that there were a putative significant relation between GH and pre-treatment ALT activity in HCV infection and response to IFN-based therapy. 相似文献
102.
Peter Keith Woodward Abdellah El Kacimi Omar Laghrouche Gabriela Medero Meysam Banimahd 《浙江大学学报(A卷英文版)》2012,13(11):836-849
There are many issues surrounding the performance of critical assets on high-speed ballasted railway lines. At assets like switch & crossings and bridge transitions high track forces can be produced resulting in higher ballast settlements and hence track misalignments. The latter result in higher track forces and hence more settlement, leading to the need for increased track maintenance to ensure comfort and safety. Current technologies for solving issues like ballast movement under high-speed loading regimes are limited. However, a technique that has been well used across the UK and now increasingly overseas to stabilise and reinforce ballasted railway tracks is the application of in-situ polyurethane polymers, termed XiTRACK. This paper discusses how this technique can be used to solve these types of long-standing issues and presents actual polymer application profiles at two typical critical sites, namely a junction and a transition onto concrete slab-track. 相似文献
103.
Fouad Abd‐El‐Khalick Valarie Akerson 《International Journal of Science Education》2013,35(16):2161-2184
This study assessed the influence of training in, and use of, metacognitive strategies on the development of prospective elementary teachers’ views of nature of science (NOS). Participants were 49 students (92% female) enrolled in two sections of an elementary science methods course. The sections were randomly assigned to an intervention group and a comparison group. Students in both groups were engaged with explicit‐reflective NOS instruction, which focused on the empirical, tentative, theory‐driven, inferential, and creative NOS. Additionally, students in the intervention group received instruction in, and used, three metacognitive strategies during their engagement with thinking about NOS. The Views of Nature of Science Questionnaire—Form C and the Metacognitive Awareness Inventory were respectively used to assess participants’ views of NOS and metacognitive awareness at the beginning and conclusion of the study. Data analyses indicated that significantly more students in the intervention group explicated more informed views of the target aspects of NOS. Moreover, these substantial changes were coupled with significantly increased Metacognitive Awareness Inventory scores for the intervention group participants. The results point to a relationship between improved metacognitive awareness and the development of informed understandings of NOS. 相似文献
104.
105.
In this paper, we propose the application of a novel methodology to build composite indicators, in order to evaluate university performance. We analyse separately the three basic dimensions of our university system (research, teaching and technology transfer), because we are interested in getting a more accurate vision of each of them. In order to build the composite indicators, we use a multi-criteria analysis technique, based on the double reference point method. One advantage of this technique is the possibility to use reference levels, in such a way that the results obtained are easily interpreted in terms of the performance of the university with respect to these levels. Besides, aggregations for different compensation degrees are provided. In order to illustrate the advantages of this method, it has been applied to evaluate the performance of the public universities of the Spanish region of Andalucía, for year 2008. The results show that the performance of the Andalusian public universities in the teaching block is better than in the research and technology transfer blocks. The application lets us conclude that the methodology offers a warning system to assist in strategic decision making, and the values of the indicators allow us to find fields of improvement in all areas. 相似文献
106.
Yasmine H. El Masri Jo-Anne Baird Art Graesser 《Assessment in Education: Principles, Policy & Practice》2016,23(4):427-455
We investigate the extent to which language versions (English, French and Arabic) of the same science test are comparable in terms of item difficulty and demands. We argue that language is an inextricable part of the scientific literacy construct, be it intended or not by the examiner. This argument has considerable implications on methodologies used to address the equivalence of multiple language versions of the same assessment, including in the context of international assessment where cross-cultural fairness is a concern. We also argue that none of the available statistical or qualitative techniques are capable of teasing out the language variable and neutralising its potential effects on item difficulty and demands. Exploring the use of automated text analysis tools at the quality control stage may be successful in addressing some of these challenges. 相似文献
107.
Children (3.5–8.5 years; n = 105) heard claims about the occurrence of improbable or impossible events, then were asked whether the events could really happen. Some claims were based on informants' first‐hand observations and others were hearsay. A baseline group (n = 56) reported their beliefs about these events without hearing testimony. Neither first‐hand claims nor hearsay influenced beliefs about impossible events, which remained low across the age range. Hearsay (but not first‐hand claims) did influence beliefs about improbable events. Preschoolers expressed greater belief following hearsay, compared to their beliefs following first‐hand claims and compared to the baseline group's beliefs. By contrast, older children expressed less belief following hearsay, compared to their beliefs following first‐hand claims and compared to the baseline group's beliefs. 相似文献
108.
ABSTRACT. This study investigates how mathematics secondary schools' teachers in \hbox{Jordan} perceive critical thinking and compares teachers' perceptions before and after educational reform. Data were collected from 12 schools twice: in 1988 and in 2004 by interviewing 47 Mathematics teachers. The interview included questions related to teachers' understanding of critical thinking, its role and importance in learning Mathematics, and instructional strategies that could help improve students' critical thinking skills. Results found no improvement in secondary Mathematics teachers' perceptions of critical thinking despite 15 years of educational reform. The majority of Mathematics teachers seemed not to have a clear and adequate understanding of critical thinking. Though most of the teachers claimed they have to teach critical thinking, more than half of them could not suggest any learning situation that could help in fostering critical thinking in Mathematics classes. Also most of the teachers claimed that critical thinking would help students in learning Mathematics; yet less than half were able to give a convincing justification for that. A small percentage of the secondary Mathematics teachers believed they can help all students to foster their critical thinking. It is thus recommended that the concept of critical thinking be transferred from the realm of rhetoric to the field of practice. The paper ends with some recommendations related to the Mathematics teachers training programs in view of the results of this study. 相似文献
109.
This study investigated the impact of the use of computer technology on the enactment of “inquiry” in a sixth grade science classroom. Participants were 42 students (38% female) enrolled in two sections of the classroom and taught by a technology‐enthusiast instructor. Data were collected over the course of 4 months during which several “inquiry” activities were completed, some of which were supported with the use of technology. Non‐participant observation, classroom videotaping, and semi‐structured and critical‐incident interviews were used to collect data. The results indicated that the technology in use worked to restrict rather than promote “inquiry” in the participant classroom. In the presence of computers, group activities became more structured with a focus on sharing tasks and accounting for individual responsibility, and less time was dedicated to group discourse with a marked decrease in critical, meaning‐making discourse. The views and beliefs of teachers and students in relation to their specific contexts moderate the potential of technology in supporting inquiry teaching and learning and should be factored both in teacher training and attempts to integrate technology in science teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 相似文献
110.
The purpose of this study was to investigate the alignment between the fourth-grade summative classroom assessments and the ‘Matter and Energy’ unit in the Lebanese science curriculum using: content and cognitive levels. Summative assessments were collected from a sample of 17 schools. The alignment between the classroom assessments and the Lebanese science curriculum were examined using three instruments: Curriculum Coding Sheet, Items Coding Sheet, and Item Analysis Sheet. The curricular learning objectives were used for matching the test items to the learning objectives in terms of content. Findings showed moderate content alignment; further analysis revealed that public schools had higher content alignment, and they covered a wider range of topics. In terms of cognitive level, there was a low alignment between the assessments collected and the curriculum; however, there were items that had higher cognitive level. Recommendations for curriculum developers and future research are discussed in light of these findings. 相似文献