Effect of some antitubercular drugs on the calmodulin content ofMycobacterium tuberculosis

The effect of the antitubercular drugs isoniazid (10 μg/ml), ethambutol (10 μg/ml), rifampicin (0.5 μg/ml) and streptomycin (1 μg/ml) on the calmodulin like protein (CAMLP) content ofMycobacterium tuberculosis H₃₇R_v andM. tuberculosis H₃₇R_a was investigated. The drugs were added to actively growing cells at their mid log phase of growth (14 days) and after 12 more hours of incubation, CAMLP was estimated. In both the mycobacteria, all the four antitubercular drugs CAMLP.     

Teachers’ and school administrators’ attitudes and beliefs of teacher evaluation: a preliminary investigation of high poverty school districts

This study examined attitudes and beliefs regarding teacher evaluation of teachers and their school administrators in the state of New Jersey, USA. The sample included 33 school administrators and 583 Pre-K through 12th grade teachers from four high-poverty urban school districts (22 schools). Participant attitudes and beliefs were assessed using the Teacher Evaluation Experience Scale (TEES; Reddy et al. in Educational Assessment, 21(2), 120–134, 2016). TEES is a multi-informant assessment designed to measure teachers’ and school administrators’ experiences with teacher evaluation through five scales (i.e., total and subscales of system, feedback, process, and motivation to change) and six open-ended questions. Based on the qualitative analyses, teachers identified collaborative communication and evaluation feedback as the most helpful aspects of their evaluation process. Based on the quantitative analyses, however, their average ratings did not exceed neutral on any of the four subscales. Overall findings suggest that school administrators’ experiences with teacher evaluation are more favorable than teachers’ experiences. Moderate correlations are found between participant characteristics and TEES scales. Implications for teacher evaluation are presented.     

A critical review of self‐regulated learning interventions for children with attention‐deficit hyperactivity disorder

School practitioners and educators are frequently challenged by the diverse and pervasive academic and behavioral needs of children at risk for and with attention‐deficit hyperactivity disorder (ADHD). This paper examines the outcome literature on self‐regulated learning (SRL) interventions for youth with ADHD by systematically reviewing the key intervention components and methodologies used. A total of 34 investigations, including 297 children and adolescents, were reviewed and coded on 34 variables across two dimensions (i.e., intervention components and methodology). In general, SRL interventions can be represented in terms of a three‐phase model of SRL that includes forethought, performance control, and self‐reflection processes. In this review, the vast majority of the published literature used single‐case design studies with a singular focus on the phase of performance control. Weaknesses of the existing literature include a lack of follow‐up data, attrition data, demographic information about teachers or other adult participants, and diversity in the sample. Strengths of the outcome literature are that a majority of the studies reported inclusion/exclusion criteria for samples, the criteria used to diagnose children as ADHD, and clinical significance for assessing treatment outcomes. Findings are discussed in relation to previous research, as well as directions for research and practice.     

Environmental education scholarship in a 'marketised' setting: A case study in a university environmental education programme

For more than a decade the traditional roles of universities and the traditional and conventional views of scholarship (academic work) have been called into question. These shifts in the academe have led to the introduction of various forms of practice, which has often resulted in conflicting viewpoints and tensions. Restructuring in higher education in South Africa (as elsewhere) has been linked to global, social and economic trends and a general decrease in revenue for universities from state sources (Jansen, 2001; Mora & Villarreal, 2001). This has forced universities into an entrepreneurial culture which has had far reaching implications for the work of academics. This has led to conflict between intrinsic work motivation and working towards extrinsic reward systems. In this paper we describe a university-based case study which demonstrates how a practice of scholarship in environmental education can be in conflict with conventions related to the construct of scholarship at institutional and broader academic levels in a 'marketised' environment. In terms of our experience we argue for a broader view of scholarship which focuses on more than 'brownie points' and 'bean counts' and includes service rendered to various academic communities as indicators for scholarly practice and scholarship in environmental education.     

Academic achievement and personality traits of faculty members of Indian agricultural universities: their effect on teaching and research performance

Purpose: The present study was undertaken to assess academic achievement, teaching aptitude and research attitude of Indian agricultural universities’ faculty, to predict indicators for successful teachers and researchers, and thereby enhancing the quality of higher agricultural education. Methodology: Five hundred faculty members were selected to elicit information on academic, teaching and research achievements. Teaching aptitude and attitude of faculty towards research were measured through standard psychometric tests. Correlation and regression analysis was carried out to establish the relationship among selected variables. Findings: Combination of academic achievement and teaching aptitude was a superior predictor for the teaching achievement compared to either of them alone. Similarly, research achievement of faculty was predicted better by the combination of academic achievement and research attitude. Practical Implications: The study showed the need for training faculty members in interpersonal relationships for effective teaching, and in research methodology and research processes for improving research attitude of faculty. Theoretical Implications: The expectancy-value model provides a useful framework to understand the role of attitude/aptitude in better prediction of research and teaching behavior. Originality/Value: The present study showed that teaching aptitude and research attitude be considered along with academic achievements for promoting quality teaching and research and hence the educational programmes.     

Role of oxidative stress and antioxidants in aetiopathogenesis and management of oral submucous fibrosis

Lipid peroxidation product, malonaldehyde (MDA) and antioxidants were estimated in plasma and erythrocytes of 34 cases of oral submucous fibrosis (OSMF) of different grades with equal number of healthy controls to evaluate the association of reactive oxygen species (ROS) and OSMF. While plasma MDA was found to be significantly higher in patients (3.3±0.4 nmole/ml, P<0.001) as compared to controls (2.4±0.5 nmole/ml), plasma beta carotene and vitamin E levels were found to be decreased significantly in patients (81.7±14.3 μg/100 ml, P<0.001; 9.3±0.9 mg/L, P<0.01 respectively) with respect to healthy controls (110±20.8 μg/100 ml and 10.1±1.2 mg/L). The decrease in beta-carotene and vitamin E was found to be more significant in OSMF grade II and III than in grade I. After 6 weeks of oral administration of beta-carotene and vitamin E, patients showed increase in plasma level of these two antioxidants along with decrease in MDA level associated with clinical improvement.     

Evaluation of serum adenosine deaminase and 5′-nucleotidase activities as probable markers in ovarian cancer

Adenosine deaminase (ADA) and 5′-nucleotidase (5′-NT) activities were measured in sera of patients with ovarian cancer and patients with benign ovarian tumour. The results were compared with that of a control group consisting of healthy women. ADA levels were significantly increased (P<0.001) in the ovarian cancer group (n=50) but not in the benign group (n=28) when compared to the controls (n=20). The results indicate that ADA and 5′-NT levels may help to differentiate malignant conditions from benign tumours of the ovary in addition to the existing tests such as serum CA-125 levels and histopathological study.     

Exploring equity and quality education in South Africa using multilevel models

Educational reform in South Africa envisions schooling where all students, irrespective of their background characteristics, have the opportunity to succeed. To achieve this vision, the South African education system needs to function in such a way that students’ success does not depend on their backgrounds; that is, if school processes and policies in South Africa were inclusive and supportive of the learning of all students then we would expect high-quality schools to compensate for socio-economic disadvantage such that the achievement gap associated with the socio-economic status (SES) would be minimised. The main objective of this paper is to explore the relationship between school quality and socio-economic disadvantage. Our analysis, employing multilevel statistical models, indicates that:

1. schools do make a difference over and above the socio-economic backgrounds of learners they enrol;

2. learners are most successful in schools where they and their parents are actively engaged in the learning processes;

3. schools with these characteristics tend to compensate for learners’ socio-economic disadvantage;

4. learners from disadvantaged backgrounds are less successful in schools; and

5. the impact of SES on learners’ achievement levels is particularly prominent in high-achieving schools.

These findings call for the need to rethink the current schooling processes and policies to include structures that allow schools to provide opportunities to engage learners and their parents in the schooling processes with the objective of compensating for learners’ socio-economic disadvantage. We argue that this objective can be achieved through a capability framework where inclusion, democratic participation and child centredness serve as the major principles of the provision of quality education for all.     

Partial derivative properties of multivariable cascaded networks1

Some partial derivative properties of the impedance function of a resistively-terminated network which is a cascade of m lossless two-ports of variables p₁ to p_m dre established. Those cases where some of the lossless two-ports are lowpass or highpass ladder networks with all of their transmission zeros at the origin or at infinity are also examined. Necessary and sufficient conditions involving partial derivatives and under which an m-variable reactance or positive real function can be realized as the impedance function of a p_i-variable lowpass or highpass ladder network, with all of its transmission zeros at p_i = 0 or p_i = ∞, and terminated in a reactance or positive real impedance function in the other variables are derived.