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941.
942.
943.
Praveen Sharma P. K. Sharma D.Sc. J. Pramod L. K. Kothari Rashmi Ranka Sushma Sharma 《Indian journal of clinical biochemistry : IJCB》1989,4(1):62-64
Sixteen weeks of chronic vitamin C deficiency, induced in guinea pigs by restricted vitamin C intake, resulted in a marked
increase in the serum total LDL- and VLDL- cholesterol, triglycerides and total lipids. HDL-cholesterol decreased resulting
in a highly significant increase in LDL/HDL ratio. The results reconfirm that vitamin C deficiency causes changes in blood
lipid profile which could promote atherogenesis. 相似文献
944.
R. Kumar S. B. Pachori G. K. Senger Satyanand L. D. Joshi 《Indian journal of clinical biochemistry : IJCB》1994,9(2):72-74
Aim of present study was to compare the adenosine deaminase (ADA) activity in various types of arthritis conditions with synovial
effusion. No. significant difference was observed in ADA activity in serum of control and study groups but results have shown
a definite pattern of ADA activity in synovial fluid in various arthritic conditions. The highest value of ADA activity was
observed in synovial fluid of patients with tubercular arthritis followed by rheumatoid, septic, osteo and post traumatic
arthritis. Thus measurement of ADA activity in synovial fluid can be used as a parameter of differential diagnosis of arthritis
specially tubercular in initial stages. 相似文献
945.
A diverse sample of doctoral students completed an on-line questionnaire assessing their supervisors' academic, personal and autonomy support and their research self-efficacy. The more task-related help and personal support students received, the more positively they evaluated their supervision. The degree to which supervisors encouraged students to think and act autonomously (autonomy support) was not uniquely associated with students' supervision satisfaction but predicted greater research self-efficacy. A combination of high levels of autonomy and academic support was associated with the highest levels of research self-efficacy, whereas when greater levels of personal support were accompanied by low levels of autonomy support, students reported lower research self-efficacy. These results indicate that effective doctoral supervision involves supporting students to voice and act on their own ideas while simultaneously providing guidance on how to complete research tasks. 相似文献
946.
Paul L. Hill Rose A. Shaw Jan R. Taylor Brittan L. Hallar 《Innovative Higher Education》2011,36(1):19-27
Although progress has been made, greater efforts are needed to promote faculty diversity at the college and university levels,
especially in STEM fields. Thus, it is important to elucidate best practices both for increasing awareness of diversity issues
pertaining to higher education and for implementing change. This article focuses on the outcomes of a diversity workshop for
college and university faculty hosted by the West Virginia Higher Education Policy Commission, Division of Science and Research.
More specifically, it elucidates how participation in the workshop translated into practice at the faculty participants’ home
institutions. 相似文献
947.
This study examines whether levels of father engagement (e.g., verbal stimulation, caregiving, and physical play) vary by race/ethnicity using a model that controls for fathers' human capital, mental health, and family relationships. It also tests whether the models work similarly across race/ethnic groups. Its sample of N=5,089 infants and their families is drawn from the Early Childhood Longitudinal Study - Birth Cohort (ECLS-B). We found that, after including controls, African American and Latino fathers had higher levels of engagement in caregiving and physical play activities than White fathers. There were no differences in verbal stimulation activities across race/ethnicity. Fathers' education (college level) predicted more verbally stimulating activities whereas fathers' report of couple conflict predicted less caregiving and physical play. Although levels of engagement differed across the groups, the overall models did not differ by race/ethnicity, except for physical play. African American mothers who reported high levels of depressive symptoms had partners who engaged in more physical play than White mothers with high levels of depressive symptoms. 相似文献
948.
Susan H. Landry Paul R. Swank Jason L. Anthony Michael A. Assel 《Reading and writing》2011,24(8):971-1010
This paper describes the implementation and evaluation for scaling up a comprehensive early childhood teacher professional development program into 11 communities across 2 years with funding through state legislative actions. The comprehensive program had four major components based on results from a previous multi-condition random assignment study across four states. The previous results demonstrated that the most optimum approach for supporting children??s school readiness included: (1) teacher on-line professional development with facilitation, (2) classroom mentoring, (3) implementation of a research-based curriculum, and (4) technology-driven progress monitoring that informed instruction. The comprehensive professional development program was evaluated in a new state program designed to bring childcare, Head Start, and public school pre-kindergarten together into integrated partnerships. In Year 1, 220 teachers serving 3834 children were randomly assigned to either receive the comprehensive program or not. Teachers who served as controls in Year 1 received the program in Year 2, and those who received the program in Year 1 participated for an additional year in Year 2, allowing for examination of the effects of one versus 2 years of participation. The program improved teachers instructional practices relative to controls, and a second year of participation resulted in greater gains in children??s language and literacy. Results support the need for well-integrated, comprehensive professional development for early childhood educators. 相似文献
949.
Susan L. O'Rourke Marie Martin 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):875-882
This paper describes the development of a virtual learning environment using a blend of collaborative technologies and human resources to provide US preservice teachers with an authentic experience of another culture. A core design component is the use of ‘embedded instructors’ who are natives of and living in the target country (N. Ireland) while delivering the course in the USA. The wider issue of the potential depersonalisation of online learning is also addressed, and effective strategies for promoting the human dimension and sustaining learner engagement are described. In the context of globalisation, as well as of the constantly increasing provision of online courses, the course model could be of interest to both the academic and the corporate world. 相似文献