Serum apolipoproteins in the patients of myocardial infarction in different age groups

The level of serum cholesterol (Ch), serum-high density lipoprotein cholesterol (HDLc), serum-low density lipoprotein cholesterol (LDLc), serum very low density lipoprotein cholesterol (VLDLc), Triglyceride (Tg), Apolipoprotein A-1, B and ratio of Apolipoprotein A1/B were observed in 151 survivors of myocardial infarction in different age groups. A significant increase was found in the level of triglyceride, LDLc, apolipoprotein-B and a significant decrease in apolipoprotein-A1 and the ratio of apolipoprotein A1/B. No significant alteration was found in serum cholesterol, HDLc except in the age group of 31–40 years and 41–50 years and VLDLc. Thus, serum Apo A-1 and Apo-B may be considerably better markers for coronary artery disease than traditional lipid parameters.     

Using an Attribution Support Tool to Enhance the Teacher Efficacy of Student Science Teachers

To increase the teacher efficacy of student teachers, they need positive classroom experiences: mastery experiences. These mastery experiences have to be created by the student teachers themselves. Therefore, student teachers need a tool to better understand problematic teaching experiences and help them create positive classroom experiences. Nine student biology teachers used this attribution support tool when reflecting on multiple lessons taught in classes they considered difficult. They scored their lessons and filled in a teacher efficacy questionnaire after each lesson. The results show that teacher efficacy increased and the number of failures during the lessons decreased; on average, the self-awarded marks per teacher per lesson increased, indicating an increase in mastery experiences. Therefore, the attribution tool seems to be a promising tool for student teachers to enhance their teacher efficacy and to support reflection on problematic teaching experiences.     

The Psychological Contracts of Undergraduate University Students: Who Do They See as Exchange Partners,and What Do They Think the Deals Are?

The relationship between students and their academic institution is based on exchange. However, we have limited knowledge regarding how many exchanges students perceive, who (or what) the perceived exchange partners are, and what the perceived terms of those exchanges contain. To address this gap, we utilized a mixed-method approach to explore and describe the psychological contracts of two sets of undergraduate university students: newly entering freshman, and experienced university students. Results clearly demonstrated that students perceive numerous psychological contracts relevant to their education with a variety of partners both inside and at the boundaries of the institution. Results also demonstrated that these contracts are qualitatively and quantitatively distinct. The overarching implication of these findings is that students navigate a web of diverse exchange partners, and it would be a mistake for educators and researchers to focus exclusively on one or few relationships presupposed to be most important.     

A General Framework for the Validation of Embedded Formative Assessment

In educational practice, test results are used for several purposes. However, validity research is especially focused on the validity of summative assessment. This article aimed to provide a general framework for validating formative assessment. The authors applied the argument‐based approach to validation to the context of formative assessment. This resulted in a proposed interpretation and use argument consisting of a score interpretation and a score use. The former involves inferences linking specific task performance to an interpretation of a student's general performance. The latter involves inferences regarding decisions about actions and educational consequences. The validity argument should focus on critical claims regarding score interpretation and score use, since both are critical to the effectiveness of formative assessment. The proposed framework is illustrated by an operational example including a presentation of evidence that can be collected on the basis of the framework.     

Attachment over time

Continuity in attachment classification from infancy to late adolescence was examined and related to autobiographical memories of childhood, divorce, and maladjustment. Eighty-four White middle-class children (48 girls) were seen in a modified Strange Situation at 12 months and given the Adult Attachment Interview at 18 years. In addition, data were collected on 13-year-olds' childhood recollections as well as adolescent, mother, and teacher ratings of maladjustment at 13 and 18 years of age. Divorce status of parents also was obtained. Results indicated no continuity in attachment classification from 1 to 18 years of age and no relation between infant attachment status and adolescent maladjustment. Divorce was related to 13-year-olds' childhood recollections as well as to insecure attachment status at 18 years. Eighteen-year-olds with insecure attachment classification were more likely to rate themselves as maladjusted. The results support the idea of attachment as an evolving representation dependent upon the nature of the family environment as indexed by divorce.