Establishment of Trimester-Specific Reference Intervals of Serum TSH & fT4 in a Pregnant Indian Population at North Kolkata

Reference intervals (RIs) of serum thyroid stimulating hormone (TSH) and free thyroxine (fT₄) were determined in 402 healthy pregnant women by enzyme-linked immunosorbent assay (ELISA) technique after partitioning them into three trimesters. The reference population was chosen from a study population of 610 pregnant females by applying strict inclusion and exclusion criteria. The assays were done using proper quality control measures. RIs were calculated from the central 95 % of the distribution of TSH and fT₄ values located between the lower reference limit of 2.5 percentile and upper reference limit of 97.5 percentile value 0.90 confidence intervals for the upper and lower reference limits were also determined. The reference intervals for TSH were 0.25–3.35 μIU/ml for the first trimester; 0.78–4.96 μIU/ml for the second trimester and 0.89–4.6 μIU/ml for the third trimester. Similarly, the reference intervals for fT₄ for first, second and third trimesters were 0.64–2.0, 0.53–2.12 and 0.64–1.98 ng/dl respectively. The values thus obtained varied from those provided by the kit literature. In comparison to our derived reference intervals, the reference data from kit manufacturer under-diagnosed both subclinical hypo- and hyper-thyroidism within our pregnant reference population.     

Correlation of Serum Homocysteine Levels with the Severity of Coronary Artery Disease

Coronary artery disease (CAD) has become the most common cause of mortality in the entire world. Homocysteine is implicated as an early atherosclerotic promoter. We studied the relationship between levels of serum homocysteine with severity of coronary artery disease. Total of 70 subjects who scheduled for coronary angiogram consented to participate in this study. In all the patients Gensini scoring system was used to assess the severity of CAD. Venous samples were taken from the patients in fasting state before angiography. Homocysteine levels in patients were measured by enzyme linked immunosorbant method and were compared with respective Genseni scores of participants. Fasting serum homocysteine levels in CAD patients were significantly higher than patients without coronary artery disease (p < 0.001). Also Homocyseine levels correlated significantly with increasing severity of CAD (p < 0.001). Serum homocysteine levels correlated well with the severity of CAD.     

Preparation for lifelong learning using ePortfolios

Rapid technological change, increasing globalization and a changing world of employment with multiple roles during one's professional life are necessitating a change from knowledge to learning societies. Full participation requires lifelong learning skills, meaning the ability to solve problems, work both independently and in a team, communicate effectively in all formats and on all levels, and self-direct one's learning and professional development needs. Universities need to take responsibility in preparing students for lifelong learning. While engineering and science degrees traditionally do not emphasize the importance of lifelong learning skills new programmes of study are now being introduced, often using electronic portfolios to support engagement with learning objectives and reflection. This article describes an electronic portfolio initiative that is targeted at engineering and computer science students. The initiative aims to create awareness among students on the nature and importance of lifelong learning skills, to facilitate the development of such skills and to assist students in showcasing their competence regarding these skills. Interviews with industry representatives regarding the characteristics of a lifelong learner and the values of constructing and presenting portfolios were conducted and have resulted in strong support for the electronic portfolio initiative. The article provides background on lifelong learning and electronic portfolios, outlines the design of the initiative and then focuses on feedback from industry representatives.     

Impact of model-based science curriculum and instruction on elementary students' explanations for the hydrosphere

Developing scientific literacy about water systems is critical for K-12 students. However, even with opportunities to build knowledge about the hydrosphere in elementary classrooms, early learners may struggle to understand the water cycle (Forbes et al., 2015 ; Gunckel et al., 2012 ; Zangori et al., 2015 ; Zangori et al., 2017 ). Scientific modeling affords opportunities for students to develop representations, make their ideas visible, and generate model-based explanations for complex natural systems like the water cycle. This study describes a comprehensive evaluation of a 5-year, design-based research project focused on the development, implementation, revision, and testing of an enhanced, model-centered version of the Full Option Science System (FOSS) Water (2005) unit in third grade classrooms. Here, we build upon our previous work (Forbes et al., 2015 a; b; Vo et al., 2015 ; Zangori et al., 2015 ; Zangori et al., 2017 ) by conducting a comparative analysis of student outcomes in two sets of classrooms: (1) one implementing the modeling-enhanced version of the FOSS Water unit developed by the research team (n = 6), and 2) another using the standard, unmodified version of the same curricular unit (n = 5). Results demonstrate that teachers in both conditions implemented the two versions of the curriculum with relative fidelity. On average, students exposed to the modeling-enhanced version of the curriculum showed greater gains in their model-based explanations for the hydrosphere. Engagement in scientific modeling allowed students to articulate hydrologic phenomena by (1) identifying various elements that constitute the hydrosphere, (2) describing how these elements influenced the movement of water in the hydrosphere, and (3) demonstrating underlying processes that govern the movement of water in the hydrosphere.     

Graphosyllabic analysis helps adolescent struggling readers read and spell words

Adolescents with word-reading skills below grade level were randomly assigned to one of three conditions. Those receiving interventions practiced reading 100 multisyllabic words, either by analyzing graphosyllabic units in the words or by reading the words as unanalyzed wholes. The third group received no special instruction. Posttests revealed that graphosyllabic instruction helped students to decode novel words, remember how to read words with practice, and remember the spellings of words when compared to controls. In contrast, whole-word instruction yielded no benefit on transfer tasks compared to controls. Effects were observed primarily among adolescents reading at a third-grade-equivalent level and less so at a fourth- and fifth-grade-equivalent level. Results are consistent with a connectionist view of word learning and indicate the importance of providing struggling readers with instruction and practice in how to fully analyze the graphosyllabic constituents of words.     

Rethinking environmental science education from indigenous knowledge perspectives: an experience with a Dene First Nation community

This auto-ethnographic article explores how land-based education might challenge Western environmental science education (ESE) in an Indigenous community. This learning experience was developed from two perspectives: first, land-based educational stories from Dene First Nation community Elders, knowledge holders, teachers, and students; and second, the author’s critical self‐reflections focusing on how land-based education could offer unlearning, rethinking, relearning, and reclaiming ESE. This auto-ethnography provides particular insights into who we are as environmental educators, the challenges in Western ESE, why land-based education matters, why and how a significant move should be made from Western ESE to land-based ESE, and how land-based education offers a bridge between Western and Indigenous education.     

A study of spectrin and lipid peroxidation of red blood cell membrane in thalassaemia carrier

The aim of the present work is to understand the lipid peroxidation of RBC membrane and the spectrin protein content of RBC membrane cytoskeleton of thalassaemic carrier state (trait) of β and hemoglobin E variant (HbE). We have measured the hemoglobin (Hb), malondialdehyde (MDA) and spectrin content of RBC membrane of thalassaemic carrier. The spectrin content (α and β band) of both β and HbE carrier was not changed than normal individuals. However, lipid peroxidation of RBC membrane was significantly increased in both β and HbE trait, and Hb level was also decreased in thalassaemic carrier. It may be assumed that oxidative damage by excess lipid peroxidation may have no role on irreversible membrane damage in β thalassaemia and HbE thalassaemia carrier.     

A framework for mobile apps in colleges and universities: Data mining perspective

The Enterprise mobility communication technology provides easy and quick accessibility to data and information integrated into one single touch point device. This device incorporates or integrates all the processes into small applications or App and thus increases the workforce capability of knowledge workers. “App” which is a small set of programming statements installed on a mobile device. It facilitates the easy retrieval of information while the users are mobile. A single touch point can be loaded with the required data and information all the time. The readiness and availability of data facility can reduce the turnaround response time. The application of mobile technology has already picked up the market in distinguished domain worldwide. In the Indian education sector this technology is yet to be adopted. This paper aims at showing how enterprise mobility can facilitate the University system and user preferences in the mobile App. The paper also highlights how data mining techniques can be applied to various processes, hence exploring user patterns. A new model using data mining techniques is proposed.