“Exploring this whole thing of social justice” narrative as a tool for critical sociocultural knowledge development in teacher education

Many teacher education programs provide teachers with opportunities to read, write, and discuss critical pedagogy, with the hope that such work will allow them to develop more equitable and just teaching practices. Yet, there often remains a gap between the theoretical discussions of teaching and learning in teacher education classrooms and the pedagogical practice in those teachers’ K-12 classrooms. In this study, we examine how one teacher, Gabriela, used narratives to make connections between her third-grade classroom and the critical concepts she was exploring in a teacher education course. Embedded within an ethnographic case study of an inservice teacher education program, we used a discourse analytic approach to examine both the sociocultural knowledge and the identities Gabriela constructed through narrative as she engaged with issues of language, race, and power within the course. We consider some of the affordances of narrative in this space, including how it allowed Gabriela to integrate her understandings of multiple course topics, to position herself in multiple ways as a teacher, and to disrupt her existing understandings of race and racism in the classroom. This analysis suggests that critically oriented teacher education programs might more intentionally make space for narrative to connect critical theory and pedagogical practice.     

Oxidatively Damaged DNA: A Possible Antigenic Stimulus for Cancer Autoantibodies

Reactive oxygen species (ROS) are cytotoxic at higher concentration resulting in cell death, mutations, chromosomal aberrations or carcinogenesis. In this study DNA was modified by singlet oxygen and superoxide anion radicals generated by illumination of riboflavin under 365 nm UV-light. The modified DNA induced high titre antibodies in experimental animals. In enzyme immunoassay, serum antibodies from cancer patients (n = 34) showed a higher recognition of the modified DNA, as compared to the native form. This was further confirmed by the gel-shift assay. Immune IgG were used as a probe to detect oxidative lesions in the DNA of cancer patients. DNA isolated from lymphocytes of cancer patients proved to be an appreciable inhibitor of the experimentally induced antibodies against the ROS-DNA. This indicates the presence of oxidative lesions in the DNA obtained from cancer patients. The results show that ROS induced oxidative damage to DNA in cancer patients generate neo-epitopes that are alien for the immune system, resulting in autoantibody formation.     

Ionized Calcium Measurement in Serum and Plasma by Ion Selective Electrodes: Comparison of Measured and Calculated Parameters

To determine the concentration of ionized calcium (iCa) collected in lithium heparin and gel tubes and to correlate the measured iCa with calculated iCa. Anaerobic fasting blood samples were simultaneously collected from healthy laboratory workers in lithium-heparin and gel tubes. iCa, pH, total calcium (CaT), total protein and albumin were measured. Ionized Ca was calculated with albumin and globulin values using an appropriate formula. Mean iCa in gel tubes showed a positive constant bias of 0.08 mmol/L (p < 0.001) when compared to lithium heparin results. The mean pH of blood taken in lithium heparin and gel tubes was non-significant (p = 0.3). Measured iCa poorly correlated with CaT (r = 0.2, p = 0.1) and calculated iCa (r = 0.2, p = 0.2). To evaluate the calcium status direct measurement of iCa must be done rather than using the formulae for iCa determination. In addition serum is recommended as the choice of sample for iCa determination in comparison to plasma samples.     

Contested womanhood: women’s education and (re)production of gendered norms in rural Pakistani Muslim communities

In a world marred by the fears of religious extremism, Muslim women have become subjects of various global projects that aim to modernize ‘traditional’ Muslim societies through women’s education and empowerment. Embedded in these discourses is an assumption that all educated Muslim women will empower themselves through challenging the ‘oppressive’ structures of their families and communities. This paper challenges these homogeneous narratives of education and empowerment through highlighting the complexities of educated women’s daily lives in rural Pakistan. We situate the lived experiences of rural educated Pakistani women in global mainstream as well as in local historical narratives regarding the role and purpose of education for women. Our analysis reveals how the educated women participants’ lives were shaped by a complex gendered hierarchy that facilitated educated women to take on new roles while simultaneously requiring them to maintain harmonious relationships with family and community members.     

Oxygen free radical modified DNA: Implications in the etiopathogenesis of Systemic lupus erythematosus

The present study was designed to probe the possible role of singlet oxygen and superoxide anion radical modified DNA in the etiopathogenesis of Systemic lupus erythematosus. These species were generated by the exposure of riboflavin to 365 nm UV light. Modified DNA showed single strand breaks, hyperchromicity at 260nm and decrease in Tm. The modified DNA induced high titer antibodies in experimental animals. The antibodies showed reactivity with various nucleic acid polymers, a property commonly associated with Systemic lupus erythematosus anti-DNA autoantibodies. Systemic lupus erythematosus sera showed preferential binding of modified DNA over native DNA in direct binding and competitive binding solid phase immunoassays and band shift assays. The results suggest for the possible involvement of the singlet- superoxide modified DNA as a potential trigger for anti- DNA autoantibody production in SLE and thus in the etiopathogenesis of the disease.     

Speech: The wedemeyer award, 1989

Beyond the Text: Contemporary Writing on Distance Education. Edited by Terry Evans and Bruce King (Geelong, Victoria, Australia: Deakin University Press, 1991, 264 pp., $25.50 Australian Dollars).     

Mitigating the urban–rural educational gap in developing countries through mobile technology-supported learning

One form of educational inequality is the disparity that exists between urban and rural settings. Equal distribution of quality education is a challenge for developing countries due to the unavailability of resources. Various approaches to equal distribution are distance learning, telecast learning and e-learning; however, these approaches cannot achieve the desired objectives due to their limitations. This research aimed to investigate the interesting question of whether mobile technology can bring urban and rural settings closer together. A mobile application for learning Urdu grammar was designed to measure the learning gains of fourth-grade students at two different schools from urban and rural settings. A quantitative technique, the quasi-experimental pre-test and post-test method, was used to measure the effectiveness of the mobile application. The comparison of the students’ performances at the urban and rural schools illustrated the role of mobile technology in mitigating the educational gap. The present study provides evidence that children from different social backgrounds may benefit equally from mobile technology.     

远程教育研究的演变:来自美国的观点

美国的教育工作者对远程教育的兴趣可以追溯到19世纪80年代开始的函授教育,然后是20世纪30年代至50年代的广播教育,再接下来是60年代到现在的电视教育。但是,直到20世纪下半叶,随着电视教育的发展,系统的远程教育研究才开始建立并兴盛起来。在最初的研究阶段,研究者们主要想知道电视教学是否和课堂教学一样有效。当早期研究表明电视教学和课堂教学在教学效果上并没有统计上的显著差异之后,研究者们开始将他们的注意力转移到对学生个体差异的研究。这使大家更清楚地了解到了远程教育的复杂性,并促使研究者开始通过系统学的方法探讨远程教育中复杂变量的各个层面。