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991.
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
992.
Marcelo Menezes Morato Manh Quan Nguyen Olivier Sename Luc Dugard 《Journal of The Franklin Institute》2019,356(3):1196-1224
This article is concerned with the control of a Semi-Active suspension system of a 7DOF Full Vehicle model, equipped with four Electro Rheological (ER) dampers, taking into account their incipient dissipativity constraints. Herein, a real-time, fast, advanced control structure is presented within the Model Predictive Control framework for Linear Parameter Varying (LPV) systems. The control algorithm is developed to provide a suitable trade-off between comfort and handling performances of the vehicle in a very limited sampling period (), in view of a possible realtime implementation on a real vehicle. The control structure is tested and compared to other standard fast control approaches. Full nonlinear realistic simulation results illustrate the overall good operation and behaviour of the proposed control approach. 相似文献
993.
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
994.
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
995.
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
996.
997.
This study examined parent-child emotion discourse, children's independent social information processing, and social skills outcomes in 146 families of 8-year-olds with and without developmental delays. Children's emergent social-cognitive understanding (internal state understanding, perspective taking, and causal reasoning and problem solving) was coded in the context of parent-child conversations about emotion, and children were interviewed separately to assess social problem solving. Mothers, fathers, and teachers reported on children's social skills. The proposed strengths-based model partially accounted for social skills differences between typically developing children and children with delays. A multigroup analysis of the model linking emotion discourse to social skills through children's prosocial problem solving suggested that processes operated similarly for the two groups. Implications for ecologically focused prevention and intervention are discussed. 相似文献
998.
These studies investigated two hundred and forty-four 24- and 30-month-olds' sensitivity to generic versus nongeneric language when acquiring knowledge about novel kinds. Toddlers were administered an inductive inference task, during which they heard a generic noun phrase (e.g., "Blicks drink milk") or a nongeneric noun phrase (e.g., "This blick drinks milk") paired with an action (e.g., drinking) modeled on an object. They were then provided with the model and a nonmodel exemplar and asked to imitate the action. After hearing nongeneric phrases, 30-month-olds, but not 24-month-olds, imitated more often with the model than with the nonmodel exemplar. In contrast, after hearing generic phrases, 30-month-olds imitated equally often with both exemplars. These results suggest that 30-month-olds use the generic/nongeneric distinction to guide their inferences about novel kinds. 相似文献
999.
The authors used a large sample of children (N ≈ 7,400) participating in the Early Childhood Longitudinal Study--Kindergarten Cohort (ECLS-K) to estimate kindergarten children's academic achievement growth trajectories in reading and mathematics. The authors were particularly interested in whether the growth trajectories of children with learning disabilities (LD) or speech language impairments (SLI)--as well as those of other groups of children--were consistent with a cumulative or compensatory developmental cycle. Both LD and SLI children displayed significantly lower levels of kindergarten reading achievement than nondisabled children. However, and over the subsequent 5 years of elementary school, only children with SLI lagged increasingly behind nondisabled peers in their reading skills growth. The authors observed a different pattern for mathematics achievement. Children with LD, but not SLI, lagged increasingly behind nondisabled children in their mathematics skills growth. The authors also observed some consistency in "poor-get-poorer" effects across reading and mathematic achievement for additional population subgroups. Those kindergarten children who were from lower socioeconomic status families, who were African American, and who more frequently displayed learning-related behavior problems initially had lower levels of reading and mathematics achievement and also lagged increasingly behind in their acquisition of these skills over time. Some groups of children, including those with SLI, experience a cumulative rather than a compensatory cycle of achievement growth. 相似文献
1000.
Problem analysis: Examining the selection and evaluation of data during problem‐solving consultation
The purpose of this study was to analyze how school psychologists engaged in problem analysis during problem‐solving consultation. Five aspects of the problem analysis process were examined: 1) the types of questions participants asked during problem identification, 2) the types of data participants requested, 3) the frequency of requests for each type of data, 4) the use of multiple methods and sources of data across multiple domains, and 5) the criteria used to interpret the data. Four school psychologists were recruited to each complete three fictional consultation cases within a computer‐simulated environment. A qualitative case study method was used. The results of this study revealed how school psychologists used theory, a multidimensional assessment framework, and self‐referent data to analyze a problem. Implications for future research are discussed. © 2011 Wiley Periodicals, Inc. 相似文献