茶果皮多糖理化性质、体外抗氧化活性及对α-葡萄糖苷酶的抑制作用(英文)

研究目的:利用响应面优化茶果皮多糖(TFPP)提取条件,用乙醇分级分段得到4个多糖组分(TFPP-0、TFPP-20、TFPP-40和TFPP-60),并研究其理化性质、抗氧化活性和对α-葡萄糖苷酶抑制作用,为综合高效利用茶果皮多糖资源提供理论基础。创新要点:1.首次将茶果皮作为一种潜在生物资源研究;2.首次研究茶果皮多糖这一功能成分;3.将工艺优化、理化性质和生物活性结合研究。研究方法:三因素三水平响应面设计(见表1),傅里叶转换红外光谱法分析茶果皮粗多糖的功能团结构(见图3),高效液相色谱法检测单糖组分(见表2),2,2'-氨基-二(3-乙基-苯并噻唑啉-6-磺酸)二铵盐(ABTS)自由基清除法(见图4a)和铁离子还原能力法(FRAP)(见图4b)分析茶果皮多糖抗氧化活性。重要结论:1.茶果皮多糖是一种水溶性的酸性杂多糖蛋白复合物;2.乙醇分级是一种有效多糖分离手段;3.茶果皮多糖具有出色的生物活性;4.茶果皮资源可以作为一种可再生生物资源进行深度的开发。     

Best Practices of Library Mobile Website Design: A Literature Review

This article is intended to serve as a guide for librarians developing mobile Websites to be linked to their current library Website. Kroski (2008a) defines the mobile Web as “the World Wide Web accessed through a mobile device, ranging from a cellular phone to an iPod Touch. It includes the entirety of the Web and is not limited to Websites that are specifically designed for mobile viewing” (5). This literature review focuses on the mobile Web, mobile device usage, and best practices for designing mobile Websites for libraries.     

我还能活多久?

或许你正值芳年华月、风华正茂,从未来得及想象生命尽头向自己慢慢逼近的感觉;那种似乎死神就在街的转角处、巷子尾的感觉。你看着自己一步一步正朝着生命的尽头靠近,虽不知生命之弦何时会"嘭"地一声断裂,却清楚知道,这根弦已经绷得不能再紧了。此时,你是否会觉得恐惧,不知所措?作者作为医师,看着患者身临此境,却也在重症面前束手无策。医师有责任让患者了解自己的病情,但是从口中吐出的实情,对于患者而言,永远都似刑判般残酷。     

Developing Resilience from Attachment Anxiety/Avoidance: The Roles of Self-Compassion and Self-Efficacy in An Adolescent Sample in the U.S

International Journal for the Advancement of Counselling - While many studies have focused on resilience development, few have explored resilience development in adolescents with insecure...     

Dynamic changes in perfectionism dimensions and psychological distress among adolescents assessed before and during the COVID-19 pandemic

This prospective longitudinal study evaluated changes in psychological distress among adolescents, pre-pandemic to intra-pandemic, the extent to which within-person and between-person differences in trait multidimensional perfectionism were associated with such changes, and the role of stress in explaining associations between perfectionism and psychological distress. Adolescents (N = 187; 80% female; 78% White, 7% Asian Canadian, 2% Indigenous Peoples in Canada, 2% Black or African Canadian, 2% Latin Canadian, or 9% Other; M_age = 17.96 years) completed online surveys assessing perfectionism (i.e., self-oriented perfectionism and socially prescribed perfectionism), depression, anxiety, and stress pre-pandemic (i.e., March 12, 2020 or earlier) and during Ontario, Canada's first (i.e., March 13, 2020 to July 24, 2020) and second (December 26, 2020 to February 7, 2021) government-mandated lockdowns. Between-person differences and within-person changes in multidimensional trait perfectionism were associated with increases in psychological distress and perceived stress. Perceived stress served as an intermediary pathway linking multidimensional trait perfectionism to psychological distress during the pandemic.     

Understanding the Lived Experiences of University Students with Autism Spectrum Disorder (ASD): A Phenomenological Study

This study sought to describe factors impacting the success of students with ASD in university programmes. Semi-structured interviews were conducted to gather both the students’ personal perspectives of their university experience and the perspectives of a significant person in their life. An interpretative phenomenological approach was utilised to ascertain common factors that contributed or posed a barrier to students experiencing success in their studies. Findings revealed that students with ASD felt their internal influences of determination, perseverance and passion in their areas of academic interests, greatly impacted on their ability to achieve successful outcomes in university, but these factors were always mitigated by the degree to which they experienced anxiety, depression and isolation. Participants also highlighted the importance of mediating factors in helping them to manage their social–emotional needs so they could pursue their interests and achieve success in university programmes.     

Leading for Change: School Leader Advocacy for Undocumented Immigrant Students

School leaders can ally with other educational stakeholders to encourage undocumented student persistence in Pk-12 schools. We explore (1) how school leaders create systems of support for undocumented and newly arrived immigrant students, and (2) how school leaders interpret and implement policies or school structures that affect student educational access. Border crossing theory guides our examination of how school leaders traverse and transgress borders that can impede students' education. This embedded case study included interviews with nine administrators working on the US-México border. The study finds that leaders expected to make a difference in students' lives by focusing on relationships and programming, committing to equity, and resisting deficit thinking about students and their families.     

Negotiating insider–outsider status in ethnographic sports research

Abstract

When engaging with ethnographic research to understand symbols associated with a club and its fan base, researchers need to reflect on the role of the ethnographer and the extent to which we can or should immerse ourselves in the field, and the importance of the insider–outsider balance. This article details how we came to understand our position as American women studying a hypermasculine English sport, including how we “worked the hyphen” (Fine, 1994). For two years, we conducted research with fans and employees of Barclays Premier League side Aston Villa Football Club. While each of these characteristics (being American and being women) might individually have been a disadvantage, we found that being double outsiders helped us open doors and gain access. This experience allowed us to meaningfully understand the symbols that create, maintain, and mediate fandom within the AVFC community.     

Drivers and barriers to the utilisation of gamification and game-based learning in universities: A systematic review of educators' perspectives

While gamification and game-based learning have both been demonstrated to have a host of educational benefits for university students, many university educators do not routinely use these approaches in their teaching. Therefore, this systematic review, conducted using the PRISMA guidelines, sought to identify the primary drivers and barriers to the use of gamification and game-based learning by university educators. A search of multiple databases (Web of Science, Scopus and EBSCO (Business Source Complete; ERIC; Library, Information Science & Technology Abstracts)) identified 1330 articles, with 1096 retained after duplicates were removed. Seventeen articles (11 quantitative, two mixed-methods and four qualitative) were included in the systematic review. The primary drivers described by the educators that positively influenced their gamification and game-based learning usage were their beliefs that it encourages student interactions and collaborative learning; provides fun and improves engagement; and can easily be used by students. Alternatively, the university educators' major barriers included a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues. Many of these and other less commonly reported drivers and barriers can be categorised as attitudinal, design-related or administrative in nature. Such categorisations may assist university educators, teaching support staff and administrators in better understanding the primary factors influencing the utilisation of gamification and game-based learning and develop more effective strategies to overcome these barriers to its successful implementation.

Practitioner notes

What is already known about this topic

• Gamification and game-based learning may have many benefits for university students.
• The majority of university educators do not routinely use gamification and game-based learning in their teaching.

What this paper adds

• University educators' major drivers that positively influence the use of gamification and game-based learning include their perceptions that it encourages student interactions and collaborative learning, provides fun and improves engagement and can easily be used by students.
• University educators' major barriers that negatively influence the use of gamification and game-based learning include their perceptions of a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues.
• These drivers and barriers may be classified as attitudinal, design-related and administrative, with these categories providing a useful way for universities to develop strategies to better support educators who wish to use these approaches in their teaching.

Implications for practice and policy

• Attitudinal factors such as university educators' intention to use gamification and game-based learning are influenced by a host of their perceptions including attitude, perceived usefulness and ease of use.
• A range of design-related and administrative barriers may need to be overcome to increase the use of gamification and game-based learning in the university sector.

     

Teaching One-Way ANOVA with engaging NBA data and R Shiny within a flexdashboard

This paper provides introductory statistics instructors with the capacity to use engaging National Basketball Association (NBA) data within a web application to either strengthen students' understanding or introduce the concept of variance and one-way analysis of variance. Using engaging data within the classroom provides context to data that students deem applicable to their lives. This paper not only provides a lesson plan for teaching these concepts but also provides a web application and the engaging NBA dataset if the instructor decides to use the app or the data in another context. The NBA data selected to focus on the debate “Who is the greatest NBA player of all time?”. By using context students are familiar with and interested in, we can get them interested in and further engaged in statistics.