TPMS: A performance support tool for cisco training program managers

Conclusion This paper has explored the impact of TPMS, a performance management and support tool for trainers, on the work of Training Project Managers on the Customer Advocacy Training team within Cisco Systems. TPMS was shown to support the work of PMs through all stages of the ADDIE model. While its focus on the management of the training development process makes it different from other ID tools, TPMS is nonetheless a tool that supports the work of instructional designers. Depending on the route the CA team chooses to follow, TPMS could evolve to a Knowledge Management System (KMS) ID that not only manages the development process but also provides more advanced capabilities for collaboration.     

Hyperinsulinemia predisposes to NAFLD

Metabolic syndrome contributes to pathogenesis of Type-2 diabetes and CAD. Insulin Resistance is the key factor of metabolic syndrome implicated in development of Non Alcoholic Fatty Liver Disease (NAFLD). In present study we have investigated the prevalence of NAFLD in metabolic syndrome and contribution of metabolic risk factors in causation of NAFLD in non-diabetic North Indian male population. The study was conducted on 495 non-diabetic, nonalcoholic subjects (age 30–65 years). Metabolic Syndrome was assessed by using ATP III and ADA (2005) criteria. Anthropometric factors-Waist circumference and blood pressure were measured. Fasting serum samples were analyzed for Glucose, Triglycerides, Cholesterol and its fractions, Insulin, Alanine transaminase, Aspartate transaminase, Gamma glutamyl transferase and free fatty acids. Insulin resistance was estimated by Homeostasis Model and Insulin sensitivity by QUICKI Index. Liver ultrasonographic scanning was used for assessing fatty liver. The prevalence of metabolic syndrome and NAFLD was 24% and 14.8% respectively in non-alcoholic population and 27% of metabolic syndrome had NAFLD which was associated with hyperinsulinemia, insulin resistance, insulin insensitivity along with elevated levels of waist circumference, blood pressure, triglyceride, FFA and decreased HDL-Cholesterol. The prevalence of NAFLD increased with insulin resistance and clustering of metabolic risk factors.     

CRISPR/Cas-New Molecular Scissors in Diagnostics and Therapeutics of COVID-19

The current pandemic of COVID-19, with its climbing number of cases and deaths, has us searching for tools for rapid, reliable, and affordable methods of detection on one hand, and novel, improved therapeutic strategies on the other. The currently employed RT-PCR method, despite its all-encompassing utility, has its shortcomings. Newer diagnostic tools, based on the Clustered Regularly Interspaced Short Palindromic Repeats/Cas(CRISPR-Cas) system, with its better diagnostic accuracy measures, have come up to fill that void. These assay platforms are expected to slowly take up the place of COVID-19 diagnostics. Further, the current therapeutic options focus mainly on counteracting the viral proteins and components and their entry into host cells. The CRISPR-based system, especially through the RNA-guided Cas13 approach, can identify the genomic characteristics of SARS-CoV-2 and provide a novel inhibition strategy for coronaviruses. In this mini-review, we have discussed the available and upcoming CRISPR-based diagnostic assays and the potential of the CRISPR/Cas system as a therapeutic or prevention strategy in COVID-19. CRISPR-Cas system shows promise in both diagnostics as well as therapeutics and may as well change the face of molecular diagnosis and precision medicine.     

Towards a Pedagogy of Counterculture/Countering Culture: Globalization and the Case of Asian American Literature

The Seattle protests of November 1999 deserve a second look in the wake of recent and certainly lesser antiglobalization protests.     

Variables affecting teachers' attitudes towards inclusive education in Bangladesh

Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was conducted in the context of primary education in Bangladesh aiming to examine variables influencing teachers' attitudes towards inclusion of students with disabilities in regular classrooms. Data for the study was collected from 738 teachers working in 293 government primary schools in Bangladesh. The results indicated that perceived school support for inclusive teaching practices and a range of demographic variables including previous success in teaching students with disabilities and contact with a student with a disability were associated with more positive attitudes of the teachers towards the inclusive education. The results are discussed with possible implications for educators, policy‐makers and international organisations working on the implementation of inclusive education.     

Measuring teacher efficacy to implement inclusive practices

The purpose of this study was to develop an instrument to measure perceived teacher efficacy to teach in inclusive classrooms. An 18‐item scale was developed on a sample of 607 pre‐service teachers selected from four countries (Canada, Australia, Hong Kong and India). Factor analysis of responses from the sample revealed three factors: efficacy in using inclusive instruction, efficacy in collaboration and efficacy in dealing with disruptive behaviours. The alpha coefficient for the total scale was 0.89. Alpha coefficients for the three factors ranged from 0.85 to 0.93. Reliability analysis for the total scale as well as factors for each country suggested that the scale provides a reliable measure of pre‐service teacher perceptions of self‐efficacy for inclusion across different countries.     

Jung,Insung & Latchem,Colin ed (2012) Quality assurance and accreditation in distance education and e‐learning Routledge (New York & London) isbn 978‐0‐415‐88735‐9 285 pp $44.95http://www.routledge.com/books/details/9780415887359/

Informative, useful, and with practical inputs on quality assurance and accreditation in open, distance and e‐learning education, this book is worthy to be consulted by teachers, researchers, quality technicians, practitioners, and policy makers. If the content of this book is likely to be relevant to you, you should arrange to borrow a copy for a while. Ramesh Sharma     

An Evaluation of the Impact of 1:1 Laptops on Student Attainment in Senior High School Sciences

Our study capitalized on a unique natural experiment rather than a researcher-designed, randomized experiment whereby, thanks to the Australian Government's Digital Education Revolution, half of grade 9 students in 2008 received laptops and half did not. Consequently in late 2011, when these students sat for their grade 12 external examinations based on the same curriculum implemented across the state of New South Wales, half of them had been schooled with 1:1 laptops for over three years, and half without. With school principals and district administrators asking the question ‘what will these laptops do to our examination results?' this dichotomous scenario presented us with a unique opportunity to find out. The aim of this study was to evaluate if having 1:1 laptops was a predictor of success in the sciences in the external examinations. The science students (N?=?967) from 12 high schools in Sydney, Australia were studied. Using socio-demographic, school and examination data, multiple regression analyses were performed to measure the impact of the 1:1 laptop provision and other variables on student attainment in biology, chemistry and physics. We found that being schooled with 1:1 laptops had statistically significant and positive standardized regression coefficients with student attainment, with a medium effect size in physics (0.38), and small effect sizes in biology (0.26) and chemistry (0.23). Upon further investigation, exploring data provided by student and teacher questionnaires, we found that the greater effect size in physics corresponded with greater use of simulations and spreadsheets by students and teachers.