Extraction of DNA suitable for PCR applications from mature leaves of Mangifera indica L.     

Muhammad Abubakkar Azmat  Iqrar Ahmad Khan  Hafiza Masooma Naseer Cheema  Ishtiaq Ahmad Rajwana  Ahmad Sattar Khan  Asif Ali Khan 《Journal of Zhejiang University. Science. B》2012,13(4):239-243

Good quality deoxyribonucleic acid (DNA) is the pre-requisite for its downstream applications. The presence of high concentrations of polysaccharides, polyphenols, proteins, and other secondary me- tabolites in mango leaves poses problem in getting good quality DNA fit for polymerase chain reaction (PCR) applications. The problem is exacerbated when DNA is extracted from mature mango leaves. A reliable and modified protocol based on the cetyl- trimethylammonium bromide (CTAB) method for DNA extraction from mature mango leaves is described here. High concentrations of inert salt were used to remove polysaccharides; Polyvinylpyrrolidone (PVP) and β-mercaptoethanol were employed to manage phenolic compounds. Extended chloroform-isoamyl alcohol treatment followed by RNase treatment yielded 950?1050 μg of good quality DNA, free of protein and RNA. The problems of DNA degradation,contamination, and low yield due to irreversible binding of phenolic compounds and coprecipitation of polysaccharides with DNA were avoided by this method. The DNA isolated by the modified method showed good PCR amplification using simple se- quence repeat (SSR) primers. This modified protocol can also be used to extract DNA from other woody plants having similar problems.  相似文献   

Investigating importance and key factors for information governance implementation in Nigerian Universities     

Muhammad  Jika Saidu  Miah  Shah J.  Isa  Azman Mat  Samsudin  Ahmad Zam Hariro 《Education and Information Technologies》2022,27(4):5551-5571

Education and Information Technologies - Information governance (IG) embraces underlying necessities to organize information using consistent method for meeting organizational needs. This demand...  相似文献   

The doctorate unbound: relationality in doctoral literacy research     

Karen Gravett  Marion Heron  Adeeba Ahmad 《Literacy》2023,57(3):305-314

What do literacy events look and feel like for doctoral students, and how do these events overlap intertextually, materially and relationally? The last three decades have seen a rapid diversification in doctoral education where new opportunities for study, combined with an increasingly competitive landscape, have disrupted what it means to undertake a doctorate, as well as reshaping the literacy practices that comprise doctoral experiences in new ways that have not been fully explored. To understand literacies in new ways, we put to work the construct of literacy-as-event, and engage ideas from assemblage theory, to theorise the relationality of literacy practices. Crucially, our study seeks to examine how literacies are emergent and entangled within a wider network of relations. This article draws on data from interviews involving critical incidents with 12 doctoral students, in order to unpack the literacy moments, beyond the thesis, that comprise students' experiences. Our data suggest that we can understand doctoral literacies, not as bounded occurrences, but as assemblages of practices. We contend that thinking with concepts of assemblage and of event offers new insights into the evolving experiences of doctoral students, as well as offering an enriched understanding of literacies and literacy research.  相似文献   

Fundamentalism or pluralism: Iranian youth’s orientation     

Nourollah Pasha  Zaid Ahmad 《British Journal of Religious Education》2014,36(3):298-314

Islamic fundamentalism is an extreme perception of Islam that views ‘the “Other” as the enemy demonized’ against the ‘West’, which also views the Muslim ‘enemy within’. In contrast, pluralism perceives ‘others’ as different people, with different values from us. While the fundamentalist seeks to engage in war with the enemy/other, pluralism tolerates difference/conflict with others in peace and in the spirit of mutual acceptance. This article spells out the potential contributions to research regarding fundamentalism stemming from different approaches in Iran. Drawing on data collected from 31 individual in-depth interviews with Tehranian high school students and 206 questionnaires that were filled in by students who were randomly selected from 4 of 19 zones of Education in Tehran, their perceptions about pluralism and fundamentalism will be presented. The aim is to help move debate about fundamentalism beyond the pejorative labelling and to explore the concept of fundamentalism and pluralism in an Iranian context. As a case study, Tehranian pre-university students’ point of view about fundamentalism and pluralism will be discussed, in order to comprehend attitudes to fundamentalism and pluralism on the part of Iranian young people.  相似文献   

The effects of teaching self-determination skills on the externalizing behaviors of students with emotional behavioral disorders     

Zahra Mansurnejad  Amir Ghamarani  Ahmad Yarmmohamadiyan 《Emotional and Behavioural Difficulties》2019,24(2):196-203

The purpose of the present study was to examine the effects of teaching self- determination skills on the externalizing behaviors of students with emotional and behavioral disorders. The Research method was quasi experimental with pre and post- test and control group. To achieve our goals, thirty students who received high scores in the Child Behavior Checklist (CBCL) were selected and randomly assigned to either the experimental group (N = 15) or the control group (N = 15). Students in the experimental group participated in 16 sessions (1 session per week) receiving Self determination curriculum (Field and Hoffman’s model) intervention, and the control group did not receive any training. The Child Behavior Checklist (CBCL) by participants was completed before and after intervention. MANOVA was used for data analysis. The findings showed that the effects of teaching self- determination skills on decreasing the externalizing behaviors of students with emotional and behavioral disorders was significant. The emerged finding can have clinical applications in prevention and treatment of student’s behavioral disorders. Implications and future directions for research and practice are discussed.  相似文献   

Quadrupole ion traps     

Pushpa M. Rao  Richard D’Souza  S. A. Ahmad 《Resonance》2001,6(4):22-37

During the last two decades there has been tremendous progress in the technique of trapping and cooling ions using quadrupole ion traps. Using these trapping techniques one can have charged particles of a single species confined near the trap centre, which enables to carry out studies of these ions in a well-controlled environment. The long storage times of the ions, possible in these traps, results in the elimination of transit-time broadening making it possible to do precision spectroscopic measurements on these ions. Several important experiments with single electron or ion have been undertaken to address problems related to basic physics, such as the measurement of the electron radius, precision measurements of fundamental parameters and tests of the predictions of quantum mechanics.  相似文献   

Teaching and learning about science practices: insights and challenges in professional development     

Ahmad Qablan 《Teacher Development》2016,20(1):76-91

The purpose of this study was to determine if science teachers showed a change in their ability to design and implement science lessons that integrate twenty-first century science practices as a result of their participation in a subject-specific professional development program. A qualitative design utilizing inductive analysis was used to investigate teachers’ ability to design inquiry-oriented lessons and implement them in the classroom. Eight science teachers participated in the study. Findings showed that teachers have benefited from their participation in the program and were able to plan and implement their inquiry-oriented lesson plans and implement them in the classroom. The analysis also showed that teachers were not able to demonstrate their ability in two dimensions of inquiry (asking scientifically oriented questions and designing and carrying out investigations). Finally, several suggestions were presented to modify the program’s training materials to focus more on these two dimensions of inquiry.  相似文献   

Modern Traditions? British Muslim Women and Academic Achievement     

Fauzia Ahmad 《Gender and education》2001,13(2):137-152

Participation rates in higher education for British South Asian Muslim women are steadily increasing. The aim of this article, therefore, is to explore motivations and influences for entering higher education and to consider how these may contribute to current discourses surrounding Muslim women in Britain. The possible impact higher education may have on their future relationships and lifestyle choices is also briefly considered. Various notions of 'agency' have been expressed that are characteristic of the ongoing complex assessments made by these women in relation to both perceived familial obligations and their own aspirations. Their articulations suggest that higher education is increasingly viewed as a necessary asset in maintaining and gaining social prestige. This preliminary research indicates that young South Asian Muslim women are continually negotiating and renegotiating their cultural, religious and personal identities and that these processes operate in complex and sometimes contradictory ways.  相似文献   

Learning support and academic achievement among Malaysian adolescents: the mediating role of student engagement     

Zalizan M. Jelas  Norzaini Azman  Hutkemri Zulnaidi  Nor Aniza Ahmad 《Learning Environments Research》2016,19(2):221-240

The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students’ perceived learning support from parents, teachers and peers, and contribute to their academic achievement. Malaysian adolescents (aged 12–17 years, N = 2359) completed a self-administered questionnaire based on an adapted version of the Student Engagement And Learning Support Scale. Item and factor analyses were performed to ensure appropriate psychometric properties of the scales. Pearson correlation analysis identified the relationship between variables and structural equation modelling was conducted to identify the role of student engagement as a mediator between learning support and academic achievement. The study provides empirical support for the hypothesis that perceptions of learning support influence adolescents’ affective, behavioural and cognitive engagement in school in different ways, which in turn influences their academic achievement. Cognitive engagement seemed to be the best predictor of academic achievement and the strongest mediator for all three types of learning support. Behavioural engagement was negatively associated with academic achievement, and affective engagement did not have a direct relationship with academic achievement, although it contributed indirectly through cognitive and behavioural engagement. The results of this study provide a basis for policy makers to initiate prevention and intervention programs for increasing the quality of parent–child, teacher–student and peer–peer relationships which ultimately could lead to improved academic competence and outcomes.  相似文献   

Heterogeneity in Perceptions of Parenting Among Arab Refugee Adolescents in Jordan          下载免费PDF全文

Judith G. Smetana  Ikhlas Ahmad 《Child development》2018,89(5):1786-1802

Heterogeneity in parenting was examined in 883 Arab refugee adolescents in Jordan (M_age = 15.01 years, SD = 1.60). Latent profile analyses of five parenting dimensions rated separately for mothers and fathers yielded authoritative, authoritarian, indifferent, punitive, and for mothers, permissive profiles, with most mothers (60%) and fathers (66%) classified as authoritative. Parenting was more often authoritative for women than men and punitive (for fathers) or permissive (for mothers) of boys than girls. Authoritative fathers and authoritarian mothers were better educated than punitive parents, whose offspring reported more norm breaking and internalizing symptoms and lower academic achievement than other youth. Adjustment was better when adolescents had at least one authoritative parent than when parents were either consistent or discrepant but nonauthoritative.  相似文献