Validity of acute phase proteins and trace metals as adjuncts in viral hepatitis A and B     

Saad A. Noeman  Kommajosyula Sharada  Hassan El-Bena  Samia EL Dardery  Khalid AL Sawaf 《Indian journal of clinical biochemistry : IJCB》1994,9(1):40-42

The level of seven acute phase proteins was estimated together with copper and zinc in two groups of 15 children each suffering from hepatitis A (HAV) or Hepatitis B (HBV). The mean concentration of α-1 antitrypsin, α-2 macroglobulin, ceruloplasmin, C3 and copper was increased uniformly in both the types of viral hepatitis. α-1 acid glycoprotein, haptoglobin and zinc levels were decreased in both the infections. A significant decrease in albumin level was observed in HAV while the decrease was not significant in HBV. All the paramenters were repeated after one month on the day of discharge following the disappearance of clinical signs and symptoms wherein the haptoglobin level returned to normal in HAV. No change was observed in the level of other acute phase proteins. The level of the trace elements returned to normal. The observed increase in the levels of acute phase proteins at the onset does not seem to have any significant relation to the subsequent course of the disease. However, the level of acute phase proteins and other biochemical parameters may indicate a delayed biochemical recovery phase in conjunction with the underlying hepatic pathological changes in the course of viral hepatitis in spite of clinical recovery.  相似文献   

Validating the Watson Glaser Critical Thinking Appraisal     

Karma El Hassan  Ghida Madhum 《Higher Education》2007,54(3):361-383

This study validated the Watson Glaser Critical Thinking Appraisal (WGCTA) on a sample of 273 private university students in Lebanon. For that purpose, evidence for construct validation was investigated through identifying the test’s factor structure and subscale total correlations, in addition to differences in scores by gender, different levels, and streams using a series of ANOVA tests. Evidence for the test’s reliability and concurrent validity was also collected. Moreover, students in five courses that emphasize critical thinking were pre–post tested using the WGCTA. Exploratory factor analysis revealed a unidimensional factor while results showed no significant differences in scores on the WGCTA between males and females or between students at different levels except for graduate students in the Business stream. Furthermore, results revealed significant differences for the senior students between different streams. Finally, results showed no statistically significant changes in the mean scores of students who were pre- and post-tested except for nursing students. The test’s significant correlations with various criterion measures provided evidence of its convergent and divergent validities. The results were discussed in terms of the nature of the construct itself, and the effects of training and effective instructional strategies on growth of critical thinking. Recommendations for future research were proposed.  相似文献   

Student control ideology and the science classroom environment in urban secondary schools of sudan     

Harold Harty  Hassan A. Hassan 《科学教学研究杂志》1983,20(9):851-859

An examination was made concerning the relationships between Sudanese secondary science teachers' pupil control ideology and their students' perceptions/observations of the psychosocial environment of their science classrooms. One hundred secondary science teachers were classified as possessing humanistic (N = 20) or custodial (N = 20) control ideologies. A class (N = 40) of students was randomly selected for every teacher in both groups. The findings revealed that no significant relationships existed between the control ideologies of the teachers and their students' perceptions/observations of the classroom environment. Custodialism in control ideology was significantly related to the classroom environment psychosocial aspect of low “support.” Discussion and implications of the findings have been approached from both Sudanese and American perspectives.  相似文献   

Applying the International Medical Graduate Program Model to Alleviate the Supply Shortage of Accounting Doctoral Faculty*     

Hassan R. HassabElnaby  David D. Dobrzykowski  Oanh Thikie Tran 《Decision Sciences Journal of Innovative Education》2012,10(2):271-294

Accounting has been faced with a severe shortage in the supply of qualified doctoral faculty. Drawing upon the international mobility of foreign scholars and the spirit of the international medical graduate program, this article suggests a model to fill the demand in accounting doctoral faculty. The underlying assumption of the suggested model is that there is enough qualified international accounting doctoral scholars who are willing to work in the United States because of natural and artificial benefits, such as the existence of national innovation, knowledge‐intensive clusters system, favorable working conditions, and career and earning prospects. A 10‐week International Accounting Post‐Doctoral Program (IAPDP) is designed to prepare academically competent international accounting faculty to be qualified to work in the United States at AACSB International‐accredited institutions. A survey was employed to examine the viability of the proposed model. Our results indicate that qualified international accounting doctoral scholars are interested in the suggested model and the nondoctoral U.S. accounting programs will represent the major job market for these IAPDP graduates. This article should be of interest to accounting educators, business schools, the American Institute of Certified Public Accountants (AICPA), the Association to Advance Collegiate Schools of Business (AACSB) International, and the American Accounting Association (AAA).  相似文献   

Testing the mediating role of teachers’ self-efficacy beliefs in the relationship between sources of efficacy information and students achievement     

Fatemeh Shaterian Mohamadi  Hassan Asadzadeh 《Asia Pacific Education Review》2012,13(3):427-433

The purpose of this study is to test the mediating role of teachers?? self-efficacy beliefs in the relationship between sources of efficacy information and students achievement. For achieving this aim, this study suggests two alternative models, tested by Structural equation modeling (SEM) technique. In the first model, sources of efficacy information and teachers?? sense of self-efficacy independently influenced student achievement. In second model, we examined a dependent 2-factor model, consisting of: (a) antecedent variable: sources of efficacy information, (b) mediator variable: teachers?? sense of self-efficacy, and (c) criterion variable: student??s achievement. Among 284 teachers who participated in this study, Sources of the Self-Efficacy Inventory (SOSI) and Teachers?? Sense of Efficacy Scale (TSES) were distributed. Findings of this study indicated that between two suggested models, the dependent model showed the best overall fit to the data. In this model, teachers?? self-efficacy had mediational role between sources of teachers?? self-efficacy and student??s achievement.  相似文献   

Forecasting approaches in a higher education setting     

Bousnguar  Hassan  Najdi  Lotfi  Battou  Amal 《Education and Information Technologies》2022,27(2):1993-2011

Education and Information Technologies - Forecasting the enrollments of new students in bachelor’s systems became an urgent desire in the majority of higher education institutions. It...  相似文献   

Business Analytics Competition (BAC@MC): A learning experience     

Salwa Ammar  Min Jung Kim  Amir H. Masoumi  Alin Tomoiaga 《Decision Sciences Journal of Innovative Education》2023,21(2):52-67

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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   

Science Spots AR: a platform for science learning games with augmented reality     

Teemu H. Laine  Eeva Nygren  Amir Dirin  Hae-Jung Suk 《Educational technology research and development : ETR & D》2016,64(3):507-531

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Discomfort as a means of pre-service teachers’ professional development – an action research as part of the ‘Research Literacy’ course     

Aliza Amir  Daphna Mandler  Sara Hauptman  Dvora Gorev 《欧洲师范教育杂志》2017,40(2):231-245

This paper focus on defining a research question while conducting action research among third-year students attending a course on Research Literacy at a teacher education college. This paper discusses the process of preparing for and conducting action research among third-year students attending a course on Research Literacy at a teacher education college. The students were asked to conduct an action research on their classroom activities. The aim of this article is to present the process and pinpointing the discomfort of the students in formulating a research question suited to action research thanks to two prerequisite conditions: the ‘safe space’ and the ‘tender spot’. The research findings illustrate that the students had difficulty defining their ‘tender spot’. It was necessary to create a ‘safe space’. Furthermore, the findings show that the ‘tender spot’ issues were associated with disciplinary content far more than with generic lesson management or classroom management issues. The approach discussed here is leading to positive change and it may be that this professional development tool can facilitate the induction of novice teachers everywhere.  相似文献