Human cancer genetics     

Li M  Albertson D 《Journal of Zhejiang University. Science. B》2006,7(2):164-164

Cancer is a genetic disorder.Although heredi-tary cancers account for only a small fraction of all tumors,most cancers are caused by a variable mix of heredity and environment that leads to accumulations of genetic alterations and then uncontrolled cell pro-liferations(Kops et al.,2005).In addition,genetic alteration is one of the a few most important bio-logical factors that determine the diagnosis and prognosis of different cancers and dictate the treat-ment strategies for cancer patients.Fu…  相似文献   

How many deaf people are there in the United States? Estimates from the Survey of Income and Program Participation     

Mitchell RE 《Journal of deaf studies and deaf education》2006,11(1):112-119

The Survey of Income and Program Participation (SIPP) is one of a few national surveys that regularly collects data identifying the American population of persons with hearing loss or deafness. Estimates from the SIPP indicate that fewer than 1 in 20 Americans are currently deaf or hard of hearing. In round numbers, nearly 10,000,000 persons are hard of hearing and close to 1,000,000 are functionally deaf. More than half of all persons with hearing loss or deafness are 65 years or older and less than 4% are under 18 years of age. However, these findings are limited to those who report difficulty hearing "normal conversation" and do not include the larger population of persons with hearing loss for which only hearing outside the range and circumstances of normal conversation is affected. Policy makers, communications technology manufacturers, health and education service providers, researchers, and advocacy organizations have an interest in these results.  相似文献   

Children's ability to impute inferentially based knowledge     

Rai R  Mitchell P 《Child development》2006,77(4):1081-1093

Do young children appreciate the importance of access to premises when judging what another person knows? In Experiment 1, 5-year-olds (N=31) were sensitive to another person's access to premises when predicting that person's ability to point to a target after eliminating alternatives in a set of 3 cartoon characters. Experiment 2 replicated the finding when 5- to 6-year-olds (N=102) judged who the other person thought the target was, and whether the other person knew who the target was. Experiment 3 demonstrated that children aged 5-7 years (N=107) more successfully imputed inference by elimination than syllogistical inferential knowledge. Findings suggest that an early understanding of inference by elimination offers a route into understanding that people can sometimes gain knowledge without direct perceptual access.  相似文献   

From organelle to protein gel: a 6-wk laboratory project on flagellar proteins   总被引：1，自引：1，他引：0  

Mitchell BF  Graziano MR 《CBE life sciences education》2006,5(3):239-246

Research suggests that undergraduate students learn more from lab experiences that involve longer-term projects. We have developed a one-semester laboratory sequence aimed at sophomore-level undergraduates. In designing this curriculum, we focused on several educational objectives: 1) giving students a feel for the scientific research process, 2) introducing them to commonly used lab techniques, and 3) building skills in both data analysis and scientific writing. Over the course of the semester, students carry out two project-based lab experiences and write two substantial lab reports modeled on primary literature. Student assessment data indicate that this lab curriculum achieved these objectives. This article describes the first of these projects, which uses the biflagellate alga Chlamydomonas reinhardtii to introduce students to the study of flagellar motility, protein synthesis, microtubule polymerization, organelle assembly, and protein isolation and characterization.  相似文献   

Thinking through practice: exploring ways of knowing,understanding and representing the complexity of teaching     

Donna Mathewson Mitchell 《Asia-Pacific Journal of Teacher Education》2013,41(4):414-425

In recent times there has been a cross-disciplinary amplification of interest in the concept of practice. In this context, there is a growing body of research considering how teaching and teacher education might be viewed using the conceptual lens of practice. In this article, I explore practice theories to identify common themes and principles that constitute a conceptual framework for the investigation of the lived experience of teaching. From this foundation, a methodological framework based on collaborative inquiry and postmodern emergence is derived. Examples are offered of the way the conceptual framework and methodological approach have been activated through the first stage of a research programme that collaboratively engages the dual voices of academic researcher and classroom practitioners as co-researchers. Analysis of qualitative data reveals the potential and limitations of this practice-based foundation as a way to know, understand and represent the complexity of teaching. In conclusion, the article develops a number of propositions as the basis for further research.  相似文献   

Do emotional and behavioural difficulties in primary school predict adolescent victimisation trajectories?     

Leanne Lester  Donna Cross 《Emotional and Behavioural Difficulties》2013,18(4):356-370

Chronic victimisation in adolescence is a traumatic experience with potential negative long-term health consequences. Given that victimisation has been shown to increase over the transition from primary to secondary school, longitudinal data from 1810 students transitioning from primary to secondary school were used to identify victimisation trajectory groups; classified as low-increasing, low-stable, medium-stable and not-bullied. Males with emotional and behavioural difficulties (both internalising and externalising behaviours) and females with externalising behaviours were more likely to be in the increasing and stable victimised groups than the not-bullied group. The results of this study suggest whole-school bullying intervention programmes need to occur before students reach secondary school, and that transition programmes need to emphasise and support social interaction between peers to reduce victimisation and the harms caused by long-term exposure to bullying.  相似文献   

Visualizing the politics of innocence in the age of AIDS     

Claudia Mitchell  Shannon Walsh  June Larkin 《Sex education》2013,13(1):35-47

We are concerned with the ways in which social constructions of age can contribute to reducing or exacerbating the vulnerability of young people, and for this reason we refer to the issue as one of ‘the politics of innocence’. The focus of this paper is on gender, youth and HIV prevention/AIDS awareness in the context of South Africa and investigates the uses (and abuses) of images of ‘childhood’, ‘youth’ and ‘adolescence’ in the age of AIDS. Notwithstanding the particular case of South Africa where the incidence of new cases of HIV infection amongst young people is at crisis proportions, the impetus for our work on the visual representations of youth, gender and AIDS comes out of a recognition of the increasing risk of youth to sexually transmitted infections, HIV and AIDS, and within that the particular vulnerability, worldwide, of young women.  相似文献   

Profiles in Change: An Alternative Look at the Marshall Hypotheses∗     

John K. Cochran  Beth Sanders  Mitchell B. Chamlin 《Journal of Criminal Justice Education》2013,24(2):205-226

U.S. Supreme Court Justice Thurgood Marshall once argued that informed opinion would oppose the death penalty for all but those who support it for retributive reasons. We examine the validity of these claims with data from a series of one‐group pre‐test–post‐test designs which stem from a formalized learning outcomes assessment for several courses on the death penalty. Results show solid, but imperfect, support for these claims. The analysis then proceeds by profiling those who changed their opinions consistent with these claims, those who did not change their opinions, and those whose opinions changed in a manner opposite to these claims.  相似文献   

Making Ends Meet: Bringing Bilingual Education and Mainstream Students Together in Preservice Teacher Education     

Carol Evans  Elizabeth Arnot-Hopffer  Donna Jurich 《Equity & Excellence in Education》2013,46(1):75-88

In some institutions offering certification for bilingual education and ESL teachers, the corresponding mainstream programs do little to ready their students to work effectively with language minority children. Yet today's mainstream classrooms are linguistically and culturally diverse, and all teachers must appreciate the role of language and culture in teaching and learning. This study describes one effort to consciously combine preservice bilingual and mainstream education teachers in a bilingual education methods cohort. Students reported promising gains in cross-cultural understanding and in cross-program appreciation. Some losses took place as well, however, and further innovation and research are needed in order to ensure that such efforts to combine programs strengthen, but not weaken, each program.  相似文献   

Adult Learner Graduation Rates at Four U.S. Community Colleges by Prior Learning Assessment Status and Method     

Milan S. Hayward  Mitchell R. Williams 《Community College Journal of Research & Practice》2013,37(1):44-54

The completion agenda demands higher community college graduation rates among adult learners, and prior learning assessment (PLA) is a promising solution. PLA permits students to earn credit for college-level learning acquired outside of higher education and is associated with improved student outcomes. However, little is known regarding community college graduation rates among adult learners by prior learning assessment status and method. Therefore, the purpose of the current study was to examine adult learner graduation rates by PLA status and method at four U.S. community colleges. Results from this foundational study confirmed a remarkable difference in graduation rates between adult PLA learners and adult non-PLA learners, uncovered striking differences in the graduation rates of adult PLA learners by PLA method, and identified a relationship between PLA method and graduation. Findings provide community college stakeholders with new insight into adult PLA learners in the community college and a basis for future research leading to higher graduation rates among adult learners.  相似文献