Brain metastases of melanoma mechanisms of attack on their defence system by engineered stem cells in the microenvironment   总被引：1，自引：1，他引：0  

Dimitrov BD  Atanassova PA  Rachkova MI 《Journal of Zhejiang University. Science. B》2007,8(9):609-611

This report gives a better emphasis on the role of targeted effectors （e.g. a combination of 5-FC with CD-NSPCs as compared to the application of NSPCs alone） and how such delivery of pro-drug activating enzymes and other tumor-killing substances may overcome melanocytic defence system, interact with and promote the host defence and immune response modulations not only in melanoma but, potentially, in other highly-metastatic cancers.  相似文献   

Science Letters: Quantification of Helicobacter pylori levels in soil samples from public playgrounds in Spain     

Leonardo Martín P 《Journal of Zhejiang University. Science. B》2010,11(1)

Helicobacter pylori are ubiquitous Gram-negative bacteria with a high estimated level of infection in the world populations, but a majority of the infected persons are asymptomatic. This pathogen has been classified by the World Health Organization as a class I carcinogen and recognized as the causal agent of most peptic ulcers and chronic gastritis that might lead to stomach cancer. Although not all the transmission pathways of these bacteria into humans have been properly identified, enough data have sugg...  相似文献   

Generating Transworld Pedagogy: Reimagining La Clase Mágica     

Mariana Zaragoza 《Journal of Latinos & Education》2017,16(1):78-81

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Dilemmas of Teaching Inquiry in Elementary Science Methods   总被引：2，自引：0，他引：2  

Newman  William J.  Abell  Sandra K.  Hubbard  Paula D.  McDonald  James  Otaala  Justine  Martini  Mariana 《Journal of Science Teacher Education》2004,15(4):257-279

Because various definitions of inquiry exist in the science education literature and in classroom practice, elementary science methods students and instructors face dilemmas during the study of inquiry. Using field notes, instructor anecdotal notes, student products, and course artifacts, science methods course instructors created fictional journal entries to represent the experiences of both the instructors and students during instruction on inquiry. Identified dilemmas were varying definitions of inquiry, the struggle to provide sufficient inquiry-based science-learning experiences, perceived time constraints, determining how much course time should be slated for science instruction versus pedagogy instruction, instructors' and students' lack of inquiry-based learning experiences, grade versus trust issues, and students' science phobia. Instructors' attempts at dealing with these dilemmas included using analogies, increased field-experience time, modeling, and detailed rubrics.  相似文献   

Effects of emotional intelligence and supportive text messages on academic outcomes in first-year undergraduates     

Kevin Deighton  Joanne Hudson  Andrew J. Manley  Mariana Kaiseler  Laurie B. Patterson  Zoe H. Rutherford 《Journal of Further & Higher Education》2019,43(4):494-507

An increase in the number of students entering higher education has intensified the need for targeted strategies to support a wider range of student requirements. Current research suggests that emotional intelligence (EI) may be associated with academic success, progression and retention in university students but the use of EI screening as a prospective measure of success requires further investigation. This study evaluates the utility of prospective EI screening to predict progression rates, mean grades, attendance and online engagement in a sample of first-year undergraduate students enrolled on the same degree programme (N = 358). A supportive text messaging intervention was employed during potentially stressful periods of the academic year with a subsection of participants (n = 60) who demonstrated low total EI scores relative to the cohort. Results showed no effects of EI classification on progression rates, mean grades, attendance or online engagement (all p > 0.418). Alternatively, the text messaging intervention was associated with significant improvements compared with a matched control group for progression rates (p = 0.027), mean grades (p = 0.026) and attendance (p = 0.007). The frequency of access to the virtual learning environment also tended to be higher in the intervention group compared with the control group (p = 0.059). In conclusion, this study did not identify any benefits of EI screening as a prospective indicator of student success but provides encouraging indications that a text messaging support intervention could help to improve progression rates, mean grades, attendance and online engagement in first-year undergraduate students. Further research is warranted to develop these proof-of-concept findings.  相似文献   

Toward praxically-just transformations: interrupting racism in teacher education     

Mariana Souto-Manning 《师资教育杂志》2019,45(1):97-113

ABSTRACT

Recognising the importance of learning from experience, this mixed methods study critically problematises how teacher educators position student teaching as pivotal in teacher education programmes’ inability to focus on racial equity. Through learnings from a survey of US university-based teacher educators who constructed student teaching placements in schools serving students of colour as problems, this article unveils how the concept of quality cloaks the re-production of racism in and through teacher education. Seeking to address how teacher education is implicated in the re-production of racial inequities, a teacher educator partnered with teachers in the most segregated system of state schools in the US to transform student teaching. In describing a situated representation of an innovation at once practice-focused and theoretical, this article illustrates the power and potential for praxically-just critical transformations in teacher education. Findings shed light on the power of Freirean culture circles for transforming teacher education. Implications point toward the need to recognise, problematise, and interrupt ways in which the White-centric rhetoric and practice of teacher education continue to foster racism and re-produce injustice.  相似文献   

Reflective Teaching in the Early Years: A Case for Mentoring Diverse Educators     

Mariana Souto-Manning  Jaime L. Dice 《Early Childhood Education Journal》2007,34(6):425-430

Student diversity in classrooms is on the rise and with it, a need for teachers who recognize the needs of diverse student populations. Teacher retention is a national crisis, with teachers of color at especially high risk for leaving the teaching profession early. This case study describes a collaborative mentoring approach used by a primary grades Latina teacher and two university professors. This approach focused on reflective discussion of classroom events and addressed the challenges of teaching for understanding in an age of accountability and changing demographics. Findings indicate that the beginning teacher’s enthusiasm combined with the expertise of teacher educators benefited the teacher, the students, other teachers in the school, and the participating university professors. Implications of this case study point towards the need to mentor diverse educators in the early years.  相似文献   

Learning paths in synthesis writing: Which learning path contributes most to which learning outcome?     

Mateos  Mar  Rijlaarsdam  Gert  Martín  Elena  Cuevas  Isabel  Van den Bergh  Huub  Solari  Mariana 《Instructional Science》2020,48(2):137-157

Instructional Science - This paper presents a secondary analysis of data collected during an intervention study in which students learnt to synthesise pairs of texts presenting opposite views on...  相似文献   

Educating student pharmacists about herbal medicines: faculty-librarian collaboration     

Lapidus M 《Health information and libraries journal》2007,24(4):267-273

OBJECTIVE: To determine the impact of the teaching collaboration between faculty and librarians in instructing pharmacy students on herbal medicines. METHODS: An elective course with an integrated library instruction component is described. Qualitative data on students' perceptions of library instruction were collected and analysed as the result of pre- and post-surveys. RESULTS: Based on the results of pre-test and post-test surveys, the number of students who felt they were able to select the best print and electronic resources for finding herbal information increased to 100% from 50 and 60 correspondingly. This indicated a significant change in students' perceived knowledge of information sources in the field of herbal medicine, as well as overall progress in information literacy and problem-solving skills. CONCLUSION: Team teaching by faculty librarians is an effective way of educating future pharmacists on the information resources in the field of complementary and alternative therapies.  相似文献   

An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline     

Judith Lederman  Norman Lederman  Selina Bartels  Juan Jimenez  Mark Akubo  Shereen Aly  Chengcheng Bao  Estelle Blanquet  Ron Blonder  Mariana Bologna Soares de Andrade  Catherine Buntting  Mustafa Cakir  Heba EL-Deghaidy  Ahmed ElZorkani  Estelle Gaigher  Shuchen Guo  Arvi Hakanen  Soraya Hamed Al-Lal  Cigdem Han-Tosunoglu  Annemarie Hattingh  Anne Hume  Serhat Irez  Gillian Kay  Ozgur Kivilcan Dogan  Kerstin Kremer  Pi-Chu Kuo  Jari Lavonen  Shu-Fen Lin  Cheng Liu  Enshan Liu  Shiang-Yao Liu  Bin Lv  Rachel Mamlok-Naaman  Christine McDonald  Irene Neumann  Yaozhen Pan  Eric Picholle  Ana Rivero García  Carl-Johan Rundgren  David Santibáñez-Gómez  Kathy Saunders  Renee Schwartz  Frauke Voitle  Jakob von Gyllenpalm  Fangbing Wei  Jocelyn Wishart  Zhifeng Wu  Huang Xiao  Yalcin Yalaki  Qiaoxue Zhou 《科学教学研究杂志》2019,56(4):486-515

Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country.  相似文献