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91.
A numerical method for solving the higher order linear difference equations with variable coefficients and mixed argument under the mixed conditions is presented. The method is based on the hybrid Legendre and Taylor polynomials. The solution is obtained in terms of Legendre polynomials. IIIustrative examples are included to demonstrate the validity and applicability of the technique. 相似文献
92.
This study aims to investigate the applicability of context- and problem-based learning (C-PBL) into teaching thermodynamics and to examine its influence on the students’ achievements in chemistry, retention of knowledge, students’ attitudes, motivation and interest towards chemistry. The embedded mixed method design was utilized with a group of 13 chemistry students in a 2-year program of “Medical Laboratory and Techniques” at a state university in an underdeveloped city at the southeastern region of Turkey. The research data were collected via questionnaires regarding the students’ attitudes, motivation and interest in chemistry, an achievement test on “thermodynamics” and interviews utilized to find out the applicability of C-PBL into thermodynamics. The findings demonstrated that C-PBL led a statistically significant increase in the students’ achievement in thermodynamics and their interest in chemistry, while no statistically significant difference was observed in the students’ attitudes and motivation towards chemistry before and after the intervention. The interviews revealed that C-PBL developed not only the students’ communication skills but also their skills in using time effectively, making presentations, reporting research results and using technology. It was also found to increase their self-confidence together with the positive attitudes towards C-PBL and being able to associate chemistry with daily life. In light of these findings, it could be stated that it will be beneficial to increase the use of C-PBL in teaching chemistry. 相似文献
93.
Objective: The major aim was to describe parental attitudes to physical punishments and examine their sociodemographic correlates. A related aim was to assess the association of parents’ own experience of physical punishment with attitudes to punishment of children.Method: A cross-sectional survey was conducted during the second week of December, 1996 in five general clinics covering the major administrative areas of Kuwait: 337 Kuwaiti mothers and fathers with at least one living child were contacted; 95% were successfully interviewed using a structured questionnaire.Results: Eighty-six percent of parents agreed with physical punishment as a means of child disciplining. Agreement with punishment was higher in case of serious misbehaviors such as stealing (63%), sniffing glue and using drugs (77%). Multiple regression results showed that parent’s lower level of education and Bedouin ethnicity were positively associated with agreement on physical punishment. Larger percentages of parents who had experienced physical punishments themselves agreed with such punishment to discipline their children, but this was not statistically significant.Conclusions: In recent years education has become widespread for both sexes. An inverse association between educational level and agreement on physical beating suggest that attitudes to this form of child disciplining are changing. Those with a Bedouin ethnic background still adhere more strictly to the traditional forms of child disciplining including physical beating. There is a need for conducting research on the possible negative psychosocial impacts of physical punishment in view of findings from other countries. 相似文献
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Mustafa Gündüz 《Paedagogica Historica: International Journal of the History of Education》2018,54(3):287-300
With the advent of modern states, a mandatory relationship and interaction emerged between compulsory education, military service, and the practices of citizenship. Producing a loyal citizen required a disciplined, central, and compulsory education. In the nineteenth century when greatness was linked to armament, education was considered a vital aspect of social and military mobilisation. For this reason, rituals and practices in favour of military service were included in many education programmes. New applications were introduced and military themes integrated into courses such as physical education, gymnastics, history, and geography. Similar initiatives were seen in the Ottoman Empire in the second half of the nineteenth century. Thereafter, military education and paramilitary organisations which became popular during the First World War gained another dimension in the republican period that followed the collapse of the empire. Military service preparation was made a compulsory course at every educational level in Turkey in 1926, and included an annual 20-day camping exercise. The programme is a little-investigated topic of Turkish education history but is widely considered to have played a key role in shaping social attitudes in the country. This article reports the findings of an analysis of first-hand sources and archive documents relating to the Military Service Preparatory Programme in Turkey between 1926 and 1947 and its lasting effects. 相似文献
96.
Humeyra Ozturk Emre Fatma Hande Karpuzoglu Cihan Coskun Ebru Demirel Sezer Ozlem Goruroglu Ozturk Fatma Ucar Hikmet Can Cubukcu Fatma Demet Arslan Levent Deniz Mehmet Senes Mustafa Serteser Cevat Yazici Dogan Yucel Abdurrahman Coskun 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(1)
IntroductionTo interpret test results correctly, understanding of the variations that affect test results is essential. The aim of this study is: 1) to evaluate the clinicians’ knowledge and opinion concerning biological variation (BV), and 2) to investigate if clinicians use BV in the interpretation of test results.Materials and methodsThis study uses a questionnaire comprising open-ended and close-ended questions. Questions were selected from the real-life numerical examples of interpretation of test results, the knowledge about main sources of variations in laboratories and the opinion of clinicians on BV. A total of 399 clinicians were interviewed, and the answers were evaluated using a scoring system ranked from A (clinician has the highest level of knowledge and the ability of using BV data) to D (clinician has no knowledge about variations in laboratory). The results were presented as number (N) and percentage (%).ResultsAltogether, 60.4% of clinicians have knowledge of pre-analytical and analytical variations; but only 3.5% of them have knowledge related to BV. The number of clinicians using BV data or reference change value (RCV) to interpret measurements results was zero, while 79.4% of clinicians accepted that the difference between two measurements results located within the reference interval may be significant.ConclusionsClinicians do not use BV data or tools derived from BV such as RCV to interpret test results. It is recommended that BV should be included in the medical school curriculum, and clinicians should be encouraged to use BV data for safe and valid interpretation of test results. 相似文献
97.
Singh TD Barbhuiya MA Gupta S Shrivastav BR Jalaj V Agarwal N Tiwari PK 《Indian journal of clinical biochemistry : IJCB》2011,26(2):146-153
We have studied the expression of lactate dehydrogenase and its isoforms in gall bladder cancer, cholelithiasis and chronic
cholecystitis. Quantitative and qualitative assays of lactate dehydrogenase and its various isoforms were carried out in the
blood sera of patients and healthy controls along with parallel estimation of various liver function test enzymes. Statistical
analysis was done using the software Graph Pad Prism. Significantly high expression of lactate dehydrogenase along with alkaline
phosphatase and total bilirubin (P ≤ 0.05) was observed in all the three clinical conditions as compared to controls. LDH showed an increasing trend from stage
I to stage IV of GBC indicating a significant positive association with the disease progression. The levels of LDH 3 and 4
isoforms appeared significantly more elevated in GBC than cholelithiasis or chronic cholecystitis. We suggest that a careful
estimation of total LDH and its isoforms 3 and 4 alone or along with alkaline phosphatase and total bilirubin during different
clinical stages, like chronic cholecystitis, cholelithiasis and GBC, may prove to be a potentially useful biomarker in the
prognostic management of gall bladder diseases, specifically GBC. 相似文献
98.
This paper describes a case study focusing on the subject matter knowledge, pedagogical content knowledge, and beliefs about science teaching of student teachers in Turkey at the start of their university education. The topic of interest was that of teaching chemical reactions in secondary chemistry education. A written test was developed which used the research literature on potential student misconceptions with regard to different aspects of chemical reactions. Thirty beginning science student teachers were tested, with an additional eight interviews from the student teachers in the same sample. The interviews focused on student teachers’ views about how to best teach chemical reactions in lower secondary chemistry classes. The results revealed deficits in the subject matter knowledge of the student teachers. It also became obvious that the teachers in this sample held very traditional and teacher-centred beliefs when it came to chemistry teaching at the secondary level. Their teaching attitudes were geared mainly towards the acquisition of facts by pupils, and often ignored the development of process-oriented skills. Implications for science teacher education are discussed. 相似文献
99.
Mustafa Koc 《Teaching and Teacher Education》2011,27(1):95-106
This study examined the potential consequences of using student-filmed video cases in the study of classroom management in teacher education. Pre-service teachers in groups were engaged in video-recorded role playing to simulate classroom memoirs. Each group shared their video cases and interpretations in a class presentation. Qualitative data collection techniques were used to gather their experiences. Reflection papers written by 97 juniors were analyzed through content analysis and triangulated by group videos and case analysis reports. The results suggest that having pre-service teachers develop and analyze video cases can improve motivation, learning, empathy, and the construction of professional identity. 相似文献
100.