Utility of serum lysosomal enzyme assay in the detection of cerebral sphingolipidoses in patients with progressive neurologic dysfunction     

Rita Christopher  K. Taranath Shetty 《Indian journal of clinical biochemistry : IJCB》1997,12(2):102-107

The cerebral sphingolipidoses which form part of a larger group of lysosomal disorders can be detected and conclusively confirmed by the demonstration of the relevent enzyme deficiency in easily available tissue samples like serum. We have assayed acid β-galactosidase, β-hexosaminidase and its isozymes hexosaminidase A and B, and arylsulfatase A in the serum of patients with progressive cerebral dysfunction and detected 18 patients with enzyme defects, thereby confirming the diagnosis of a specific type of cerebral lipidosis in these patients. The assay of serum lysosomal enzymes was of immense diagnostic use as it obviated the need for highly invasive techniques like a brain biopsy.  相似文献   

Intersectionality and the Canadian Museum for Human Rights     

Rita Kaur Dhamoon  Olena Hankivsky 《Review of Education, Pedagogy & Cultural Studies》2015,37(2-3):261-263

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Why Become a CPT?     

Vaughan P. Houger  Mary Rita Roux‐Zink 《Performance Improvement》2016,55(4):18-22

Performance Improvement professionals considering the Certified Performance Technologist (CPT) credential can be, and often are, curious about its benefits. This article specifically addresses the benefits. Additionally, there is the reality of enduring the process and meeting the credential criteria. This article addresses the differences between the words “certificate” and “certified;” “expert” versus “expertise.”  相似文献   

Pedagogical Content Knowledge and the 2003 Science Teacher Preparation Standards for NCATE Accreditation or State Approval     

Rita Hagevik  William Veal  Erica M. Brownstein  Elizabeth Allan  Cathy Ezrailson  Joseph Shane 《Journal of Science Teacher Education》2010,21(1):7-12

The 2003 National Science Teachers Association Standards for Science Teacher Preparation (NSTA-SSTP) were developed to provide guidelines and expectations for science teacher preparation programs. This article is the fourth in a special JSTE series on accreditation written to assist science teacher educators in meeting the NSTA-SSTP. In this article, the authors discuss pedagogical content knowledge and how this is expressed in the NSTA-SSTP. Included are competencies and examples needed for a science teacher preparation program to document developing pedagogical content knowledge in preservice science teachers.  相似文献   

Knowledge space oddity: How to increase the intensity and relevance of the technological progress of European regions     

Roberta Apa  Ivan De Noni  Luigi Orsi  Silvia Rita Sedita 《Research Policy》2018,47(9):1700-1712

This work contributes to previous research on the relationship between specific features of a regional knowledge space and the technological progress of the region. In particular, the main element of originality of this work is to have singled out the determinants of the technological progress intensity and relevance. We acknowledge the importance of knowledge assets for new knowledge production, and we identify path-dependent processes that allow a region to become increasingly competitive in terms of innovation potential. In particular, adopting an evolutionary view of regional development, we describe the regional knowledge space through four crucial characteristics: 1) technological knowledge base, 2) technological cumulativeness, 3) technological diversification, and 4) technological relatedness. We then measure to what extent each of the knowledge space’s characteristics differently affects the technological progress intensity and relevance of the region. A longitudinal study of 269 European regions over the period 1996–2012 was organized using data from REGPAT and Eurostat databases. Results show that technological relatedness affects positively both the intensity and relevance of the technological progress of European regions and that the other components of the knowledge space show a different impact on the two features of the technological progress. Finally, implications for EU policies supporting and stimulating regional technological progress are discussed.  相似文献   

An intercultural test of the generality of interpretations of nonverbal cues     

Maria Rita Rudden 《Int J Intercult Relat》1978,2(4):410-425

This study examines Mehrabian's claim concerning the cross-cultural generality of implicit metaphors that underlie a set of coding rules for the interpretation of nonverbal behaviors. Responses of Japanese and American school teachers were used to discover whether observers from two different cultures interpret nonverbal behaviors during interpersonal communication according to the three-dimensional metaphorical scheme proposed by Mehrabian and to assess the degree of intercultural consensus about dimensions and interpretations. Factor analysis, factor structure comparisons, and multiple discriminant analysis yielded evidence of significant differences between groups both in the dimensions used and in the interpretations of nonverbal cues along those dimensions.  相似文献