Higher Education - Framed by a wide range of factors, doctoral education has undergone a deep transformation, especially in the last two decades. The aim of this systematic literature review was to... 相似文献
This systematic review presents the latest trends in salivary research and its applications in health and disease. Among the large number of analytes present in saliva, many are affected by diverse physiological and pathological conditions. Further, the non-invasive, easy and cost-effective collection methods prompt an interest in evaluating its diagnostic or prognostic utility. Accumulating data over the past two decades indicates towards the possible utility of saliva to monitor overall health, diagnose and treat various oral or systemic disorders and drug monitoring. Advances in saliva based systems biology has also contributed towards identification of several biomarkers, development of diverse salivary diagnostic kits and other sensitive analytical techniques. However, its utilization should be carefully evaluated in relation to standardization of pre-analytical and analytical variables, such as collection and storage methods, analyte circadian variation, sample recovery, prevention of sample contamination and analytical procedures. In spite of all these challenges, there is an escalating evolution of knowledge with the use of this biological matrix.Key words: saliva, non-invasive, biological markers, drug monitoring, oral health相似文献
The purpose of this study was to examine the test–retest reliability and construct validity of three age-adapted Yo-Yo intermittent tests in football players aged 9–16 years (n?=?70) and in age-matched non-sports active boys (n?=?72). Within 7 days, each participant performed two repetitions of an age-related intensity-adapted Yo-Yo intermittent test, i.e. the Yo-Yo intermittent recovery level 1 children's test for 9- to 11-year-olds; the Yo-Yo intermittent endurance level 1 for 12- to 13-year-olds and the Yo-Yo intermittent endurance level 2 test for 14- to 16-year-olds. Peak heart rate (HRpeak) was determined for all tests. The distance covered in the tests was 57% (1098?±?680 vs. 700?±?272?m), 119% (2325?±?778 vs. 1062?±?285?m) and 238% (1743?±?460 vs. 515?±?113?m) higher (p?≤?.016), respectively for football-trained than for non-sports active boys aged 9–11, 12–13 and 14–16 years. The typical errors of measurement for Yo-Yo distance, expressed as a percentage of the coefficient of variation (confidence interval), were 11.1% (9.0–14.7%), 10.1% (8.1–13.7%) and 8.5% (6.7–11.7%) for football players aged 9–11, 12–13 and 14–16 years, respectively, with corresponding values of 9.3% (7.4–12.8%), 10.2% (8.1–14.0%) and 8.5% (6.8–11.3%) for non-sports active boys. Intraclass correlation coefficient values for test–retest were excellent in both groups (range: 0.844–0.981). Relative HRpeak did not differ significantly between the groups in test and retest. In conclusion, Yo-Yo intermittent test performances and HRpeak are reliable for 9- to 16-year-old footballers and non-sports active boys. Additionally, performances of the three Yo-Yo tests were seemingly better for football-trained than for non-sports active boys, providing evidence of construct validity. 相似文献
This study examines physical education (PE) curriculum development in an elementary school. Our goal was to understand the daily construction of a curriculum. We sought to analyse the theoretical and methodological framework and documents that a PE teacher uses each day while putting a curriculum into practice (lived curriculum). The data collection instruments included participant observation, interviews and document analysis. The analytical process revealed the influence of internal and external factors that affect both the authorship and the autonomy of a teacher working on the daily construction of a lived PE curriculum and that create tensions, struggles and conflicts. 相似文献
In this paper, we present Waves, a novel document-at-a-time algorithm for fast computing of top-k query results in search systems. The Waves algorithm uses multi-tier indexes for processing queries. It performs successive tentative evaluations of results which we call waves. Each wave traverses the index, starting from a specific tier level i. Each wave i may insert only those documents that occur in that tier level into the answer. After processing a wave, the algorithm checks whether the answer achieved might be changed by successive waves or not. A new wave is started only if it has a chance of changing the top-k scores. We show through experiments that such lazy query processing strategy results in smaller query processing times when compared to previous approaches proposed in the literature. We present experiments to compare Waves’ performance to the state-of-the-art document-at-a-time query processing methods that preserve top-k results and show scenarios where the method can be a good alternative algorithm for computing top-k results. 相似文献
Biology and chemistry graduates (n = 29) on a one year, post graduate, initial teacher training course were asked about their perceptions of written lesson appraisals produced by mentors when observing their teaching. Data were collected using the same open questions at three points in their course. The data relating to mentors who had received only generic training were compared with those for mentors who had been trained to focus on topic‐specific pedagogy. Marked differences in pre‐service science teachers' perceptions are identified. The implications arising from these differences for using written lesson appraisals in developing topic‐specific pedagogy are discussed and opportunities for future research identified.
Nous avons demandé à des licenciés en biologie et chimie poursuivant des études de formation pédagogique d'un an comment ils percevaient les évaluations écrites par leur conseiller pédagogique (mentor) lors des observations de leurs leçons. Nous avons rassemblé les données en posant les mêmes questions ouvertes, à trois reprises pendant leur cours. Nous avons comparé les données reliées aux mentors ayant reçu une formation générique avec les données reliées aux mentors ayant reçu une formation spécifique centrée sur leur matière. Nous avons identifié de nettes différences dans les perceptions des professeurs‐stagiaires. Nous discutons les implications issues de ces différences pour l'utilisation des évaluations écrites de leçons dans le but de développer une pédagogie propre à chaque matière et nous identifions des possibilités de recherches dans le futur.
Preguntamos a licenciados en biología y química que siguen una formación pedagógica de un año cómo percibían las evaluaciones escritas por sus mentores cuando observan sus lecciones. Colectamos nuestros datos por medio de las mismas preguntas abiertas que les hicimos durante el curso. Comparamos los datos relacionados con los mentores que habían recibido una formación genérica con los datos relacionados con los mentores que habían recibido une formación enfocada en una asignatura específica. Notamos diferencias claras en las percepciones de los profesores‐aprendices. Discutimos las implicaciones que resultan de esas diferencias para la utilización de dichas observaciones escritas a fines de desarrollar una pedagogía específica a cada asignatura y acertamos oportunidades para investigaciones futuras.
Biologen und Chemiker (n = 29) mit abgeschlossenem Studium, die an einer einjährigen Referendarausbildung teilnahmen, wurden gefragt, wie sie die schriftlichen Unterrichtsbeurteilungen ihrer beobachtenden Mentoren einschätzten. Daten wurden gesammelt, indem die selben offenen Fragen zu drei verschiedenen Zeitpunkten im Kurs gestellt wurden. Daten bezüglich Mentoren, die nur eine allgemeine Mentorenausbildung mitgemacht hatten, wurden mit Daten betreffs anderer verglichen, die darin ausgebildet worden waren, sich auf themenspezifische Pädagogik zu konzentrieren. Deutliche Unterschiede in den Einschätzungen der Referendare wurden festgestellt. Die aus diesen Unterschieden aufkommenden Implikationen für den Benutz schriftlichen Unterrichtsbeurteilungen bei der Entwicklung themenspezifischer Pädagogik werden hier diskutiert, und Möglichkeiten für zukünftige Forschung identifiziert. 相似文献
