Erratum to: Computer-based learning of spelling skills in children with and without dyslexia     

Monika Kast  Gian-Marco Baschera  Markus Gross  Lutz J?ncke  Martin Meyer 《Annals of dyslexia》2012,62(2):135-136

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Arzneimittelinteraktionen     

Monika Lechleitner 《Wiener klinische Wochenschrift Education》2010,5(1):1-8

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Making Contact: Teaching,Bodies, and the Ethics of Multiculturalism     

Monika I. Hogan 《Review of Education, Pedagogy & Cultural Studies》2013,35(3-4):355-366

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Integrative Bewegungslehre     

Monika Röscher 《Sportwissenschaft》2004,34(2):227-230

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Reference intervals of certain liver specific biochemical analytes in Indian population     

Yadav D  Mishra S  Gupta M  Sharma P 《Indian journal of clinical biochemistry : IJCB》2011,26(1):98-99

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The socio-economic impact of built heritage projects conducted by private investors     

Monika Murzyn-Kupisz 《Journal of Cultural Heritage》2013,14(2):156-162

Drawing on the existing research on the socio-economic impact of cultural heritage on local and regional development, the author's aim is to further the scientific discourse in two ways. Firstly, she focuses on the economic and social significance of private investors as important actors implementing heritage restoration projects. Although these initiatives are often primarily commercial in character, they may nonetheless exert a strong, broadly positive influence on local and regional development processes, especially if a cluster of such projects develops within a relatively small area richly endowed with a specific type of heritage. Secondly, she provides empirical evidence from Central and Eastern Europe, a region little explored to date by studies of this type. Accordingly, the article examines the specific context of post-1989 private heritage-oriented investments in historic palace and garden residences in the region of Lower Silesia in Poland, a heritage previously unwanted, ethnically and ideologically dissonant, but nowadays being rediscovered to an increasing extent.  相似文献   

Establishment of Reference Interval for Liver Specific Biochemical Parameters in Apparently Healthy North Indian Population     

Dharamveer Yadav  Sandhya Mishra  Monika Gupta  P. J. John  Praveen Sharma 《Indian journal of clinical biochemistry : IJCB》2013,28(1):30-37

Reference intervals (RI) are the most common decision support tool used for interpretation of numerical laboratory reports. The quality of the RI can play as large a role in result interpretation as the quality of the result itself. As such there is hardly any study examining RI for liver specific biochemical parameters in Indian population especially north Indians having drastically different food habits as compared to rest of the India. So there is a need to establish the RI for north Indian population. Present study was conducted on 2,021 apparently healthy individuals of north Indian origin ranging in age from 15–60 years, were selected randomly using defined criteria. Lipemic, hemolysed, icteric and stored samples were also excluded adopting preanalytical criteria for rejection of sample. Non parametric methodology for determination of RI was adopted as most of the biochemical parameters included revealed non Gaussian distribution. Data were analyzed for middle 95 percentile (2.5th–97.5th percentile), median and 95 % confidence interval using SPSS software package version 10.0. The upper and the lower limit of RI (reported Vs observed) for bilirubin (0–1.2 Vs 0.30–1.30 mg/dL), serum glutamate oxaloacetate transferase (SGOT) (0–41 Vs 13–52.80 IU/L), serum glutamate pyruvate transferase (SGPT) (0–50 Vs 10–68 IU/L) showed wide variation as compared to reported standard RI however Gamma glutamyl transferase (GGT) (0–50 Vs 5.00–50.60 IU/L) remained within the reported standard RI. Further gender wise evaluation revealed higher cutoff in males (AST 14–55, ALT 11–70.35, GGT 6.76–51.09 in IU/L, bilirubin (0.40–1.34 mg/dL) as compared to females (SGOT 13–50.43, SGPT 9–63.43, GGT 3.92–48.70 in IU/L, Bilirubin 0.30–1.20 mg/dL) for both enzymatic and non enzymatic biochemical parameters. The variations may be attributed to dietary pattern smoking and alcoholism.  相似文献   

Lecturers’ and students’ conceptions of authenticity in teaching and actual teacher actions and attributes students perceive as helpful     

Carolin Kreber  Monika Klampfleitner 《Higher Education》2013,66(4):463-487

This study investigated an under-explored area in the field of academic practice: the meaning of the complex notion of authenticity in teaching. Combining conceptual with empirical investigation, data included philosophical texts, repertory grid interviews with fifty-five lecturers and students from Law, Physics and English Literature, and fourteen focus groups with forty-six students. Philosophical conceptions were compared to those held by students and lecturers. Qualitative and quantitative analyses of repertory grids revealed differences in experts’/philosophers’ and lay-people’s conceptions of authenticity and additionally showed how lecturers’ and students’ conceptions of authenticity in teaching differed from their conceptions of teaching effectiveness. Focus groups identified linkages between authenticity in teaching and actual teacher actions and attributes that students perceive as being conducive to their learning. The findings enhance the meaning of authenticity, show how it matters in university teaching and offer a hitherto lacking theoretical foundation for further research.  相似文献   

Swedish Doctoral Students' Experiences on their Journey towards a PhD: Obstacles and opportunities inside and outside the academic building   总被引：2，自引：2，他引：0  

Monika L. Appel  Lars G. Dahlgren 《Scandinavian Journal of Educational Research》2013,57(1):89-110

The overall aim of this article was to provide a picture of how doctoral students experience their working conditions on their journey towards a PhD. It is based mainly on an extensive pilot study and comprised both a qualitative and a quantitative section. The questionnaire was distributed to 278 students of both sexes at Umea § University in Sweden and the interview study comprises six female students. Interest in working at the university after receiving a PhD was about as great for women as it was for men, although, significantly fewer women continued. Different aspects of insecurity (financial insecurity, insecurity concerning one's own capacity, and insecurity concerning unwritten rules), difficulty in combining an academic career and a family, as well as negative experiences, were some of the obstacles mentioned. The opportunities described included intellectual development and a good chance for in-depth study in a special field. Several of the students also felt that their work involved something of importance. Many mentioned freedom, but often as a kind of Janus face (two-faced) freedom. They emphasised the advantages of freedom in doing research, but maintained at the same time that this freedom also meant that there was no clear dividing line between work and leisure time, and the women in particular felt under stress.  相似文献   

Improving Prospective Teachers’ Counseling Competence in Parent-Teacher Talks: Effects of Training and Feedback     

Mara Gerich  Monika Trittel  Bernhard Schmitz 《Journal of educational and psychological consultation》2017,27(2):203-238

Counseling parents concerning students’ learning processes is considered to be an increasingly important competence area of teachers. However, few educational programs exist specifically focusing on improving this essential teacher competence, particularly in early teacher education. The current study, which took place at a German university, describes the evaluation of a corresponding training program for prospective teachers as well as a process-oriented feedback intervention. We conducted a quasi-experimental study with three treatment groups (training group, training + feedback group, control group) combining pre-, post-, and follow-up test measures with time–series data. By means of multivariate repeated measures MANOVAs and time-series analyses, we were able to demonstrate that prospective teachers’ counseling competence can be successfully fostered by training and individual process-oriented feedback. Our results provide several practical implications concerning the improvement of teachers’ counseling competence within the context of teacher education.  相似文献