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   

The Scope of Academic Freedom Right and the Situation of Scientists in Poland     

Stachowiak-Kudła  Monika 《Interchange》2022,53(1):99-111

Interchange - The implementation of academic freedom can be difficult both for policymakers and university authorities. A good example of these difficulties is the case of Poland. These...  相似文献   

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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Intentional Teaching,Intentional Scholarship: Applying Backward Design Principles in a Faculty Writing Group     

Kathryn E. Linder  Frank Rudy Cooper  Elizabeth M. McKenzie  Monika Raesch  Patricia A. Reeve 《Innovative Higher Education》2014,39(3):217-229

Backward design is a course creation method that encourages teachers to identify their goals for student understanding and measurable objectives for learning from the outset. In this article we explore the application of backward design to the production of scholarly articles. Specifically, we report on a writing group program that encourages group goal setting and the acquisition of skills required to achieve these goals. We discuss the relationships between backward design principles and the development of scholarship for publication as well as offer suggestions of best practices for academic writers.  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   

Integrative Bewegungslehre     

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

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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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Student Learning Through Participation in Inquiry Activities: Two Case Studies in Teacher and Computer Engineering Education     

Crina I. Damşa  Monika Nerland 《Vocations and Learning》2016,9(3):275-294

The two case studies reported in this article contribute to a better understanding of how inquiry tasks and activities are employed as resourceful means for learning in higher professional education. An observation-based approach was used to explore characteristics of and challenges in students’ participation in collaborative inquiry activities in two first-year introductory courses in teacher and computer engineering education. The findings highlight that the students’ activities varied with regard to focus and structure and were shaped by the types of inquiry tasks, i.e. case analysis and project-based work, by how the inquiry process was guided and supported and the way the domain-specific knowledge resources and practices were introduced. An exploratory strategy and rather confined use of resources characterised the teacher education students’ inquiry, while collaborative programming, a trial-and-error approach and extensive use of external resources that of the engineering education students’. For the teacher students, the main challenge was to construct meaning of conceptual knowledge and to integrate different forms of knowledge as a lens for analysing practice. The computer engineering students experienced challenges with unpacking the underlying principles and knowledge black-boxed in the widely available resources. The article suggests that future research and curriculum designs should depart from a more refined understanding of inquiry as a learning means, by connecting inquiry activities to the specific knowledge domains, the type of tasks most suited to explore each of this domains and the challenges that may arise for students.  相似文献