Intracellular proteins as Tumor markers     

Alpana Gupta  T. Malati  P. D. Gupta 《Indian journal of clinical biochemistry : IJCB》1992,7(2):81-88

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Innovation and technical change: A case study of the U.K. tractor industry, 1957 1977     

M. Gibbons  R. Coombs  P. Saviotti  P.C. Stubbs 《Research Policy》1982,11(5):289-310

In previous work it was established that the U.K. tractor industry was characterised by a high degree of technical change and that this was brought about by a process of more or less continuous incremental innovation. What was lacking was an analysis of how much technical change had been introduced and an indication of the role played by technical change in determining the performance of the U.K. tractor industry internationally. This paper concludes that on the average technical change in the industry had increased by as much as 150 percent during the years 1959–1977, though there is some indication that the rate of change might now be slowing somewhat.In order to determine the relative importance of technical change a method was developed to operationalise the distinction between price and non-price competition as well as the idea of intrinsic (technical) and associative (non-technical) factors as constituents of the latter. Based on cross-sectional data for the year 1978, it has been possible to show that British manufacturers tend to produce moderately priced tractors of low to medium technical sophistication: that German manufacturers produced the most technically sophisticated tractors; that the Italian manufacturers are not generally more sophisticated, technically, than the British producers except with respect to their development of four-wheel drive; and that COMECON-based producers combine a very low price with some degree of technical sophistication. Finally, it has been possible to show that the tractors with the highest sales are among the less sophisticated in each of the power ranges investigated and that new entrants used technical sophistication as an element of their entry strategy. The answer to the question of what allows the market leader to be market leader required the development of measures for associative non-price factors, such as the availability of a dealer network brand loyalty, resale prices of tractor models, etc. By performing a regression analysis on these measures along with previously derived measures of quality-adjusted price and relative technical sophistication it has been possible to show that market leadership is achieved as a result of a balance of a number of factors, the most important of which are the size of the dealer network, warrants cost, advertising, technical sophistication and price.  相似文献   

Are preservice teachers prepared to teach struggling readers?   总被引：1，自引：0，他引：1  

Erin K. Washburn  R. Malatesha Joshi  Emily Binks Cantrell 《Annals of dyslexia》2011,61(1):21-43

Reading disabilities such as dyslexia, a specific learning disability that affects an individual’s ability to process written language, are estimated to affect 15–20% of the general population. Consequently, elementary school teachers encounter students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. However, recent evidence may suggest that teacher preparation programs are not providing preservice teachers with information about basic language constructs and other components related to scientifically based reading instruction. As a consequence preservice teachers have not exhibited explicit knowledge of such concepts in previous studies. Few studies have sought to assess preservice teachers’ knowledge about dyslexia in conjunction with knowledge of basic language concepts. The purpose of the present study was to examine elementary school preservice teachers’ knowledge of basic language constructs and their perceptions and knowledge about dyslexia. Findings from the present study suggest that preservice teachers, on average, are able to display implicit skills related to certain basic language constructs (i.e., syllable counting), but fail to demonstrate explicit knowledge of others (i.e., phonics principles). Also, preservice teachers seem to hold the common misconception that dyslexia is a visual perception deficit rather than a problem with phonological processing. Implications for future research as well as teacher preparation are discussed.  相似文献   

Developing a pedagogy for teaching self-study research: Lessons learned across the Atlantic     

Mieke Lunenberg  Anastasia P. Samaras 《Teaching and Teacher Education》2011,27(5):841-850

This article reports on a collective self-study from our multiple and unique experiences of teaching self-study research in the Netherlands and the United States. Through the methodology of dialog, we merged what we learned from our individual studies which resulted in six guidelines for a pedagogy for teaching self-study research. Without claiming that the six guidelines have full applicability to all teaching contexts, we offer instead a discussion of the complexities and value of framing a pedagogy of self-study research. This study provides a conceptual, theoretical, and practical base for further studies to build a knowledge base on this topic.  相似文献   

<Emphasis Type="Italic">Chalk Talk</Emphasis>: Teaching Tips from the UGA Teaching Academy     

Libby V. Morris 《Innovative Higher Education》2011,36(1):1-2

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The Quest for Innovative Strategies to Increase Productivity     

Libby V. Morris 《Innovative Higher Education》2011,36(4):215-216

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Psalms for the Fallen World     

Joel B. PeckhamJr. 《Academic Questions》2011,24(4):467-468

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The Official Ideology of American Law Schools     

George W. DentJr 《Academic Questions》2011,24(2):185-193

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Lessons from the History of the Concept of the Ray for Teaching Geometrical Optics     

C. Andreou  A. Raftopoulos 《Science & Education》2011,20(10):1007-1037

There are two indisputable findings in science education research. First, students go to school with some intuitive beliefs about the natural world and physical phenomena that pose an obstacle to the learning of formal science. Second, these beliefs result from the confluence of two factors, namely, their everyday experience as they interact with the world around them and a set of operational constraints or principles that channel both perceptually and conceptually the way these experiences are perceived and interpreted. History of science suggests that the theories of early scientists through which they sought to explain physical phenomena relied mostly on ideas that closely fitted their experiences of the relevant phenomena. This characteristic of the early scientific ideas is the root of the epistemological difficulties that early scientists faced in their attempts to explain the phenomena. In this paper, we focus on the early theories in optics (from ancient Greek to the late Islamic scientific traditions) and argue that students face some of the same epistemological problems as early scientists in explaining vision and optical phenomena for the reason that students’ intuitive beliefs are also closely tied to particular phenomena and as a result the underlying notions are fragmentary and lack the necessary generality that would allow them to cover many disparate phenomena. Knowledge of these epistemological problems can help the instructor to identify the key elements for a better understanding of the formal theory of optics and, in turn, lead to a more effective instruction.  相似文献   

Michael Hunter: <Emphasis Type="Italic">Robert Boyle: Between God and Science</Emphasis>     

Colin F. Gauld 《Science & Education》2011,20(1):89-97

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