Urinary Glycosaminoglycan Estimation as a Routine Clinical Service     

M. B. Dave  P. K. Chawla  A. J. Dherai  T. F. Ashavaid 《Indian journal of clinical biochemistry : IJCB》2015,30(3):293-297

Mucopolysaccharidoses, a group of inherited disorders are associated with defects in glycosaminoglycan metabolism. Thus, assessment of urinary glycosaminoglycan is used as a screening test for mucopolysaccharidoses. The detection methods range from qualitative spot tests to quantification using metachromatic dyes. In our laboratory we optimized a spectrophotometric quantitative method using a metachromatic dye, dimethylmethylene blue. Heparan sulfate was used for quantification. The glycosaminoglycan–dye complex showed a marked shift in color with increase in concentration. The color complex was quantified at 520 nm. The method was linear from 10–89 mg/L. An age matched normal range was obtained in 177 healthy individuals, grouped in 8 different age groups from neonates to adults. Urinary glycosaminoglycan concentration varied distinctly amongst the study population wherein the lowest range in healthy neonates was more than 3 times the upper limit of healthy adults. Urine samples from 10 patients with mucopolysaccharidoses were also included in the study for clinical validation. The method qualified both analytical and clinical validation and was found to be simple, robust and ideal to be offered as a screening test for mucopplysaccharidoses in a routine clinical chemistry laboratory.  相似文献   

A Surprise at Rosey's Beauty Salon: Towards Ethos,Values, and Codes of Ethics     

Dave Harmeyer 《The Reference Librarian》2013,54(3):277-280

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Earthquake Reference     

Dave Harmeyer 《The Reference Librarian》2013,54(3):297-301

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Hybrid Reference: Blending the Reference Interview and Information Literacy     

Dave Harmeyer 《The Reference Librarian》2013,54(4):358-362

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Reference Chat: Filling a Space in a Beautiful Way     

Dave Harmeyer 《The Reference Librarian》2013,54(3):254-263

This column is a collection of reference interview stories within a number of diverse mediums (chat, phone, face-to-face, immersive environments) sharing one librarian’s dialogues with a host of patrons. Some names, places, times, and events have been changed to preserve anonymity.

In this reference chat transaction, you will:

• Consider the reference interview as art

• Know what every patron deserves

• Understand two goals of chat reference

• Be aware of the average time for picking up patrons

• Practice statistically significant time between librarian’s posts

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Staff development in information technology for special needs: a new, distance-learning course at Keele University     

John Hegarty  Stephen Bostock  & Dave Collins 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(3):199-212

Whilst information technology has much to offer people with special needs, the availability of staff training in the use of special-needs IT in the UK and Europe is sparse. Keele University, with over a decade of experience in research and in supporting and training staff in the use of information technology, has launched a new, distance-learning course. This article describes the course background, its structure, and feedback from the first cohort of students. Results suggest that the course strikes an effective balance between the need of distance-learning students for face-to-face contact with peers and tutors, and the difficulties faced by students wishing to attend training whilst in full-time employment who are geographically distant. The course structure appears appropriate for a wide range of special-needs settings and the curriculum seems to have an appropriate mix of background theory and practical application. Difficulties faced with computer conferencing became apparent, which need to be addressed in future. The course could be a model for further staff development opportunities in IT for special-needs professionals.  相似文献   

Aligning the talent pathway: exploring the role and mechanisms of coherence in development     

Vincent Webb  Dave Collins 《Journal of sports sciences》2016,34(19):1799-1807

Although our understanding of psychological and social factors in talent development continues to expand, knowledge of the broader system that underpins the entire talent pathways is relatively limited. Indeed, little work has moved beyond the recognition that coherence in this system is important to consider how this may be achieved; particularly in relation to coherent coaching. As such, the aim of this article was to address gaps in talent development and coaching literature and explore principles and potential mechanisms of coherent coaching in sport organisations’ talent pathways. After defining and contextualising coherence in whole talent pathways, including barriers to attainment, we discuss how an understanding of coach epistemology can provide a basis for integrating personal and collective coach coherence and therefore a coherent performer experience. With epistemology as our focal point, we then consider how coherent coaching may be supported through the strategic recruitment and placement of coaches, complimentary coach education and development and the use of change agents who can set and shape the coaching milieu, facilitate cross-level communication and enable epistemology-focused reflection and evaluation. Finally, we conclude with some brief recommendations for advancing practically-meaningful knowledge in this important area.  相似文献   

Making Mentoring Work: The Need for Rewiring Epistemology     

Cliff Olsson  Andrew Cruickshank  Dave Collins 《Quest (Human Kinetics)》2017,69(1):50-64

To help produce more expert coaches at the participation and performance levels, a number of governing bodies have established coach mentoring systems. In light of this trend, against the limited literature on coach mentoring and the risks of superficial treatment by coach education systems, this article critically discusses the role of the mentor in coach development, the nature of the mentor–mentee relationship, and, most specifically, how expertise in the mentee may best be developed. If mentors are to be effective in developing expert coaches, we consequently argue that a focus on personal epistemology is required. On this basis, we present a framework that conceptualizes mentee development on this level through a step by step progression, rather than through an unrealistic and unachievable leap toward expertise. Finally, we consider the resulting implications for practice and research with respect to one-on-one mentoring, communities of practice, and formal coach education.  相似文献   

The Impact of Video Length on Learning in a Middle-Level Flipped Science Setting: Implications for Diversity Inclusion     

Krista Slemmons  Kele Anyanwu  Josh Hames  Dave Grabski  Jeffery Mlsna  Eric Simkins  Perry Cook 《Journal of Science Education and Technology》2018,27(5):469-479

Popularity of videos for classroom instruction has increased over the years due to affordability and user-friendliness of today’s digital video cameras. This prevalence has led to an increase in flipped, K-12 classrooms countrywide. However, quantitative data establishing the appropriate video length to foster authentic learning is limited, particularly in middle-level classrooms. We focus on this aspect of video technology in two flipped science classrooms at the middle school level to determine the optimal video length to enable learning, increase retention and support student motivation. Our results indicate that while assessments directly following short videos were slightly higher, these findings were not significantly different from scores following longer videos. While short-term retention of material did not seem to be influenced by video length, longer-term retention for males and students with learning disabilities was higher following short videos compared to long as assessed on summative assessments. Students self-report that they were more engaged, had enhanced focus, and had a perceived higher retention of content following shorter videos. This study has important implications for student learning, application of content, and the development of critical thinking skills. This is particularly paramount in an era where content knowledge is just a search engine away.  相似文献   

Stealing meanings – does measuring quality in the arts mean imposing cultural values?     

Dave Kelman 《International Journal of Inclusive Education》2017,21(11):1156-1166

ABSTRACT

An examination of the community youth theatre practice of two groups of culturally and linguistically diverse emerging artists from refugee backgrounds reveals the importance of ‘messages’ in their work and the strong connection to social context. This connection is illustrated by comparing the emerging artists’ perception of the meaning of their art-making (in terms of cultural representation and identity politics) to community audiences’ response to performances. This complex social dynamic is contrasted with the growing practice of using of standardised categories and metrics in an attempt to quantify the value of such arts practice. This approach is problematic because it imposes cultural values on communities and can distort the meaning of community arts performances reducing their social value. The concept of intrinsic value is analysed in relation to the current theoretical discourse on this subject and the criteria used for measuring it are scrutinised and critiqued. The article argues for the importance of allowing community audiences to respond to performances in their own terms because this is integral to the process of how meaning is generated through performance.  相似文献