Copeptin and its potential role in diagnosis and prognosis of various diseases     

Lidija Dob?a  Kido Cullen Edozien 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2013,23(2):172-190

The need for faster diagnosis, more accurate prognostic assessment and treatment decisions in various diseases has lead to the investigations of new biomarkers. The hope is that this new biomarkers will enable early decision making in clinical practice. Arginine vasopressin (AVP) is one of the main hormones of the hypothalamic-pituitary-adrenal axis. Its main stimulus for secretion is hyperosmolarity, but AVP system is also stimulated by exposure of the body to endogenous stress. Reliable measurement of AVP concentration is difficult because it is subject to preanalytical and analytical errors. It is therefore not used in clinical practice. Copeptin, a 39-aminoacid glycopeptide, is a C-terminal part of the precursor pre-provasopressin (pre-proAVP). Activation of AVP system stimulates copeptin secretion into the circulation from the posterior pituitary gland in equimolar amounts with AVP. Therefore, copeptin directly reflects AVP concentration and can be used as surrogate biomarker of AVP secretion. Even mild to moderate stress situations contribute to release of copeptin. These reasons have lead to a handful of research on copeptin in various diseases. This review summarizes the current achievements in the research of copeptin as a diagnostic and prognostic marker and also discusses its association in different disease processes.  相似文献   

Academic Libraries in Japan     

Rowena Cullen  Haruki Nagata 《The Journal of Academic Librarianship》2008,34(2):163-167

Academic libraries in Japan are well resourced by international standards, and support Japan’s internationally recognized research capability well, but there are also ways in which they reflect Japan’s strong bureaucratic culture. Recent changes to the status of national university libraries have seen a new interest in customer service, and service quality development. Potential changes in education for librarianship and an organisational focus on staff training and development are likely to enhance service delivery in Japanese academic libraries.  相似文献   

Heather Eggins and Ranald Macdonald 2003. The Scholarship of Academic Development     

Rowena Murray 《Higher Education》2004,47(4):519-521

  相似文献   

Developing communication as a graduate outcome: using ‘Writing Across the Curriculum’ as a whole-of-institution approach to curriculum and pedagogy     

Rowena Harper  Karen Orr Vered 《高等教育研究与发展》2017,36(4):688-701

Communication is widely recognised as an important capability for university graduates [Organisation for Economic Co-operation and Development. (2013). OECD skills outlook 2013: First results from the survey of adult skills. Author. Retrieved from http://dx.doi.org/10.1787/9789264204256-en]. Yet, research suggests that it is often not adequately developed by Australian universities, remaining implicit in teaching and assessment. This is in part because Australian universities have historically conceptualised communication not as an outcome of disciplinary study, but as a generic, foundational competency or skill. It has therefore been managed outside the curriculum by establishing academic language and learning units that help students develop written and spoken communication through a range of student services. The services model of communication development is becoming untenable, however, given the increasing cultural and linguistic diversity of students and the recognised importance of communication as a graduate outcome. Whole-of-institution approaches are required to integrate communication into course curricula as a fundamental part of disciplinary learning, and develop the capacity of teaching staff to teach it. This paper explores Writing Across the Curriculum and Writing Inside the Disciplines, two complementary approaches used widely in the US for developing literacy in higher education. They emerged in the 1970s in response to the kind of student diversity now common in Australian universities, and offer institution-wide strategies for developing communication as an essential outcome of study in academic and professional disciplines.  相似文献   

Contextual Factors Influencing Access to Teaching Computational Thinking     

Ugur Kale  Mete Akcaoglu  Theresa Cullen  Debbie Goh 《学校用计算机》2018,35(2):69-87

This study attempts to determine whether teachers' access to computational thinking (CT) and CT technologies varies by rurality (rural versus urban) of the school county and grade level taught (primary versus secondary). A total of 81 teachers from West Virginia, Georgia, and Oklahoma participated in this survey study. Overall, teachers found CT and CT tools useful and relevant to their teaching and had access to an essential level of technology in schools supporting computational thinking. However, teachers' CT skills and their teaching of CT were limited and varied depending on rurality and grade level. For instance, primary school teachers in rural settings reported significantly lower levels of CT skills than those in urban settings. Findings and implications are discussed.  相似文献   

Falling into LINE: school strategies for overcoming challenges associated with learning in natural environments (LINE)     

Andrew Edwards-Jones  Sue Waite  Rowena Passy 《Education 3-13》2018,46(1):49-63

As the benefits of outdoor learning have become of increasing interest to the education sector, so the importance of understanding and overcoming challenges associated with this pedagogy has gained greater significance. The Natural Connections Demonstration Project recruited primary, secondary, and special schools across south-west England with a view to stimulating and supporting ‘learning in the natural environment’ across the region. This research paper examines qualitative data obtained from case study visits to 12 of these schools. The results from teaching staff interviews and focus groups show that schools face many and varied challenges to embedding outdoor learning, and a raft of strategies are presented for tackling these challenges and integrating learning in the natural environment into much of the current curriculum.  相似文献   

New Routes to the PhD: Cause for Concern?   总被引：1，自引：0，他引：1  

Bill Johnston  Rowena Murray 《Higher Education Quarterly》2004,58(1):31-42

Recent developments suggest that the PhD is at a turning point. Professional groups have criticised the so‐called ‘traditional PhD’. New routes to the PhD are proposed by several bodies and endorsed by one funding council. In light of these developments, it is appropriate to ask what the implications are for the PhD and for the academy. A focus group was used to gather student responses to these developments. The findings show qualified support: students agree that the PhD should cater for different careers but challenge what they see as a simplistic channelling of PhD routes. This paper demonstrates apparent consensus on the need for change in the PhD and reveals movement beyond reconceptualisation towards reconstruction. However, we argue that there is cause for concern in the lack of attention paid to student views and the continuing neglect of quality issues in the PhD.  相似文献   

Revisiting the Stanford Prison Experiment: A Case Study in Organized Skepticism     

Teresa C. Kulig  Travis C. Pratt  Francis T. Cullen 《Journal of Criminal Justice Education》2017,28(1):74-111

Growing evidence exists that the findings of individual studies—including classic experiments—often fail to replicate. Such published results, however, are considered by scholars, and taught to students, as established scientific truth. In this context, citations to Zimbardo and colleagues’ classic Stanford Prison Experiment (SPE) in criminology/criminal justice journals (1975–2014) were content analyzed to assess whether the study’s conclusions have been embraced or treated with skepticism. The data revealed that scholars were widely accepting of the SPE and, even when voicing concerns, supportive of its message. These results suggest the need to give replications higher priority and for scholars to adhere more closely to the scientific norm of organized skepticism. In the classroom, the continued, uncritical acceptance of the SPE—now more than 40 years old—can serve as an opportunity to teach students about the production and assessment of knowledge within criminology.  相似文献   

Development,Validation and Application of a Malay Translation of an Elementary Version of the Questionnaire on Teacher Interaction     

Scott  Rowena H.  Fisher  Darrell L. 《Research in Science Education》2004,34(2):173-194

An elementary version of the Questionnaire on Teacher Interaction (QTI) and a scale for determining students' Enjoyment of their Science Lessons (ENJ) were translated into Standard Malay. This process, together with its initial validation carried out in 136 classrooms with 3,104 students, is described in this paper. Statistical analyses revealed that data from this Malay version of the QTI with these Malay-speaking elementary school students in Brunei are indeed valid and reliable. Associations between students' perceptions of their teachers' interpersonal behaviours and their end-of-year results on an external science examination were investigated. Students' perceptions of cooperative behaviours were positively correlated, while submissive behaviours were negatively correlated with their cognitive achievement. Cross-national comparisons were made between students' perceptions of teachers' classroom interaction and similar studies in Singapore, Australia, and Korea.  相似文献   

A web-based tool for dissertation writing Rosanne Strachan, Rowena Murray and Hilary Grierson     

Rosanne Strachan  Rowena Murray  Hilary Grierson 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(3):369-375

Online web tools are becoming an important and accessible means of supporting learning in higher education. Student writing is central to teaching and learning ( Lillis, 2001 ). This paper describes an online tool designed to support dissertation writing. By combining three types of online space—instructional material, a writing space and planning templates—this tool aimed to provide a holistic approach to writing and writing development. This paper demonstrates how the tool was used in an academic course in order to address certain teaching and learning problems identified by the course tutor. Student feedback suggests that while further development is needed, the tool was still useful. This paper raises awareness of the complex array of issues involved in dissertation writing and provides insights into solutions to writing problems. While we designed what we considered to be a web‐based tool for dissertation writing, we argue that the writing space and planning templates go some way towards creating an environment for the development of learning ( Häkkinen, 2002 ).  相似文献