Development and Experimental Application of an HPLC Procedure for the Determination of Capsaicin and Dihydrocapsaicin in Serum Samples from Human Subjects     

Thomas Hartley  Brian Stevens  Kiran D. K. Ahuja  Madeleine J. Ball 《Indian journal of clinical biochemistry : IJCB》2013,28(4):329-335

Total capsaicins are extracted from 2 mL aliquots of serum or plasma using methyl-isobutyl ketone, evaporation of the extract to dryness and reconstitution with 200 μL of acetonitrile. The HPLC mobile phase is 40:60 water:acetonitrile. The absorbance of the eluent is monitored at 205 nm. Standardisation uses a known mixture of pure capsaicin and dihydrocapsaicin. Accuracies are 98.9 and 100.6 % for capsaicin and dihydrocapsaicin respectively. Inter batch reproducibility for both is 15 %. The limits of detection are 2.6 and 3.8 ng/mL for capsaicin and dihydrocapsaicin respectively. Analyses of sera obtained previously from human subjects who had eaten chilli containing meals showed that in those that absorbed capsaicins (N = 30) then the median, mean and SD of their serum capsaicin were: 13.4, 18.9 and 16.3 ng/mL. The corresponding data for those sera (N = 13) that had measurable levels of dihydrocapsaicin were: 6.9, 7.5 and 3.6 ng/mL. This procedure is suitable for use in prospective studies of the metabolism of orally ingested chilli.  相似文献   

Critical Literacy through Initial Teacher Education in English     

David Stevens 《Changing English: An International Journal of English Teaching》2014,21(1):32-41

In this paper, I seek to ascertain whether critical literacy may have an important and realisable place in current English pedagogy, having first tried to establish what is meant by critical literacy, and what its contexts are for my purposes here, including the nature of initial teacher education (ITE). The paper then reports and reflects on some experiences of a Postgraduate Certificate in Education (PGCE) English group in exploring elements of critical literacy, and focuses especially on two lessons taught by two members of the PGCE group. Whilst acknowledging that any conclusions must be tentative, I go on to propose that a synthesis may be possible between different traditions of English pedagogy to enable critical literacy more easily to flourish.  相似文献   

An exploratory factor analysis of the cognitive functioning of first-year bachelor students with dyslexia     

Maaike Callens  Wim Tops  Michaël Stevens  Marc Brysbaert 《Annals of dyslexia》2014,64(1):91-119

An increasing number of students with dyslexia register in higher education. As a consequence, information on their pattern of strengths and weaknesses is essential to construct adequate assessment and diagnostic protocols. In a sample of 100 first-year bachelor students with dyslexia and 100 control students, a large pool of cognitive skills were tested using a variety of tests. When we applied an exploratory factor analysis to scores, a model with ten factors fitted the data best. Effect sizes were used to express the processing costs of students with dyslexia. The factors related to reading, spelling, flashed orthography, phonology, naming, math, and reading fluency resulted in large effect sizes. A factor combining all measures for crystallized IQ had a medium effect size. The subtests for fluid intelligence were divided in two separate constructs. Relationships between all subtest scores are visualized and interpreted in a general theoretical and practical framework.  相似文献   

The effects of skill diversity on commenting and revisions     

Melissa M. Patchan  Brandi Hawk  Christopher A. Stevens  Christian D. Schunn 《Instructional Science》2013,41(2):381-405

The use of peer assessment to evaluate students’ writing is one recommended method that makes writing assignments possible in large content classes (i.e., more than 75 students). However, many instructors and students worry about whether students of all ability levels are capable of helping their peers. We examine how ability pairing (e.g., high-ability student with high-ability student versus high-ability student with low-ability student) changes key characteristics of feedback to determine which pairings are likely to benefit students most. A web-based reciprocal peer-review system was used to facilitate the peer review of students’ writing of two papers. Over 1,100 comments given to writers from their peers were coded for several relevant categories: type of feedback, type of criticism, focus of problem, focus of solution, and implementation. Overall, creating peer-review groups such that students receive feedback from someone of a dissimilar ability appeared to be most beneficial. High-ability writers received similar kinds of feedback from high-ability versus low-ability peers. By contrast, the low-ability writers received more comments that identified problems focusing on substance issues from high-ability reviewers. In addition, the low-ability writers implemented a higher percentage of the comments from the high-ability reviewers.  相似文献   

William Blake in Education: A poet for our times?     

David J. Stevens 《Changing English: An International Journal of English Teaching》2000,7(1):55-63

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Showing the Strategy where to go: possibilities for creative approaches to Key Stage 3 literacy teaching in initial teacher education     

David Stevens 《English in Education》2005,39(1):19-31

This paper arises from a research project undertaken with six PGCE student teachers of English, based on observation and discussion of English lessons based on the National Strategy's Framework for Teaching English. I draw also on the student teachers' reflections and written commentaries. The central thrust of the research was to enquire whether and how classroom practice could demonstrate an imaginative, meaning‐orientated form of English teaching which included the Framework: how exactly learning opportunities might arise in lively, engaging and effective ways.  相似文献   

Public domain or private data? Developing an ethical approach to social media research in an inter-disciplinary project     

Gemma Stevens  Victoria L. O'Donnell  Lynn Williams 《Educational Research and Evaluation》2015,21(2):154-167

This paper discusses the ethical issues faced in undertaking research about the role of learning in the subjective experience of chronic illness, where data were taken from social media. Drawing on psychology and education, this paper discusses the ways in which authors from these disciplines are laying the groundwork for legitimate online research by actively debating the public versus private nature of online spaces. The paper explains how this debate informed the development of an ethical approach to research. Relevant ethical guidelines and previous research are used to support the argument that individuals’ informed consent is not necessary in online contexts where data exist within the public domain, and where risk of harm to users is low. This paper provides an insight into one educational researcher's journey through the process of doing ethical social media research, and suggests ways forward for others embarking upon that same journey.  相似文献   

School of Nursing Library     

Stevens WF 《Bulletin of the Medical Library Association》1947,35(2):116-120

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Deaf teenagers and family alcohol problems     

R P Stevens 《American annals of the deaf》1987,132(4):289-290

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Sampling the Grammar School     

Frances  Stevens. 《Higher Education Quarterly》1961,16(1):87-89

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