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This paper argues that the planned introduction of visual literacy into the New Secondary School Curriculum can play a crucial role in enabling students to think critically and creatively in Hong Kong's highly visual landscape. As Hong Kong's educational system remains entrenched in long-established and conventional pedagogies, the primacy given to the written word is in sharp contrast with the pragmatic roles that visual images play in students' day-to-day life. Hong Kong is well-known for its extremely high level of Internet / broadband penetration and media saturation, yet visual literacy is still in a state of infancy in Hong Kong. Therefore, from a curricular standpoint, as Hong Kong society relies to a greater degree than ever before on visual communication strategies, it is vital that visual literacy be integrated as part of the new curriculum under the current educational reforms. As contemporary Hong Kong culture becomes increasingly dependent on the visual environment, developing visual literacy to enhance students' learning can be an important step in the future towards a more successful implementation and development of the New Secondary School Curriculum. 相似文献
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The present study was carried out to investigate the protective role of Triphala (a combination in equal proportions by weight
of fruit powder of Terminalia belerica, Terminalia chebula and Emblica officinalis) against 1,2-dimethylhydrazinedihydrochloride (DMH) induced Endoplasmic reticulum stress (ER stress) in mouse liver. An oral
dose of 3 mg/kg body wt in drinking water for 5 weeks significantly (P < 0.001) increased the levels of serum glutamate oxaloacetate transaminase (SGOT), serum glutamate pyruvate transaminase
(SGPT), serum Alkaline phosphatase (ALP) and total bilirubin thus suggesting damage to mouse liver and biliary dysfunction.
The DMH administration invariably led to increase in the liver microsomal proteins of molecular weight of about 29 (ERp29)
and 53 kDa (ERp53) and decrease in the protein of molecular weight of 36 kDa (ERp36) thereby suggesting the interference of
DMH and its metabolites with normal protein biosynthesis and folding, in the reticular membranes of the liver cells thus developing
ER stress. Histological studies show necrosis, large sized hepatocytes with increased N:C ratio, aberrant mitotic figures
and prominent nucleoli in the liver of DMH treated mice. In animals fed 5% Triphala in diet (w/w) during DMH administration,
there was significant decrease in the above changes in the liver suggesting the suppression of DMH induced ER stress in liver.
Triphala significantly (P < 0.05) decreased lipid peroxidation and also the activity of lactate dehydrogenase (LDH) in mouse liver. It simultaneously
increased the level of reduced glutathione (GSH) and the activity of glutathione-S-transferase (GST) thereby suggesting that
it prevents peroxidative damage and also diverts the active metabolites (electrophiles) of DMH from their interactions with
critical cellular bio-molecules which could be responsible for its protective action against DMH. 相似文献
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Kirtikar Shukla Shikha Sharma Aditi Gupta Arun Raizada Kamini Vinayak 《Indian journal of clinical biochemistry : IJCB》2016,31(4):452-457
25-hydroxy vitamin D [25(OH) vit D] deficiency is a serious public health problem, particularly in the Indian sub-continent. The objective of the present study was to study the prevalence of 25(OH) vit D in different age groups. The data of 25(OH) vit D assay of 26,346 ostensibly healthy individuals, enrolled under executive health checkup at Medanta The Medicity, Gurgaon, over a period of 3 years, were extracted from the hospital information system and reviewed extensively. 25(OH) vit D deficiency (VDD) was defined as 25(OH) vit D < 20 ng/ml, insufficiency (VDI) as 25(OH) vit D between 20 and 40 ng/ml and 25(OH) vit D sufficiency (VDS) as 25(OH) D > 40 ng/mL. 25(OH) vit D deficiency (VDD + VDI) was observed in 93 % of the subject population. Maximum number of the subjects belonged to the age group of 41–60 years. 59 % had frank 25(OH) vit D deficiency when cut off level was <20 ng/mL. Mean value of 25(OH) vit D in our subjects was 21.4 ± 14.4 ng/mL. Significant difference in 25(OH) vit D level was observed in between male and female subjects. Simultaneously 25(OH) vit D levels were significantly lower in the patient visited hospital in winter-spring season than the summer-autumn season (p > 0.001). Our study demonstrates a high prevalence of 25(OH) vit D deficiency in an ostensibly healthy Indian population. There is a need for redefining our reference ranges according to our population and extensively improving the status of vitamin D. 相似文献
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ABSTRACTWhile the importance of academic language and literacies in students’ meaningful participation in higher education has been well-explored, studies have focused on writing rather than reading. There has been a significant silence in the literature around what constitutes reading in higher education, the sociocultural complexities of reader engagement with text, and contemporary understandings of situated experiences regarding reading practices in the disciplines, especially for traditionally under-represented student groups. Scholarly interest in academic literacies, and reading in particular, has significant implications for the equity and widening participation agenda. To this end this article critically engages with research examining reading in tertiary education and describes a scoping study of scholarly work at the intersection of three domains: academic literacies, reading studies, and widening participation and equity in higher education. In asking questions of these three overlapping fields of inquiry, we map trends in existing academic literature, and argue for a research agenda that examines the experiences, perceptions and enactments of academic reading in the context of South African and Australian efforts to widen participation to higher education. 相似文献
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Extensive research has shown that one of the benefits of programming to learn about scientific phenomena is that it facilitates learning about mechanisms underlying the phenomenon. However, using programming activities in classrooms is associated with costs such as requiring additional time to learn to program or students needing prior experience with programming. This paper presents a class of programming environments that we call quickstart: Environments with a negligible threshold for entry into programming and a modest ceiling. We posit that such environments can provide benefits of programming for learning without incurring associated costs for novice programmers. To make this claim, we present a design-based research study conducted to compare programming models of evolutionary processes with a quickstart toolkit with exploring pre-built models of the same processes. The study was conducted in six seventh grade science classes in two schools. Students in the programming condition used EvoBuild, a quickstart toolkit for programming agent-based models of evolutionary processes, to build their NetLogo models. Students in the exploration condition used pre-built NetLogo models. We demonstrate that although students came from a range of academic backgrounds without prior programming experience, and all students spent the same number of class periods on the activities including the time students took to learn programming in this environment, EvoBuild students showed greater learning about evolutionary mechanisms. We discuss the implications of this work for design research on programming environments in K-12 science education. 相似文献
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In this paper, we reflect upon how dialogs and debates in a non-governmental organization (NGO) – CARE India in the context of a girls’ education project shaped staff members’ understandings of gender justice. As CARE India staff shared their experiences in the field, in the organization, and in domestic spaces during gender training sessions and other forums, their different politics in these spaces shaped how they translated global discourses of gender justice to produce fluid, contested, and contextual understandings. While these dialogs included the voices of diverse social actors in identifying the capabilities needed for gender justice in education, they were often reframed by local NGO actors. 相似文献
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This paper addresses the problem of curriculum design in the Humanities and Social Sciences, and more specifically the challenge of designing foundation courses for first-generation or ‘disadvantaged’ learners. Located in the social realist school of the sociology of education studies that builds on the legacy of Basil Bernstein, we emphasise the importance of knowledge and understanding the principles that generate ‘what counts’ in particular courses and disciplines. In order to operationalise this, we used Maton’s Legitimation Code Theory to uncover the knowledge/knower structures in eight first year courses in four of the most popular majors in a Faculty of Humanities. Our data sources were curriculum documents and exam papers in particular. The findings are presented and the ‘codes’, ‘gazes’ and ‘lenses’ for each set of courses delineated. The findings are being used to inform the design of a set of curriculum and pedagogic interventions that aim to offer powerful ways of knowing to novices in the Humanities and Social Sciences. 相似文献