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Seema Bhargava Meghaa Shanta Bhargava Eishaan Kamta Bhargava LM Srivastava 《Indian journal of clinical biochemistry : IJCB》2016,31(2):148-151
Hyperhomocysteinemia (HHCY) has been demonstrated to affect cochlear microvasculature as well as cochlear epithelial cells directly, with a resultant alteration of the expression of matrix metalloproteinases (MMPs) and their inhibitors, tissue inhibitors of metalloproteinases (TIMPs). Hence, ascertaining the optimum concentration of MMPs and TIMPs in the cochlea could help to inhibit hearing loss due to HHCY by the administration of appropriate MMP inhibitors, Since infections/inflammations as well as ototoxic antibiotics have a similar mechanism of otic pathology, the cochlear damage they cause could also be similarly prevented. 相似文献
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The BSc in computer aided product design (CAPD) course at the University of Wolverhampton was conceived as a collaborative venture in 1989 between the School of Engineering and the School of Art and Design. The award was at the forefront of forging interdisciplinary collaboration at undergraduate level in the field of product design. It has integrated engineering design from the former with industrial design from the latter, developing a mixture of traditional, technical and design skills using the computer.
The current paper discusses the use of formal methods of delivery on the CAPD course together with the integration of industrial product design and engineering design from a case study and project approach. It progresses from a formal approach through a transitional stage to an innovative method of delivery and assessment.
In providing the framework to this innovative approach the paper utilizes examples of students’ case studies, projects and design competitions that rely upon the use of three-dimensional (3D modelling) and both traditional prototyping and rapid prototyping techniques in developing the product design artefact. Combined with this is the utilization of a design process model that combines both product design and industrial design methodologies.
The changing attitude of staff in the education of CAPD students, with respect to the integration of formal methods and innovative methods in case study and project scenarios, is also discussed. 相似文献
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Abigail L. Uhrman Ginger Walton Lindsey Oakes Stuart J. Schleien Jeffrey S. Kress 《Journal of Jewish Education》2013,79(2):86-108
ABSTRACTAs an increasing number of Jewish summer camps welcome campers with disabilities, it becomes more important to understand the experience of these campers and that of their neurotypical peers. In this study, campers with disabilities and neurotypical campers participated together in a photography activity. Photographs and their accompanying narratives were analyzed, yielding three categories of results: (1) camp community and responsibility (2) Jewish experience at camp; and (3) challenges and opportunities. Results are discussed in terms of enhancing the experience of inclusion at camp for all campers. 相似文献
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Despite a large body of research demonstrating the kinds of categories to which infants respond, few studies have directly assessed how infants' categorization unfolds over time. Four experiments used a visual familiarization task to evaluate 10-month-old infants' (N = 98) learning of exemplars characterized by commonalities in appearance or function. When learning exemplars with a common function, infants initially responded to the common feature, apparently forming a category, and only learned the individual features with more extensive familiarization. When learning exemplars with a common appearance, infants initially learned the individual features and apparently only formed a category with more extensive familiarization. The results are discussed in terms of models of category learning. 相似文献
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Thomas Allen Greenfield Michael Keith Joseph Krause John Parikhal David Oakes James E. Fletcher 《Communication Booknotes Quarterly》2013,44(5):72-73
RADIO: A REFERENCE GUIDE by Thomas Allen Greenfield (Westport, CT: Greenwood Press, 1989—$39.95, ISBN 0-313-22276-2) THE RADIO STATION by Michael Keith and Joseph Krause (Stoneham, MA: Focal Press, 1989—$24.95, paper, ISBN 0-240-80028-1) PROGRAMMING RADIO TO WTN IN THE NEW AMERICA by John Parikhal and David Oakes (1989—$40.00 but $20 to NAB/BEA members, paper, ISBN 0-89324-062-1) PROFITING FROM RADIO RATINGS: A MANUAL FOR RADIO MANAGERS, SALES MANAGERS AND PROGRAMMERS by James E. Fletcher (1989—$40.00 but $20 to NAB/BEA members, paper, ISBN 0-89324-065-6) DEVELOPING AN EFFECTIVE MARKETING PLAN: A WORKING GUIDE FOR RADIO BROADCASTERS by John Geason and John Sutherland (1989—$20.00, paper, ISBN 0-89324-066-4) AMERICAN RADIO SPRING 1989 by James H. Duncan, Jr. (Duncan's American Radio, Box 90284, Indianapolis, IN 46290—$79.00, paper) 相似文献
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The history of US schooling is a remarkable tale of expanding educational opportunities in the midst of educational inequality.
Despite cultural commitments to equality and justice, the US educational system continues to provide clear and consistent
advantages for white and wealthier Americans and disadvantages for low-income, students of color.
This paper explores why efforts to equalize education have fared so poorly and how US schools and society might become more
equitable and just. Our conclusions are straightforward: Equity reforms rarely take hold because they rely on conventional,
technical approaches to policymaking and educational change. Instead, equitable, high-quality schooling for all students will
likely fare better with social movement activism that addresses the societal norms and politics which cement the status quo.
At the heart of such activism is a process we call “learning power.” (The ideas presented here are presented more fully in
Jeannie Oakes and John Rogers, Learning Power: Organizing for Education and Justice (New York: Teachers College Press, 2006).)
An earlier version of this paper was presented as the 3rd Annual Distinguished Lecture on Educational Change for the Special
Interest Group on Educational Change at the 2006 Annual Meeting of the American Educational Research Association Meeting,
San Francisco, California.
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| Jeannie OakesEmail: |
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We call for a shift from a content-oriented approach to a process-oriented approach to the study of categorization in infancy. Although gains have been made in our understanding of infant categorization by evaluating the categories to which infants respond, further understanding of infant categorization, and how categorization changes with development, requires that we more directly assess infants' category formation. We argue that two directions for future research will continue to enhance our understanding of categorization in infancy (and beyond). First, contextual variations (e.g., the effects of task, stimuli, and other factors) on infants' categorization must be better understood. Second, we must more directly evaluate the kinds of information infants use when forming categories, as well as how their use of such information changes with age, task, and so forth. We argue that these two foci will provide clearer understanding of the origins and early development of categorization. 相似文献