Racial incorporation through alignment with whiteness     

Somava Pande  Jolanta A. Drzewiecka 《Journal of International and Intercultural Communication》2017,10(2):115-134

This study examines alignment with whiteness as a form of racial incorporation among Asian Indian immigrants. Alignment—lining up—explains the process of racial incorporation as a creative construction of similarities in social position, values, interests, and culture. Thirty Asian Indian immigrants were interviewed. We found that they were positioned to interact with white Americans by their material resources, terms of immigration, and prearrival imagination of the U.S. as white. They incorporated themselves by constructing terms of equivalence with whiteness and adopting the discourse of racelessness. We demonstrate how identity capital and affect enable and secure racial alignment.  相似文献   

Representational competence: towards a distributed and embodied cognition account     

Prajakt Pande  Sanjay Chandrasekharan 《Studies in Science Education》2017,53(1):1-43

Multiple external representations (MERs) are central to the practice and learning of science, mathematics and engineering, as the phenomena and entities investigated and controlled in these domains are often not available for perception and action. MERs therefore play a twofold constitutive role in reasoning in these domains. Firstly, MERs stand in for the phenomena and entities that are imagined, and thus make possible scientific investigations. Secondly, related to the above, sensorimotor and imagination-based interactions with the MERs make possible focused cognitive operations involving these phenomena and entities, such as mental rotation and analogical transformations. These two constitutive roles suggest that acquiring expertise in science, mathematics and engineering requires developing the ability to transform and integrate the MERs in that field, in tandem with running operations in imagination on the phenomena and entities the MERs stand for. This core ability to integrate external and internal representations and operations on them – termed representational competence (RC) – is therefore critical to learning in science, mathematics and engineering. However, no general account of this core process is currently available. We argue that, given the above two constitutive roles played by MERs, a theoretical account of representational competence requires an explicit model of how the cognitive system interacts with external representations, and how imagination abilities develop through this process. At the applied level, this account is required to develop design guidelines for new media interventions for learning science and mathematics, particularly emerging ones that are based on embodied interactions. As a first step to developing such a theoretical account, we review the literature on learning with MERs, as well as acquiring RC, in chemistry, biology, physics, mathematics and engineering, from two perspectives. First, we focus on the important theoretical accounts and related empirical studies, and examine what is common about them. Second, we summarise the major trends in each discipline, and then bring together these trends. The results show that most models and empirical studies of RC are framed within the classical information processing approach, and do not take a constitutive view of external representations. To develop an account compatible with the constitutive view of external representations, we outline an interaction-based theoretical account of RC, extending recent advances in distributed and embodied cognition.  相似文献   

Pharmacogenetic Aspects of Coumarinic Oral Anticoagulant Therapies     

Rathore SS  Agarwal SK  Pande S  Singh SK  Mittal T  Mittal B 《Indian journal of clinical biochemistry : IJCB》2011,26(3):222-229

Coumarinic oral-anticoagulants (COAs) are commonly used for treatment of thromboembolic events. However, these medications have a narrow therapeutic range and there are large inter-individual variations in drug response. This is especially important in the initial phases of oral-anticoagulant therapy. Recent advancements in pharmacogenetics have established that clinical outcomes in oral-anticoagulant therapy are affected by genetic factors. The allelic variants of genes like cytochrome P450 2C9 (CYP2C9) and vitamin K epoxide reductase complex subunit 1 (VKORC1) are closely associated with maintenance dose of oral anti-coagulants. In addition, GGCX (Gamma-glutamyl carboxylase) polymorphism at position 12970 (rs11676382), CYP4F2 (rs2108622; V433M; 1347 C > T) and Apolipoprotein E (APOE) variants have been shown to explain a small but significant influence on dose requirements. There are large differences in the frequencies of these polymorphisms between different world populations which are also related to the requirements of oral anticoagulants. However, the final drug dosage in an individual is determined by complex sets of genetic and environmental factors and several dosing algorithms which combine clinical and genetic parameters to predict therapeutic COA doses have also been developed. The algorithm based dose prediction shows the importance of pharmacogenetic testing in patients undergoing oral anticoagulant therapies.  相似文献   

Environmental Education in Rural Central Himalayan Schools     

Anuradha Pande 《The Journal of environmental education》2013,44(3):47-53

Abstract

This article describes an experimental environmental education course in rural schools in India's central Himalayas. The course was designed to introduce environmental and livelihood issues into mainstream curriculum. The Uttaranchal Environment Education Centre initiated this program in 1987 with the help of national and state departments of education. This practical course focuses on land degradation, which is the region's major environmental problem. Students learn how to manage their village ecosystem to ensure maximum sustainable productivity. Currently, 1,000 teachers in 530 schools offer the course to approximately 68,000 students.  相似文献