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J. Baxi Kavita Sharma Rajbala Asha Mehta A. K. Pendse P. P. Singh 《Indian journal of clinical biochemistry : IJCB》1994,9(1):47-49
Evaluation of serum SOD and MDA level was done in 21 first episode renal stone formers, 9 recurrent stone formers, 20 patients with obstructive uropathy other than urolithiasis and 12 patients with urinary infection. Twenty-two healthy volunteers were taken as controls. The level of SOD in respective groups was 2.12±0.84, 2.78±0.85, 1.42±0.31, 1.98±0.70 and 2.32±0.62 units/ml and of MDA was 2.61±1.07, 2.69±1.15, 1.65±0.33, 1.33±0.34 and 1.55±0.48 n mol/ml respectively. The results indicate increased peroxidative stressin nephrolithiasis only. Since SOD level was normal in all groups, this increased peroxidative stress in nephrolithiasis should be due to factors other than this one. 相似文献
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Asha Kanwar Balasubramanian Kodhandaraman 《The American journal of distance education》2013,27(2):65-80
Abstract One of the emerging issues in educational discourse today is the development and use of Open Education Resources (OER) and their potential in expanding access and improving the quality of education, particularly in developing countries where there is a dearth of quality materials. This article seeks to contribute to the debate on OER. It critically examines the experiences of the Commonwealth of Learning in the creation and dissemination of OER and identifies lessons learned. It also suggests concrete ways in which various stakeholders can contribute to the sustainability of OER. 相似文献
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Catherine A. Kunsch Asha K. Jitendra Sheetal Sood 《Learning disabilities research & practice》2007,22(1):1-12
The purpose of this synthesis is to summarize the effectiveness of peer‐mediated interventions on the mathematics performance of both students with disabilities and those at risk for mathematics disabilities. Meta‐analytic techniques were used to calculate mean effect sizes for 17 studies that met inclusion criteria. Results indicate that peer‐mediated interventions in mathematics are moderately effective for improving students' mathematics performance. Also, findings are strongest for students at risk for mathematics disabilities, elementary‐aged participants, and mathematics computation content. Recommendations for future research and practical implications are discussed. 相似文献
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Science & Education - Like all SSI, the COVID-19 pandemic requires decisions that are contentious, involve scientific thinking, and vary across social groups. This investigation determined how... 相似文献
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Research Findings: This study examines whether specific teacher instructional practices in early education are associated with children's engagement in prosocial behavior. Teachers’ verbal encouragement of prosocial behavior and empathy, emotional warmth, positive behavior management, vocabulary instruction, and encouragement of expressive language were explored in relation to children's classroom prosocial behavior. We also examined whether increased prosociability was evident in the classrooms of teachers who both encouraged prosocial behavior and empathy and demonstrated emotional warmth. We observed 124 first-grade classrooms that included 2,098 children. Results indicated that teachers’ verbal encouragement of prosocial behavior and empathy was most strongly associated with classroom prosocial behavior. There was also a significant association between encouragement of expressive language and prosocial behavior. Emotional warmth, positive behavior management, vocabulary instruction, and the joint effect of teacher emotional warmth and encouragement of prosocial behavior and empathy was not associated with prosocial behavior. Practice or Policy: These findings suggest that teachers’ more deliberate encouragement of prosocial and empathic behavior and their creation of a positive, interactive social environment may support students’ prosocial behavior. The implications of these findings are particularly important for young children learning to engage with others. 相似文献
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K. Poornima M. Cariappa K. Asha H. P. Kedilaya M. Nandini 《Indian journal of clinical biochemistry : IJCB》2003,18(2):197-205
An adequate antioxidant reserve which is usually present in a vegetarian diet is associated with higher life expectancy. On
the other hand habitual consumption of fish is associated with lower risk of cardiovascular diseases which is attributed to
the polyunsaturated fatty acids (PUFA) present in it. However the PUFA are readily susceptible to oxidation leading to the
formation of free radicals which is known to be involved in the causation of several diseases.
The oxidant-antioxidant status of 23 vegetarians and 22 fish eaters was studied by determining the plasma lipid peroxides
measured as malondialdehyde (MDA) and the antioxidants, viz. glutathione (GSH), ascorbic acid, ceruloplasmin and uric acid.
Results show that the ascorbic acid values were significantly higher in vegetarians. In addition, MDA correlated negatively
with ascorbic acid only in vegetarians. However, correlation of MDA with glutathione showed a significant negative correlation
only in fish eaters. There was no statistically significant difference in the MDA, GSH, ceruloplasmin and uric acid levels.
The mechanism behind these findings are not clear and needs to be explored. 相似文献
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本刊通过中央电大参加亚洲开放大学（AAOU)14届年会（马尼拉会议）的齐宏副教授特约下一届年会主办国印度英迪拉甘地国家开放大学的Asha kanwar 女士就下届年会选择的主题及其原因，印度在相关方面的经验，为中国的同仁撰一短文，以使读者能尽早对会议有一个了解。
——编者 相似文献
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Harnessing sunlight for the production of electrical energy is an engrossing prospect. The crucial concept underlying the success of solar power stations is energy storage and its retrieval on demand which can be most effectively achieved with storage batteries. This article highlights the chemistry of existing and emerging battery technologies. 相似文献
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Jennifer A. Mautone George J. DuPaul Asha K. Jitendra Katy E. Tresco Rosemary Vile Junod Robert J. Volpe 《Psychology in the schools》2009,46(10):919-931
This study examined the relationship between treatment integrity and acceptability for reading interventions across two consultation models, intensive data‐based academic intervention (IDAI) and traditional data‐based academic intervention (TDAI). Participants included 83 first‐ through fourth‐grade students who met research criteria for Attention‐Deficit/Hyperactivity Disorder and evidenced academic difficulties and their general and/or special education teachers. Reading interventions were developed through individualized, data‐driven consultation (IDAI) or generic, menu‐based consultative services (TDAI). Results suggested a moderate, positive relationship between treatment integrity and acceptability for both consultation groups, although the relationship was statistically significant for the IDAI group only. Furthermore, although there was a significant difference between consultation groups on treatment integrity, differences between groups on treatment acceptability were not statistically significant. Implications for practice and future research are discussed. © 2009 Wiley Periodicals, Inc. 相似文献