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1.
Serap ?uhadar Mehmet K?seo?lu Yasemin ?inpolat Güler Bu?dayc? Murat Usta Tuna Semerci 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2016,26(1):53-60
Introduction
Extremely high glucose concentrations have been shown to interfere with creatinine assays especially with Jaffe method in peritoneal dialysate. Because diabetes is the fastest growing chronic disease in the world, laboratories study with varying glucose concentrations. We investigated whether different levels of glucose spiked in serum interfere with 21 routine chemistry and thyroid assays at glucose concentrations between 17-51 mmol/L.Materials and methods
Baseline (group I) serum pool with glucose concentration of 5.55 (5.44-5.61) mmol/L was prepared from patient sera. Spiking with 20% dextrose solution, sample groups were obtained with glucose concentrations: 17.09, 34.52, and 50.95 mmol/L (group II, III, IV, respectively). Total of 21 biochemistry analytes and thyroid tests were studied on Abbott c8000 and i2000sr with commercial reagents. Bias from baseline value was checked statistically and clinically.Results
Creatinine increased significantly by 8.74%, 31.66%, 55.31% at groups II, III, IV, respectively with P values of < 0.001. At the median glucose concentration of 50.95 mmol/L, calcium, albumin, chloride and FT4 biased significantly clinically (-0.85%, 1.63%, 0.65%, 7.4% with P values 0.138, 0.214, 0.004, < 0.001, respectively). Remaining assays were free of interference.Conclusion
Among the numerous biochemical parameters studied, only a few parameters are affected by dramatically increased glucose concentration. The creatinine measurements obtained in human sera with the Jaffe alkaline method at high glucose concentrations should be interpreted with caution. Other tests that were affected with extremely high glucose concentrations were calcium, albumin, chloride and FT4, hence results should be taken into consideration in patients with poor diabetic control.Key words: assay interference, glucose interference, preanalytical phase, creatinine, Jaffe kinetic assay, thyroid function tests 相似文献2.
This study looks at whether the information literacy self-efficacy of student teachers in departments of primary education in Turkish universities varies according to their Information and Communication Technologies (ICT) usage level, duration of ICT experience, gender, and grade. The survey was conducted with 1702 student teachers using the Information Literacy Self-Efficacy Scale. Results showed that student teachers' level and duration of ICT usage were determining factors for information literacy self-efficacy. Significant differences among grades show that training during university education has an important role in increasing information literacy self-efficacy. 相似文献
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Devecioglu Yasemin Akdeniz Ali Riza 《美中教育评论》2010,7(8):95-101
It is very important to develop student teachers＇ skills and knowledge during the pre-service teacher education process. In this study, the effectiveness of the approach in which student teachers＇ gained skills of developing and using TGMs （teacher-guided materials） based on integration of technology on physics education in STMC-Ⅱ （Special Teaching Methods Course-Ⅱ） for pre-service physics teachers was evaluated. The study was conducted with 33 physics student teachers in KTU （Karadeniz Technical University）. Student teachers were required to develop and present TGMs, which were based on principles of special teaching approaches and techniques and integration of technology through instruction. The data of the study were gained from semi-structured interviews conducted with 14 student teachers, observations of the lessons conducted by each student teacher and document analysis of the student teachers＇ diaries collected during the term. The student teachers stated that STMC-11 was a very helpful experience to gain teaching skills. It is believed that all these activities, which are designed and performed in the classroom by student teachers during STMC-Ⅱ course, will not only prepare them for their teaching but also help them gain basic experiences that they will need in their future career. At the end of the process, it is concluded that all the student teachers gained nearly the whole defined aims--skills and knowledge of the STMC-Ⅱ. The implementation process should be organized very well to have advance of gaining many skills together. Key words： physics student teacher; STMC-Ⅱ; the skills of developing TGMs and integration of technology 相似文献
4.
Recent European research has revealed growth in the number of administrators and professionals across different sections of universities—a long established trend in US universities. We build on this research by investigating the factors associated with variation in the proportion of administrators across 761 Higher Education Institutions (HEIs) in 11 European countries. We argue that the enactment of expanded and diversified missions of HE is one of the main factors nurturing universities’ profesional and administrative bodies. Our findings support such an assertion; regardless of geographical and institutional differences, HEIs with high levels of “entrepreneurialism” (e.g. in service provision and external engagement) are characterized by a larger proportion of administrative staff. However, we find no empirical support for arguments citing structural pressures and demands on HEIs due to higher student enrolments, budget cuts or deregulation as engines driving such change. Instead, our results point towards, as argued by neo-institutionalists, the diffusion of formal organization as a model of institutional identity and purpose, which is especially prevalent at high levels of external connectedness. 相似文献
5.
Yasemin Özdem Yilmaz Jale Cakiroglu Hamide Ertepinar Sibel Erduran 《International Journal of Science Education》2013,35(11):1443-1464
ABSTRACTArgumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students’ spoken or written argumentation. Consequently, teachers’ pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers’ theory and pedagogy of argumentation. Data sources included the participants’ video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants’ written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ?St??rategies for ?Argumentation, and Meta-strategic Instructional ?St??rategies for ?Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers’ instructional practices while they are implementing argumentation-based lessons. 相似文献
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Ka?an Huysal Yasemin U Budak 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2015,25(3):416-420
Introduction
Glycosylated hemoglobin (HbA1c) concentrations measured in clinical chemistry laboratories show large differences between their interlaboratory reported values. Laboratory measurements of quality performance should be based on quantitative data. The sigma metrics model provides an objective method for the assessment of current HbA1c assays and is useful in quality management planning. The aim of our study was to evaluate the analytical performance of the MQ-2000 PT HbA1c analyzer test results in the context of our operating conditions on the sigma scale.Materials and methods
The coefficient of variation was determined from the calculated mean and standard deviation evaluated from internal quality control (QC) (N = 168 days) (Shanghai Huachen Biological Reagent Co. Ltd, China) data, and records of external quality data (KBUDEK, İstanbul, Turkey) measured in the period from May to November 2013 were used to determine the bias. The resulting data and total allowable error rate (TEA = 10%) from the Clinical Laboratory Improvement Amendments of 1988 (CLIA’88) were used to calculate the sigma level.Results
The calculated coefficient of variations (CVs) at the two levels, normal (QC1 = 36.6 ± 2.38 mmol/mol) and pathological (QC2 = 84.7 ± 2.68 mmol/mol), were 6.5% and 3.1%, respectively. The average bias between the external QC and MQ-2000 PT during the study period was 4.3%. The calculated average sigma value was 1.19.Conclusions
The MQ-2000 PT HbA1c is a new analyser in the market; there is need for improvement and the method should be controlled with greater attention to ensure quality.Key words: diabetes mellitus, hemoglobin A1c protein, human, chromatography, high pressure liquid chromatography 相似文献8.
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Copur-Gencturk Yasemin Thacker Ian Quinn David 《International Journal of Science and Mathematics Education》2021,19(6):1251-1269
Teachers’ beliefs play a significant role in students’ academic attainment and career choices. Despite comparable attainment levels between genders, persistent stereotypes and beliefs that certain disciplines require innate ability and that men and women have different ability levels impede students’ academic career paths. In this study, we examined the prevalence of US mathematics teachers’ explicit general and gender-specific beliefs about mathematical ability and identified which teacher characteristics were associated with these beliefs. An analysis of data from 382 K-8 teachers in the USA indicated that overall, teachers disagreed with the idea that general and gender-specific mathematical ability is innate and agreed with the idea that hard work and dedication are required for success in mathematics. However, our findings indicate that those who believed mathematics requires brilliance also tended to think girls lacked this ability. We also found that teachers who were teaching mathematics to 11- to 14-year-old students seemed to believe that mathematics requires innate ability compared with teachers who were teaching mathematics to 5- to 10-year-old students. In addition, more experienced teachers and teachers who worked with special education students seemed to believe less in the role of hard work in success in mathematics, which could have serious consequences for shaping their students’ beliefs about their academic self-concept and future career-related decisions.
相似文献10.