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11.
Sarama Saha Chandan Sarkar Subhash Chandra Biswas R. Karim 《Indian journal of clinical biochemistry : IJCB》2008,23(3):262-266
Abnormal lipid profile is often found in women with Polycystic Ovary Syndrome. To assess the impact of abnormal lipid profile
on atherosclerosis in young Polycystic Ovary Syndrome women, carotid intima-media thickness as judged by B-mode ultrasonography
were done in 30 young (18–35 yrs) Polycystic Ovary Syndrome women and in similarly age-matched 30 apparently healthy controls.
Compared to controls, young Polycystic Ovary Syndrome women had significantly elevated serum total cholesterol, triglyceride
and LDL-C levels and carotid intima-media thickness. HDL-C level did not differ significantly between two groups of women.
In Polycystic Ovary Syndrome women carotid intima-media thickness was positively correlated with serum total cholesterol,
triglyceride and LDL-C and negatively correlated with serum HDL-C. Our study suggests that even young Polycystic Ovary Syndrome
women are prone to atherosclerosis from early age. 相似文献
12.
Aljosha Karim Schapals 《Journalism Practice》2018,12(8):976-985
Much has been written about the alleged “crisis” of journalism, with narratives of cultural pessimism centred on the decline of legacy news media, and print media in particular. Whilst factually accurate in parts, such narratives offer an incomplete picture not just of how journalism is declining, but also evolving as it transitions in the digital age. This paper is funded by a major Australian Research Council-study of “Journalism beyond the crisis”, a project which seeks to evaluate the emerging assemblage of journalistic forms, practices, and uses in a transnationally comparative study across four different countries. The present study is a first step in investigating how journalists perceive their roles at a time in which the legitimacy of factual accounts of current events is increasingly put into question. To do so, it draws on in-depth interviews with senior journalists based in London and Sydney, providing topical insights into how these practitioners understand their role in an era of “fake news”. The findings indicate that journalists are particularly concerned about a decrease of public trust in the media, and urge colleagues to adapt more rigorous fact-checking techniques – particularly at times when the role of journalism as a “watchdog” over society appears to be most crucial. 相似文献
13.
Karim A. Remtulla 《Learning Inquiry》2008,2(2):139-149
Current research on e-learning that focuses predominantly on instructional programming, and on various hardware and software,
essentially neglects the more socio-cultural perspectives on e-learning. With this in mind, this article proceeds from a social theory perspective with a more socio-culturally
engaged look at e-learning for workplace learning and pedagogy. In so doing, this article proposes a theoretical framework
derived from the social theory of Jean Baudrillard (1929–2007), with a focus on his seminal, metaphorical notion of ‘simulation’.
Finally, this metaphor is applied as a theoretical framework to discern the socio-cultural significance of the present trajectory
of technological environments for workplace learning and their potential for conveying socially and (multi)culturally relevant
workplace learning pedagogy. 相似文献
14.
15.
Aqilah Nawwarah H.A. Rajak Dk. Nurul Najiah Pg Abu Bakar Nur Dina Azyyati Lajim Nurul Hikmatull Su’aidah Haji Kamarulzaman Siti Nur Fakhrinah Haji Karim Mohammad Nabil Almunawar 《Education and Information Technologies》2018,23(6):2341-2361
This research studies on the e-learning services acceptance in higher education institutions in Brunei Darussalam. This research has seven hypotheses, relating to independent, intermediary, and dependent variables. The independent variables include lecturer’s characteristics, design of learning contents, teaching materials, and playfulness; while the intermediary variables are perceived benefits and perceived ease of use. On the other hand, the dependent variable in this research is the intention to use e-learning. Multiple regression analysis were conducted to test the hypotheses proposed. Data analysis from this research has confirmed that the lecturer’s characteristics, teaching materials, perceived ease of use and the intention to use e-learning corresponds to the perceived benefits. Meanwhile, the design of learning content and the intention to use e-learning are positively related to the perceived ease of use and lastly, the variable playfulness is positively related to the intention to use e-learning. 相似文献
16.
Anis Chaouachi Matt Brughelli Gregory Levin Nahla Ben Brahim Boudhina John Cronin Karim Chamari 《Journal of sports sciences》2013,31(2):151-174
Abstract The objective of this study was to provide anthropometric, physiological, and performance characteristics of an elite international handball team. Twenty-one elite handball players were tested and categorized according to their playing positions (goalkeepers, backs, pivots, and wings). Testing consisted of anthropometric and physiological measures of height, body mass, percentage body fat and endurance ([Vdot]O2max), performance measures of speed (5, 10, and 30 m), strength (bench press and squat), unilateral and bilateral horizontal jumping ability, and a 5-jump horizontal test. Significant differences were found between player positions for some anthropometric characteristics (height and percentage body fat) but not for the physiological or performance characteristics. Strong correlations were noted between single leg horizontal jumping distances with 5-, 10-, and 30-m sprint times (r = 0.51–0.80; P < 0.01). The best predictors of sprint times were single leg horizontal jumping with the dominant leg and the distance measured for the 5-jump test, which when combined accounted for 72% of the common variance associated with sprint ability. In conclusion, performance abilities between positions in elite team-handball players appear to be very similar. Single leg horizontal jumping distance could be a specific standardized test for predicting sprinting ability in elite handball players. 相似文献
17.
Per Anderhag Patrik Emanuelsson Per-Olof Wickman Karim Mikael Hamza 《International Journal of Science Education》2013,35(18):3141-3160
It is commonly argued that socio-economic inequalities can explain many of the differences in achievement and participation in science education that have been reported among countries and among schools within a country. We addressed this issue by examining (a) the relationship between variables associated with socio-economic background and application frequencies to the Swedish Natural Science Programme (NSP) in upper secondary school and (b) whether there are lower secondary schools in Sweden that seem to compensate for these variables. Data from Statistics Sweden (SCB) covering the whole population of 106,483 ninth-grade students were used to calculate the probability for each student to apply to the NSP. Our results indicate that the variables, such as parental educational level and grades, have explanatory power, but with varying effect for different subpopulations of students. For example, grades in mathematics have a greater impact than grades in science for females' choice of the NSP. The opposite holds for male students. Out of 1,342 schools, 158 deviated significantly from predicted, that is, the students in these schools applied to the NSP in greater or lesser extent than expected. The number of deviating schools is greater than predicted by pure random variation. This suggests that variables of socio-economic background are only a partial explanation of the application frequencies, and that the deviation needs to be investigated further. Our findings suggest that in order to understand why schools deviate positively and so compensate for the socio-economic background of their students, we need to study their practices more closely. 相似文献
18.
Even though knowledge assets have been widely recognized as the principal drivers of firm's competitive advantage, few are the frameworks that have explained how these strategic assets are transformed into value and how the value creation process occurs. Also there is a confusing terminology in the literature surrounding many concepts explaining the dynamics of value creation. By conducting a Systematic Review – an evidence-based methodology for theory building – this paper seeks to define a ‘common language’ of the concepts used to explain this phenomenon, and build the assumptions of a theoretical model that explains how knowledge assets, through learning mechanisms, are linked, renewed, and leveraged into socio-technical processes or organizational routines, that in turn form the basis of organizational capabilities. As they are socially constructed, these organizational capabilities, when leveraged into products and services, generate value and provide firms with a sustainable competitive advantage and long-term superior performance. The model should therefore serve as a theoretical contribution to the literature and it has a further potential benefit to begin an inquiry, for both theory building and management, about the nature of firm's knowledge assets and organizational capabilities, and the sources of sustainable competitive advantage. Some of these avenues are outlined in this paper. 相似文献
19.
Ilana Kaufmann Karim M. Hamza Carl-Johan Rundgren Lars Eriksson 《International Journal of Science Education》2013,35(12):1601-1624
ABSTRACTThis study explores first-year university students’ reasoning as they learn to draw Lewis structures. We also present a theoretical account of the formal procedure commonly taught for drawing these structures. Students’ discussions during problem-solving activities were video recorded and detailed analyses of the discussions were made through the use of practical epistemology analysis (PEA). Our results show that the formal procedure was central for drawing Lewis structures, but its use varied depending on situational aspects. Commonly, the use of individual steps of the formal procedure was contingent on experiences of chemical structures, and other information such as the characteristics of the problem given. The analysis revealed a number of patterns in how students constructed, checked and modified the structure in relation to the formal procedure and the situational aspects. We suggest that explicitly teaching the formal procedure as a process of constructing, checking and modifying might be helpful for students learning to draw Lewis structures. By doing so, the students may learn to check the accuracy of the generated structure not only in relation to the octet rule and formal charge, but also to other experiences that are not explicitly included in the formal procedure. 相似文献
20.
Karim Mikael Hamza Per-Olof Wickman 《International Journal of Science Education》2013,35(13):2254-2277
The purpose of this study is to use a comparative approach to scrutinize the common assumption that certain school science activities are theoretical and therefore particularly suited for engaging students with scientific ideas, whereas others are practical and, thus, not equally conducive to engagement with scientific ideas. We compared two school science activities, one (laboratory work) that is commonly regarded as focusing attention on artefacts that may distract students from central science concepts and the other (concept mapping) that is thought to make students focus directly on these concepts. We observed students in either a laboratory activity about real galvanic cells or a concept-mapping activity about idealized galvanic cells. We used a practical epistemology analysis to compare the two activities regarding students' actions towards scientific ideas and artefacts. The comparison revealed that the two activities, despite their alleged differences along the theory–practice scale, primarily resulted in similar student actions. For instance, in both activities, students interacted extensively with artefacts and, to a lesser extent, with scientific ideas. However, only occasionally did students establish any explicit continuity between artefacts and scientific ideas. The findings indicate that some of the problems commonly considered to be unique for school science practical work may indeed be a feature of school science activities more generally. 相似文献