Study of serum lactate dehydrogenase in strangulated and non-strangulated intestinal obstruction     

D. S. Dhiman  N. K. Sarin  R. K. Sharma  J. R. Kanwar  R. M. Pathak  R. L. Gupta 《Indian journal of clinical biochemistry : IJCB》1989,4(1):23-25

The present study has been conducted in 80 cases, out of which 28 were of strangulated and 52 of non-strangulated intestinal obstruction. It has been observed that serum lactate dehydrogenase of more than 300 I. U./litre in first 24 hours to 72 hours is highly suggestive of strangulated intestinal obstruction.  相似文献   

Choice in honeybees as a function of the probability of reward     

Monika E. Fischer  P. A. Couvillon  M. E. Bitterman 《Learning & behavior》1993,21(3):187-195

Honeybees foraging for sucrose at a laboratory window were trained in a series of ten 100-trial problems to choose between two targets differing in odor, one of them providing 10 µl of a 50% sucrose solution and the other 10 µl of water. In 9 of the problems, two odors were used, and the reward ratio was varied systematically over a wide range. In the 10th problem, three odors were used in an ambiguous-cue (A+/B?, B+/C?) design. The results were predicted quantitatively, and with substantial accuracy, from a simple theory of learning and choice developed in previous work on simultaneous discrimination in honeybees.  相似文献   

Pathways to understanding mind: construct validity and predictive validity of maternal mind-mindedness   总被引：6，自引：0，他引：6  

Meins E  Fernyhough C  Wainwright R  Clark-Carter D  Das Gupta M  Fradley E  Tuckey M 《Child development》2003,74(4):1194-1211

The construct validity of maternal mind-mindedness (MM) was investigated in the context of its relations with children's later understanding of mind. MM measures were obtained from infant-mother (N = 52) interactions at 6 months, and from maternal interviews at 48 months. Children's understanding of mind was assessed using theory of mind (ToM) tasks at 45 and 48 months, and a stream of consciousness (SoC) task at 55 months. One of the early MM measures--mothers' appropriate mind-related comments--was a positive independent predictor of: (a) MM at 48 months, and (b) ToM and SoC performance at 45 to 55 months. Path analyses suggested direct links between mothers' use of appropriate mind-related comments and children's later understanding of mind.  相似文献   

Enhancing student performance through cooperative learning in physical sciences     

Madan L. Gupta 《Assessment & Evaluation in Higher Education》2004,29(1):63-73

Students in a physical sciences course were introduced to cooperative learning at the University of Queensland, Gatton Campus. Groups of four to five students worked together in tutorial and practical sessions. Mid-term and practical examinations were abolished and 40% of total marks were allocated to the cooperative learning activities. A peer- and self-assessment system was successfully adapted to account for individual performance in cooperative learning group assignments. The results suggest that cooperative learning was very well received by students, and they expressed willingness to join cooperative learning groups in other courses. In addition, cooperative learning offered many benefits to students in terms of graduate attributes such as teamwork, communication, lifelong learning and problem-solving.  相似文献   

Changes in student attributions due to the implementation of central exit exams     

Britta?OerkeEmail author  Katharina?Maag Merki  Monika?Holmeier  Daniela?J.?J?ger 《Educational Assessment, Evaluation and Accountability》2011,23(3):223-241

The central aim of standardized exit exams is to motivate students and teachers to work harder on critical subject matters and thus increase student achievement. However, the effects of the implementation of central exams on student motivation have not been analyzed in a longitudinal section until now. In the present study, the consequences of implementing central exams in the German states Bremen and Hesse on student attributions after the exams have been analyzed. We expected an increase in attributions to effort, teaching and luck, caused by the change in examination systems in Bremen advanced courses from 2007 to 2008. Differential results were expected for students perceiving themselves successful or not successful respectively. As a control, advanced courses in Bremen were compared to those in Hesse that did not pass through a change in examination systems at this time. The results point to an increase of attributions to effort and teaching in the total group, but none of attributions to luck. Additionally, as hypothesized, the change in attributions to effort occurred only for perceived successful and a change in attribution to teaching was found mainly for perceived unsuccessful students. The outcomes are interpreted and consequences for further studies are formulated.  相似文献   

Reworking practice through an AfL project: an analysis of teachers’ collaborative engagement with new assessment guidelines          下载免费PDF全文

Hege Hermansen  Monika Nerland 《British Educational Research Journal》2014,40(1):187-206

In recent years, the concept of Assessment for Learning (AfL) has travelled across countries, giving rise to a range of educational policy initiatives and school development projects. While researchers have focused on issues such as how formative assessment can support student learning and lead to more efficient classroom practices, less attention has been paid to the collaborative work required to develop shared assessment practices at the school level, and to the integration of AfL‐related principles and tools in the collective practice. This paper focuses on the challenges emerging for a teacher team engaging with an AfL project in a lower secondary school in Norway. By employing concepts and perspectives from social practice theory, AfL is understood as a problem complex that needs to be explored and developed locally. We have analysed data from seven video‐recorded meetings of an AfL team, supplemented by interviews and field notes, in order to make visible the micro processes of teachers' collaborative work. The analysis shows how the teachers needed to rework historically established practices and principles, which in turn called for a negotiation and re‐contextualisation of new concepts and artefacts in their efforts to develop shared assessment practices. This again required ways of representing existing practices and imagining future scenarios. Based on these observations we recommend that AfL projects be understood in their wider curricular, institutional, and social contexts, and that the constructive dimensions of teachers' collaborative work in such projects should be acknowledged.  相似文献   

Promotion of students’ mastery goal orientations: does TARGET work?     

Marko Lüftenegger  Rens van de Schoot  Barbara Schober  Monika Finsterwald  Christiane Spiel 《教育心理学》2014,34(4):451-469

Achievement goal orientations are important for students’ ongoing motivation. Students with a mastery goal orientation show the most advantageous achievement and motivational patterns. Much research has been conducted to identify classroom structures which promote students’ mastery goal orientation. The TARGET framework is one example of these efforts and provides six instructional dimensions (task, authority, recognition, grouping, evaluation, time), which should form a classroom structure that fosters a mastery goal orientation. The aim of this study was to examine the entire multi-dimensional TARGET framework and its impact on mastery goal orientation in a longitudinal study with 1680 secondary school students. CFAs confirmed the existence of one latent factor TARGET comprising the six proposed dimensions. This study also provides the first empirical evidence, based on longitudinal data, that TARGET has a positive impact on student mastery goal orientations.  相似文献   

Comparing loops misconceptions in block-based and text-based programming languages at the K-12 level     

Monika Mladenović  Ivica Boljat  Žana Žanko 《Education and Information Technologies》2018,23(4):1483-1500

Novice programmers are facing many difficulties while learning to program. Most studies about misconceptions in programming are conducted at the undergraduate level, yet there is a lack of studies at the elementary school (K-12) level, reasonably because computer science neither programming are regularly still not the part of elementary school curricula’s. Are the misconceptions about loops at elementary school level equal to those at the undergraduate level? Can we “prevent” the misconceptions by using the different pedagogical approach, visual programming language and shifting the programming context toward game programming? In this paper, we tried to answer these questions. We conducted the student misconceptions research on one of the fundamental programming concepts – the loop. The research is conducted in the classroom settings among 207 elementary school students. Students were learning to program in three programming languages: Scratch, Logo and Python. In this paper, we present the results of this research.  相似文献   

BOOK REVIEWS     

Carmen Dalli  Julie Evans  Amita Gupta  Denise Hevey  Rona Tutt OBE  Rona Tutt OBE 《International Journal of Early Years Education》2007,15(3):311-323

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Singapore Colloquial English and Standard English     

Anthea Fraser Gupta 《Asia Pacific Journal of Education》1989,10(2):33-39

Singapore English can be described as diglossic, that is, most of the proficient adult users of English in Singapore use two grammatically distinct varieties of English: (1) Singapore Colloquial English, which is used with close friends, to children, and informally in general and (2) Standard English, which is used in writing, in formal situations, and is associated with education. Singapore Colloquial English is informally learnt, while the teaching of Standard English is a primary responsibility of the school.

Students at the National University of Singapore, and especially those taking courses in the Department of English Language and Literature, can be expected to show the highest attainment levels in Standard English of those coming from the education system. The oral skills of these students are generally very good, both in comprehension and production. Their control of vocabulary is outstanding. While some students still have problems producing Standard English (especially in the area of tenses) most students make few grammatical errors. However, they do have problems with the organisation of material, report writing, and techniques of argumentation. Students also tend to write in a uniformly journalistic style, having little control over the use of different styles for different types of writing. Awareness of the functions of English in Singapore may help teachers to understand the importance of stylistic appropriacy.  相似文献