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Asmahan A. EL Ezzi Mohammed A. EL-Saidi 《Indian journal of clinical biochemistry : IJCB》2009,24(2):166-174
The goal of this study was to determine the stability of Total Prostrate Specific antigen (PSA-T) and Free Prostrate Specific
Antigen (PSA-F) in archival serum stored at 4°C and −20°C and subjected to temperature shift due to interruption in power
supply. Our study showed that PSA-T was stable up to 285 days and PSA-F was stable for 158 days under these conditions. Since
power supply interruption is an unavoidable problem in developing nations, our study has implication on the validity of measurement
of PSA-T and PSA-F in serum that was not properly stored due to emergency situations and for certain types of retrospective
studies. 相似文献
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The purpose of this paper is to exemplify a ‘grass-roots’ change based on Dewey's experimental progressive education model employed in the ‘Bridge over the Valley’ bilingual school, a Palestinian-Arab and Jewish school in Israel. In order to identify the progressive ‘approach' underlying this change, the ‘method' that guided the implementation of a bilingual school, it's evaluation and then its dissemination to other schools, we used a qualitative case study method to understand whether John Dewey’s theory of education for peace was able to effect change in Palestinian-Arab and Jewish school education in Israel. The case findings describes the use of the progressive approach of education for peace in the ‘Bridge over the Valley’ bilingual school, as it is expressed in the school’s pedagogy, the implementation of the progressive method and in the accompanying discourse. Reciprocal teacher–child relations are considered an important factor to create fertile conditions for learning. The case findings contribute to our introduction of democratic education in a spatial reality. Underlying this approach stood a pedagogical method and conceptualization for conflict resolution and the opening of a space for empowering dialog for co-existence. 相似文献
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This paper describes an attempt to identify factors influencing teachers’ motivation in the Arab education system. In-depth interviews with 10 school principals, 15 teachers and 3 counsellors, yielded three themes influencing Arab teachers’ motivation: (1) Arab culture, (2) the school climate and (3) government policies. Arab teachers try to meet both government requirements and the minority Arab society’s expectations that they will shape students’ academic achievements, national identity and culture. Deficient resources and Arab principals’ detached management styles augment the difficulty, negatively influencing teachers’ motivation. Suggestions are given to improve government policies and Arab principals’ work and thus to enhance teachers’ motivation. 相似文献
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Khalid Arar Asmahan Masry-Harzalla Kussai Haj-Yehia 《Cambridge Journal of Education》2013,43(1):51-67
The article investigates the migration of Palestinian Muslim women, citizens of Israel, to the Hebrew University in Jerusalem or to Jordanian universities for academic studies, and the influence of this migration on their norms, behavior and identity. Narrative interviews were conducted with Palestinian Muslim women graduates: eight from the Hebrew University, Jerusalem and eight from Jordanian universities. Findings revealed that the women’s migration from their home communities to academic campuses involves issues of affiliation and identity; studies in Jordan constitute temporary cyclic emigration between two safe spaces, while studies in Jerusalem often involve alienation and foreignness. In both cases, higher education is a powerful force shaking up women’s lives. Following graduation, Hebrew University graduates remain in Jerusalem’s environs and migration to Jerusalem may become permanent. Higher education enables these women to engage with and confront identity issues, empowering them to reconsider their value and belief systems and relations with others. 相似文献
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