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1.
Poonam Gautam Taruna Madan W. N. Gade P. Usha Sarma 《Indian journal of clinical biochemistry : IJCB》2006,21(2):12-19
Allergenic/antigenic proteins are known to induce Type I and Type III hypersensitivity reactions leading to allergic bronchopulmonary
aspergillosis (ABPA) in immunocompetent host. The common structural features or intrinsic properties of the allergens/antigens
leading to allergenicity in a host are not well understood. In the current report, comparative analysis of proteins on two
dimensional gel electrophoresis (2D-3) and specific IgE immunoblots ofA. fumigatus secretory proteins (1st, 2nd and 3rd week culture filtrate proteins) was carried out. We observed a total of 159 proteins in 1st, 2nd and 3rd week culture filtrates ofA. fumigatus. Specific IgE immunoreactivity was observed in 75 proteins with different intensity. Third week culture filtrate showed maximum
number of proteins, 142, and specific IgE immunoreactive proteins, 65. MALDI-TOF analysis resulted in putative identification
of two allergens as hypothetical protein YBL057c fromSaccharomyces cereviseae and unnamed protein product fromDebaryomyces hansenii (similar to IPF14568 ofCandida albicans). Identification of a repertoire of specific IgE immunoreactive proteins will facilitate the studies on structure-function
relationship of these proteins relevant for diagnosis and pathogenesis. 相似文献
2.
Kavita Shalia Sudha Savant Vijaya A. Haldankar Tulip Nandu Poonam Pawar Siddhi Divekar V. K. Shah Purvi Bhatt 《Indian journal of clinical biochemistry : IJCB》2012,27(1):74-82
To analyse the association of high sensitivity C-reactive (hsCRP) protein levels and −717A/G single nucleotide polymorphism
of CRP with acute myocardial infarction (AMI) in the Indian population. Study population included 100 MI cases wherein 32
patients had experienced previous MI (MI-Group-1), 68 MI cases were recruited at presentation (MI-Group-2) and equal number
of age and gender matched healthy individuals. hsCRP levels were determined by ELISA and genotyping of −717A/G was carried
out by polymerase chain reaction-based restriction digestion method. The −717A/G genotypes did not influence hsCRP level and
their distribution did not differ between groups. However, in the present study hsCRP demonstrated significant correlation
with BMI in controls of both the genders and with triglycerides in females of AMI at presentation who otherwise are with low
risk profile. Identifying traditional risk factors associated with inflammation may help in controlling the acute event. 相似文献
3.
ABSTRACTUsing nationally representative data from the Family and Child Experiences Survey 2009 Cohort (n = 2,798), this study examined patterns of absenteeism and their consequences through the transition to kindergarten. Overall, children were less likely to be absent in kindergarten than from Head Start at ages 3 and 4. Absenteeism was fairly stable across these early years, but children who experienced two years of Head Start were less likely to be absent in kindergarten than their classmates who only attended the program for one year. Ultimately, absenteeism at both ages 3 and 4 was associated with lower math and literacy achievement. However, children who experienced two years of Head Start and were more frequently absent demonstrated greater language development through the end of kindergarten as compared with children who only attended the program for one year. Policy implications are discussed in light of the complexity of early childhood education attendance in the United States. 相似文献
4.
Data from 1,407 preschoolers were used to examine the implications of classroom age composition for the early learning and development of 4-year-olds in classrooms with 3- and 5-year-olds also in attendance. Results suggest that a greater number of younger classmates did not detract from 4-year-olds’ language development, literacy performance, or inhibitory control, nor did having older peers consistently facilitate learning in these domains. However, 4-year-olds who entered school with low inhibitory control and print knowledge demonstrated greater gains in both domains when attending classrooms with more same-age or older classmates than when in classrooms with more younger peers. When taken together, these results suggest that classroom age composition, in prekindergarten programs serving mostly 4-year-olds, for the most part has little consequence except for those 4-year-olds entering school with lower skill levels in key domains, in which case having older peers is of benefit. 相似文献
5.
Using nationally representative data from the Family and Child Experiences Survey 2009 cohort (n = 2,842), this study examined the implications of 3‐ and 4‐year‐old's absences from Head Start for their early academic learning. The findings from this study revealed that children who missed more days of school, and especially those who were chronically absent, demonstrated fewer gains in areas of math and literacy during the preschool year. Moreover, excessive absenteeism was found to detract from the potential benefits of quality preschool education and was especially problematic for the early learning of children who entered the Head Start program with a less developed skill set. Implications for policy and practice are discussed. 相似文献
6.
Vipin K. Agrawal Poonam Khanna Vijay K. Agrawal Larry W. Hughes 《Decision Sciences Journal of Innovative Education》2020,18(3):481-516
Ongoing curriculum change in higher education is essential to enhance student learning and better prepare them for the job‐market. However, research shows that faculty are reluctant to implement such changes because students generally react adversely thereby negating any potential benefits, and moreover, sanction faculty through lower evaluations and future enrollment. Yet, understanding of the effect of curriculum changes on students’ course and instructor perceptions is limited. In this article we attempt to fill this gap. Drawing on two empirical findings—students’ motivation to attend college becoming increasingly extrinsic since the 1960s and their inability to recognize, ex ante, the value‐added by a curriculum change—and the norm life‐cycle theory, we argue that any effort‐increasing or grade‐threatening change is viewed as non‐normative and will lead to an adverse student reaction. However, this adverse reaction will dissipate over time once a critical mass of students is convinced of the merits of the new curriculum. We find support for our hypotheses by analyzing change in student perceptions following curriculum changes at a U.S. University. In addition, we also find that once the adverse reaction dissipates, students’ perceptions of the new curriculum become more positive than the old curriculum, only to be reversed once the revised curriculum is accepted as the new norm. 相似文献
7.
Hemant Kumar Ashok Kumar Poonam Kumari N. B. Tulsani 《Indian journal of clinical biochemistry : IJCB》2000,15(2):124-127
We have developed a biostrip for determination of urea in serum. The test strip is based on enzymatic assay where urease has
been immobilized on the chromatographic paper along with chromogen, phenol red. The chromogen is easily soluble in water and
does not require other components for the color change. Serum urea reacts with urease and water to liberate ammonia and carbon
dioxide. The liberated ammonia changes the pH of the reaction medium, which is monitored by the chromogen phenol red. A single
step working reagent strip has been developed and the reaction is completed within 50 seconds at room temperature. With this
test strip urea concentration is measured in serum as low as 0.15 g/L. The speed and convenience of determining urea in serum
by this strip instantly makes it well suited for individuals, physicians and emergency centres. 相似文献
8.
Ram B. Sankar Pawan Kishore Tiwari Bijnan Bandyopadhyay Hemendra Arya 《Journal of The Franklin Institute》2021,358(12):6121-6135
The Mach number, angle of attack and altitude of operation for an interceptor vary widely during the course of its trajectory. As a result, the interceptor Center of Pressure (CP) locations move significantly around a given Center of Gravity (CG) location at these operating conditions. This results in an inevitable variation in aerodynamic static stability leading to stable and unstable operating regions. In order to ensure good speed of response during the interceptor homing phase, lesser static stability is desirable. Hence the requirement to handle aerodynamic instability at some other operating conditions in the interceptor envelope become inevitable. Since flexibility has a strong bearing on autopilot design, it becomes necessary to control unstable operating points in the presence of flexibility modes. Despite the static stability variation, aerodynamic design can control the level of maximum instability of the configuration. Hence the maximum static instability the autopilot can handle has to be specified for aerodynamic configuration design. This paper brings out the limitations of autopilot design in controlling an unstable interceptor with low bending mode frequencies in terms of maximum instability the autopilot design can handle, which serves as an important input for aerodynamic design. 相似文献
9.
Nationally representative data from the Early Childhood Longitudinal Study Kindergarten Class of 2011 (n = 14,370) were used to examine the grade-level and cumulative outcomes of school absenteeism between kindergarten and fifth grade for students’ school performance in the United States. Students who were more frequently absent in any year of elementary school demonstrated lower academic, executive function, and socioemotional outcomes. Although there was little variation in the magnitude of associations across grade levels, there was evidence of cumulative associations. Specifically, students who were consistently absent throughout elementary school tended to have lower outcomes across developmental domains in the long-term. The negative links between absenteeism and outcomes were larger for Black than White students, but few other subgroup differences emerged. 相似文献
10.
The Covid-19 pandemic has made visible the sharp economic, health, caste-based, gender, and educational inequalities that the disadvantaged face in India. Curriculum is ordinarily viewed as a tool for regulating and adapting modern educational systems to society’s needs and trends. But most governments have been unwilling to rethink post-pandemic education, despite the loss of livelihoods, food, and shelter – accentuated by educational inequality and institutionalised via neoliberal reforms. The current pandemic compels us to examine the meanings and purposes of education from a socio-historical perspective, to understand how questions of equity and justice, rooted in India’s Constitution, can be woven into curricula and pedagogic approaches. This article reflects on the role that curriculum can play in enabling an ecologically and socially just and connected world. This curricular response includes cognising the significance of subaltern disciplines and imagining transformative pedagogies that can help reclaim education spaces and sustain epistemic justice.
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