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R. K. Upadhyay S. K. Gaur V. P. Agrawal K. C. Arora 《European Journal of Engineering Education》2007,32(1):21-33
Quality assurance in engineering education is a multifaceted problem further augmented by the stakeholders of engineering education. Students, parents and employers are rightfully questioning the quality of the curriculum, the instructional delivery, the learning environment, accessibility to learning technologies and equipment, employability as well as the possibilities of lifelong learning and the improvement of knowledge (Karapetrovic 2002). The purpose of the study is, therefore, to identify the parameters that influence the quality of an engineering education system and develop an integrated model of hierarchical structuring and a concept map for pre-identified concept elements through a process of iterative-interactive consensus-driven methodology, as advocated by second-generation system design paradigm for evolving knowledge scenario of concepts related to quality engineering education. 相似文献
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R. K. Singh A. Bansal S. K. Bansal A. K. Upadhyay V. K. Singh 《Indian journal of clinical biochemistry : IJCB》1992,7(1):61-65
Nychthemeral rhythmicity of urinary copper (Cu) was studied in 40 clinically healthy volunteers and 35 renal stone formers.
A marked diurnal rhythm was noticed in urinary Cu levels in healthy subjects with maximum excretion at 0000 to 0600 hr followed
by a progressive fall during the rest of the period reaching minimum between 1200 to 1800 hr in males and 0600 to 1200 hr
in female volunteers. Similarly, all stone patients exhibited a definite rhythm in urinary Cu with significant amplitude and
acrophases at 2145 hr for males and 2141 hr for female stone formers. However, there was no difference in mean 24-hr Cu excretion
in male and female stone formers, whereas a significant change was observed in case of healthy subjects. Urinary Cu was found
to be significantly increased in renal stone formers in comparison to healthy controls of either sex attributing a significant
role of this overlooked trace mineral in the crystallization and/or activation of either of the process of stone formation
in the renal tubules. 相似文献
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Rinchen D Bhutia Bhumika Upadhyay M Maneesh 《Indian journal of clinical biochemistry : IJCB》2006,21(2):39-41
The present study was designed to determine the association between extent of hepatocellular injury and plasma level of thiobarbituric
acid reactive substances (TBARS) in pre term infants with cholestasis. Preterm infants (<35 weeks gestation) admitted to the
neonatal intensive care unit were enrolled (with their parents informed consent) in either the ‘cholestasis’ group (if their
direct bilirubin was >2 mg/dl) (n=25) or in the control group (n=16). Blood samples for measurement of TBARS, direct bilirubin
and transaminases were obtained with-in 24 hours of enrollment. The cholestasis and control groups were comparable with respect
to gestational age, birth weight and Apgar score. Serum direct bilirubin, SGOT (EC 2.6.1.1) and SGPT (EC 2.6.1.2) levels were
significantly high in the cholestasis group. Plasma levels of TBARS in cholestasis group were correlated with SGOT (F=276.92;
P<0.0001) and SGPT (F=355.17; P<0.0001) and differed significantly between cholestatic and control infants. Our findings suggest
that oxidative stress in preterm infants with cholestasis is associated with hepatocellular injury. 相似文献
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This case study explores how a group of Grade 9 students engaged in sociopolitical discourses and actions in a science class in a mostly indigenous student school in Nepal. The study used sociopolitical consciousness (SPC) as a framework to document and understand indigenous students’ SPC-oriented science interactions and subsequent social change actions. We used ethnographic methods of data collection over 6 months. The study focused on the actions of 4 girls and 2 boys belonging to the indigenous Tharu group. Data were analyzed using iterative qualitative methods. The study findings show that students are capable of engaging in critical thinking, critical reflecting, and taking actions for social change. Additionally, students are competent to link their experiences with social, structural, and political discrimination to the relevant science content they learn. The study presents four thematic findings related to SPC and science teaching and learning: Fostering social justice awareness in science class, fostering structural understanding of inequities in sickle cell disease, fostering sociopolitical actions for sickle cell disease, and the teacher's activist pedagogy for SPC in science learning. Implications of the study are that culturally relevant pedagogy helps indigenous students to become sociopolitically more aware of the links between science and social change. Adding aspects of critical pedagogies in science teaching could encourage students to become more sociopolitically reflective about science learning. 相似文献
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Bhaskar Upadhyay 《Cultural Studies of Science Education》2009,4(3):569-586
This study draws upon a qualitative case study to investigate the impact of the high-stakes test environment on an elementary
teacher’s identities and the influence of identity maintenance on science teaching. Drawing from social identity theory, I
argue that we can gain deep insight into how and why urban elementary science teachers engage in defining and negotiating
their identities in practice. In addition, we can further understand how and why science teachers of poor urban students engage
in teaching decisions that accommodate school demands and students’ needs to succeed in high-stakes tests. This paper presents
in-depth experiences of one elementary teacher as she negotiates her identities and teaching science in school settings that
emphasize high-stakes testing. I found that a teacher’s identities generate tensions while teaching science when: (a) schools
prioritize high-stakes tests as the benchmark of teacher success and student success; (b) activity-based and participatory
science teaching is deemphasized; (c) science teacher of minority students identity is threatened or questioned; and (d) a
teacher perceives a threat to one’s identities in the context of high stakes testing. Further, the results suggest that stronger
links to identities generate more positive values in teachers, and greater possibilities for positive actions in science classrooms
that support minority students’ success in science.
Bhaskar Upadhyay is an assistant professor of science education at the University of Minnesota, Twin Cities. His research focuses on equity and social justice issues in science education; sociocultural influences on teaching and learning of science; and issues of teaching and learning science to immigrant children and parents. He teaches courses concerning equity, diversity, social justice, and multicultural education issues in science teaching and learning. 相似文献
| Bhaskar UpadhyayEmail: |
Bhaskar Upadhyay is an assistant professor of science education at the University of Minnesota, Twin Cities. His research focuses on equity and social justice issues in science education; sociocultural influences on teaching and learning of science; and issues of teaching and learning science to immigrant children and parents. He teaches courses concerning equity, diversity, social justice, and multicultural education issues in science teaching and learning. 相似文献
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M. Masoom Raza Ashok Kumar Upadhyay 《International Information and Library Review》2013,45(3):170-179
AbstractThis article presents a study that seeks to examine the usage of e-journals by the researchers at Aligarh Muslim University. The survey reveals that all the researchers are aware of e-journals in AMU. From this survey, the investigator has been able to find out that many research scholars are consulting e-journals from their departmental labs and computer centers, not only for research purposes but also to update their own knowledge. However, the study also revealed several problems, including lack of training and slow downloading. The researchers’ feelings about the need for print journals as well as electronic journals are also discussed. 相似文献
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Bhaskar Upadhyay 《Cultural Studies of Science Education》2010,5(1):41-46
There have been debates about the place of religion in science and in what ways knowledge that is produced through religion
can aid in the learning and teaching of science. The discord between science and religion is mainly focused on whose knowledge
is better in describing and explaining the reality. Constructivist epistemology seems to give some scholars hope in the possibility
that the discord between science and religion can be ameliorated and that their expressions of reality can co-exist. In this
forum contribution I present some Hindu perspectives to re-interpret how science and Hinduism explain reality. I have used
only few Hindu perspectives based on selected Hindu writings, particularly Vedanta, to expand on objectivity and reality.
Finally, I recommend that social constructivism may be a better framework in keeping science and religion discord at bay. 相似文献
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Bhaskar Upadhyay 《Equity & Excellence in Education》2013,46(2):217-232
This is a case study of Lee, a Hmong teacher, who reflects on her own schooling experiences in order to develop a culturally sensitive pedagogy based on empowerment and funds of knowledge. The findings indicate that Lee teaches science effectively using culturally sensitive pedagogy—utilizing Hmong students' and parents' funds of knowledge in science teaching and learning. The findings further indicate that Lee negotiates challenges and tensions associated with her science instructions by partnering with parents and some teachers. 相似文献