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Chavan VU Durgawale PP Sayyed AK Sontakke AV Attar NR Patel SB Patil SR Nilakhe SD 《Indian journal of clinical biochemistry : IJCB》2011,26(3):283-289
Twenty-four hour urinary albumin excretion (UAE) is considered as gold standard method for albuminuria measurement, but collection
of 24-h urine is inconvenient. The aim of present study was to evaluate whether albumin: creatinine ratio (ACR) and urinary
albumin concentration (UAC) in different spot urine samples correlate or not with 24-h UAE for screening of microalbuminuria
in type 2 diabetic patients. We collected first morning void (FMV), random urine sample (RUS) and 24-h urine, separately on
consecutive days from 104 type 2 diabetic patients. ACR and UAC in each spot urine sample compared with 24-h UAE with regard
to Pearson correlation coefficient. Pearson’s correlation of albumin: creatinine ratio (ACR) with 24-h UAE was (r = 0.802 and 0.623) in first morning void (FMV) and random urine sample (RUS), respectively. Pearson’s correlation coefficient
of urinary albumin concentration (UAC) compared with 24-h UAE was (r = 0.943 and 0.920), in FMV and RUS, respectively, P < 0.01. Results revealed that values in first morning void (FMV) were better correlated with 24-h urinary albumin excretion
(UAE), than the values in random urine sample (RUS). We conclude that the first morning void (FMV) may be able to replace
24-h urine collection, preferably urinary albumin concentration (UAC) in the initial screening of microalbuminuria in diabetic
patients. 相似文献
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Practitioners teaching new Internet users often report that adult learners are disappointed by their first experiences of the World Wide Web. This article focuses on problematic experiences of developing new web-based literacy practices, particularly for adult learners, and how they can be addressed without attributing difficulties to learners’ own deficiencies or attitudes.The perspectives of inexperienced learners in a variety of settings are discussed in relation to the constructs of usability and affordance. Concepts of multimodal affordances and hypermodality, developed within textual studies, foreground potential readings while usability studies foreground technological design. Within literacy studies meanwhile there has been a strong turn towards social context. This paper aims to connect these models of reading, rooted variously in studies of human–computer interaction, theoretical approaches to multimodal texts, and socially situated literacy practices. It concludes that for practitioners, an interdisciplinary approach can be most effective. 相似文献
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Dena Attar 《Children‘s Literature in Education》2018,49(4):430-446
Drawing on the outputs of a wider democracy of online reviewers presents the academic study of children’s literature with opportunities and challenges, and can enhance critical discussion. As it is now easy to locate a large number of online reviews, it is argued that children’s literature studies needs to make room for a wider range of critical voices. This article reports on the work of two cohorts of over a thousand students. Each cohort, in consecutive years, researched online reviews as part of their studies in contemporary children’s literature on a one year part-time module at a distance learning university. Despite the perceived lack of status of non-academic, non-professional critiques, students’ and tutors’ experiences of these tasks showed the value of researching online reviews. This work also allowed for alternative forms of writing and assessment alongside more conventional academic essays, and encouraged students to develop their skills of critical digital literacy. Module leaders recommended basic initial research methods for student use, but for more extensive or larger scale research it will be important to address methodological issues and understand how online reviewer communities operate. Such changes in approaches to teaching and learning also need to take into account the issues surrounding social media usage, ownership and control. 相似文献
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K.E. Attar 《New Review of Academic Librarianship》2013,19(1):35-49
With publication of the classification schedules having begun in 1977 and not yet complete, the revised edition of the Bliss Bibliographic Classification (BC2) is still new. The scheme has been widely praised for its theory, but has hitherto been applied chiefly in specialist libraries. A major opportunity to see how it works in general, if small, academic libraries is provided by the libraries of Fitzwilliam, Jesus, King's, Queens' and Sidney Sussex Colleges in Cambridge. This article shows how these libraries differ from each other in their application of BC2 in the location of major subjects, in minor choices of classmark, in the length and presentation of classmarks and through the problem of early converts to BC2 being locked into draft schedules. The divergences demonstrate clearly the flexibility of BC2, and in all cases the faceted structure aids understanding. User reaction or lack of it suggests that BC2 functions well in general academic libraries. 相似文献
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