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1.
Harleen Mangat Tajamul Hussain C Sundaram MP JS Anandaraj 《Indian journal of clinical biochemistry : IJCB》2002,17(2):74-79
Poly A RNA status and itsin vitro translation in a rabbit reticulolysate cell free system, were assessed in the skeletal muscle of young boys with Duchenne
muscular dystrophy. Compared to normals there is a significant 48% increase in poly A RNA content of dystrophic muscle and
its translatability was increased by 56% based on35S methionine incorporation into total protein systhesised. Immunoprecipitation of the translated products with monospecific
antibodies showed that there is a 2.6 fold and a 2 fold increase in m and μ calpains respectively. This underlines the importance
of both synthetic and degenerative activities in the early pathology in DMD muscle. 相似文献
2.
Dattey Kwame Westerheijden Don F. Hofman Wiecher H. Adriaan 《Tertiary Education and Management》2014,20(4):307-319
Based on two cycles of assessments for accreditation, this study assesses the differential impacts of accreditation on public and private universities in Ghana. Analysis of the evaluator reports indicates no statistically significant difference – improvement or deterioration – between the two cycles of evaluations for both types of institutions. A test comparing the two-cycle aggregated assessment scores between the two categories of universities, however, indicated a significant difference, with the public universities achieving better scores (improvements). Drawing on the evaluators’ reports and the opinions expressed by academics from both categories of institutions, the conclusion was that isomorphic pressures, largely faced by the private universities, accounted for their implementation of suggestions for improvement by the evaluators. 相似文献
3.
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. 相似文献
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This article reports on an empirical study exploring Ghanaian teachers’ understandings of teaching, learning and assessment. It argues that received views of poorly trained teachers with untheorized and badly reasoned professional practices may mask a more complex situation. In defining learning, teachers in the study reproduced models consistent with transmission or behaviouristic theories. However, when asked to describe their most successful experiences, teachers’ understandings were more in accord with social constructivism. Also, their aspiration towards interactive models of classroom assessment was circumscribed by the normal context of assessment discourse and by bureaucratic requirements. The article concludes that, given the right circumstances, teachers can reflect on their experiences and produce a more sophisticated account of teaching and learning. It suggests ways in which in‐service work might make use of these insights, recommending further attention to the discursive frames of teachers’ professional reflections within dialogue and active engagement through school‐based coaching. 相似文献
6.
Kwame Akyeampong Kattie Lussier John Pryor Jo Westbrook 《International Journal of Educational Development》2013
Teacher education has an important role in ensuring quality of learning especially for the poorest children. The article draws on a study of teacher preparation for the early primary grades in six African countries – Ghana, Kenya, Mali, Senegal, Tanzania and Uganda – in reading and mathematics. Initial teacher education had the strongest impact on newly qualified teachers but also induced misplaced confidence leading to standardised teacher-led approaches that failed to engage learners. Learning to read was divorced from meaning while mathematical activities were not linked to learning concepts. We suggest that teacher education is reconstructed as a study of classroom practice that places children's learning at its centre. 相似文献
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Kwame Akyeampong 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(2):217-234
Early notions of life skills in Africa did not take into account the importance of a flexible and portable set of skills that would enable youth to adapt to changes in the world of work and lay the foundations for productive well-being and behaviour. Rather, life skills education in many secondary education curricula in Africa started with an emphasis on developing specific technical vocational skills considered essential for employability or self-employment. Using Ghana as an example, this paper shows how secondary education curriculum reformers recommended shifts that embraced a new interpretation of life skills focused on 21st-century skills. This gradual move also reflected the difficulty that secondary education in general has had in networking with the world of work to provide work experience that would lead to the development of work-related skills and enhance employability. The author’s main argument is that although the reconceptualisation of life skills in secondary education to reflect 21st-century skills is a welcome shift in the African context, this needs to be accompanied by reforms in teacher education. Classroom teaching and learning need to be adapted in a fundamental way in order to ensure that youth fully benefit from the inclusion of 21st-century life skills in secondary education curricula. Such reforms must include pedagogical practices which nurture communication, collaboration, creativity and critical thinking skills. 相似文献
8.
Windows and mirrors: three images of the US science curriculum as reflected through Kenya’s Jua Kali
Cultural Studies of Science Education - In this article, the authors draw on their experience in an international, cross-cultural visit to ponder similarities and differences in educational systems... 相似文献
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The last decade has seen a growing recognition amongst international donors, development agencies, non-government organisations and academics of the vital role education can play in bringing about recovery following violent conflict, natural disaster and other crises. This has led to the development of increasingly targeted and sophisticated programme planning and management tools, for use by government ministries, UN agencies and non-governmental organisations in fragile contexts. Drawing on the 2010 independent study of UNICEF's Education in Emergencies and Post-Conflict Transition Programme, this paper explores the transformative role education can play in post-conflict recovery. It argues that while basic education assistance can have a catalytic role in helping states during the early stages of a transition out of violent conflict, there is the need for a better understanding of its role in building peace at the national, sub-national and community levels. The paper also argues for the development of a solid evidence base to inform policy and practice at all national, regional and community levels so as to demonstrate conclusively the important role played by education during and in the aftermath of conflict. 相似文献
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Leslie A. Hayduk Hannah Pazderka Robinson Greta G. Cummings Kwame Boadu Eric L. Verbeek Thomas A. Perks 《Structural equation modeling》2013,20(2):280-310
Researchers using structural equation modeling (SEM) aspire to learn about the world by seeking models with causal specifications that match the causal forces extant in the world. This quest for a model matching existing worldly causal forces constitutes an ontology that orients, or perhaps reorients, thinking about measurement validity. This article illustrates several ways the seemingly innocuous quest for structural equation models that mirror “the world beyond” confronts entrenched notions of measurement validity. The article begins by considering simple measurement models and ends by “discovering” a new class of indicators called reactive indicators. Reactive indicators act as both the cause and effect of an underlying latent variable. The identifiability of a simple model containing a reactive indicator is proven and a research example illustrating the use of a reactive indicator is provided. However, the real challenge is to understand how an indicator can be both a cause and effect of the latent it measures. The understanding does not come from complying with the traditional rules for reliability and validity, but from focusing on the quest to make the structural equation model match the structuring of the worldly forces we seek to understand. Valid measurement in the context of a weirdly structured world requires an equally weird structural equation model. 相似文献