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Surface features such as uneven playing surfaces, low impact absorption capacity and inappropriate friction/traction characteristics are connected with injury prevalence whereas force impact during foot strike has been suggested to be an important mechanism of intravascular haemolysis during running. We aimed to evaluate intravascular haemolysis during running and compare the effect of running on two different types of surfaces on haemolysis. We selected two surfaces (asphalt and grass) on which these athletes usually run. Participants were randomly assigned to group A (asphalt) or group B (grass) with 10 athletes in each group. Each athlete completed one hour of running at the calculated target heart rate (60-70%). Venous blood samples were collected before and immediately after running. We measured unconjugated bilirubin (UBR) (mg · dl(-1)), lactate dehydrogenase (LDH) (μ · ml(-1)), haemoglobin (g · l(-1)) and serum ferritin (ng · ml(-1)) as indicators of haemolysis. Athletes who ran on grass demonstrated an increase in the haematological parameters (UBR: P < 0.01, LDH: P < 0.05) when compared to athletes who ran on asphalt (UBR: P < 0.05, LDH: P = 0.241). Our findings indicate that intravascular haemolysis occurs significantly after prolonged running. Furthermore, we conclude that uneven grass surface results in greater haemolysis compared to asphalt road. 相似文献
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Ashley K. Smith Watts Deepika Patel Robin P. Corley Naomi P. Friedman John K. Hewitt JoAnn L. Robinson Soo H. Rhee 《Child development》2014,85(4):1569-1585
Studies have reported an inverse association between language development and behavioral inhibition or shyness across childhood, but the direction of this association remains unclear. This study tested alternative hypotheses regarding this association in a large sample of toddlers. Data on behavioral inhibition and expressive and receptive language abilities were collected from 816 twins at ages 14, 20, and 24 months. Growth and regression models were fit to the data to assess the longitudinal associations between behavioral inhibition and language development from 14 to 24 months. Overall, there were significant associations between behavioral inhibition and expressive language, and minimal associations with receptive language, indicating that the association is better explained by reticence to respond rather than deficient language development. 相似文献
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Scott Border Charlotte Woodward Octavia Kurn Cara Birchall Hailey Laurayne Deepika Anbu Charlie Taylor Samuel Hall 《Anatomical sciences education》2021,14(4):417-425
Anatomists are well placed to tackle the transition from face-to-face to blended learning approaches as a result of the rapidly forced changes brought about by Covid-19. The subject is extremely visual and has, therefore, previously been a target for the development of technology-enhanced learning initiatives over the last ten years. Today's students have come to expect the integration of technology in the classroom and remotely. They adjust quickly to the innovative use of new applications and software and have begun to integrate it within their own workflow for note taking and study aids. Given the intense drive toward blended deliveries of anatomy as a result of the Covid-19 pandemic, it is easy to picture how the benefits of working in partnership with students (in order to achieve many of these aims) would be possible, particularly in difficult subjects like neuroanatomy. In doing so, it provides anatomists with new opportunities to engage students in a way that aligns well with best practice frameworks for engaging students through partnership. The current United Kingdom guidelines set out by Advance HE (a professional membership organization for promoting excellence in higher education) strongly encourages the higher education community to seek out appropriate academic contexts where a balance of power can be struck between staff and student to create a community of practice. If such an approach can be fully embraced by anatomists, a strong argument can be made for seizing the opportunity to optimize the benefits of student partnership work in this discipline. 相似文献
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Deepika Janakiraman 《Resonance》2012,17(5):454-466
Wilhelm Ostwald was among the pioneers of chemistry in the early 20th century who was largely responsible for establishing physical chemistry as an acknowledged branch of chemistry. In the early part of his research career, he investigated the chemical affinities of various acids and bases. Subsequently, he broadened his horizons and performed path-breaking work in the field of chemical catalysis. An outcome of this work was the famous Ostwald process which continues to be a mainstay of the modern chemical industry. For his work on catalysis, chemical equilibrium relationships and rates of reactions, he was awarded the Nobel Prize in the year 1909. In addition to these colossal pieces of work, he performed very interesting research on the sidelines in various fields. This includes identifying the growth phenomenon of sol particles which is popularly called Ostwald ripening, development of a viscometer, a theory of colours and even philosophy. Zeitschrift für Physikalische Chemie, the first ever physical chemistry journal was founded by Ostwald in 1887. Also, he wrote several textbooks of chemistry which mirrored his extraordinary teaching capabilities. Quite aptly, for his immense contributions, he is called the Father of Physical Chemistry. This article will discuss the work of this great scientist. 相似文献
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While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching science to teachers during a mentored internship in an elementary teacher professional development program. With our mentor, we examine critical incidents in the experience that supported new insights about teaching teachers and about ways in which beginning teacher educators need to develop their existing pedagogical content knowledge for teaching science to students in order to teach science effectively to teachers. We emphasize ways in which doctoral internships can support this learning and how our respective cultures shaped our interactions with and perceptions of teachers as learners. 相似文献
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Janardan Krishna Yadav Deepika Chandra Verma Srinivas Jangirala Shashi Kant Srivastava 《The Journal of High Technology Management Research》2021,32(1):100404
The concept of smart tourism remains fuzzy when it comes to practice because of the lack of clarity on the roles and responsibilities of stakeholders in addition to complex institutional ecosystem that exist within the tourism industry. Further, trust and safety of the data generated due to the advancement of smart tourism in varied institutional arrangements pose huge challenges. Extant literature proposes that the application of decentralized ledger promises possible solutions to most of these problems due to the inherent features of the Blockchain technology. This suggestion raises two practical questions. First, does the sophisticated additional layer adds complexity to its practical application? Second, will the suggested solutions really lead to a win-win for all the stakeholders involved? In this study, we use Ostrom's action arena to examine the exchanges (information, contractual and monetary) between various stakeholders in a BCT enabled smart tourism of a Blockchain enabled tourism industry to answer these two questions. 相似文献
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Wassim H. Merzougui Matthew A. Myers Samuel Hall Ahmad Elmansouri Rob Parker Alistair D. Robson Octavia Kurn Rachel Parrott Kate Geoghegan Charlotte H. Harrison Deepika Anbu Oliver Dean Scott Border 《Anatomical sciences education》2021,14(3):296-305
Methods of assessment in anatomy vary across medical schools in the United Kingdom (UK) and beyond; common methods include written, spotter, and oral assessment. However, there is limited research evaluating these methods in regards to student performance and perception. The National Undergraduate Neuroanatomy Competition (NUNC) is held annually for medical students throughout the UK. Prior to 2017, the competition asked open-ended questions (OEQ) in the anatomy spotter examination, and in subsequent years also asked single best answer (SBA) questions. The aim of this study is to assess medical students’ performance on, and perception of, SBA and OEQ methods of assessment in a spotter style anatomy examination. Student examination performance was compared between OEQ (2013–2016) and SBA (2017–2020) for overall score and each neuroanatomical subtopic. Additionally, a questionnaire explored students’ perceptions of SBAs. A total of 631 students attended the NUNC in the studied period. The average mark was significantly higher in SBAs compared to OEQs (60.6% vs. 43.1%, P < 0.0001)—this was true for all neuroanatomical subtopics except the cerebellum. Students felt that they performed better on SBA than OEQs, and diencephalon was felt to be the most difficult neuroanatomical subtopic (n = 38, 34.8%). Students perceived SBA questions to be easier than OEQs and performed significantly better on them in a neuroanatomical spotter examination. Further work is needed to ascertain whether this result is replicable throughout anatomy education. 相似文献
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Marcelle A. Siegel Deepika Menon Somnath Sinha Nattida Promyod Cathy Wissehr Kristy L. Halverson 《Journal of Science Teacher Education》2014,25(6):681-708
This study investigated the effects of the use of scaffolds in written classroom assessments through the voices of both native English speakers and English language learners from two middle schools. Students responded to assessment tasks in writing, by speaking aloud using think aloud protocols, and by reflecting in a post-assessment interview. The classroom assessment tasks were designed to engage students in scientific sense making and multifaceted language use, as recommended by the Next Generation Science Standards. Data analyses showed that both groups benefitted from the use of scaffolds. The findings revealed specific ways that modifications were supportive in helping students to comprehend, visualize and organize thinking, and elicit responses. This study offers a model for both sensitizing teachers and strengthening their strategies for scaffolding assessments equitably. 相似文献