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1.
Singh B Goswami B Gupta VK Chawla R Mallika V 《Indian journal of clinical biochemistry : IJCB》2011,26(2):131-135
Ensuring quality of laboratory services is the need of the hour in the field of health care. Keeping in mind the revolution
ushered by six sigma concept in corporate world, health care sector may reap the benefits of the same. Six sigma provides
a general methodology to describe performance on sigma scale. We aimed to gauge our laboratory performance by sigma metrics.
Internal quality control (QC) data was analyzed retrospectively over a period of 6 months from July 2009 to December 2009.
Laboratory mean, standard deviation and coefficient of variation were calculated for all the parameters. Sigma was calculated
for both the levels of internal QC. Satisfactory sigma values (>6) were elicited for creatinine, triglycerides, SGOT, CPK-Total
and Amylase. Blood urea performed poorly on the sigma scale with sigma <3. The findings of our exercise emphasize the need
for detailed evaluation and adoption of ameliorative measures in order to effectuate six sigma standards for all the analytical
processes. 相似文献
2.
Learning about Spelling Sequences: The Role of Onsets and Rimes in Analogies in Reading 总被引：2，自引：0，他引：2
Usha Goswami 《Child development》1991,62(5):1110-1123
Children's phonological awareness, especially their awareness of rhyme, is known to be importnat for later reading development. However, the exact nature of the connection between phonological skills and reading is not yet known. One possibility is that when children analyze written words in reading, they find it relatively easy to learn about spelling sequences within these words that reflect phonological categorizations such as rhyme. This hypothesis implies that learning to read words is not a purely visual process. For example, spelling sequences that reflect the intrasyllabic linguistic units of onset (initial consonants) and rime (vowel and final consonants), and thus are connected to rhyme, may be easier to learn about than other spelling sequences. In Experiment 1, children learned more about shared consonant blends at the beginnings of words ( tr im- tr ap), which constituted the onset, than at the ends of words (wi nk -ta nk ), which broke up the rime. In contrast, Experiment 2 showed that when words shared a vowel as well as a consonant blend, more was learned about spelling sequences at the ends of words (w ink -p ink ), which now reflected the rime, than at the beginnings of words ( tr im- tr ip), where the vowel extended the onset. So intrasyllabic phonological knowledge does seem to play a role in learning about spelling sequences in reading. 相似文献
3.
K. Goswami S. Ghosh M. Bandyopadhyay K. L. Mukherjee 《Indian journal of clinical biochemistry : IJCB》2005,20(2):192-194
Hyper-ferrous state is the result of multiple transfusions, whereby the iron excess in such conditions may be toxic to the
organism. Patients suffering from thalassemia receive multiple transfusions. In the eastern part of India, both β0-thalassemia and heterozygous Eβ-thalassemia occur. This paper expresses the hyper-ferrous state, leading to iron overload
in these two conditions and also reports the increased generation of free radicals, consequent to the iron overload. 相似文献
4.
The above account reveals the versatility of Prafulla Chandra’s research activities. Most importantly, he initiated chemical research in modern India and was successful in developing the first research school of chemistry that in time spread far and wide. In his obituary notice,Nature (July 15, 1944) wrote “it was by the enthusiasm for research with which he inspired his students that he will best be remembered”. 相似文献
5.
6.
Usha Goswami Costas Porpodas Sally Wheelwright 《European Journal of Psychology of Education - EJPE》1997,12(3):273-292
Two experiments were conducted to compare the development of orthographic representations in children learning to read English and Greek. Nonsense words that either shared both orthography and phonology at the level of the rhyme with real words (comic-bomic), phonology only (comic-bommick), or neither (dilotaff) were created for each orthography. Experiment 1 compared children’s reading of bisyllabic and trisyllabic nonsense words likebomic vs.bommick, taffodil vs.tafoddyl, and found a significant facilitatory effect of orthographic rhyme familiarity for English only. Experiment 2 compared children’s reading of trisyllabic nonsense words that either shared rhyme phonology with real words (tafoddyl) or did not (dilotaff). Significant facilitation in reading accuracy was found for shared rhyme phonology in English, with a significant speed advantage in Greek. These results are interpreted in terms of the level of phonology that is represented in the orthographic recognition units being developed by children who are learning to read more and less transparent orthographies. 相似文献
7.
Goswami BK Pandey RK Rathour KS Bhattacharya C Singh L 《Journal of Zhejiang University. Science. B》2006,7(11):873-875
INTRODUCTION Tomato (Lycopersicon esculentum, Mill.), an important vegetable crop is heavily attacked by root knot nematode, Meloidogyne spp. For the manage-ment of root knot nematodes although chemical nematicides were used till 1982, due to their high cost, toxic effect on beneficial soil borne microorganism and carcinogenic effect on human beings alternative approaches are practiced mainly through eco-friendly means like biological control agents, organic amendments, etc. (Singh and … 相似文献
8.
Educational Neuroscience: Defining a New Discipline for the Study of Mental Representations 总被引：1，自引：0，他引：1
ABSTRACT— Is educational neuroscience a “bridge too far”? Here, we argue against this negative assessment. We suggest that one major reason for skepticism within the educational community has been the inadequate definition of the potential role and use of neuroscience research in education. Here, we offer a provisional definition for the emerging discipline of educational neuroscience as the study of the development of mental representations. We define mental representations in terms of neural activity in the brain. We argue that there is a fundamental difference between doing educational neuroscience and using neuroscience research results to inform education. While current neuroscience research results do not translate into direct classroom applications, educational neuroscience can expand our knowledge about learning, for example, by tracking the normative development of mental representations. We illustrate this briefly via mathematical educational neuroscience. Current capabilities and limitations of neuroscience research methods are also considered. 相似文献
9.
There is growing evidence that children with reading difficulties show impaired auditory rhythm perception and impairments in musical beat perception tasks. Rhythmic musical interventions with poorer readers may thus improve rhythmic entrainment and consequently improve reading and phonological skills. Here we compare the effects of a musical intervention for poor readers with a software intervention of known efficacy based on rhyme training and phoneme‐grapheme learning. The research question was whether the musical intervention would produce gains of comparable effect sizes to the phoneme‐grapheme intervention for children who were falling behind in reading development. Broadly, the two interventions had similar benefits for literacy, with large effect sizes. 相似文献
10.
Hsiao-Lan Sharon Wang Martina Huss Jarmo A. H?m?l?inen Usha Goswami 《Reading and writing》2012,25(2):509-536
The present study explores the relationship between basic auditory processing of sound rise time, frequency, duration and
intensity, phonological skills (onset-rime and tone awareness, sound blending, RAN, and phonological memory) and reading disability
in Chinese. A series of psychometric, literacy, phonological, auditory, and character processing tasks were given to 73 native
speakers of Mandarin with an average age of 9.7 years. Twenty-six children had developmental dyslexia, 29 were chronological
age-matched controls (CA controls) and 18 were reading-matched controls (RL controls). Chinese children with dyslexia were
significantly poorer than CA controls in almost all phonological tasks, in semantic radical search, and in phonological recoding
proficiency. Chinese children with dyslexia also showed significant impairments in most of the basic auditory processing tasks.
Regression analyses demonstrated that different auditory measures of rise time discrimination were the strongest predictors
of individual differences in Chinese character reading (1 Rise task) and phonological recoding (2 Rise task) respectively,
with frequency discrimination also important for nonsense syllable decoding. Our results support the hypothesis that accurate
perception of the amplitude envelope of speech is critical for phonological development and consequently reading acquisition
across languages. 相似文献