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1.
Diabetes Mellitus in obese and non-obese Indian individuals.AIMS: Effect of Obesity and insulin resistance on diabetic control.SETTINGS AND DESIGN: 50 each groups Diabetic individuals obese and non-obese.METHODS AND MATERIAL: On selected 50 each group diabetic patient and normal, following blood investigations has been performed—Plasma Glucose,
Glycohemoglobin and Serum Insulin.STATISTICAL ANALYSIS USED: Individuals patient’s results were analyzed and compared with the normal controls.RESULTS AND CONCLUSION: The changes in glycosylated haemoglobin are mainly proportional to the post lunch glucose level (r=0.773) (p<0.01) and not
correlated to circulating insulin or the body mass index. However the levels were higher in obese diabetes (Type I and II
both) than in non-obese. Mechanism of resistance in insulin receptor interactions due to obesity is well known. However, obesity
does not seem to affect directly glycosylated haemoglobin. Under such circumstances, the reduction of weight for a diabetic
person can improve sugar control by minimizing insulin resistance and thereby can improve glycosylated haemoglobin levels. 相似文献
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Mustafa Kale 《Higher Education》2013,66(5):521-533
In this research, the perceptions of college of education students in Turkey regarding organizational justice, trust in administrators, and trust in instructors were determined. In the present study, the answers to three research questions were sought. The research was done using the survey method. After choosing six universities of various sizes and from different geographical regions, 1,872 students were selected randomly as participants. As data collection instruments, “The Organizational Justice Scale”, developed by Hoy and Tarter (Int J Educ Manag 18(4):250–259, 2004), and the “Student Trust in Principals” and “Student Trust in Faculty” scales, developed by Forsyth et al. (Collective trust, Columbia University, New York: Teachers College Press, 2011), were used after being translated into Turkish. The results show that while statistically significant mean differences are found between at least two groups (p < 0.05), there is a high positive relationship between organizational justice and trust in both administrators and instructors. 相似文献
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Extensive use of social networking sites by students and teachers makes educators and researchers to think whether they can be incorporated in instructional process to facilitate students’ learning. This survey-based study records and examines Pakistani pre-service teachers’ and teacher-educators’ current uses of Facebook, and their attitudes toward using Facebook for collaborative learning, and to see if there is a significant relationship between participants’ intensity of Facebook use and their attitude toward instructional use of Facebook. Results of the study indicated that pre-service teachers’ and teacher-educators’ motives for their current Facebook use are mainly limited for social purposes. Pre-service teachers’ use of Facebook is more intensified than the use of Facebook by teacher-educators. Further, pre-service teachers showed more positive attitudes toward using Facebook for collaborative learning than the attitudes of their faculty. Findings also indicated a positive relationship between participants’ Facebook intensity and their attitudes toward its use for collaborative learning. 相似文献
4.
Ugur Kale Mete Akcaoglu 《Educational technology research and development : ETR & D》2018,66(2):283-311
Seeing the relevance of tasks for future use is important for developing value and interest in them. We employed a pre- and post-test quasi-experimental design using a mixed-methods approach to examine if reflecting on the relevance of technology to future teaching practices influences elementary and secondary preservice teachers’ utility value and interest toward technology integration. The findings from 111 preservice teachers revealed that reflecting on the connections of technology to future teaching increased their maintained interest in technology integration regardless of their situational interest levels. Reflections also helped them recognize technology-supported classroom management strategies in their current implementations. Differences observed between elementary and secondary preservice teachers highlighted a need for helping secondary preservice teachers develop higher interest and deeper understanding of utility values of technologies for future practices. Results also underscored the importance of emphasizing various benefits of technology regarding collaboration, assessment, and self-paced learning—utility values that were minimally observed in the study. 相似文献
5.
Ugur Kale Mete Akcaoglu Theresa Cullen Debbie Goh Leah Devine Nathan Calvert Kara Grise 《TechTrends》2018,62(6):574-584
Computational thinking is one of the skills critical for successfully solving problems posed in a technology driven and complex society. The limited opportunities in school settings to help students develop computational thinking skills underscores the need for helping teachers integrate it in their practices. Besides developing the knowledge of technology, content, and pedagogy, teachers need to recognize the relevance of computational thinking to their teaching, a factor influencing their future practice with it. Drawing from the literature on problem-solving and TPACK framework, this paper discusses strategies, including content-specific examples, problem-solving nature of computational thinking, and the methods of teaching problem-solving for enabling teachers to make the connections between computational thinking and their practices. 相似文献
6.
Kale Ugur Roy Abhik Yuan Jiangmei 《Educational technology research and development : ETR & D》2020,68(5):2473-2504
Instructional Design Knowledge (IDK) can inform technology integration decisions and Technology Pedagogy and Content Knowledge (TPACK) can help instructional design processes. As a means to understand how teachers may draw from their TPACK and IDK as they design instructions and develop technology-enhanced learning activities, we examined the final projects of two groups of teachers enrolled in graduate-level instructional design and technology courses. By using both content and social network analysis methods, we identified the IDK and TPACK components exemplified in teachers’ projects. While the content analysis revealed differences between the two groups, some findings were common across the courses such as teachers minimally connecting technology to their content areas, exhibiting limited knowledge on learning needs, and having difficulties in engaging in design thinking processes. Furthermore, the social network analysis identified various communities of the knowledge components, highlighting when teachers tended to use their IDK and TPACK as they planned technology-enhanced learning activities and were engaged in instructional design respectively.
相似文献7.
Emphasis on 21st Century Skills development has increased expectations on teachers to take advantages of emerging technologies to support student learning. Yet it is not clear whether teachers are well equipped with the necessary skills, support, and positive attitudes toward integrating them in their practices. Even though student-centered teachers are considered receptive to collaborative technologies and likely to use technology meaningfully in teaching, to what extent teaching style influences their Web 2.0 adaption requires further investigation. This study attempts to identify K12 teachers’ attitudes toward the use of Web 2.0 technologies in their teaching. 161 teachers from eight middle and high schools in both rural and urban locations of West Virginia participated in this cross sectional survey study. Overall, the findings indicate that while teachers are fairly proficient in their computer and internet skills and have fairly high computer self-efficacy, their workload and a structured and standardized curriculum were inhibitors of Web 2.0 adoption. Age, self-efficacy, workload, and views about Web 2.0 in teaching were observed to be significant factors predicting teachers’ likelihood to find Web 2.0 appealing for teaching. Teaching style was not a significant predictor. The findings suggest infrastructural improvements, workload adjustments, and increased professional development opportunities allowing teachers to observe, discuss, and practice Web 2.0 technologies in their particular disciplines. 相似文献
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9.
Yilong Zhou Dhileep Thanjavur Kumar Xinyu Lu Akshay Kale John DuBose Yongxin Song Junsheng Wang Dongqing Li Xiangchun Xuan 《Biomicrofluidics》2015,9(4)
Trapping and preconcentrating particles and cells for enhanced detection and analysis are often essential in many chemical and biological applications. Existing methods for diamagnetic particle trapping require the placement of one or multiple pairs of magnets nearby the particle flowing channel. The strong attractive or repulsive force between the magnets makes it difficult to align and place them close enough to the channel, which not only complicates the device fabrication but also restricts the particle trapping performance. This work demonstrates for the first time the use of a single permanent magnet to simultaneously trap diamagnetic and magnetic particles in ferrofluid flows through a T-shaped microchannel. The two types of particles are preconcentrated to distinct locations of the T-junction due to the induced negative and positive magnetophoretic motions, respectively. Moreover, they can be sequentially released from their respective trapping spots by simply increasing the ferrofluid flow rate. In addition, a three-dimensional numerical model is developed, which predicts with a reasonable agreement the trajectories of diamagnetic and magnetic particles as well as the buildup of ferrofluid nanoparticles. 相似文献
10.
This study attempts to determine whether teachers' access to computational thinking (CT) and CT technologies varies by rurality (rural versus urban) of the school county and grade level taught (primary versus secondary). A total of 81 teachers from West Virginia, Georgia, and Oklahoma participated in this survey study. Overall, teachers found CT and CT tools useful and relevant to their teaching and had access to an essential level of technology in schools supporting computational thinking. However, teachers' CT skills and their teaching of CT were limited and varied depending on rurality and grade level. For instance, primary school teachers in rural settings reported significantly lower levels of CT skills than those in urban settings. Findings and implications are discussed. 相似文献