119 research outputs found
Introduction to pharmacokinetics and pharmacodynamics
No full textPreceded by Introduction to pharmacokinetics and pharmacodynamics : the quantitative basis of drug therapy / Thomas N. Tozer, Malcolm Rowland. c2006.Includes index.pharmacy bookfair2016xii, 386 pages :Preceded by Introduction to pharmacokinetics and pharmacodynamics: the quantitative basis of drug therapy / Thomas N. Tozer, Malcolm Rowland. c2006
F.F. Bosworth's Advice to A.W. Tozer
No full textCopyright (c) 2018 by Roscoe Barnes III#FFBosworthI have argued for over a decade that F.F. Bosworth matters, and he matters in a significant way, especially in Pentecostal Church History. This article shows how Bosworth's influence extended to church leaders outside the Pentecostal tradition. Using Lyle Dorsett's book as a reference, it presents Bosworth's advice to a young A.W. Tozer, who would go on to become a famous author of deeper life books. Both men were members of the Christian and Missionary Alliance. Bosworth spoke to Tozer about the ministry of healing and speaking in tongues.NOTE: For more information on F.F. Bosworth, please visit: http://ffbosworth.strikingly.comFor a closer look at Bosworth's counsel to Tozer, see A Passion for God: The Spiritual Journey of A.W. Tozer by Lyle Dorsett (Moody Publishers, 2008)#ChristTheHealer</div
Evaluation of metadata workflows for the Glasgow ePrints and DSpace services
No full textThe institutional repositories at the University of Glasgow which began as part of the DAEDALUS project have developed into an integral part of Glasgow University Library's services. Using both EPrints.org and DSpace, they provide access to, and permit management of, the University's academic digital assets. This evaluation analyses and comments on the metadata workflows of these services, their support for metadata quality, and how changes in purpose, which have accompanied their transition from project to service, have influenced the repositories. This evaluation will be of benefit not only to DAEDALUS but also to other institutional repositories facing the transition from project development to operational service. The metadata workflows supporting the management and retrieval of ePrints offer a number of paths for metadata creation - each of which has seen shifts in their relative importance as the purpose of the repository has evolved and become clear. The management and retrieval of other academic content in the DSpace service is entirely mediated by repository staff and follows a basic workflow. The quality of metadata in both services has been maintained through staff training and the ongoing involvement of professional cataloguers. The strengths of both repository services lie in their clarity of purpose, utilisation of appropriate software to support those purposes and their successful integration into Glasgow's institutional context. Although they also present a significant opportunity, the new challenges faced by the repository services arise from the emerging involvement of non-specialists in the creation of records and their potential involvement in the administration of sections of the DSpace repository. To address these challenges, the repository services will have to maintain their clarity of purpose, monitor metadata quality, capitalise on opportunities for efficiency, and continue to significantly engage in advocacy and user training
Hypoxia modulated gene expression: angiogenesis, metastasis and therapeutic exploitation
No full textFourth Annual Thaddeus C. Reade Lecture Series and Pastors\u27 Conference
No full textThe fourth annual Thaddeus C. Reade Lecture Series, combined with the annual Pastors\u27 Conference will be held at Taylor University Thursday, February 4. The Reade Lecturer will be Dr. A.W. Tozer, noted author an lecturer
A foundational approach to high school introductory chemistry
No full textThis dissertation is intended to defend a unique approach to chemistry instruction and to represent key selections from a proposed chemistry text. This proposed text is part of a whole introductory chemistry curriculum intended to contextualize the study of chemistry against its larger historical, social, cultural, and scientific background, using strategic integration of subject matter from other academic disciplines. The text is designed to provide an extensive introduction to the science of chemistry by means of historical narratives, written in dialogue form.In defending this approach, a theoretical framework is offered, based in part upon John Dewey's concept of experience. While an entire chemistry curriculum is beyond the scope of this project, sufficient portions are provided to permit a reasonably complete representation of the whole curriculum as it has been envisioned.Made available in DSpace on 2011-05-07T13:43:18Z (GMT). No. of bitstreams: 2
license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5)
9136562.pdf: 12981590 bytes, checksum: f1bffa475374d4ef4e05fbf81dce0966 (MD5)
Previous issue date: 1991Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding ([email protected]) on 2011-05-07T14:58:21Z
Item is restricted indefinitely.Restriction data tranferred 2014-07-01T11:27:26-05:00
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Reason: ETDs are only available to UIUC Users without author permissionETDs are only available to UIUC Users without author permissionU of I Onl
Tumour cells expressing single VEGF isoforms display distinct growth, survival and migration characteristics
No full textVascular endothelial growth factor-A (VEGF) is produced by most cancer cells as multiple isoforms, which display distinct biological activities. VEGF plays an undisputed role in tumour growth, vascularisation and metastasis; nevertheless the functions of individual isoforms in these processes remain poorly understood. We investigated the effects of three main murine isoforms (VEGF188, 164 and 120) on tumour cell behaviour, using a panel of fibrosarcoma cells we developed that express them individually under endogenous promoter control. Fibrosarcomas expressing only VEGF188 (fs188) or wild type controls (fswt) were typically mesenchymal, formed ruffles and displayed strong matrix-binding activity. VEGF164- and VEGF120-producing cells (fs164 and fs120 respectively) were less typically mesenchymal, lacked ruffles but formed abundant cell-cell contacts. On 3D collagen, fs188 cells remained mesenchymal while fs164 and fs120 cells adopted rounded/amoeboid and a mix of rounded and elongated morphologies respectively. Consistent with their mesenchymal characteristics, fs188 cells migrated significantly faster than fs164 or fs120 cells on 2D surfaces while contractility inhibitors accelerated fs164 and fs120 cell migration. VEGF164/VEGF120 expression correlated with faster proliferation rates and lower levels of spontaneous apoptosis than VEGF188 expression. Nevertheless, VEGF188 was associated with constitutively active/phosphorylated AKT, ERK1/2 and Stat3 proteins. Differences in proliferation rates and apoptosis could be explained by defective signalling downstream of pAKT to FOXO and GSK3 in fs188 and fswt cells, which also correlated with p27/p21 cyclin-dependent kinase inhibitor over-expression. All cells expressed tyrosine kinase VEGF receptors, but these were not active/activatable suggesting that inherent differences between the cell lines are governed by endogenous VEGF isoform expression through complex interactions that are independent of tyrosine kinase receptor activation. VEGF isoforms are emerging as potential biomarkers for anti-VEGF therapies. Our results reveal novel roles of individual isoforms associated with cancer growth and metastasis and highlight the importance of understanding their diverse actions
Children's friendship choice and classroom dimensionality
No full text"Ability perception formation theory argues that classroom organization affects students' conception of (academic) ability. This study examines whether classroom organization affects peer relationships. Thirty two classrooms in four elementary schools were categorized into uni- and multi-dimensional classrooms by Rosenholtz and Simpson's (1984) classification. Then, the effects of classroom dimensionality differences were investigated in relation to children's perceptions of their peers' ""smartness,"" troublesomeness, self-image related to school, and estimated teacher's expectation. Also, the relationships between these indices and children's choices of best friends, playmate, and work-partners were explored. The sample of 826 students (408 boys and 418 girls) was selected from first to sixth grade classrooms (16 unidimensional and 16 multidimensional classes) in four elementary schools located in a metropolitan area of Tennessee."The major findings were: (a) peers' smartness status is important for children's social relationships, regardless of their classroom organization, (b) girls less likely chose troublesome classmates as their friends, play- and work-mates, (c) perceived teacher's expectation is a powerful measure for children's friendship choice, especially among girls, and more likely in multidimensional than in unidimensional classes, (d) children's friendship choices overlap with about 75% of their playmate choices in both dimensional settings, but with about 50% and 40% of their workmate choices in multidimensional and in unidimensional settings, respectively.Sex differences were often observed in the effects of classroom dimensionality. Future research directions related to sex differences were discussed. As a chief implication, the importance of understanding classroom organization effects on children's social relationships was discussed in terms of responses to socially less-skilled children's problems and in terms of an essential element of classroom knowledge for prospective teachers. Overall, the application of classroom dimensionality categorization successfully revealed teachers' unintended instructional effects on children's peer relationships.Made available in DSpace on 2011-05-07T12:31:11Z (GMT). No. of bitstreams: 2
license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5)
9210984.pdf: 4430769 bytes, checksum: d951f5e19088f2328135223db356eacc (MD5)
Previous issue date: 1991Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding ([email protected]) on 2011-05-07T14:42:07Z
Item is restricted indefinitely.Restriction data tranferred 2014-07-01T11:18:16-05:00
Original Data
Group with Access UIUC Users [automated]
Release Date: none
Reason: ETDs are only available to UIUC Users without author permissionETDs are only available to UIUC Users without author permissionU of I Onl
A foundational approach to high school introductory chemistry
No full textThis dissertation is intended to defend a unique approach to chemistry instruction and to represent key selections from a proposed chemistry text. This proposed text is part of a whole introductory chemistry curriculum intended to contextualize the study of chemistry against its larger historical, social, cultural, and scientific background, using strategic integration of subject matter from other academic disciplines. The text is designed to provide an extensive introduction to the science of chemistry by means of historical narratives, written in dialogue form.In defending this approach, a theoretical framework is offered, based in part upon John Dewey's concept of experience. While an entire chemistry curriculum is beyond the scope of this project, sufficient portions are provided to permit a reasonably complete representation of the whole curriculum as it has been envisioned.U of I OnlyETDs are only available to UIUC Users without author permissio
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