109 research outputs found
Graphic organiser as a strategic tool for enhancing summary writing / Shameem Rafik-Galea and Jasvir Kaur Amar Singh
Get PDFSummary writing can be used to bridge success in both the English language and content area reading and writing classroom. The ability to summarise a lengthy text or article into its essential ideas is a mark of a proficient reader and writer, thus, making it a critical study skill. Research has shown that summary writing helps improve students’ comprehension. Hence, it is considered an effective learning strategy because students must make decisions about the relative importance of elements in a text in order to summarise it and they also need to comprehend a text at a higher level than when they are simply reading it. Students would be able to increase their comprehension of a text if they are well trained in summary writing skills. Summary writing is an essential aspect of the Malaysian upper secondary school curriculum. However, the writers’ observations reveal that students are not given adequate practice in summary writing although it is a critical skill. Furthermore, the textbooks in use do not provide appropriate techniques for practice in summary writing. Hence, this paper describes an action research that explores the application of graphic organisers along side other strategies in the teaching of summary writing
Graphic organiser as a strategic tool for enhancing summary writing / Shameem Rafik-Galea and Jasvir Kaur Amar Singh
Get PDFSummary writing can be used to bridge success in both the English
language and content area reading and writing classroom. The
ability to summarise a lengthy text or article into its essential ideas
is a mark of a proficient reader and writer, thus, making it a critical
study skill. Research has shown that summary writing helps improve
students' comprehension. Hence, it is considered an effective
learning strategy because students must make decisions about the
relative importance of elements in a text in order to summarise it
and they also need to comprehend a text at a higher level than
when they are simply reading it. Students would be able to increase
their comprehension of a text if they are well trained in summary
writing skills. Summary writing is an essential aspect of the
Malaysian upper secondary school curriculum. However, the writers'
observations reveal that students are not given adequate practice
in summary writing although it is a critical skill. Furthermore, the
textbooks in use do not provide appropriate techniques for practice
in summary writing. Hence, this paper describes an action research
that explores the application of graphic organisers along side other
strategies in the teaching of summary writin
Effects of infusing Socratic questions in Mind maps on the development of ESL students' writing skills
Get PDFIn the early 80’s the process writing approach replaced the previous product approach. Current research in Malaysia acknowledges the fact that the teaching of writing has evolved over the years but the Malaysian English as a Second Language (ESL) classroom has yet to completely adopt the process approach as the product approach is still the preferred approach. One of the reasons for this delay in the shift from product to process may be due to the fact that the education system emphasises heavily on examinations (Chandrasegaran, 1991; Kaur, J, 2004; Chow, 2007; Kaur, T. & Rajalingam, 2012). Teaching writing using the process approach must be made functional in the Malaysian ESL writing classroom because writing involves the process of clarifying ideas and making thoughts visible. There is thus a need to further include the teaching of thinking skills within the writing curriculum because the writing process requires the knowledge on an extensive range of linguistic and cognitive strategies (Emig; 1983; Rugguiero, 1995; Ritchhart, 2002; Chow; 2007; Lucini, 2010) which invokes higher cognitive functions of the mind.
Thinking and planning for writing tools can fulfil in many folds the requirements of the education system, teachers’ need to produce results and learners’ independence and authentic voice. Thinking tools like Mind maps® introduced by Tony Buzan in 1971 and Socratic Questioning techniques can be built into the process writing instruction at the pre-writing and revising stages through brainstorming and conferencing sessions by both the teacher and students. There is an increasing number of research which applies Mind maps® in the planning and pre-writing stage in the teaching of writing skills. However, at present there is no research in Malaysia on the application of Mind Maps® and Socratic questions as a writing tool in scaffolding the development of ESL students’ writing skills. This study therefore aims to investigate the effects of infusing Socratic questions in Mind maps® (Socratic Maps©) as a pre-writing tool in scaffolding the development of ESL students’ writing skills.
This study which involves 4 groups of 200 upper secondary students from 2 different schools was conducted to determine the effects of Socratic Maps© in scaffolding the process writing approach in developing ESL students’ writing skills. The experimental classes comprised of 50 students from each school. The teachers from the experimental groups had initially attended a 5 day course on the application of Socratic Maps© in the teaching of writing. These teachers were further given personal training and hands-on practices on the application of Socratic Maps© and Socratic questions within the process writing framework.
Writing lessons were then taught based on the process writing framework where the teachers in the experimental groups were provided with lesson plans and Socratic Map© templates. The intervention period was for 1 semester, approximately 98 days of face-to-face interaction. Writing lessons were carried out every day for 2 hours where students were taught writing skills based on the process writing framework. Socratic Mapping templates and Socratic questions were used as pre-writing tools in scaffolding the writing activities during brainstorming and conferencing sessions. The scaffolding processes were developmental and carried out in stages in order to provide students with enough practice to master the skills of mind mapping and in applying Socratic questions during brainstorming and conferencing sessions in groups and with peers.
The scoring of the essays was done using the Six-Trait Analytic Writing Rubric which consisted of ideas, organization, word choice, sentence fluency and conventions. The Six-Trait Analytic Writing Rubric is similar to the rubrics used by the Malaysian Examination Syndicate to assess English essay questions for public examinations. The scores were analysed using Paired Samples t-test and MANOVA. The results show that there is a significant improvement in the essays of the students in post-test 1 and post-test 2 compared to those in pre-test. There is also improvement in the length of the essays and an increase in students’ vocabulary. Both the experimental and control groups from both the schools showed an improvement over the semester. However, the experimental group showed a higher and consistent improvement in terms of quality, students’ independence and motivation which is highly likely to be attributed to Socratic Maps© and Socratic questions in scaffolding the writing processes within the process writing approach. The results of the delayed post-tests means adjusted by pre-tests using MANOVA showed that there was a significant difference between the two groups, favouring the treatment groups from both the schools
Comparing employability trends between international students from Global South and Global North peers
No full textThis chapter considers the role of migration management in understanding the motivation of international students from the Global South who choose to study in Australia. The chapter reports a study of self-perceived employability as reported by 5000 undergraduate business students. We compare the confidence of international students from the Global South with that reported by their domestic student peers, and we relate this to academic performance data. The chapter highlights employability traits for which targeted support might positively impact the graduate employability of Global South international students. The findings have particular relevance for stakeholders seeking to engage both on- and off-shore international students during the current pandemic
Mechanism of photoreceptor cell death in Rhodopsin mutant rat models (S334ter-3 and P23H-1) of autosomal dominant Retinitis pigmentosa
No full textInteraction of fibrillin-1 fragments with transforming growth factor 1
No full textFibrillins are large structural glycoproteins in the extracellular matrix that multimerize to form microfibril suprastructures in connective tissues. Fibrillin-containing microfibrils confer mechanical stability to tissues and regulate bioavailability of the transforming growth factor beta (TGF-β) superfamily. Mutations in fibrillin-1 lead to a number of fibrillinopathies, most notably, Marfan syndrome (MFS), an autosomal dominant connective tissue disorder affecting the cardiovascular, ocular and skeletal system. It has been shown in animal models recapitulating MFS that enhanced levels of active TGF-β1 trigger the typical MFS phenotype.We report that recombinant fibrillin-1 fragments expressed in HEK293 cells and purified by metal affinity chromatography contained active TGF-β1 and its latent form, LAP-TGF-β1. Further analysis of the purification scheme demonstrated that TGF-β1 secreted by HEK293 cells non specifically co purified with fibrillin-1 fragments, and was present in all protein preparations. We demonstrate that non specific co purification of active TGF-β1 and LAP-TGF-β1 was eliminated by gel filtration chromatography, under high salt conditions, for fibrillin 1 fragments spanning the N-terminal and C-terminal half of the protein. However, gel filtration chromatography of the central fibrillin-1 fragment, rF20, did not completely dissociate LAP-TGF-β1 associated with this fragment, suggesting an interaction between rF20 and LAP-TGF-β1.Les fibrillines sont de larges glycoprotéines structurales dans la matrice extracellulaire qui multimérisent pour former des suprastructures microfibrillaires dans les tissus conjonctifs. Les microfibrilles contenant les fibrillines confèrent la stabilité tissulaire et régulent la biodisponibilité de la superfamille des facteurs de croissance transformant beta (TGF-β). Les mutations dans la fibrilline-1 entraînent des fibrillinopathies, dont la plus commune est le syndrome de Marfan (MFS). Le MFS est une maladie génétique à transmission autosomique dominante des tissus conjonctifs affectant les systèmes cardiovasculaire, oculaire et squelettique. À partir de modèles animaux, il a été démontré qu'une augmentation des niveaux de TGF-β actifs est observée dans les animaux ayant le phénotype de MFS par rapport aux animaux contrôle. Dans cette étude, nous démontrons que des fragments de la fibrilline-1 recombinante exprimés par des cellules HEK293 et purifiés par chromatographie d'affinité métallique contiennent du TGF-β1 sous forme active et sous forme latente (LAP- TGF-β1). Des analyses subséquentes du schéma de la purification démontrent que le TGF-β1 sécrétés par les cellules HEK293 sont co-purifiées de manière non spécifiques avec les fragments de la fibrilline-1, et que ce facteur de croissance était présent dans toutes les préparations protéiques. Nous avons aussi démontré que la co-purification non-spécifique de la TGF-β1 sous forme active ou la LAP-TGF-β1 était éliminée par chromatographie d'exclusion en présence de concentration saline élevée pour les fragments représentant les moitiés de la fibrilline-1 en C-terminal et N-terminal. Cependant, la chromatographie d'exclusion du fragment rF20, représentant la partie centrale de la fibrilline-1, n'a pas complètement dissocié la LAP-TGF-β1 associée avec ce fragment, suggérant une interaction entre ce fragment et la LAP-TGF-β1
Innovating Education Through Technology: A Pathway to Achieving the Sustainable Development Goals in the Context of National Education Policy 2020
Get PDFThe integration of technology in education has become a key strategy to drive progress toward the Sustainable Development Goals (SDGs). India’s National Education Policy (NEP) 2020 recognizes the transformative potential of technology in shaping a future-ready education system. This research paper explores how innovative technology in education can serve as a pathway to achieving the SDGs, with a focus on quality education (SDG 4) and its interlinkages with other goals such as poverty reduction, gender equality, and economic growth. It also examines the alignment between NEP 2020 and the broader objectives of the SDGs, analysing the policy’s vision for leveraging digital learning to create an inclusive, equitable, and quality education system for all
Mechanismus des Absterbens der Sehzellen in Rhodopsin mutierte Rattenmodelle (S334ter-3-und P23H-1) mit autosomal-dominanter Retinitis Pigmentosa
No full textRetinitis pigmentosa (RP) denotes a group of genetically heterogeneous retinal degenerative disorders characterized by initial loss of rod photoreceptors followed by secondary degeneration of cones, which causes irreversible vision loss in humans. No promising cure is available for this devastating eye condition as yet. Mutations in rod pigment gene ‘Rhodopsin’ account for approximately 25–30% of human autosomal dominant RP cases. S334ter and P23H are two such mutations, which result in C-terminus truncation and misfolding of rhodopsin protein respectively. Despite the knowledge about genetic causes, the mechanisms leading to photoreceptor degeneration in RP remain poorly understood till date. Previous research has often linked photoreceptor cell death to apoptosis, but recent studies indicate the involvement of alternative non-apoptotic cell death markers during retinal degeneration in RP. Since S334ter and P23H mutants reportedly have delayed recovery during phototransduction, calcium dysregulation is expected in these mutants, and it was hypothesized that calcium dependent processes might be involved in the retinal degenerative events in these mutants. Accordingly, photoreceptor degeneration in S334ter and P23H transgenic rats was analysed with an aim to investigate the role of calcium sensitive calpain proteases and poly(ADP-ribose) polymerase (PARP) enzyme. The study unequivocally showed that calpain and PARP alongwith high oxidative stress play significant role during photoreceptor cell death in these mutants, reflecting earlier similar findings of non apoptotic events during retinal degeneration in PDE6 mutant rd1 mice. Further, specific inhibitors of calpain and PARP seemed neuroprotective under special paradigms of in-vitro treatment in case of P23H and S334ter cultured retinas. Classical apoptotic events were observed only in the S334ter mutant. Additionally, both mutant retinas showed accumulation of cGMP, a factor considered common during photoreceptor cell death in different models of RP. Retinal guanylyl cyclase and other phototransduction proteins also showed alterations in the expression patterns suggesting downstream consequences of rhodopsin mutations on visual transduction cascade, which might affect the calcium levels, and hence the related processes ultimately leading to cell death.Retinitis pigmentosa (RP) bezeichnet eine Gruppe von genetisch heterogenen degenerativen Netzhauterkrankungen. RP ist charakterisiert durch den anfänglichen Verlust von Stäbchen-Photorezeptoren, gefolgt von einer sekundäre Degeneration der Zapfen, was zum irreversiblen Verlust der Sehkraft beim Menschen führt. Bisher gibt es kein Heilmittel für diese fatale Augenkrankheit. Mutationen im Gen für das Stab-Pigment "Rhodopsin" machen etwa 25-30% der autosomal dominanten RP Fälle aus. S334ter und P23H, zwei dieser Mutationen, führen zu C-terminalen Abbruch und Fehlfaltung von Rhodopsin. Die Mechanismen, die zur Degeneration in RP führen, sind bis heute schlecht verstanden. Frühere Untersuchungen haben oft den Zelltod mit Apoptose verbunden, aber neuere Studien zeigen die Beteiligung von alternativen nicht-apoptotischen Zelltod-Markern. Da S334ter und P23H-Mutanten eine verzögerte Erholung während der Phototransduktion haben sollen, ist in diesen Mutanten eine Kalzium-Fehlregulation zu erwarten. Es wurde die Hypothese aufgestellt, dass Kalzium-abhängige Prozesse in den degenerativen Abläufen dieser Mutanten beteiligt sein könnten. Daher wurde die Photorezeptor-Degeneration in S334ter und P23H transgenen Ratten mit dem Ziel analysiert, die Rolle der kalziumsensitiven Calpaine und des Poly (ADP-Ribose) Polymerase (PARP) Enzyms zu untersuchen. Die Studie zeigte eindeutig, dass Calpain und PARP zusammen mit hohem oxidativem Stress signifikant beteiligt sind am Zelltod dieser Mutanten, was frühere Studien von nicht-apoptotischen Abläufen während der Degeneration in PDE6 rd1 mutanten Mäusen wiederspiegelt. Darüber hinaus schienen spezifische Inhibitoren von Calpain und PARP unter bestimmten Bedingungen in P23H und S334ter Mutanten neuroprotektiv zu sein. Klassische apoptotische Abläufe wurden nur in der S334ter Mutante beobachtet. Zusätzlich zeigten beide Mutanten akkumuliertes cGMP, ein Faktor, der häufig während des Zelltods in verschiedenen Modellen der RP auftreten soll. Die retinale Guanylylzyklase und andere Phototransduktions-Proteine zeigten ebenfalls veränderte Expressions-Muster, was auf Konsequenzen der Rhodopsin Mutationen auf die visuelle Transduktions-Kaskade hindeutet, den Kalzium-Spiegel und die damit verbundenen Prozesse beeinflussen könnte, letztendlich zum Zelltod führend
A comparison of buccal versus vaginal misoprostol for induction of labour at term to correlate maternal and foetal outcome
Get PDFBackground: Induction of labour with prostaglandins offers the advantage of promoting cervical ripening with stimulation of myometrial contractility. The use of prostaglandin preparations with or without oxytocin infusion, widely recognized and accepted as a standard method of labour induction, has been shown to reduce induction time and the risk of failed induction.
Methods: The present study was a prospective observational study undertaken in the obstetrics and gynaecology department of Adesh Medical College and Hospital, Kurushetra, Haryana, India from 01 June 2023 to 30 November 2023. Total 100 patents were randomly allocated to either group A (n=50) who receive 25 µg misoprostol buccally four hourly upto maximum of four doses, group B (n=50) who receive 25 µg misoprostol vaginally four hourly upto maximum of four doses. Various parameters noted were time interval from induction to vaginally delivery, mode of delivery, maternal adverse effect, and neonatal outcome.
Results: The mean induction delivery interval in group I was 14.17 hours and 12.9 hours in group II. The mean number of doses in group I was 1.58±0.36 and 1.26±0.28 in group II. The mode of delivery in group I (buccal) patients was full-term vaginal delivery (FTVD) in 33 of patients, instrumental (forceps) 2 of patients and lower segment caesarean section (LSCS) in 15 of patients. While as in group II (vaginal) patients 35 of patients had FTVD, 1 had instrumental (forceps) and 14 had LSCS. The results of present study were indicated that participants who were treated with buccal misoprostol were suffering from gastrointestinal experiences and tachysystole which was the result of misoprostol dosage.
Conclusions: Misoprostol in either buccal or vaginal route has proven to be equally effective for inducing labour in women at term pregnancy. This study found that the women who are treated with buccal misoprostol are suffering from gastrointestinal experiences more than vaginal misoprostol. However, easy intake is observed if the drug is administered buccally outweighs its advantages over the vaginal misoprostol
International Study and Graduate Employability::Employer, Teacher and Student Perspectives
No full textAccording to HESA (Higher education student statistics: UK, 2018/19. https://www.hesa.ac.uk/news/16-01-2020/sb255-higher-education-student-statistics, 2020), international students account for one-fifth of the total student population in the UK, among whom, over one-third of non-EU international students are from China. Employability is one of the main drivers for this influx of students, yet we know relatively little about what makes students employable in the Chinese job market when they return home. This paper is based on a recent survey conducted by the authors examining the perspectives of Chinese students, Chinese employers and UK university teachers on international student employability. It examines how study abroad experiences impact the top essential employability skills needed by the Chinese labour market. It further identifies three issues that seem to create problems for returning students: namely, a reverse language barrier, a reverse culture shock and a mismatch between careers support and the needs of the Chinese employment market. The chapter concludes by suggesting some ways in which students can be better prepared for their return to employment in China
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