Classroom activities as predictors of control, value, and state emotions in science

2021 ◽  
pp. 1-12
Author(s):  
Patrick N. Beymer ◽  
Kristy A. Robinson ◽  
Jennifer A. Schmidt
Keyword(s):  
Control Value ◽  
Classroom Activities

In Vitro Effects of Urokinase — Prevention by Different Inhibitors

1990 ◽  
Vol 64 (03) ◽  
pp. 402-406 ◽  
Author(s):  
M D Oethinger ◽  
E Seifried
Keyword(s):  
In Vitro Study ◽  
Thrombin Time ◽  
Plasma Samples ◽  
Temperature Dependent ◽  
Chloromethyl Ketone ◽  
Control Value ◽  
Dose Time ◽  
In Vitro Effects ◽  
Full Protection

SummaryThe present in vitro study investigated dose-, time- and temperature-dependent effects of two-chain urokinase plasminogen activato(u-PA, urokinase) on normal citrated plasma. When 10 μg/ml u-PA wereadded to pooled normal plasma and incubated for 30 min at an ambient temperature (25° C), α2-antiplas-min decreased to 8% of the control value. Incubation on ice yielded a decrease to 45% of control,whereas α2-antiplasmin was fully consumed at 37° C. Fibrinogen and plasminogen fell to 46% and 39%, respectively, after a 30 min incubation at 25° C. Thrombin time prolonged to 190% of control.Various inhibitors were studied with respect to their suitability and efficacy to prevent these in vitro effects. Aprotinin exhibited a good protective effect on fibrinogen at concentrations exceeding 500 KlU/ml plasma. Its use, however, was limited due to interferences with some haemostatic assays. We could demonstrate that L-Glutamyl-L-Glycyl-L-Arginyl chloromethyl ketone (GGACK) and a specific polyclonal anti-u-PA-antibody (anti-u-PA-IgG) effectively inhibited urokinase-induced plasmin generation without interfering with haemostatic assays. The anti-u-PA-antibody afforded full protection ofα2-antiplasmin at therapeutic levels of u-PA.It is concluded that u-PA in plasma samples from patients during thrombolytic therapy may induce in vitro effects which should be prevented by the use of a suitable inhibitor such as GGACK or specific anti-u-PA-antibody.

Comparison of Specific Antibody, D-Phe-Pro-Arg-CH2Cl and Aprotinin for Prevention of In Vitro Effects of Recombinant Tissue-Type Plasminogen Activator on Haemostasis Parameters

1987 ◽  
Vol 58 (03) ◽  
pp. 921-926 ◽  
Author(s):  
E Seifried ◽  
P Tanswell
Keyword(s):  
Specific Antibody ◽  
Plasma Concentrations ◽  
Fibrinolytic Therapy ◽  
Tissue Type ◽  
Control Value ◽  
Type Plasminogen Activator ◽  
In Vitro Effects ◽  
Fibrinolytic Parameters

SummaryIn vitro, concentration-dependent effects of rt-PA on a range of coagulation and fibrinolytic assays in thawed plasma samples were investigated. In absence of a fibrinolytic inhibitor, 2 μg rt-PA/ml blood (3.4 μg/ml plasma) caused prolongation of clotting time assays and decreases of plasminogen (to 44% of the control value), fibrinogen (to 27%), α2-antiplasmin (to 5%), FV (to 67%), FVIII (to 41%) and FXIII (to 16%).Of three inhibitors tested, a specific polyclonal anti-rt-PA antibody prevented interferences in all fibrinolytic and most clotting assays. D-Phe-Pro-Arg-CH2Cl (PPACK) enabled correct assays of fibrinogen and fibrinolytic parameters but interfered with coagulometric assays dependent on endogenous thrombin generation. Aprotinin was suitable only for a restricted range of both assay types.Most in vitro effects were observed only with rt-PA plasma concentrations in excess of therapeutic values. Nevertheless it is concluded that for clinical application, collection of blood samples on either specific antibody or PPACK is essential for a correct assessment of in vivo effects of rt-PA on the haemostatic system in patients undergoing fibrinolytic therapy.

Needs Analysis and Teachers' Perceptions: A Study of the English Undergraduate Students

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Needs Analysis ◽  
Learning Needs ◽  
English Learning ◽  
Visual Aids ◽  
Analysis Model ◽  
Classroom Activities ◽  
Teaching Aids

Needs Analysis in the context of language-learning-teaching is an important process to design a certain course and syllabus. It helps course designers to set objectives, choose content, method of instruction, appropriate teaching aids, and classroom activities for different courses. This paper reports the perceptions of the researchers on the English language learning needs of the English undergraduate students of Shaheed Benazir Bhutto University Sheringal, Pakistan. The data is based on the researchers’ personal experience and first-hand observation of the population as the researchers have been teaching in the target context for about a decade. Furthermore, the researchers have always been in discussion with their students and colleagues about the target students’ English learning needs, preferred learning styles, motivation in learning English, interest, strengths/weaknesses, and attitude toward English learning in the target setting. Learners’ assignments, exam answer sheets, and presentations have also been used is a source of data collection. A needs analysis model proposed by Hutchinson and Waters (1987) has been applied in order to analyze the data. The results show that the students lack well grammatical sentences, have poor spellings, capitalization problems, limited vocabulary, unaware of collocations, poor/slow reading comprehension, and lack of effective presentation skills. Furthermore, most of the students have a lack of involvement in classroom activities and feel shy about speaking the English language. It was reported that the provision of authentic material, interesting activities, suitable audio-visual aids, relevant texts, language labs, and other logistic arrangements can better help them in learning the English language. The findings demonstrate that the students wished to have a learner-centered-course that helps them excel in their academic life and learning the English language.

Effect of prolactin inhibition under heat exposure on water intake and excretion of urine, sodium and potassium in bulls

1980 ◽  
Vol 94 (3) ◽  
pp. 315-320 ◽  
Author(s):  
D. Schams ◽  
E. Stephan ◽  
R. D. Hooley
Keyword(s):  
Water Intake ◽  
Heat Exposure ◽  
Physiological Role ◽  
Treated Group ◽  
Serum Prolactin ◽  
Control Value ◽  
Light Regimen ◽  
Group I ◽  
Urinary Potassium ◽  
Group Ii

Abstract. Six Holstein bulls were housed in a climate-chamber under constant light regimen and after two weeks of preconditioning at 15°C, 60% relative humidity RH (day) and 12°C, 60% RH (night) were subjected to two weeks of heat exposure. This involved one week at 30°C and 60% RH (day) and 25°C and 60% RH (night) and a further week at 35°C, 60% RH (day) and 30°C, 60% RH (night). Three bulls were untreated (group I) and 3 bulls were treated (group II) just before and during heat exposure with a prolactin inhibitor to study the possible physiological role of prolactin on the regulation of water, potassium and sodium. Serum prolactin levels increased significantly (P < 0.01) in group I from the control value of 6 ng/ml to 33 and 44 ng/ml when the ambient temperature was increased (weeks 3 and 4) and then decreased to 21 and 12 ng/ml after reduction in temperature during weeks 5 and 6, respectively. For group II prolactin values decreased under the treatment with the prolactin inhibitor to 0.5 ng/ml and remained at this level throughout the experiment. GH levels were unaffected by heat treatment or by treatment with prolactin inhibitor. There were no differences between groups I and II in respiratory rate, pulse rate and rectal temperature. Water intake increased in both groups under heat exposure but decreased significantly afterwards only in group II. Differences in urinary excretion volume and blood serum osmolality were not significant. Urinary potassium and sodium excretion were unchanged in group II but increased with heat exposure in group I. During heat exposure 2 bulls of group II lost weight despite maintaining food intake.

Communicative approach in teaching foreign language to students

1970 ◽  
pp. 261-268
Author(s):  
Ольга Миколюк
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Basic Principles ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Communicative Approach

This article examines the communicative approach as one of the most successful methods of teaching English nowadays. The basic principles are aimed at teachers and students, efficient classroom activities and styles of learning. Furthermore, there are some guidelines for teachers and even a critique of communicative language teaching in this article.

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