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مقدمه امروزه داروهای گیاهی به دلیل هزینه و عوارض جانبی کمتر نسبت به داروهای شیمیایی مرسوم مورد توجه بیشتر قرار گرفته­اند. از آن­ها در تهیه­ی پماد، شربت، دمنوش، چای استفاده می­شود. عملکرد این گیاهان عمدتاً به دلیل وجود متابولیت­های ثانویه (گروهی ناهمگ ادامه...ادامه مطلب

Although efforts to generate bioartificial tissues and organs for human therapies dateback to the 80s, these efforts have only come closer to reality in the past 10 years. Thepossibility of such bioartifical tissues has been fueled by major advances in cell andmolecular biology and the development of more sophisticated cell-culturetechnologies. The term Tissue Engineering has come to a broader application in thelast five years and now encompasses the many interdisciplinary fields of knowledgethat are crucial to generate or regenerate tissues or even whole organs. Tissueengineering has the potential to revolutionize health care, improving the treatmentoptions and quality of life for millions of people worldwide, yet, saving enormousfinancial resources in terms of health care costs. One of its defining characteristics isthat it draws upon and requires close collaboration among scientists in many diversespecialties. Cell and molecular biologists, biomaterials engineers, advanced imagingspecialists, robotics engineers, and developers of equipment such as bioreactors,where tissues are grown and nurtured, are all part of the process of tissue engineering.Another characteristi ادامه...ادامه مطلب

بحث و نتیجه گیری نتایج مطالعه حاضرنشان داد که در بیماران تحت آنژیوگرافی، علائم افسردگی با شدتCAD  و تعداد رگهای درگیر ارتباط نداشت. درآنالیز چند متغییره نیز بعد از کنترل متغییرهای مخدوشگر سن، جنس و تاریخچه ی بیماری دیابت، هیچ ارتباطی بین افسردگی و شدت CAD یافت نشد. جنسیت زن، سطح تحصیلات پایین، زندگی در روستا، سابقه ی هایپرتنشن و بیماری قلبی با سطوح بالای افسردگی مرتبط بود.  ارتباط متغییرهای سایکولوژیک از جمله افسردگی و  CADدر بیماران تحت آنژیوگرافی توسط بسیاری از پژوهشگران بررسی و نتایج متناقضی گزارش شده است(26-28)،  اما مطالعات معدودی رابطه افسردگی و شدت CAD را مطالعه نمودند و نتایج مربوط به آنها نیز متفاوت بود (21, 29-31) . در تایید مطالعه حاضر، یک مطالعه کوهورت روی 164 بیمار تحت آنژیوگرافی در یونان نشان داد تفاوت آماری معنی دار بین نمونه های non severe CAD  و severe CAD در نمره افسردگی وجود نداشت و فقط نمره مربوط به اضطراب آنهم در جنسیت مرد با شدت severe CAD مرتبط بود. 82% شرکت کنندگان مرد با میانگین سنی 11± 65  بودند زنان در این مطالعه افسردگی بیشتر و شدت CAD کمتری داشتند (29). caey  و همکاران نیز هیچ تفاوت معنی داری بین بیماران افسرده و غیر افسرده با شدت CAD  مشاهده نکردند(30). در مطالعه Hayek و همکاران 5158 بیمار تحت کاتتریزاسیون قلبی مورد بررسی قرار گرفت و افسردگی مرتبط با ادامه...ادامه مطلب

TEACHER MODERATION:COLLABORATIVE ASSESSMENT OF STUDENT WORKThere is considerable evidence that assessment, when practised effectively, canimprove student leaing (Black & Wiliam, 1998). One of the most powerful researchbasedstrategies for linking assessment to improved instructional practice is teachermoderation. This process involves educators in a collaborative discussion of studentwork based on predetermined assessment criteria.Little et al. (2003) found that teachers who engaged consistently in the moderationprocess were able to:• assess student performance more consistently, effectively, confidently, and fairly;• build common knowledge about curriculum expectations and levels of achievement;• identify strengths and areas for growth based on evidence of student leaing;• adjust and acquire new leaing by comparing one’s thinking to that of anotherstudent or teacher;• share effective practices to meet the needs of all students, monitor progress, andcelebrate growth.The most powerful aspect of teacher moderation is the discussion involved inassessing student work and the collective sharing of effective strategies in planningnext steps for instruction.Moderation ادامه...ادامه مطلب

Moderation Process vs. Independent AssessmentWhen teachers gather to review and assess student work, they bring different experiencesand often find that their understandings of curriculum expectations, levels of achievement,and instructional effectiveness differ. Assessment practices can have wide variance fromclassroom to classroom. Opportunities for professional dialogue about assessment practicesbring coherence to those practices, nourish a climate of inquiry that supports studentleaing, and challenge teachers to focus future instruction on specific leaing outcomes. The school community benefits when teacher moderation becomes an integral aspectof professional leaing. Through the collective wisdom of all participants, school teamsdelve deeper in the assessment data leading to greater consistency, alignment, andtargeted instruction.Creating a Culture of Trust and Productive ConflictBuilding a culture of relational trust will ensure that teachers feel safe to share theirideas, experiences, and opinions. Research tells us that highly effective schools havestrong relational trust among all stakeholders (Fullan, 2001). A major aspect ofrelational trust is the practi ادامه...ادامه مطلب

Steps in the Teacher Moderation ProcessThis step-by-step process draws on examples of student writing.Before1. Decide collaboratively on an assessment task based on identified curricular expectationsthat will identify students’ strengths and leaing gaps.2. Establish assessment tools and resources that will support assessment (e.g., rubrics,checklists, school- or district-based assessments, anchors, rationales, Ontario Curriculum,Guides to Effective Instruction).3. Plan a time for the teacher moderation session to occur immediately after conductingthe assessment – remember, feedback should be “just in time” in order to make apositive impact on students.4. Make multiple copies of student work to distribute to group members.5. Book a location with table space to spread out papers, books, and resources.6. Decide on a chairperson to facilitate the process. (This can be a rotating role.)During7. Have a teacher read a student’s work aloud to listen for the fluency and ease of writing.8. Confer with group members as the student’s work is assessed using the pre-set criteria.9. Assess the writing through the four categories of knowledge and skills using the fourlevels of achiev ادامه...ادامه مطلب