The Relationship of Hydrogen Ion, Phosphate, and Light to the Resting Membrane Potential in Nitella Clavata

Through the experiments presented here, we hoped to obtain evidence to further substantiate and characterize the active H+ extrusion mechanism proposed by Kitasato (1968) and Spear, et al (1969).SUNY BrockportBiological SciencesMaster of Science (MS)Environmental Science and Ecology These

The Relationship of Hydrogen Ion, Phosphate, and Light to the Resting Membrane Potential in Nitella Clavata

Through the experiments presented here, we hoped to obtain evidence to further substantiate and characterize the active H+ extrusion mechanism proposed by Kitasato (1968) and Spear, et al (1969)

Asfiksia Neonatorum pada Bayi dengan Berat Badan Lahir Rendah: Literature Review

Bayi Berat Lahir Rendah (BBLR) telah diidentifikasi sebagai faktor risiko signifikan untuk asfiksia neonatorum, kondisi serius yang dapat mengancam jiwa pada bayi baru lahir. Tinjauan literatur ini bertujuan untuk menyajikan sintesis temuan dari sejumlah studi kasus kontrol yang dilakukan di berbagai wilayah yang membahas hubungan antara BBLR dan kejadian asfiksia neonatorum. Analisis menunjukkan bahwa bayi dengan BBLR memiliki risiko yang lebih tinggi untuk mengalami asfiksia neonatorum, dengan Adjusted Odds Ratio (AOR) yang bervariasi tetapi secara konsisten menunjukkan signifikansi statistik. Hasil ini menyoroti pentingnya deteksi dini, intervensi yang tepat, dan perawatan intensif bagi bayi dengan BBLR guna mengurangi angka kejadian serta dampak negatif pada kesehatan bayi. Implikasi klinis dari temuan ini adalah perlunya strategi pencegahan yang lebih baik dan perhatian yang meningkat terhadap faktor risiko ini dalam konteks perawatan neonatal di Ethiopia dan mungkin juga di negara-negara dengan tantangan serupa

Nais(pea)tegelaste kujutamine ooperis Georges Bizet' "Carmeni" näitel

Bakalaureusetöö keskendub naistegelaste ning eriti just naispeategelase kujutamisele Georges Bizet’ ooperis „Carmen“. Esimene peatükk annab ülevaate naiste ja naistegelaste kujutamistest ooperis, ühendades omavahel muusikateatri uurimise soouurimuslike küsimustega. Teine peatükk keskendub Georges Bizet’ ooperile „Carmen“, kirjeldades ja analüüsides Carmeni tegelase kujutamist jutustajate vaatepunkti kaudu Mérimée jutustuses, Bizet' ooperis ning tema vastandkuju Micaëlat. Kolmandas peatükis käsitletakse "Carmeni" lavastamist ja lavastuste retseptsiooni Rahvusooper Estonia 2011. aasta ja Vanemuise 2015. aasta lavastuste põhjal

How Seventh Grade Readers Who Completed An Intensive Phonics Intervention Program in Sixth Grade Comprehend Informational Text

The purpose of this study was to explore the processes by which seventh grade readers who completed an intensive phonics intervention program in sixth grade comprehend informational text. The informational text chosen for this study was a social studies passage from a seventh grade textbook. Completion of a phonics intervention program presumes an improvement in automaticity, a foundational reading skill characterized by the ability to read with speed and accuracy. Multiple case studies were the overall approach to inquiry and data gathering. With the assistance of a middle school reading specialist informant, the researcher invited the participation of five seventh grade students reflecting a variation in race and gender who were performing below grade level on reading assessments at the beginning of grade six, and who completed an intensive phonics intervention program by the end of grade six. Data collection included administration of an Informal Reading Inventory (IRI) graded word list, reading interest and reading behavior surveys, interviews and observations of students, read and think aloud sessions, an informal comprehension check, and a brief paragraph written by the students to indicate how they saw themselves as readers. The study results suggest that a structured and sequential phonics intervention program holds the promise of improved reading automaticity (the ability to read with speed and accuracy). Reading with speed did not guarantee comprehension. Automaticity was hindered and comprehension affected when students encountered multisyllabic words that were not easily decoded. The five students in this study were able to summarize, paraphrase, infer, predict, interpret, and question marked segments of the text with varying degrees of accuracy, but they were generally unable to demonstrate understanding of the broader ideas and concepts of the selection. Students expressed that they knew comprehension had failed. They did not have the means to repair their comprehension. For these students, explicit comprehension monitoring strategy instruction in addition to a phonics intervention program remains an important component of the reading program