therefore, students in our Accelerated Ed.D. program use action research as their A committee composed of the faculty member who teaches the Dissertation. Book Review-The Action Research Dissertation: A Guide for. The title of this book suggests that it is intended as a guide for students and faculty. We include the latter in recognition that for many faculty, action research has The Action Research Dissertation: A Guide for .-Google Books Trove: Find and get Australian resources. Books, images, historic newspapers, maps, archives and more. The Action Research Dissertation: A Guide for .-Amazon.com The Action Research Dissertation: A Guide for Students and Faculty provides an accessible roadmap that honors the complexity of action research. It will show From Local Practices to Public Knowledge: Action Research as. is part of the latter, and in this article I explain how faculty members at one university are. Our students capstone experience is an action research dissertation (12 hours) The action research dissertation: A guide for students and faculty. 8 Jan 2002. The Action Research. Dissertation. A Guide for Students and Faculty. Kathryn Herr. Montclair State University. Gary L. Anderson. New York The Action Research Dissertation: A Guide for Students and Faculty. Oxbridge dissertation help. Creative writing at york university. San diego library homework help. Fun creative writing prompts for elementary students. The Action Research Dissertation. A Guide for Students and Faculty 12 Jan 2005. Many students struggle with turning action research projects into a Masters thesis or doctoral dissertation: to address this need, the authors The action research dissertation : a guide for students and faculty in. This book helps students understand the ways action research dissertations are different from more traditional dissertations and prepares students and their. The Action Research Dissertation: A Guide for Students and Faculty. APA (6th ed.

Background —Antiphospholipid (aPL) antibodies are associated with thrombosis in patients diagnosed with antiphospholipid syndrome (APS) and enhance thrombus formation in vivo in mice, but the mechanism of thrombosis by aPL is not completely understood. Although aPL antibodies have been shown to inhibit protein C activation and activate endothelial cells (ECs) in vitro, no study has examined whether these antibodies activate ECs in vivo. Therefore, human affinity-purified aPL (ap aPL) antibodies from APS patients were tested in a mouse model of microcirculation using the cremaster muscle that allows direct microscopic examination of thrombus formation and adhesion of white blood cells (WBCs) to ECs as an indication of EC activation in vivo. Adhesion molecule expression on human umbilical vein endothelial cells (HUVECs) after aPL exposure was performed to confirm EC activation in vitro. Methods and Results —All 6 ap aPL antibodies significantly increased the expression of VCAM-1 (2.3- to 4.4-fold), with one of the antibodies also increasing the expression of E-selectin (1.6-fold) on HUVECs in vitro. In the in vivo experiments, each ap aPL antibody except for 1 preparation increased WBC sticking (mean number of WBCs ranged from 22.7 to 50.6) compared with control (14.4), which correlated with enhanced thrombus formation (mean thrombus size ranged from 1098 to 6476 versus 594 μm 2 for control). Conclusions —Activation of ECs by aPL antibodies in vivo may create a prothrombotic state on ECs, which may be the first pathophysiological event of thrombosis in APS.

Evidence-based recommendations regarding the use of RBC transfusion in adult trauma and critical care will provide important information to critical care practitioners.

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Introducing the new scholarship into institutions of higher education means becoming involved in an epistemological battle. It is a battle of snails, proceeding so slowly that you have to look very carefully in order to see it going on. But it is happening nonetheless.-Donald Schon (1995)A ccording to Schon (1995) "the new scholarship" implies "a kind of action research with norms of its own, which will conflict with the norms of technical rationality-the prevailing epistemology built into the research universities" (p. 27). The "battle" of snails that Schon refers to echoes the "paradigm wars" among "positivists," interpretiyists, and critical theorists, satirically described by Gage (1989) in the pages of Educational Researcher. While we believe • that practitioner research cannot be subsumed under any of Gage's three paradigms without doing it damage, our purpose in this article is not to argue for separate paradigm status. Nevertheless, we believe that the insider status of the researcher, the centrality of action, the requirement of spiraling self-reflection on action, and the intimate, dialectical relationship of research to practice, all make practitioner research alien (and often suspect) to researchers who work out of Gage's three academic paradigms. If anything, academic traditions of feminist and poststructural research might be more compatible with these characteristics.It is interesting to speculate on why metaphors of war and battles are evoked to discuss these epistemological debates. While it could be attributed to the academic version of "a guy thing," we think the association with violence has more to do with the ways these epistemologies are embedded in the very institutional structures of universities (i.e., human subjects review boards, tenure and promotion criteria, dissertation committees, etc.). These structures, in turn, create a kind of institutionalized violence that is used to protect the epistemological stances that underlie an institution's perceived legitimacy. Because the two are inextricably linked, our goal is to discuss how institutional and epistemological dilemmas are dialectically related. Cert mological stances will be more of a threat to institutions than others will, and institutional structures and politics will, to some extent, determine the epistemological stances that can be safely advanced.In this article, we will explore the ways institutions respond to ways of knowing that appear to threaten their legitimacy. We will discuss not only resistance within the academic community to legitimating practitioner research 1 , but also the threat that a view of professionalism based on rigorous inquiry by school practitioners represents to public schools as they are currently structured. A discussion is provided of what "rigorous" practitioner research might look like along with some tentative "validity" criteria for evaluating rigor. We will then explore how colleges of education are responding to an increasing crisis of legitimacy of their own model of knowledge creation and ...

Hydroxychloroquine significantly diminished both thrombus size and total time of thrombus formation in mice previously injected with IgG-APS.

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