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  • 1
    Electronic Resource
    Electronic Resource
    The pH profile for acid-induced elongation of coleoptile and epicotyl sections is consistent with the acid-growth theory (1991)
    Springer
    Planta 186 (1991), S. 70-74 
    Details
    ISSN: 1432-2048
    Keywords: Acid-extension ; Acid-growth theory ; Avena (acid-growth) ; Elongation growth ; pH profile (cell elongation) ; Pisum (acid-growth) ; Zea (acid-growth)
    Source: Springer Online Journal Archives 1860-2000
    Topics: Biology
    Notes: Abstract The acid-growth theory predicts that a solution with a pH identical to that of the apoplast of auxintreated tissues (4.5–5.0) should induce elongation at a rate comparable to that of auxin. Different pH profiles for elongation have been obtained, however, depending on the type of pretreatment between harvest of the sections and the start of the pH-incubations. To determine the acid sensitivity under in vivo conditions, oat (Avena sativa L.) coleoptile, maize (Zea mays L.) coleoptile and pea (Pisum sativum L.) epicotyl sections were abraded so that exogenous buffers could penetrate the free space, and placed in buffered solutions of pH 3.5–6.5 without any preincubation. The extension, without auxin, was measured over the first 3 h. Experiments conducted in three laboratories produced similar results. For all three species, sections placed in buffer without pretreatment elongated at least threefold faster at pH 5.0 than at 6.0 or 6.5, and the rate elongation at pH 5.0 was comparable to that induced by auxin. Pretreatment of abraded sections with pH-6.5 buffer or distilled water adjusted to pH 6.5 or above gave similar results. We conclude that the pH present in the apoplast of auxin-treated coleoptile and stems is sufficiently low to account for the initial growth response to auxin.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00201499
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  • 2
    Electronic Resource
    Electronic Resource
    Best Evidence Medical Education (2000)
    Springer
    Advances in health sciences education 5 (2000), S. 71-90 
    Details
    ISSN: 1573-1677
    Keywords: BEME ; evidence-based education ; medical education ; research ; reviews
    Source: Springer Online Journal Archives 1860-2000
    Topics: Medicine
    Notes: Abstract There is a need to move from opinion-based education to evidence-based education. Best Evidence Medical Education (BEME) is the implementation, by teachers in their practice, of methods and approaches to education based on the best evidence available. It involves a professional judgement by the teacher about their teaching taking into account a number of factors — the QUESTS dimensions. The Quality of the research evidence available — how reliable is the evidence?, the Utility of the evidence — can the methods be transferred and adopted without modification?, the Extent of the evidence, theStrength of the evidence, the Target or outcomes measured — how valid is the evidence? and the Setting or context — how relevant is the evidence? The evidence available can be graded on each of the six dimensions. In the ideal situation the evidence is high on all six dimensions, but this is rarely found. Usually the evidence may be good in some respects, but poor in others. The teacher has to balance the different dimensions and come to a decision on a course of action based on his or her professional judgement. The QUESTS dimensions highlight a number of tensions with regard to the evidence in medical education:quality v relevance; quality v validity; and utility v the setting or context. The different dimensions reflect the nature of research and innovation. Best Evidence Medical Education encourages a culture or ethos in which decision making takes place in this context.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1009896431203
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