Amplitude-modulated sinusoidal microchannels for observing adaptability in C. elegans locomotion     

Parashar A  Lycke R  Carr JA  Pandey S 《Biomicrofluidics》2011,5(2):24112

In this paper, we present a movement-based assay to observe adaptability in Caenorhabditis elegans locomotion behavior. The assay comprises a series of sinusoidal microchannels with a fixed wavelength and modulating (increasing or decreasing) amplitude. The channel width is comparable to the body diameter of the organism. Worms are allowed to enter the channel from the input port and migrate toward the output port. Within channel sections that closely match the worm's natural undulations, the worm movement is relatively quick and steady. As the channel amplitude increases or decreases along the device, the worm faces difficulty in generating the propulsive thrust, begins to slow down and eventually fails to move forward. A set of locomotion parameters (i.e., average forward velocity, number and duration of stops, range of contact angle, and cut-off region) is defined for worm locomotion in modulated sinusoidal channels and extracted from the recorded videos. The device is tested on wild-type C. elegans (N2) and two mutants (lev-8 and unc-38). We anticipate this passive, movement-based assay can be used to screen nematodes showing difference in locomotion phenotype.  相似文献   

Beyond Punnett Squares: Student Word Association and Explanations of Phenotypic Variation through an Integrative Quantitative Genetics Unit Investigating Anthocyanin Inheritance and Expression in Brassica rapa Fast Plants     

Janet M. Batzli  Amber R. Smith  Paul H. Williams  Seth A. McGee  Katalin Dósa  Jesse Pfammatter 《CBE life sciences education》2014,13(3):410-424

Genetics instruction in introductory biology is often confined to Mendelian genetics and avoids the complexities of variation in quantitative traits. Given the driving question “What determines variation in phenotype (Pv)? (Pv=Genotypic variation Gv + environmental variation Ev),” we developed a 4-wk unit for an inquiry-based laboratory course focused on the inheritance and expression of a quantitative trait in varying environments. We utilized Brassica rapa Fast Plants as a model organism to study variation in the phenotype anthocyanin pigment intensity. As an initial curriculum assessment, we used free word association to examine students’ cognitive structures before and after the unit and explanations in students’ final research posters with particular focus on variation (Pv = Gv + Ev). Comparison of pre- and postunit word frequency revealed a shift in words and a pattern of co-occurring concepts indicative of change in cognitive structure, with particular focus on “variation” as a proposed threshold concept and primary goal for students’ explanations. Given review of 53 posters, we found ∼50% of students capable of intermediate to high-level explanations combining both Gv and Ev influence on expression of anthocyanin intensity (Pv). While far from “plug and play,” this conceptually rich, inquiry-based unit holds promise for effective integration of quantitative and Mendelian genetics.  相似文献   

Implications of Shifting Technology in Education     

Janet Holland  John Holland 《TechTrends》2014,58(3):16-25

This article examines the implications of shifting technology trends by looking at what we’ve lost or are losing, where we are, and where we need to go for making the needed transitions in knowledge and skills. Areas of growth within new media and the tech industry are good indicators of our growing interests in mobility, improved quality, and personalization, all happening within our increasingly global community. With the tremendous technological shifts, we need to consider the potential gaps or missing bits of knowledge slipping through the cracks. Then, determine where we need to go while forging ahead to provide the meaningful integration of new technologies through the selection of quality tools aligning to current best research based instructional practices to foster powerful, meaningful, engaged learning opportunities.  相似文献   

Book reviews     

David Stoker  Richard W. Clement  Pamela K. Gilbert  Charles Johanningsmeier  Janet L. Flowers  Joan Mulholland  Richard C. Rowson  David Kaser  Thomas L. Bonn  Carl B. Holmberg  Chris R. Vanden Bossche  Beth Luey  Rebecca Moore Howard 《Publishing Research Quarterly》1995,11(1):78-101

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The False Ontology of School Climate Effects     

Steven I. Miller  Janet Fredericks 《Educational theory》1990,40(3):333-342

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Book Review     

David Carr 《Journal of Philosophy of Education》1997,31(3):515-518

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Effects of delayed retention on multiple-choice test performance     

Gary Phye  Joseph Gugliemella  Janet Sola 《Contemporary educational psychology》1976,1(1):26-36

In two experiments, immediate feedback defined as feedback following the completion of a 40-item multiple-choice test and delayed feedback (received 48 hr later) were examined in a simulated classroom situation with college students. As defined, delayed feedback was not superior to immediate feedback, as would be predicted by the delayed retention effect. Also, feedback in the form of correct answer only was superior to correct answer plus distractors lending partial support to the frequency theory of recognition memory. In addition to not finding the delayed retention effect, an analysis of errors in experiment two did not support the interference—perseveration hypothesis as an explanation for the type of error committed following immediate feedback.  相似文献   

Playing with Shakespeare: Or 'Where There's a Will There's a Way'     

Janet Bottoms 《English in Education》1994,28(3):25-34

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Quick assessment of individual children's reading skills     

Janet Moyles 《Literacy》1982,16(1):51-54

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Deliberate imagery practice: the reliability of using a retrospective recall methodology     

Cumming J  Hall C  Starkes JL 《Research quarterly for exercise and sport》2005,76(3):306-314

This study examined the reliability of a retrospective recall methodology for providing evidence of deliberate imagery practice. A secondary purpose was to determine which imagery activities constituted the sport-specific definition of deliberate practice (Starkes, Deakin, Allard, Hodges, & Hayes, 1996). Ninety-three Canadian athletes from one of three different competitive levels (regional, provincial, and national) completed the Deliberate Imagery Practice Recall Questionnaire, which was specifically designed for the present study. The athletes also completed a 1-week imagery diary to assess their use of 14 different imagery activities. The results of the study indicated that the athletes were able to reliably estimate their use of imagery over a short recall interval. Four imagery activities were also determined to fulfill the sport specific definition of deliberate practice.  相似文献