Contributions from the physical laboratory of the university of Pennsylvania. No. 1.—A new vertical-lantern galvanometer     

George F. Barker 《Journal of The Franklin Institute》1875,99(6):431-436

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Students’ Perceptions of Technology Integration During the F.I.T. Unit     

Risto Marttinen  David Daum  Ray N. Fredrick III  Joshua Santiago  Stephen Silverman 《Research quarterly for exercise and sport》2019,90(2):206-216

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Snap-N-Send: A valid and reliable method for assessing the energy intake of elite adolescent athletes     

Nessan Costello  Kevin Deighton  Joshua Dyson  Jim Mckenna  Ben Jones 《European Journal of Sport Science》2017,17(8):1044-1055

To ensure that elite adolescent athletes meet their unique training, growth and maturation demands, it is imperative to have access to valid measures of energy intake. Contemporary methods demand close attention-to-detail, meaning that athletes often do not fully adhere to real-time protocols. This study represents the first investigation of a real-time dietary assessment designed using a comprehensive behaviour change framework (COM-B). In a crossover design, 12 elite adolescent male rugby players recorded their energy intake via an estimated food diary (est-FD) and photography-based mobile assessment (‘Snap-n-Send’), combined with a 24-h dietary recall interview. Two 4-day assessment periods were divided into three separate recording environments: 96?h free-living and researcher-observed; 72?h free-living and 10?h researcher-observed. Assessment periods were one month apart. All foods and beverages were provided and weighed by the research team to quantify actual intakes. ‘Snap-n-Send’ reported a small mean bias for under-reporting across 96?h (?0.75?MJ?day^?1; 95% confidence interval [CI] for bias?=??5.7% to ?2.2%, p?<?.001), 72?h (?0.76?MJ?day^?1; 95% CI for bias?=??5.6% to ?2.1%, p?=?.004) and 10?h (?0.72?MJ?day^?1; 95% CI for bias?=??8.1% to ?0.1%; p?=?.067) environments. The est-FD reported a moderate mean bias for under-reporting across 96?h (?2.89?MJ?day^?1; 95% CI for bias?=??17.9% to ?10.2%; p?<?.001), 72?h (?2.88?MJ?day^?1; 95% CI for bias?=??17.9% to ?10.1%; p?<?.001) and 10?h (?2.52?MJ?day^?1;?26.1% to ?5.3%; p?=?.023) environments. Results evidence the ability of ‘Snap-n-Send’ to accurately assess the diet of elite adolescent athletes, signalling the exciting promise of this comprehensive and theoretical behavioural approach within valid dietary assessment.  相似文献   

Gaining Visitor Consent for Research: Testing the Posted‐Sign Method     

Joshua P. Gutwill 《Curator: The Museum Journal》2002,45(3):232-238

One method for studying visitors in museums is to audiotape their conversations while videotaping their behavior. Many researchers inform visitors of the recordings by posting signs in the areas under scrutiny. This study tests the assumptions underlying that method—that visitors notice, read, and understand such signs. Signs were posted at the entrance to an Exploratorium exhibit which was being audio‐ and videotaped. Researchers interviewed 213 adult visitors as they exited the exhibit. The interviews revealed that 75 percent of the visitors had read and understood the sign. Of the 52 visitors who had not, 8 reported that they felt bothered to some degree by the recordings being made. The implications of these results are discussed.  相似文献   

A cynomolgus monkey with naturally occurring Parkinson's disease     

Hao Li  Ling-Yan Su  Lixin Yang  Min Li  Qianjin Liu  Zhenhui Li  Yan Hu  Hongwei Li  Shihao Wu  Wenchao Wang  Yingzhou Hu  Zhengbo Wang  Joshua D Rizak  Baihui Huang  Min Xu  Jing Wu  Long-Bao Lv  Christoph W Turck  Yong Yin  Yong-Gang Yao  Bing Su  Xintian Hu 《国家科学评论(英文版)》2021,8(3):12-15

Evidence for the existence of mon-keys with spontaneous Parkinson's disease(PD)has been lacking.Here,we screened macaque colonies at the Kunming Primate Researc...  相似文献   

Designing With Multiple Interactives: Five Common Pitfalls     

Sue Allen  Joshua Gutwill 《Curator: The Museum Journal》2004,47(2):199-212

Abstract Interactive museum exhibits are ubiquitous in science centers, and are becoming increasingly popular in art, history and cultural museums. At an interactive exhibit, visitors can act on the exhibit and the exhibit reacts. While there is much theoretical and empirical support for the idea that interactive features promote science learning, we believe that serious design problems can arise if an uncritical “more is better” approach is taken to interactivity. This article describes five common pitfalls of designing exhibits with high levels of interactivity or multiple interactive features: 1) multiple options with equal salience, 2) features allowing multiple users to interfere with one another, 3) options that encourage users to disrupt the phenomenon being displayed, 4) features that make the critical phenomenon difficult to find, and 5) secondary features that obscure the primary feature. Examples of each of the five problems are presented, and possible design solutions are offered.  相似文献   

“Acquired” Equals Addition? Associating Verbs with Arithmetic Operations Impacts Word Problem Performance     

Joshua Benjamin Jaffe  Troy Gharibani  Donald Joseph Bolger 《Mind, Brain, and Education》2023,17(2):93-97

Successful word problem performance often requires understanding the linguistic relations between characters and objects. However, the keyword method promotes associating specific words with mathematical operations while neglecting the situational context. Research has thoroughly investigated the detrimental effects of individuals associating relational terminology (e.g., “more”) with mathematical operations (e.g., “addition”). The current study expands upon this line of research by examining whether undergraduate students associate verbs with mathematical operations and if verbal associations affect word problem performance. Similar to relational terminology, the participants associated verbs with operations, which significantly impacted performance. The educational implications are discussed.  相似文献   

Making Sense of Uncertainty in the Science Classroom     

Rosenberg  Joshua M.  Kubsch  Marcus  Wagenmakers  Eric-Jan  Dogucu  Mine 《Science & Education》2022,31(5):1239-1262

Science & Education - Uncertainty is ubiquitous in science, but scientific knowledge is often represented to the public and in educational contexts as certain and immutable. This contrast can...  相似文献