A determination of a limit of the number of free electrons in a metal     

F.Evelyn Colpitts 《Journal of The Franklin Institute》1928,206(4):489-501

  相似文献   

Coming to Voice: Preparing Bilingual-Bicultural Teachers for Social Justice     

Shanan Fitts  Lisa Winstead  Evelyn M. Weisman  Susana Y. Flores  Christine Valenciana 《Equity & Excellence in Education》2013,46(3):357-371

This study examined the development of bicultural voice in Latina/o preservice teachers. Researchers used survey, interview, and observational data to probe students' knowledge, beliefs, and orientations related to teaching culturally and linguistically diverse students. The researchers found that the bilingual cohort courses afforded students with opportunities to juxtapose personal narratives with broader social contexts, thereby allowing students to examine and critique the ideology and curricula of schools. The authors assert that cultivating social justice orientations in bilingual-bicultural preservice teachers is crucial to the empowerment of bilingual-bicultural teachers and their students.  相似文献   

The rhetoric of emerging nationalism: A case study in Irish rhetorical failure     

Evelyn Shields 《Communication Studies》2013,64(3):225-232

In the 1922 Irish general election campaign, the cause of self‐determination split itself into two opposing groups. While the factions argued, from apparently common ground, they were in reality much different and argued from separate universes of discourse. This polarization and the lack of traditionally democratic methods in the political arena made it difficult to bring about change rhetorically.  相似文献   

Comparison of two Actigraph models for assessing free-living physical activity in Indian adolescents     

Kirsten Corder  S⊘ren Brage  Ambady Ramachandran  Chamukuttan Snehalatha  Nicholas Wareham  Ulf Ekelund 《Journal of sports sciences》2013,31(14):1607-1611

Abstract

This aim of this study was to compare the new Actigraph (GT1M) with the widely used Model 7164. Seven days of free-living physical activity were measured simultaneously using both the Model 7164 and GT1M in 30 Indian adolescents (mean age 15.8 years, s = 0.6). The GT1M was on average 9% lower per epoch than model 7164, thus a correction factor of 0.91 is suggested for comparison between the two monitors. The differences between monitors increased in magnitude with intensity of activity (P < 0.001) but remained randomly distributed (r = 0.01, P = 0.96). No significant difference was observed between monitors for time spent in moderate (P = 0.31) and vigorous (P = 0.34) physical activity when using the same epoch length. The Model 7164 classified less time as sedentary (P < 0.001) and more time as light-intensity activity (P < 0.001) than the GT1M. In conclusion, data from the GT1M can be compared with historical data using average counts per minute with a correction factor, and the two models might be comparable for assessing time spent in moderate to vigorous physical activity in children when using the same epoch length.  相似文献   

Comparison of Postperformance State Anxiety of Internals and Externals Following Failure or Success on a Simple Motor Task     

Evelyn Gay Hall 《Research quarterly for exercise and sport》2013,84(2):306-314

Abstract

The purpose of this study was twofold: (a) to determine the effect of locus of control (internal-external), success-failure, and trait anxiety (A-trait) on the perception of threat to self following competitive motor performance, as measured by postperformance state anxiety (A-state); and (b) to examine effects of success-failure relative to locus of control, as measured by self-protective answers on a postperformance attribution questionnaire. In addition, postperformance A-state relative to number of internal attributions was investigated. Two groups of subjects (N = 32) satisfying the criteria for internal-external control were subdivided by sex and randomly assigned to success-failure conditions. A-trait and preperformance A-state were assessed by the Spielberger State-Trait Anxiety Inventory (STAI) prior to the experimental treatment, and A-state measurement was repeated following the experimental treatment. Multivariate analysis of covariance revealed significant interaction effects of success-failure and locus of control relative to postperformance A-state. Univariate ANOVA revealed that externals were significantly higher on A-trait than internals. Regression analyses showed significant relationships for A-trait and pre- and postperformance A-state, as well as for relationship of postperformance A-state to number of internal attributions.  相似文献   

The Correlation of Rogers' Test of Physical Capacity and the Cubberley and Cozens Measurement of Achievement in Basketball     

Evelyn A. Hinton  Lawrence Rarick 《Research quarterly for exercise and sport》2013,84(3):58-65

  相似文献   

Much Ado about noting     

Evelyn Tribble 《Metascience》2016,25(3):409-411

  相似文献   

A Web Application for Generation of Random DNA Sequences with a Single Open Reading Frame: Exemplars for Genetics and Bioinformatics Education     

Steven M. Carr  H. Todd Wareham  Donald Craig 《CBE life sciences education》2014,13(3):373-374

A standard genetic/bioinformatic activity in the genomics era is the identification within DNA sequences of an "open reading frame" (ORF) that encodes a polypeptide sequence. As an educational introduction to such a search, we provide a webapp that composes, displays for solution, and then solves short DNA exemplars with a single ORFTo the Editor: We wish to bring a new Web resource to the attention of CBE—Life Sciences Education readers.When being introduced to the central dogma of nucleic acid transactions, students are often required to identify the 5′→3′ DNA template strand in a double-stranded DNA (dsDNA) molecule; transcribe an antiparallel, complementary 5′→3′ mRNA; and then translate the mRNA codons 5′→3′ into an amino acid polypeptide by means of the genetic code table. Although this algorithm replicates the molecular genetic process of protein synthesis, experience shows that the series of left/right, antiparallel, and/or 5′→3′ reversals is confusing to many students when worked by hand. Students may also obtain the “right” answer for the “wrong” reasons, as when the “wrong” DNA strand is transcribed in the “wrong” 3′→5′ direction, so as to produce a string of letters that “translates correctly.”In genetics and bioinformatics education, we have found it more intuitively appealing to demonstrate and emphasize the equivalence of the mRNA to the DNA sense strand complement of the template strand. The sense strand is oriented in the same 5′→3′ direction and has a sequence identical to the mRNA, except for substitution of thymidine in the DNA for uracil in the mRNA. It is thus more computationally efficient to “read” the polypeptide sequence directly from this strand, with mental substitution of thymidine in the triplets of the genetic code table. (By definition, “codons” occur only in mRNA: the equivalent three-letter words in the DNA sense strand may be designated “triplets.”) This is the same logic used in DNA “translation” software programs.A further constraint often imposed on dsDNA teaching exemplars is that five of the six possible reading frames are “closed” by the occurrence of one or more “stop” triplets, and only one is an open reading frame (ORF) that encodes an uninterrupted polypeptide. We designate this the “5&1” condition. The task for the student is to identify the ORF and “translate” it correctly. Other considerations include correct labeling of the sense and template DNA strands, their 5′ and 3′ ends (and of the mRNA as required), and the amino (N) and carboxyl (C) termini of the polypeptide.Thus, instructors face the logistical challenge of creating dsDNA sequences that satisfy the “5&1” condition for homework and exam questions. Instructors must compose sequences with one or more “stops” in the three overlapping read frames of one strand, while simultaneously creating two “stopped” frames and one ORF in the other. We have explored these constraints as an algorithmic and computational challenge (Carr et al., 2014 ). There are no “5&1” exemplars of length L ≤ 10, and the proportion of exemplars of length L ≥ 11 is very small relative to the 4^L possible sequences (e.g., 0.0023% for L = 11, 0.048% for L = 15, 0.89% for L = 25). This makes random exploration for such exemplars inefficient.We therefore developed a two-stage recursive search algorithm that samples 4^L space randomly to generate “5&1” exemplars of any specified length L from 11 ≤ L ≤ 100. The algorithm has been implemented as a Web application (“RandomORF,” available at www.ucs.mun.ca/~donald/orf/randomorf). Figure 1 shows a screen capture of the successive stages of the presentation. The application requires JavaScript on the computer used to run the Web browser.Open in a separate windowFigure 1.Successive screen captures of the webapp RandomORF. First panel: the Length parameter is the desired number of base pairs. Second panel: Clicking the “Generate dsDNA” button shows the dsDNA sequence to be solved, with labeled 5′ and 3′ ends. The button changes to “Show ORF.” Third panel: A second click shows the six reading frames, with the ORF highlighted. Here, the ORF is in the sixth reading frame on the bottom (sense) strand. The polypeptide sequence, read right to left, is N–EITHLRL–C, where N and C are the amino and carboxyl termini, respectively. The conventional IUPAC single-letter abbreviations for amino acids are centered over the middle base of the triplet; stop triplets are indicated by asterisks (*).The webapp provides a means for students to practice identifying ORFs by efficiently generating many examples with unique solutions (Supplemental Material); this can take the place of the more standard offering of a small number of set examples with an answer key. The two-stage display makes it possible for problems to be worked “cold,” with the correct ORF identified only afterward. For examinations, any exemplar may be presented in any of four ways, by transposing the top and bottom strands and/or reversing the direction of the strands left to right. Presentation of the 5′ end of the sense strand at the lower left or upper or lower right tests student recognition that sense strands are always read in the 5′→3′ direction, irrespective of the “natural” left-to-right and/or top-then-bottom order. We intend to modify the webapp to include other features of pedagogical value, including constraints on [G+C] composition and the type, number, and distribution of stop triplets. We welcome suggestions from readers.  相似文献   

ETV in the Peace Corps     

Evelyn Reis 《College Teaching》2013,61(4):212-213

  相似文献   

马特焕新:30天大不同     

Evelyn 《大学生》2013,(6):46-47

正"花了很多时间在网络上认识人,却对周围的人一无所知。想用30天来认识那些每天见面却陌生的人。"2012年12月1日,一位微博用户名为"韩潋candy"的女生发了这样一条微博。在接下来的日子里,她每天都会发一张"熟悉的陌生人"的照片,其中有门口卖糖葫芦的阿姨、书报亭的大叔、天天去的奶茶店里的小妹、楼下面馆的老板娘……  相似文献