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Nature Publishing Group and the Alliance for Cellular Signaling formed a partnership in 2001 to develop a comprehensive website for researchers in the field of cellular signalling. This website aimed to evolve the traditional form of publication (an article with supplementary information and links) into something that made better use of web and database technologies, and provided more value to scientists. This article gives an overview of the project, some of the thinking behind it, and how it has developed. 相似文献
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Mirva Rottensteiner Sara Mäkelä Leonie H. Bogl Timo Törmäkangas Jaakko Kaprio Urho M. Kujala 《European Journal of Sport Science》2017,17(9):1184-1193
Purpose: The benefits of physical activity (PA) in preventing abdominal obesity are well recognized, but the role of different sport disciplines remains open. We aimed, therefore, to investigate how participation in different sport disciplines, and the number and types of sports engaged in are associated with waist circumference (WC) in young adulthood. Methods: This population-based cohort study comprised 4027 Finnish twin individuals (1874 men), with a mean age of 34 y (32–37), who answered a survey, including self-measured WC. We extracted the number and identified the types (aerobic, power, and mixed) of the different sport disciplines respondents reported participating in. Results: The number of sport disciplines participated in was inversely associated with WC, the linear decrease averaging 1.38?cm (95% CI 1.10–1.65) per each additional sport discipline. The result persisted after adjustment for the main covariates, such as volume of PA and diet quality. Among dizygotic twin pairs discordant for sports participation (0–2 vs. 5 or more disciplines), the mean within-pair difference in WC was 4.8?cm (95% CI 0.4–9.1) for men and 11.2?cm (95% CI 4.4–18.0) for women; among discordant monozygotic pairs, no differences were observed. In men, all three types of sports were individually associated with smaller WC, while in women, only mixed and power sports showed this association. Conclusions: Participation in several sport disciplines and sport types was associated with smaller WC among young adults in their mid-30s. Shared genetic background may explain some of the associations. 相似文献
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Jason R. Sattizahn Daniel J. Lyons Carly Kontra Susan M. Fischer Sian L. Beilock 《Mind, Brain, and Education》2015,9(3):164-169
Student difficulties in science learning are frequently attributed to misconceptions about scientific concepts. We argue that domain‐general perceptual processes may also influence students' ability to learn and demonstrate mastery of difficult science concepts. Using the concept of center of gravity (CoG), we show how student difficulty in applying CoG to an object such as a baseball bat can be accounted for, at least in part, by general principles of perception (i.e., not exclusively physics‐based) that make perceiving the CoG of some objects more difficult than others. In particular, it is perceptually difficult to locate the CoG of objects with asymmetric‐extended properties. The basic perceptual features of objects must be taken into account when assessing students' classroom performance and developing effective science, technology, engineering, and mathematics (STEM) teaching methods. 相似文献
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The mechanical transmission of motion, which is observable in gears’ turning direction (TD) and turning speed (TS) can be understood as part of the core concept “force and motion”. Previous studies have suggested that most children before the age of nine have naïve concepts of gears’ TD and TS. However, these studies relied on children's explanation data and might have therefore underestimated young children's potential. Moreover, these studies did not examine whether preschoolers can overcome their naïve concepts through teaching. Recently, educators have proposed guided play as an educational approach that combines children's play with teacher guidance in a purposefully designed environment. We conducted two subsequent studies. In Study 1, we investigated the children's (naïve) concepts of gears’ TD and TS with a cross‐sectional approach using a nonverbal test procedure. This study comprised 248 children aged 5–10 years and 73 adults. The results showed that the proportion of children with adequate concepts increased with age. More specifically, 7‐ to 8‐year‐olds differed significantly from 5‐ to 6‐year‐olds, indicating a developmental shift around this age. However, naïve concepts of TS were more persistent with age than naïve concepts of TD. Altogether, the results indicated the potential to foster 5‐ to 6‐year‐olds’ concepts of both TD and TS in an intervention. Thus, in Study 2, we developed and tested a guided play intervention to foster 5‐ to 6‐year‐old children's concepts of TD and TS. We conducted a prepost‐intervention design with a guided play group (n = 19) and a free play group (n = 21). The results suggested stronger learning gains in the guided play group (dTD = 0.337, dTS = 0.758) than in the free play group (dTD = 0.224, dTS = 0.158). 相似文献
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Judith Fischer Rudolph Mitchell Jesus del Alamo 《Journal of Science Education and Technology》2007,16(4):337-348
The Microelectronics WebLab at MIT allows students to do actual (not simulated) laboratory research on state-of-the art equipment
through the Internet. This study assesses the use of WebLab in a junior-level course on microelectronic devices and circuits
in 2004–05 and 2005–06. In quantitative surveys and qualitative interviews, students and faculty reported that WebLab was
effective as an instrument of learning, and grew more so with refinements of the program. WebLab allowed undergraduates to
learn at their own pace and on their own schedules. It enabled them to use different processes of learning (intuitive, visual,
abstract), and it gave them an opportunity to link individual and collaborative effort in creative combinations. Online laboratories
on this model have broad applications in the experimental sciences and in other research-oriented disciplines. 相似文献
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The aim of the longitudinal study was to investigate whether a computer application designed for remedial reading training can enhance letter knowledge, reading accuracy, fluency, and spelling of at-risk children. The participants, 7-year-old Finnish school beginners (N=166), were assigned to 1 of 3 groups: (a) regular remedial reading intervention (n=25), (b) computer-assessed reading intervention (n=25), and (c) mainstream reading instruction (n=116). Based on the results, computer-assisted remedial reading intervention was highly beneficial, whereas regular type of intervention was less successful. The results indicated that at-risk children require computer-based letter-name and letter-sound training to acquire adequate decoding and spelling skills, and to reach the level of their non-at-risk peers. 相似文献
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