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介绍了DNA与识别分子相互作用电化学研究的原理,对DNA与各种类型的分子相互作用的电化学研究等方面的最新进展进行了评述。 相似文献
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分子生物学做为生物学的重要技术几乎已经应用到了生物学的各个领域．在病原菌与植物相互作用机理的研究中,应用分子生物学方法,鉴定病原菌-植物相互作用的致病基因,阐明其相互作用的分子机理．文中还对基因序列分析在植物病原菌研究中的应用做了简单的介绍． 相似文献
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应用Origin求解生物分子相互作用的化学模型参数 总被引：1，自引：0，他引：1
表面等离子共振技术可实时监测生物分子相互作用的整个动态过程而不需要对反应物进行任何标记,求解它们相互作用的动力学和亲和力参数具有重要的意义.首先建立了生物分子相互作用的准一级动力学模型;然后根据SPR传感器检测蛋白A和球蛋白IgG相互作用所获得的数据,应用Origin软件提供的非线性拟合方法对蛋白A和球蛋白IgG的结合和解离过程曲线进行拟合,拟合曲线与实验结果具有较好的相关性;最后计算出了生物分子相互作用的ka、kd、Ka和Kd等动力学及亲和力参数. 相似文献
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分子印迹农药电化学传感器的研究概述 总被引：1，自引：0，他引：1
刘兴元 《思茅师范高等专科学校学报》2008,24(6)
简述目前我国农药检测技术的研究概况,并介绍一种分子印迹电化学传感器在农药检测中的应用情况。 相似文献
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本文以金属配合物DNA的作用为主要内容,阐述了光谱学和电化学等多种仪器分析方法在研究金属配合物与相互作用中的应用以及金属配合物与DNA的作用近年来的研究情况,并对今后的发展趋势进行了展望. 相似文献
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＂人教版＂化学2的主题1是物质结构基础,涉及宏观物质的微观构成。本文分别从原子之间和分子之间的相互作用两个角度综述了构成物质的微粒间的相互作用,以利于学生从原子、分子水平上初步认识物质构成的奥秘。 相似文献
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1．分子动理论的基本内容包括(1)物质是由分子组成的；(2)一切物质的分子都在不停地做无规则的运动；(3)分子间存在相互作用的引力和斥力。 相似文献
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The conductance and polarization are studied in one-dimensional ballistic quantum wire with both Rashba and Dresselhaus spin-orbit interactions.Two kinds of structures are considered in the present work,one with mixture of two interactions and the other with sequence structure of them.We find that the conductance and polarization are strongly affected by these two interactions.With both interactions we obtain a multi-peak contour of spin polarization and a dramatic oscillation pattern of spin conductance,which are due to the different combination of the two spin-orbit interactions. 相似文献
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学术交流是广大科技工作者交流思想、观念和信息的一种重要方式,是启迪智慧、获得灵感的有效途径。学术交流要发挥其应有作用,离不开好的组织形式和策略。为此,文章根据学术交流的实践,提出了高校学术交流的形式包括直接的学术交流和间接的学术交流、横向的学术交流和纵向的学术交流、层次性学术交流、需求性学术交流;学术交流的组织策略应坚持务实性原则、加强计划性和组织性、有完善的制度和充裕的经费作保障。同时,还以电子科技大学为例探讨了高校促进学术交流的创新机制。 相似文献
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Catherine R. Conwell Sandra Griffin Bob Algozzine 《International Journal of Science Education》2013,35(1):107-113
Co‐operative learning means shared leadership where there is not just one leader in a group but where each member of the group is a leader. A leader demonstrates academic as well as collaborative skills in helping the group achieve a goal. Some academic skills are verbal interactions such as initiating ideas, responding by summarizing or suggesting procedures. Collaborative skills that build and maintain a good working relationship within the group include verbal interactions of praising group members and inviting others to get involved. The purpose of this study was to examine the verbal interactions and non‐verbal behaviours within unstructured learning groups. The verbal interactions were classified as positive if they aided the group to accomplish its goal and negative if they inhibited the group accomplishing its goal. Twenty‐eight students from seven intermediate‐grade level classrooms, grouped heterogeneously for sex and race and homogeneously for their ability in science, were selected for observation as they were doing a science activity. In general students’ verbal interactions were positive (i.e., there were more than four times more positive interactions than negative interactions). Further, in reviewing the positive interactions, students presented ideas more than four times as much as any of the other types of interactions. Females encouraged other members to participate in the activity significantly more than the males did. There was a trend in the number of times the equipment (clay) was handled; the males handled it more than the females as a function of race. Qualitative analyses revealed consistent patterns of interactions within groups of black and white males and females. 相似文献
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Diana Leyva Christina Weiland M. Barata Hirokazu Yoshikawa Catherine Snow Ernesto Treviño Andrea Rolla 《Child development》2015,86(3):781-799
Quality of teacher–child interactions is central to prekindergarten children's learning. In the United States, the quality of teacher–child interactions is commonly assessed using the teaching through interactions conceptual framework and an associ/ated observational tool, the Classroom Assessment Scoring System (CLASS). This study examined: (a) whether there was evidence supporting three distinctive domains of teacher–child interactions in Chile (construct validity) and (b) whether these domains predicted end‐of‐prekindergarten language, academic, and executive function skills in Chile (predictive validity). The sample consisted of 91 Chilean prekindergarten classrooms (1,868 four‐year‐old children). The findings support both construct and predictive validity of the teaching through interactions conceptual framework as assessed by the CLASS in Chile. Implications for cross‐country comparison of quality of teacher–child interactions in prekindergarten classrooms are discussed. 相似文献
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Zachary Stephen Rossetti 《International Journal of Inclusive Education》2013,17(12):1259-1272
This is an interpretivist qualitative study that explores the contexts and dynamics of friendships between three groups of young adults; each group includes an individual with autism or severe disability and nondisabled high school students. The most prominent finding identified in the data was that educators affected opportunities for social interactions between students with and without autism or severe disability. Educator influence on social participation included factors that decreased interactions, such as missed opportunities for social interactions and social consequences of academic supports. Educator influence also included factors that increased interactions, specifically four strategies to increase social interactions and facilitate possible friendships or maintain existing friendships between students with and without autism or severe disability. 相似文献
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Early childhood classrooms support children's learning in a variety of ways. Of critical importance are the interactions teachers have with children. The type and quality of classroom interactions vary and can be grouped into three domains: instructional, organizational, and emotional. The purpose of this study is to examine the extent to which the quality of classroom interactions is stable over time and the extent to which certain types of interactions (e.g., organizational) set the stage for other types of interactions (e.g., instructional) during the first two hours of a typical pre-k day. Classrooms (n = 693) were observed during four contiguous observation cycles (20 min for observation, 10 min for ratings) using the Classroom Assessment Scoring System. Stability estimates from autoregressive models showed the quality of classroom interactions was highly stable. Latent difference score models were then fit to determine how these domains of teacher interactions related with one another over time. Contrary to hypotheses, higher levels of Classroom Organization and Emotional Support were not related to positive changes in Instructional Support. However, the final model indicated that Classroom Organization and Emotional Support were positively related to one another over time. That is, higher levels of Classroom Organization were related to higher levels of Emotional Support at the next observation cycle and vice versa. Implications for the understanding of classroom interactions and the measurement of interactions are discussed. 相似文献
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Amanda Woods-McConney Marold Wosnitza Keryn L. Sturrock 《International Journal of Science Education》2016,38(5):842-860
Science education research has recommended cooperative inquiry based science in the primary science context for more than two decades but after more than 20 years, student achievement in science has not substantially improved. This study, through direct observation and analysis, investigated content-related student interactions in an authentic inquiry based primary science class setting. Thirty-one upper primary students were videotaped working in cooperative inquiry based science activities. Cooperative talk and negotiation of the science content was analysed to identify any high-level group interactions. The data show that while all groups have incidences of high-level content-related group interactions, the frequency and duration of these interactions were limited. No specific pattern of preceding events was identified and no episodes of high-level content-related group interactions were immediately preceded by the teacher’s interactions with the groups. This in situ study demonstrated that even without any kind of scaffolding, specific skills in knowing how to implement cooperative inquiry based science, high-level content-related group interactions did occur very briefly. Support for teachers to develop their knowledge and skills in facilitating cooperative inquiry based science learning is warranted to ensure that high-level content-related group interactions and the associated conceptual learning are not left to chance in science classrooms. 相似文献
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This paper documents the results of a qualitative study of student–faculty interactions. The work explores the frequency and
nature of interactions, sheds light on the determinants of interactions, and reveals the dynamic processes that underlie contact
between faculty and students. Focus group results indicate that students have minimal contact with faculty outside the classroom,
and do not appear to be aware of the importance of interacting with faculty. Results also illustrate key factors that deter
and facilitate student–faculty interactions. The findings and their implications should be beneficial to faculty, student
life professionals, and administrators alike. 相似文献
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Protein-protein interactions play a crucial role in the cellular process such as metabolic pathways and immunological recognition. This paper presents a new domain score-based support vector machine (SVM) to infer protein interactions, which can be used not only to explore all possible domain interactions by the kernel method, but also to reflect the evolutionary conservation of domains in proteins by using the domain scores of proteins. The experimental result on the Saccharomyces cerevisiae dataset demonstrates that this approach can predict protein-protein interactions with higher performances compared to the existing approaches. 相似文献