The correlation between pertinence and rate of citation duplication in multidatabase searches.     

J M Neway  F W Lancaster 《Journal of the American Society for Information Science》1983,34(4):292-293

The rate of citation duplication was examined in three databases: MEDLINE, BIOSIS, and LIFE SCIENCES COLLECTION. Duplicate citations were found to be more pertinent than unique citations. The duplicate citations came from a highly compact literature, while those from a single database were very widely scattered. The pertinent duplicated citations were more likely to be retrieved in searches that had more terms overall, had a higher percentage of thesaurus terms, and had terms which appeared in both title and abstract. These results suggest that the rate of duplication of citations in multidatabase searches may be used to rank output according to probable pertinence.  相似文献   

Troponin T and Heart Type Fatty Acid Binding Protein (h-Fabp) as Biomarkers in Patients Presenting with Chest Pain     

Lakshmi Lavanya Reddy  Swarup A. V. Shah  Alpa J. Dherai  Chandrashekhar K. Ponde  Tester F. Ashavaid 《Indian journal of clinical biochemistry : IJCB》2016,31(1):87-92

Acute coronary syndrome (ACS) is a term for a range of clinical signs and symptoms suggestive of myocardial ischemia. It results in functional and structural changes and ultimately releasing protein from injured cardiomyocytes. These cardiac markers play a major role in diagnosis and prognosis of ACS. This study aims to assess the efficacy of heart type fatty acid binding protein (h-FABP) as a marker for ACS along with the routinely used hs-TropT. In our observational study, plasma h-FABP (cut-off 6.32 ng/ml) and routinely done hs-Trop T (cutoff 0.1 and 0.014 ng/ml) were estimated by immunometric laboratory assays in 88 patients with acute chest pain. Based on the clinical and laboratory test findings the patients were grouped into ACS (n = 41) and non-ACS (n = 47). The diagnostic sensitivity, specificity, NPV, PPV and ROC curve at 95 % CI were determined. Sensitivity of hs-TropT (0.1 ng/ml), hs-TropT (0.014 ng/ml) and h-FABP were 53, 86 and 78 % respectively and specificity for the same were 98, 73 and 70 % respectively. Sensitivity, specificity and NPV calculated for a cut-off combination of hs-TropT 0.014 ng/ml and h-FABP was 100, 51 and 100 % respectively. These results were substantiated by ROC analysis. Measurement of plasma h-FABP and hs-TropT together on admission appears to be more precise predictor of ACS rather than either hs-Trop T or h-FABP.  相似文献   

Editor’s Remarks: Music,Radio, the Public,and the Audience     

Anne F. MacLennan 《Journal of Radio & Audio Media》2020,27(1):1-3

  相似文献   

Using Research Based Assessment Tools in Professional Development in Current Electricity     

Ji Shen  Patrick C. Gibbons  John F. Wiegers  Ann P. McMahon 《Journal of Science Teacher Education》2007,18(3):431-459

We present a practical way of adapting and using four research-based assessments for different purposes in an electricity and magnetism course for K-8 science teachers. The course is designed to accomplish conceptual change toward accepted scientific conceptions as well as introducing teachers to materials and activities appropriate for their classrooms. Our data support that using the research-based tests to identify alternative conceptions and discuss test results with teachers is a promising way to use the knowledge of alternative conceptions in professional development. We also identify some mismatches between the research of conceptual change and its use in programs of professional development.

---

Ji ShenEmail:

  相似文献   

Factors influencing the incidence of utilization deficiencies and other patterns of recall/strategy-use relations in a strategic memory task     

Schwenck C  Bjorklund DF  Schneider W 《Child development》2007,78(6):1771-1787

Factors that influence the incidence of utilization deficiencies and other recall/strategy-use patterns on a strategic memory task were evaluated in two hundred and fourteen 7- and 9-year-old children. Both utilization deficiencies and the incidence of children showing increases in both recall and strategy use over phases were more likely to be observed on phase transitions involving prompting or when different lists of items were included on consecutive trials; in contrast, increases in recall in the absence of increases in strategy use were more likely to be found between trials consisting of the same stimulus items. This research clearly indicates that patterns of recall/strategy-use relations, including utilization deficiencies, vary meaningfully with the age of the child and a variety of contextual factors.  相似文献   

The dyadic nature of bullying and victimization: testing a dual-perspective theory   总被引：2，自引：1，他引：1  

Veenstra R  Lindenberg S  Zijlstra BJ  De Winter AF  Verhulst FC  Ormel J 《Child development》2007,78(6):1843-1854

For this study, information on Who Bullies Who was collected from 54 school classes with 918 children (M age = 11) and 13,606 dyadic relations. Bullying and victimization were viewed separately from the point of view of the bully and the victim. The two perspectives were highly complementary. The probability of a bully-victim relationship was higher if the bully was more dominant than the victim, and if the victim was more vulnerable than the bully and more rejected by the class. In a bully-victim dyad, boys were more often the bullies. There was no finding of sex effect for victimization. Liking reduced and disliking increased the probability of a bully-victim relationship.  相似文献   

Infant joint attention, temperament, and social competence in preschool children   总被引：2，自引：0，他引：2  

Vaughan Van Hecke A  Mundy PC  Acra CF  Block JJ  Delgado CE  Parlade MV  Meyer JA  Neal AR  Pomares YB 《Child development》2007,78(1):53-69

Infant joint attention has been observed to be related to social-emotional outcomes in at-risk children. To address whether this relation is also evident in typically developing children, 52 children were tested at 12, 15, 24, and 30 months to examine associations between infant joint attention and social outcomes. Twelve-month initiating and responding to joint attention were related to 30-month social competence and externalizing behavior, even when accounting for 15-month temperament ratings, 24-month cognition and language, and demographic variables. These results suggest that, in addition to associations with language and cognition, infant joint attention reflects robust aspects of development that are related to individual differences in the emergence of social and behavioral competence in childhood.  相似文献   

Parental self-confidence, parenting styles, and corporal punishment in families of ADHD children in Iran     

Alizadeh H  Applequist KF  Coolidge FL 《Child abuse & neglect》2007,31(5):567-572

OBJECTIVE: This study examines the relationship between parental self-confidence, warmth, and involvement, and corporal punishment in families of children with attention deficit/hyperactivity disorder (ADHD). METHOD: The diagnosis of ADHD was established through clinical interviews with the parents, children, and teachers, according the criteria in DSM-IV-TR. This diagnosis was also established by having the parents complete the Conners' Parent Rating Scale, and the teachers complete the Conners' Teacher Rating Scale. Two groups of Iranian parents, one group with children who have ADHD (N=130) and a control group (N=120), completed questionnaires measuring parental self-confidence and parenting styles. RESULTS: Parents of children with ADHD were found to have lower self-confidence and less warmth and involvement with their children, and used corporal punishment significantly more than the parents of control children. CONCLUSIONS: The study provides strong evidence that children with ADHD are at considerable risk of abuse by their parents. Rather than focusing only on the child's ADHD, treatment may also need to address the parents' functioning.  相似文献   

Teaching science skills and knowledge to students with developmental disabilities: A systematic review     

Magdalena M. Apanasionok  Richard P. Hastings  Corinna F. Grindle  Richard C. Watkins  Andreas Paris 《科学教学研究杂志》2019,56(7):847-880

A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted.  相似文献   

Engaging Urban Ninth Graders in Math: A Complementary Mixed-Methods Study of Teacher Behavior     

Phillips  Sarah F. 《The Urban Review》2019,51(2):201-230

This mixed-methods study examines engaging teaching at one racially and ethnically diverse public school using the self-system process model of student engagement. As theorized, multilevel analyses of student survey data (N?=?580) reveal that student perceptions of structure, autonomy support, and involvement differentiate highly, moderately, and weakly engaging teachers. Classroom observations (N?=?12) and student interviews (N?=?17) suggest that the behavior of autonomy supportive and involved teachers is friendly, helpful, and emphasizes student agency. Although few racial or ethnic differences are observed, autonomy supportive and involved teacher behavior appears particularly critical to the behavioral engagement of Black and Latinx students. Helpfulness may also moderate stereotype threat. Implications for researchers, practitioners, and policy-makers are discussed.

  相似文献