Probing transient protein-mediated DNA linkages using nanoconfinement     

Maedeh Roushan  Parminder Kaur  Alena Karpusenko  Preston J. Countryman  Carlos P. Ortiz  Shuang Fang Lim  Hong Wang  Robert Riehn 《Biomicrofluidics》2014,8(3)

We present an analytic technique for probing protein-catalyzed transient DNA loops that is based on nanofluidic channels. In these nanochannels, DNA is forced in a linear configuration that makes loops appear as folds whose size can easily be quantified. Using this technique, we study the interaction between T4 DNA ligase and DNA. We find that T4 DNA ligase binding changes the physical characteristics of the DNA polymer, in particular persistence length and effective width. We find that the rate of DNA fold unrolling is significantly reduced when T4 DNA ligase and ATP are applied to bare DNA. Together with evidence of T4 DNA ligase bridging two different segments of DNA based on AFM imaging, we thus conclude that ligase can transiently stabilize folded DNA configurations by coordinating genetically distant DNA stretches.  相似文献   

Information networks and social media use in public diplomacy: a comparative analysis of South Korea and Japan     

Se Jung Park  Yon Soo Lim 《亚洲交流杂志》2014,24(1):79-98

This article examines how South Korean and Japanese public diplomacy organizations employ digital media to embrace the principle of ‘networked public diplomacy’ through analyses of the web and social media practices. A network analysis was used to map interorganizational information networks among core public diplomacy organizations in each country. To reveal the key organizations' communication strategies on Facebook, a content analysis was also conducted. The findings indicate that Japan had a strong internal network infrastructure achieved through dispersed connections and partnerships; however, Korea had a centralized network, including a limited number of dominant actors. The results of content analysis suggest that both South Korea and Japanese public diplomats focused on promoting their cultural products and national values through their use of texts and visual images. In addition, user profile analysis gaged the degree of users' engagement in the organizations' profiles and identified the demographic features of users. Comparative data suggest the Korean public diplomacy organization was more successful at attracting and engaging with foreign public than the Japanese public diplomacy organization. These results imply that although these two countries had similar sociopolitical backgrounds and perspectives of public diplomacy, they had distinct forms of internal information networks, communication strategies, and social networking performances with public.  相似文献   

Genres and genre repertoires of user and use information sources in U.S. state archival and records management appraisal practice     

Hea Lim Rhee 《Archival Science》2012,12(4):461-483

Many archival researchers and practitioners have claimed that appraisal practitioners should utilize users and use of records as a factor in appraisal practice. However, little is known about what sources appraisal practitioners utilize to collect user and use information. This study is the first to explore and analyze the genres of user and use information sources utilized as appraisal tools. It applies the concepts of genre, genre repertoire, and structuration theory to examine the relationships between the sources of user and use information and the organizational structure and function of U.S. state archives and records management programs. This study recommends ways to improve sources of user and use information for appraisal practice, and it also presents some topics in need of further study.  相似文献   

Improving the usability of the user interface for a digital textbook platform for elementary-school students     

Cheolil Lim  Hae-Deok Song  Yekyung Lee 《Educational technology research and development : ETR & D》2012,60(1):159-173

Usability is critical to the development of a user-friendly digital textbook platform interface, yet thorough research on interface development based on usability principles is in short supply. This study addresses that need by looking at usability attributes and corresponding design elements from a learning perspective. The researchers used a student survey, log files, and an expert heuristic evaluation to analyze needs for revision in the user interface of the existing Korea Education Research Information Service digital textbook platform. After using suggestions derived from this analysis to develop a new platform prototype, they tested its user interface for usability through a cognitive walkthrough and a formative evaluation. The results show that the usability design elements identified through the use of this iterative design and evaluation model were essential to improving the usability of the user interface and thus facilitating users’ actions and learning processes.  相似文献   

Bringing Up Girls in Science (BUGS): The Effectiveness of an Afterschool Environmental Science Program for Increasing Female Students’ Interest in Science Careers     

Tandra Tyler-Wood  Amber Ellison  Okyoung Lim  Sita Periathiruvadi 《Journal of Science Education and Technology》2012,21(1):46-55

Bringing Up Girls in Science (BUGS) was an afterschool program for 4th and 5th grade girls that provided authentic learning experiences in environmental science as well as valuable female mentoring opportunities in an effort to increase participants’ academic achievement in science. BUGS participants demonstrated significantly greater amounts of gain in science knowledge as measured by the Iowa Test of Basic Skills in Science (ITBS-S). The original BUGS participants and contrasts have now completed high school and entered college, allowing researchers to assess the long-term impact of the BUGS program. Fourteen former BUGS participants completed two instruments to assess their perceptions of science and science, technology, engineering, and mathematics (STEM) careers. Their results were compared to four contrast groups composed entirely of females: 12 former BUGS contrasts, 10 college science majors, 10 non-science majors, and 9 current STEM professionals. Results indicate that BUGS participants have higher perceptions of science careers than BUGS contrasts. There were no significant differences between BUGS participants, Science Majors, and STEM professionals in their perceptions of science and STEM careers, whereas the BUGS contrast group was significantly lower than BUGS participants, Science Majors, and STEM Professionals. Additional results and implications are discussed within.  相似文献   

Investigating changes in pedagogical knowledge and skills from pre-service to the initial year of teaching     

Angela F. L. Wong  Sylvia Chong  Doris Choy  Kam Ming Lim 《Educational Research for Policy and Practice》2012,11(2):105-117

This study examined the levels of pedagogical knowledge and skills as perceived by student teachers who were enrolled in the Post Graduate Diploma in Education program at the National Institute of Education, Singapore, from the beginning of their initial teacher preparation program to the end of their first year of teaching. Their perceptions were assessed using the Pedagogical Knowledge and Skills in Teaching (PKST) survey which comprised six factors, namely, Student Learning, Lesson Planning, Instructional Support, Accomodating Diversity, Classroom Management, and Care and Concern. A sample of 812 student teachers participated in the study. The MANOVA conducted showed that there were significant increases in both their pedagogical knowledge and skills in teaching in all six factors from the start of their initial teacher preparation (ITP) program till the end of their first year of teaching. However, between the exit from the program to the end of the first year of teaching, they only perceived that their level of pedagogical knowledge in classroom management and care and concern continued to increase significantly. In the case of self-perceived skills, their level increased significantly between entry and exit of the program for all factors, except for care and concern, while the increase between the exit and first year of teaching was significant for all six factors. These results may have implications for preservice teacher education and this will be discussed in this article.  相似文献   

这也会过去     

鸥丁 《英语沙龙》2010,(4)

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Drivers and barriers to the utilisation of gamification and game-based learning in universities: A systematic review of educators' perspectives     

Danielle Lester  Gregory J. Skulmoski  Darren P. Fisher  Vishal Mehrotra  Iris Lim  Alexander Lang  Justin W. L. Keogh 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1748-1770

While gamification and game-based learning have both been demonstrated to have a host of educational benefits for university students, many university educators do not routinely use these approaches in their teaching. Therefore, this systematic review, conducted using the PRISMA guidelines, sought to identify the primary drivers and barriers to the use of gamification and game-based learning by university educators. A search of multiple databases (Web of Science, Scopus and EBSCO (Business Source Complete; ERIC; Library, Information Science & Technology Abstracts)) identified 1330 articles, with 1096 retained after duplicates were removed. Seventeen articles (11 quantitative, two mixed-methods and four qualitative) were included in the systematic review. The primary drivers described by the educators that positively influenced their gamification and game-based learning usage were their beliefs that it encourages student interactions and collaborative learning; provides fun and improves engagement; and can easily be used by students. Alternatively, the university educators' major barriers included a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues. Many of these and other less commonly reported drivers and barriers can be categorised as attitudinal, design-related or administrative in nature. Such categorisations may assist university educators, teaching support staff and administrators in better understanding the primary factors influencing the utilisation of gamification and game-based learning and develop more effective strategies to overcome these barriers to its successful implementation.

Practitioner notes

What is already known about this topic

• Gamification and game-based learning may have many benefits for university students.
• The majority of university educators do not routinely use gamification and game-based learning in their teaching.

What this paper adds

• University educators' major drivers that positively influence the use of gamification and game-based learning include their perceptions that it encourages student interactions and collaborative learning, provides fun and improves engagement and can easily be used by students.
• University educators' major barriers that negatively influence the use of gamification and game-based learning include their perceptions of a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues.
• These drivers and barriers may be classified as attitudinal, design-related and administrative, with these categories providing a useful way for universities to develop strategies to better support educators who wish to use these approaches in their teaching.

Implications for practice and policy

• Attitudinal factors such as university educators' intention to use gamification and game-based learning are influenced by a host of their perceptions including attitude, perceived usefulness and ease of use.
• A range of design-related and administrative barriers may need to be overcome to increase the use of gamification and game-based learning in the university sector.

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Cyberloafing among Gen Z students: the role of norms,moral disengagement,multitasking self-efficacy,and psychological outcomes     

Mihelič  Katarina Katja  Lim  Vivien Kim Geok  Culiberg  Barbara 《European Journal of Psychology of Education - EJPE》2023,38(2):567-585

European Journal of Psychology of Education - This paper examines mobile cyberloafing, i.e. the use of phones for non-study purposes among Gen Z students, the first generation of digital natives....  相似文献