Risk category system to identify pituitary adenoma patients with AIP mutations.

Predictive tools to identify patients at risk for gene mutations related to pituitary adenomas are very helpful in clinical practice. We therefore aimed to develop and validate a reliable risk category system for aryl hydrocarbon receptor-interacting protein (AIP) mutations in patients with pituitary adenomas.This article is freely available via Open Access. Click on the Additional Link above to access the full-text via the publisher's site

Parafoveal preview effects from word N+1 and word N+2 during reading: A critical review and Bayesian meta-analysis

The use of gaze-contingent display techniques to study reading has shown that readers attend not only to the currently fixated word, but also to the word to the right of the current fixation. However, a critical look at the literature shows that there are a number of questions that cannot be readily answered from the available literature reviews on the topic. First, there is no consensus on whether readers also attend to the second word to the right of fixation. Second, it is not clear whether parafoveal processing is more efficient in languages such as Chinese. Third, it is not well understood whether the measured effects are confounded by the properties of the parafoveal mask. The present study addressed these issues by performing a Bayesian meta-analysis of 93 experiments that used the boundary paradigm (Rayner, 1975). There were three main findings: 1) the advantage of previewing the second word to the right is modest in size and likely not centred on zero; 2) Chinese readers seem to make a more efficient use of parafoveal processing, but this is mostly evident in gaze duration; 3) there are interference effects associated with using different parafoveal masks that roughly increase when the mask is less word-like

Determination of conditions for cold rolling thin strip with minimum force

Translated from Russian (Izv. Vyssh. Uchebn. Zaved., Chern. Metall. 1988 (9) p. 68-71)Available from British Library Document Supply Centre- DSC:9022.06(BISI-Trans--27120)T / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

Supplementary material from "Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes"

In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students’ understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship

Supplementary material from "Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes"

In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students’ understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship