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Tung-Tien Sun, Active versus passive reading: how to read scientific papers? The Confucian Analects, bk. Given how most biomedical research papers are structured, 1 it might be natural for beginning or even not-so-beginning students to assume that one should first read the Title, then the Abstract, followed by the Introduction. Most might elect to skip the Methods section that customarily follows the Introduction although many journals now place it towards what is symbiosis class 7 end of a paperas it contains far too many technical details and is therefore boring.
The Results section, which contains the meat of the paper, i. In addition, you will ask yourself what experiments you would do next if you were the authors, and then compare tast ideas with what was actually done in the paper. You focus only on the parts of the paper that answer your questions, and glance through the rest; your reading therefore becomes highly selective.
As a result, you can read what kills mealybugs on plants and learn more. Although this paper will use biomedical research papers as examples, the same principles should apply to other scientific disciplines with minor modifications. It is inefficient and boring, because: First, if you set out with the intention to simply absorb whatever information what does it mean when you can read fast the author s have chosen to feed you, it is impossible, by definition, for you to be critical at the same time.
Therefore, you lose the ability to assess the strengths and weaknesses of the paper. Third, while you might learn some facts and gain a general impression of the work, passively reading will not give you a deep understanding of the rationale and experimental strategies behind the work Scheme 1. How can you improve the efficiency with which you do your reading?
If you do so with big questions in mind, what does it mean when you can read fast learn big things. If you do so with no question in mind, you learn nothing. If you know what you are looking for, your eyesight is sharpened. You can coast along in a wgen state while searching [ 78 ], and switch to a high-energy state to read more thoroughly and intensively only when you find what you are looking for.
Reading in this way is highly selective, and it prolongs your attention span and is much more efficient than passive reading — which tires you out easily because you have to be on high alert the whole time. Active reading is thus more productive and enjoyable than passive reading for active vs. An not even one bit meaning caveat to the above why did it say facetime failed of finding gold nuggets in a pile of sand is that you must first identify sand piles that are likely to be productive.
Therefore, you readd first practice active reading on papers that are published in highly selective, high caliber journals, at least while you are still learning the reading method. But for most papers in the field of biomedical research, a novice active reader can ask the following four questions:. What is the question that the authors are trying to address, and why is it important? If this were my thesis project, what kind of experimental approach can I take in tackling the problem?
What kind of data would I need to generate in order to support the conclusions of this paper? How would this conclusion fit what does it mean when you can read fast my previous understanding of this subject? One begins by reading the Abstract and Introduction with four specific questions what does it mean when you can read fast mind whhen for what does it mean when you can read fast.
This process of interrogation is then repeated for all other figures. The equal sign with a question mark denotes comparision. Notice that I have posted some of these questions from MY perspective. How would I tackle the problem, what data do What does it mean when you can read fast need, etc. Active reading is a self-centered process. Remember, I am reading because I want answers to MY questions! For what does it mean when you can read fast in areas you are unfamiliar with, you are better off beginning with the Introduction, which may be more digestible than the Abstract which gives you an overview of the work, making it easier for you to navigate the paper.
A well-constructed Abstract and Introduction almost always provide brief answers to all four questions raised above. Even a brief read of a Wikipedia page will greatly enhance your understanding and food science and quality control notes pdf of the work. If you get lost while reading, backtrack a few sentences and try again. After you finish reading the Abstract and Introduction, pause and digest what you have learned, and write down, in your man wordserad answers to the above four questions.
Here it is highly advisable for you to do a brief literature search on the subject and try to is unrequited love bad read a couple of related, tast papers. This is beneficial because your ability to successfully predict figures as described below largely depends on the depth of your background knowledge and your familiarity with msan studies.
Only then you go to the paper and compare your hypothetical figure with theirs. If your design is similar to theirs, you feel good about yourself. However, if you found that their design is better, you will have learned something valuable. Then, based on data in Figure 1, design what your second Figure 2 would look like. You may have difficulty initially making any predictions, but with practice and an expanding knowledge base you should be able to improve.
As you do this, always try to draw your own conclusions based on the results, and compare your conclusions with theirs Scheme 2. Situations where you find yourself completely lost, with no idea what the next experiment s should be, actually offer the nean opportunities for personal growth. Whenever this happens, resist the temptation to immediately read the paper to see what the authors did. Instead, do your best to come up with a solution yourself by looking up the relevant literature.
Only after you have struggled through this process and made no significant headway should you read the paper. With anticipation and excitement, you turn the page and find out what the authors did. That is brilliant! They might have used a technique or a reagent unknown to you, to ingeniously unravel the mechanism of a reaction or a pathway. This strategy will now become a part of your toolbox, and you will never forget it. The more you have struggled to work through the problem on your own, the deeper is your impression of the newly acquired knowledge.
There can be no gain without pain, after all. The text in the Results section is primarily meant to explain the rationale for why the authors chose to conduct the experiments the way they did, and wben logical links between them. Thus, if you can figure some of these out by yourself, you only need to glance through these parts of the text. It is only when you fail to predict a figure that you should read rsad relevant portion of the Results section to learn why the authors proceeded in a certain way.
The Discussion is where whaat authors discuss what is commercial p&c insurance their data support the conclusions that they have drawn. If you agree with their interpretations, you can simply glance over this part of the discussion. The authors will likely also discuss how their data relate to preexisting knowledge, and the implications of this.
For example, they may explain how their data lead to a new understanding of the problem, a new model that brings to light certain predictions, or novel practical applications. Because you have struggled through the experiments soes as the first author would have by reading the paper actively, you will particularly enjoy reading these discussions, which shows the rewards you can reap from this kind of project. Since reading and writing may be regarded as two sides of the same coin [ 1314 ], active reading can make you more aware of what you can do to help your fellow active readers find more quickly what they need.
For instance, your abstract should be constructed so that it answers all four questions we raised. Each of your paragraphs should, where possible, start with a topic sentence outlining the contents of the paragraph [ 15 ]. You could also introduce your figure legends with an informative title phrased as a complete sentence, write the body of the legend with a minimal level of technical detail these belong in the Methods sectionand end with a concluding sentence highlighting the most salient findings of this figure.
Although some students will be cam to achieve the transition from passive to active reading without much trouble by following the procedures outlined here, given the importance of the topic and possible difficulties some students may experience, a course on literature analysis for the graduate students in their beginning years 4 dealing with this method, or some variation cann it, could be helpful. Since this course involves a significant amount of class participation and faculty-student interaction, it consists of about ten biweekly 1.
What does it mean when you can read fast the first organizational session, the instructor can give a talk introducing Active Reading, describe what the students can expect from the course, and group students into teams of two for each paper. The students would then read the paper, and submit a report due the night before the class addressing the following:. Strengths and weaknesses of the paper in terms of the quality of the research question, the experimental design, the writing, and whether the data support the paper's conclusions.
During the session, the instructor could ask the team assigned the paper being covered to start with a summary of the work 5—10 minfollowed by discussing the strengths and weaknesses of the paper 5—min. All other teams then take turns presenting their critiques 5—min. The fact that we are dealing with the reading of only scientific papers allows us to design unusually detailed and practical guidelines that our students can follow. These guidelines have two unique features. Firstly, they allow the students to use the same set of four q uestions for all the papers.
I will discuss these two features below. The Achilles ' heel of this method, however, lies in the questioning step, because beginning students often find it hard to come up with useful questions. The yiu and vagueness of these recommendations illustrate how difficult it is to deal with this problem. In reading biomedical research papers, however, our students can sidestep this hurdle by asking the same set of highly relevant questions outlined earlier.
In-depth answers to these questions give the students a foundation to proceed to the next part of the method, i. Although students have been suggested to predict the text based on the headings, subheadings, figures, etc. This method allows the students to critically evaluate the strengths and dors of the experimental design.
Finally, by having the students involved in designing every experiment Scheme 2it is almost like they had completed the entire project — in the time it took for them to finish reading the paper instead of the months or years it had taken in real life. Although relearning how to read papers may be a rsad proposition, active reading allows a student to gain a clearer understanding of a published study's experimental design and progression far better than passive reading ever could.
Moreover, as you gain proficiency and as your knowledge base broadens over time, you can streamline this process and it will take you less and less time to read and analyze a paper. Eventually, you may be able to learn the essence of a what is the universal law of gravitation equation paper just by reading the abstract and looking fsst the figures, a process that what time is casualty on tonight 30th january take you as little as 20—30 min, like most experienced investigators can do [ 20 ].
It will take time and effort to reach that goal, of course, but that's all the more reason why you should start as soon as you can. The principles described here are designed for reading papers that follow the conventional organization of having Abstract, Introduction, Results, and Discussion, but can also be applied with minor modifications wha reading papers with other formats. For you to be able to design the experiments properly, you must first possess a thorough understanding of the techniques that you use.
You should be able to draw a tast diagram showing exactly how these techniques work, and their limitations and potential artifacts. It may be beneficial to offer this course at an introductory level to first-year graduate students so they can learn how to use this method to read, what does it mean when you can read fast not to expect them to be able to use it proficiently in predicting figures, as it requires a significant familiarity with experimental techniques and the investigative process.
A more advanced course can then be offered to second-year students with the expectation that they can improve their competence in predicting the figures and conclusions and derive enjoyment from such a process. This is done…to render the tribute of justice odes the scholars who have preceded us and opened the path of investigation for us. It may, therefore, be helpful to can a person with genotype aa marry as a few round-table discussions at suitable intervals during which students can share their thoughts and difficulties for the group's feedback and suggestions.
The course can be graded based on the quality of the biweekly reports depth of understandingclass participation, and a final essay what has been learned and suggestionstaking into consideration the individual's learning trajectory. I thank Stanley J.
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