REVIEW ARTICLE

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从Elsevier的投稿指南可借鉴的东西

从Elsevier的投稿指南可借鉴的东西

从Elsevier的投稿指南可借鉴的东西(1)Elsevier杂志的投稿指南,有人对其进行了全文翻译,尽管有些地方翻译的不是很恰当,但从中我们可以借鉴很多东西,如版权问题,一稿多投问题,图片要求问题等等。

全文如下Guide for Authors 指南作者Submission of manuscripts 提交手稿Types of contribution 类型的贡献Original Research Papers should report the results of original research. 原始的研究论文,应在报告中说明结果的原始研究。

The material should not have been previously published elsewhere, except in a preliminary form.该材料不应此前已在其他地方发表,除在初步形成。

Review Articles can cover either narrow disciplinary subjects or broad issues requiring interdisciplinary discussion. 审查条款可以涵盖或是狭隘学科交叉或广泛性问题,需要跨学科的讨论。

They should provide objective critical uation of a defined subject.它们应当提供客观严谨的评价一项确定的主题。

Reviews should not consist solely of a summary of published data.评语不应当仅仅一个简要的公布数据。

uation of the quality of existing data, the status of knowledge, and the research required to advance knowledge of the subject are essential.质量评价现有的数据,地位,知识和研究所需的先进知识,主题是至关重要的。

怎样写英文论文review(我的笔记)

怎样写英文论文review(我的笔记)

How to peer review?General ideas1.Don’t share the manuscript or to discuss it in detail with others. The reviewer shouldmaintain confidentiality.(对所评阅的文章必须保密)2.To provide an honest, critical assessment of the work.To analyze the strengths and weaknesses, provide suggestions for improvement, and clearly state what must be done to raise the level of enthusiasm for the work.(对文章的优缺点做出评论,并明确指出应该怎么修改才能提升现有的文章质量)3.The reviewer should write reviews in a collegial, constructive manner. A carefully wordedreview with appropriate suggestions for revision can be very helpful.(以建设性的、学术性的口吻对文章进行评价,并给出建设性的修改再投递的意见)4.Support your criticisms or praise with concrete reasons that are well laid out and logical.(给出的评价应该附加有支撑观点的具体原因)5.评阅步骤:(1)Read the manuscript carefully from beginning to end before considering the review.Get a complete sense of the scope and novelty.(2)Move to analyzing the paper in detail, providing a summary statement of yourfindings and detailed comments.(3)Use clear reasoning to justify each criticism and highlight good points and weakerpoints.(4)If there are positive aspects of a poor paper, try to find some way of encouraging theauthor while still being clear on the reasons for rejection.(如果被拒绝的文章中有部分闪光点,可以鼓励作者。

How to Write a Critical Review of a Journal Article

How to Write a Critical Review of a Journal Article

How to Write a Critical Review of a Journal ArticleWhat is a Critical Review of a Journal Article?A critical review of a journal article evaluates the strengths and weaknesses of an article's ideas and content. It provides description, analysis and interpretation that allow readers to assess the article's value.Before You Read the Article∙What does the title lead you to expect about the article?∙Study any sub-headings to understand how the author organized the content.∙Read the abstract for a summary of the author's arguments.∙Study the list of references to determine what research contributed to the author's arguments. Are the references recent? Do they represent important work in the field?∙If possible, read about the author to learn what authority he or she has to write about the subject.∙Consult Web of Science to see if other writers have cited the author's work. (Please see 'How to use E-Indexes'.) Has the author made an important contribution to the field of study?Reading the Article: Points to ConsiderRead the article carefully. Record your impressions and note sections suitable for quoting.∙Who is the intended audience?∙What is the author's purpose? To survey and summarize research on a topic? To present an argument that builds on past research? To refute another writer's argument?∙Does the author define important terms?∙Is the information in the article fact or opinion? (Facts can be verified, while opinions arise from interpretations of facts.) Does the information seem well-researched or is it unsupported?∙What are the author's central arguments or conclusions? Are they clearly stated? Are they supported by evidence and analysis?∙If the article reports on an experiment or study, does the author clearly outline methodology and the expected result?∙Is the article lacking information or argumentation that you expected to find?∙Is the article organized logically and easy to follow?∙Does the writer's style suit the intended audience? Is the style stilted or unnecessarily complicated?∙Is the author's language objective or charged with emotion and bias?∙If illustrations or charts are used, are they effective in presenting information?Prepare an OutlineRead over your notes. Choose a statement that expresses the central purpose or thesis of your review. When thinking of a thesis, consider the author's intentions and whether or not you think those intentions were successfully realized. Eliminate all notes that do not relate to your thesis. Organize your remaining points into separate groups such as points about structure, style, or argument. Devise a logical sequence for presenting these ideas. Remember that all of your ideas must support your central thesis.Write the First DraftThe review should begin with a complete citation of the article. For example:Platt, Kevin M. F. "History and Despotism, or: Hayden White vs. Ivan the Terrible and Peter the Great." Rethinking History 3:3 (1999) : 247-269.NOTE: Use the same bibliographic citation format as you would for any bibliography, works cited or reference list. It will follow a standard documentation style such as MLA or APA.Be sure to ask your instructor which citation style to use. For frequently used style guides consult Queen's Library's Citation and Style Guides.The first paragraph may contain:∙ a statement of your thesis∙the author's purpose in writing the article∙comments on how the article relates to other work on the same subject∙information about the author's reputation or authority in the fieldThe body of the review should:∙state your arguments in support of your thesis∙follow the logical development of ideas that you mapped out in your outline∙include quotations from the article which illustrate your main ideasThe concluding paragraph may:∙summarize your review∙restate your thesisRevise the First DraftIdeally, you should leave your first draft for a day or two before revising. This allows you to gain a more objective perspective on your ideas. Check for the following when revising:∙grammar and punctuation errors∙organization, logical development and solid support of your thesis∙errors in quotations or in referencesYou may make major revisions in the organization or content of your review during the revision process. Revising can even lead to a radical change in your central thesis.NOTE: Prepared by University of Toronto Mississauga Library, Hazel McCallion Academic Learning Centre。

How_to_Write_a_Review_Article

How_to_Write_a_Review_Article

Review Article Guidelines for Students on RotationA.T. Still University of Health SciencesKirksville College of Osteopathic MedicinePrepared for the Office of Academic and Regional Affairs by the A.T. Still Research Institute, KCOM Our mission is to advance patient care and wellness through development and support of premier research at the A.T. Still University of Health Sciences.Production of this publication is funded by the Academic Administrative Units in Primary Care Grant D12HP00156 between the A.T. Still University of Health Sciences/Kirksville College of Medicine and the U.S. Department of Health and Human Services, Health Resources and Services Administration, Bureau of Health Professions, Division of Medicine.For more information on the Research Institute, please call (660) 626-2397 or go to and click on Research Institute.Table of ContentsA. How To Write A Review ArticleStep 1. PrologueStep 2. Getting StartedStep 3. Writing as Critical ThinkingStep 4. What’s the Point?Step 5. ArgumentStep 6. AudienceStep 7. Pre-Writing and BrainstormingB. The Structure of Your Review ArticleStep 1. AbstractStep 2. IntroductionStep 3. ClaimStep 4. ReasonStep 5. EvidenceStep 6. DiscussionStep 7. ReferencesC. Your Second ReaderD. The RevisionE. Recommended ReadingsA. How to Write A Review Article1. PrologueA review article differs from a research article in that the review article examines the evidence presented in a research article, rather than producing research itself. Daryl J. Bem of Cornell University describes a review article as the following experience: “You have surveyed an experimental literature and arrived at conclusions you believe are worth sharing with the wider…community. Now it is time to write. To publish. To tell the world what you have learned.“According to the recent revision of the Publication Manual of the American Psychological Association,“review articles, including meta-analyses, are critical evaluations of material that has already been published. By organizing, integrating, and evaluating previously published material, the author of a review article considers the progress of current research toward clarifying a problem. In a sense, a review article is tutorial in that the author• Defines and clarifies the problem;• Summarizes previous investigations inorder to inform the reader of the state ofcurrent research;• Identifies relations, contradictions, gaps,and inconsistencies in the literature; and • Suggests the next step or steps in solvingthe problem. (American PsychologicalAssociation [APA], 1994, p.5) (In Bem).”2. Getting Started2.1 The bad news: There are two things nobody wantsto hear about writing:1) Writing is hard.2) Writing takes time.I’m not sure which is worse, but both are true, so you might as well resign yourself to them right now and get it over with.2.2 The good news: The above truisms hold foreveryone, even the most seasoned writers. And there are some tried and true ways to make the writing easier.3. Writing as Critical Thinking3.1 A common misconception that writers have is thatthey know or should know what they are going to say before they begin. In order for this to be true, writers would need to memorize ten to twenty pages’ worth of material and then spew them onto the pages. This is not possible.Your life as a researcher, student, and writer will be more pleasant for you if you learn now that writing is a form of thinking. Writing helps you organize your thoughts, not vice versa.3.2 “Aha!”Often, when you are writing, you will have an “aha!”experience in which you discover that you thought or knew something you didn’t realize you thought or knew. Writing has helped you to think of it. Putting the words on the page has led you to a discovery that wouldn’t have been possible merely through thinking or speaking.The “aha!” writing experience is very similar to what happens to athletes once they are warmed up duringa run: they enter a z one in which they feel they canrun forever. Often, though, this happens only after the first couple of miles.For writers, the “aha!” moment happens after a few pages. However, for the writer, unlike the athlete, there is a strong temptation to ignore the new direction the “aha!” discovery has brought because it often renders the first few pages of writing obsolete.It is important, therefore, for you to accept the fact right now that unless you are a highly seasonedwriter, and have been writing for perhaps fifty years,you are going to have to view the first few pages of everything you write as a warm –up lap whose onlyfunction is to get you to the “aha!” experience and which you will later recycle. Hence, writing takes time, and paper.It is crucial not to ignore the “aha!” portion of yourwriting: This is your strongest writing and thinking.You may be halfway through your review article andhave an inspiration that requires you to re-write the entire article. It is highly tempting to ignore t hat inspiration, then, in hopes of not having to re-write.However, the good news is that when you areinspired, when you have warmed up, the revision will happen very quickly and almost on its own. It will not require the time or energy of the first draft, and it will have energy, innovation, and strong thinking in its favor. It is the point of writing.4. What’s the Point of Your Article?4.1 Whenever busy people such as your examiners readanything, they are likely to ask, “Why am I reading this?l Why should I read this?l What is the point?”4.2 The answer examiners have after reading yourreview article should not be that they have to read this because the project was assigned. And your answer to the question, ‘Why are you writing this?’ better not be ‘Because I had to in order to pass.’4.2 One of the most significant challenges any scholar,researcher, educator, writer must overcome is the relevancy question, the answer to the question, “So What?”l Why are you reading this manual right now?Because you have to write a review article andyou want to pass the first time.l Why am I writing this manual right now?Because I am an experienced writer, have taughtwriting at the university level, and have figuredout a few things about solving the relevancyproblem.4.4 If you cannot figure out a relevant reason for you tobe writing the review article, then you might as well stop wasting your own time and that of your reader.4.5 If you cannot figure out a relevant reason for you tobe writing the review article, a reason outside of, “I have to fulfill this assignment,” or “I want to get this published,” then you will not pass. You have not thought about this enough. You have not writtenabout this enough. Everyone can write well about things they have t h ought a lot about. So, think about it a lot:l Why are these articles interesting to you?l Why did you choose to write about them?l Do they present a new procedure?l Is there a significant gap in theliterature?l Do these articles contribute important new knowledge to the field?l Are these articles mistaken?l Are you disagreeing with them?5. Argument5.1 Another concept you must understand before youbegin writing is that anytime you are writing, you are making an argument. Everything is an argument. If you learn the components of an argument, your article will be successful. A commonly used argument is known as the Toulmin Argument, which contains the following components:Claim: The claim is the statement you wish tomake.Example: “Don’t eat the mushrooms!”Reason: The logic behind the claim.Example: “Because they are poisonous!”Warrant: The warrant answers the question of “SoWhat?” that is posed to the reason. It is oftenimplied and often obvious, but arguments win or fail dependent on whether people accept the warrant.Example: “Eating poisonous mushrooms willmake you sick!”Evidence: Supports the reason.Example: Medical literature shows that themushrooms you intend to eat are poisonous and will make you sick.5.2 Some arguments are more successful than others.Here is an example of a weak argument:Claim: Don’t eat that chocolate!Reason: It will make you fat!Warrant: Being fat is means you will have toreplace your clothes at great expense!Evidence: Chocolate is high in fat and calories. However, for most people, the taste and small amount of chocolate they will eat make that argument weak. Also, the amount of weight you’d need to gain to make that warrant true takes enough time not to be an immediate deterrent. There are problems with the warrant and, the argument is easy to take apart.5.3 Here is a stronger argument:Claim: Take your purse with you when you go tothe bathroom.Reason: If you leave it at the table, it might getstolen.Warrant: If someone steals your purse, you have to replace your credit cards, driver’s license,checkbook, cellphone, prescriptions, passport, andwhatever else you have in your purse. You maynever replace the cash.Evidence: Many people who leave their pursesunattended experience theft.For most people, this warrant is more compelling than the one for not eating chocolate, and more likely to make them listen to your claim.5.4 In your writing, you need to figure out your ownargument.l What is your claim?l What are your reasons?l So What?l What is your evidence?l Is it fact-based, anecdotal, or emotional?5.5 Sometimes, before you can answer all of thesequestions you must first think of who will be reading your review article.6. Audience6.1 Again, it might seem obvious who your audience is:the evaluator of your review article.l Again, this is not good enough.l For one thing, do you know this person?l What do you know about them?l And is this the only person ever who will be reading your review article?6.2 Instead of f ocusing on your reviewer, think of aspecific journal you would like to submit your review article to.l Would you like to share your observations with hospital administrators so a policy can bechanged?l Do you think a formerly criticized procedure should be re-visited?l Would you like to share new medicalinformation or a new procedure with otherdoctors?l Are you interested in sharing something with other student doctors?l Or is your angle perhaps the patients themselves or their relatives?l If you focus your review article and yourargument on a specific audience, then you arehalfway there.6.3 Your audience will give your writing a focus and anedge. Knowing who your audience is helps you rhetorically. Most pieces of writing attempt one of two purposes:a. to make the audience see something differentlyb. to make the audience act on the information ina specific wayc. What are you hoping review article willaccomplish? You will be essentially arguing forone of the above two things to happen.7. Pre-Writing and Brainstorming7.1 You are finally ready to begin writing. This will beyour warm up lap, the writing that will help you get where you need to go, so view it that way without planning, necessarily, to use it in your final product.7.2 The first thing you are going to do is write for 30minutes without stopping and think of every possible angle of your review article, writing without editing. This is called thick description. Then, you are going to walk away from this piece for a few hours.7.3 You will do two more pre-writes of 30 minutes eachduring a 48-hour period. These pre-writes are essential to producing a good review article. It is here that you will discover what you think is interesting about your angle, who you are trying to reach, and it is here that you will remember little details that might otherwise have escaped you.l After you have finished your third pre-write and left it for an hour or so, examine all three ofyour pre-writes and see what you find mostinteresting in all of them.l What have you repeated?l What seems to be the most important theme or detail?l Who seems to be the most logical audience for this review article?l What can you argue for?7.4 Now you are ready to take your three pre-writes andbegin writing a rough draft. And I do mean rough.Again, you are not thinking in terms of revision.You are thinking on paper and generating material.B. The Structure of Review Article Unfortunately, cohesive instructions for writing review articles do not exist. Therefore, it seems prudent to structure the review article around the argument you aremaking, incorporating the elements of the Toulmin Argument into your structure. For the elective research practicum, the following structure is provided:1. The Abstract1.1 The abstract must be 200 words or less. Such awriting task is among the most difficult to achieve. I highly recommend that you wait until you have written the rest of your review article to write the abstract.l The abstract will be a brief synthesis of theentire project, the teaser, which will help readersdetermine immediately whether your reviewarticle can be useful.l It should also be interesting enough to warrant a reading of the entire article.l It is here that you will first raise the issue of your argument.l Your abstract and your introduction may end up being very similar.1.2 I am going to state here and emphasize later thatyour writing, although it is academic and medical in nature, has a responsibility to be both interesting and important.2. Introduction2.1 Again, brevity is important. Less than 200 words.And again, this should be one of the last portions of your review article that you write. Nobody will know that you wrote it last, and when you think about it, you can introduce best those people you know the best; how can you write an introduction for a paper you haven’t written yet? You don’t know yet how it will turn out.l This is a brief introduction to the article.l Includes the highlights of the articles.l Establish your audience and address yourrelevancy (so what, why am I reading this?)questions here.l Establish your persuasive purpose: the reader should either see things differently or beprepared to do something as a result of readingthis. Alert audience to your intended resultnow.l You will want to anticipate audienceargument in response to what you areproposing and then rebut that argumentwith your own.l You cannot wait until the discussion section to bring these issues into focus.2.2 Sample Introduction (completely made up) Psychologists disagree about whether hypnosis, as atherapy, should be used in patients who may have experienced childhood trauma. Criticisms of hypnosisinclude lack of training in practitioners, lack of evidence that hypnosis works; and skepticism about the scientific rigor of hypnosis as a therapy. However, three new articles about hypnotherapy address these criticisms and strongly support the use of hypnotherapy as a safe, reliable, and effective means of treating patients with suspected childhood trauma.2.3 Commentary on Sample Introduction Immediately, there is both relevancy and interest. The argument is being established and will be continued as the review article continues, with evidence given in the discussion section where the strongest part of the argument will be given.Also, the audience counter-argument is raisedimmediately and ground work is laid for rebuttle.The introduction is also free of jargon and fewer than200 words.3. Claim (also invented)Remember that your claim is the statement of argument.What you are advocating will provide the spine of your review article, making it both relevant and interesting.3.1 Sample Claim:A specific form of hypnotherapy should be adopted by psychologists for use with patients w ho have possible childhood traumas. (If you are advocating adoption of more than one form of hypnotherapy, you may want to outline them briefly in your introduction and then divide your paper into sections, labeled according to the different methods. For example:Music HypnotherapyClaimReasonEvidenceWater HypnotherapyClaimReasonEvidenceEtc.)4. Reason:The article by Author A shows that Form 1 of hypnotherapy yielded such and such results.4.1 There is a great temptation to reveal everythingyou have learned so far in medical school here by making this section jam-packed with jargon. Fight thaturge. Make your language clear. If you say EKG, spell it out first, and say what it is for. Your reviewer is not necessarily your only or your most important reader. Make it reader-friendly for many possible audiences.4.2 You will need to include some background for your claim in this section, in order for your reasons to make sense, and for the full extent of your purpose to be clear.5. EvidenceYou will summarize the article/s that support your claim and your reasons here. You will want to remember warrants at this time (for a discussion of warrants, refer to the previous section about argument). Your argument will rise or fall unless you can link your evidence to your reasons effectively, tying together the big picture, the answer to the important question of “So What? Why is this important?”6. Discussion6.1 Your discussion section is the one in which you will be the most political, the most impassioned, and the one in which you will tie your argument together. You will summarize the reasons and evidence you have given and explain why the adoption of your argument will improve patient care, research, clinical practices, policy, or whatever you are advocating.6.2 Another important component of your discussion section is what further research needs to be done, what courses of action need to be taken next. You want your reader to finish the article knowing exactly what point of view you are advocating, and what you want the reader to do about it:• To be less likely to dismiss hypnotherapyas an effective treatment;• To consider being trained inhypnotherapy treatment;• To adopt hypnotherapy in the treatmentof patients with suspected childhoodtrauma;• To fund more research studying theefficacy of hypnotherapy;• Etc.7. ReferencesCheck your style manual, make sure your I’s are dotted and your T’s are crossed.C. Your Second Reader Now that you have written every section of your review article, it is time to have a trusted friend read it for you and make comments.? Is it interesting?? Does it make sense?? Does it have too much jargon?? Does it flow? (Does one section acknowledge that there was a section before it and that therewill be one after it?)? Is the review article in a logical right order??Does the review article raise and answer thequestion “So What?”?Do you feel persuaded to the writer’s point of view??If you are not persuaded, do you at leastunderstand what the writer was attempting topersuade you to do or think??Does the author anticipate and rebut audience counter-argument?D. The RevisionDepending on how much pre-writing you have done, you will now need to revise. Print out your review article. Let it sit for a day. Then, read it through once without your pen. Finally, read it once again and write on it. Rewrite it again, and then you are done. The important thing to do is to realize that because it takes time, you must pace yourself. Give yourself time to think about the articles you have read and your arguments, to brainstorm and to pre-write, and then to write and revise. If you give yourself time between drafts, you will be able to see more clearly the revisions to make and how to make review article a significant contribution to the literature.E. Recommended ReadingBem, Daryl J. “Writing a Review Article for Psychological Bulletin.” Psychological Bulletin, 1995, Vo. 118, No. 2, 172-177.Lunsford, Andrea and Ruskiewics, John. 1998. Everything’s An Argument. New York, NY. Bedford St. Martin’s.(Examples found on p. 15 were first published in the above textbook).B. INSTRUCTIONS FOR SCORING REVIEW ARTICLESThe Holistic ApproachResearch in composition studies shows that the holistic approach to scoring an y piece of student writing is the most accurate, yielding the most agreement among groups of graders in any setting.Holistic grading simply means that you examine the piece of writing as a whole, subjectively, before you make objective comments. In order to grade holistically, first read the entire review article from start to finish without a pen in hand. Trust your instincts as to the overall quality of the work. After your initial reading, you will mark a P or an F for Passing or Failing on the subjective portion of your scoring guide.The Scoring KeyThe scoring key is designed to provide you quickly and easily with a vocabulary for explaining the subjective score to the students. You have a scoring key for each section of the review article (7 total), which are labeled and included in the back of this manual. You will become so familiar with the elements of the scoring key after you have marked it for the Abstract and the Introduction that using it will take no time at all. Note the scoring key with 1 to 5 rankings correlates with the quality of the case study (i.e., the higher the scores marked, the better quality case study).For example, you might have the following boxes marked for the Discussion Section of the Review Article.3= Satisfactory content and presentation without expansion?Addresses relevancy question?Not interesting, but adequate response?Appropriate headings and organizationS Content appropriate to headings.S Some attention to audience?Some rhetorical (persuasive) planning: get audience to see something differently or to act?Formulaic organization which does not necessarily advance the argument being made4= Good representation in content and presentation in qualityS Abstract and review article are interesting and relevantS Effective response to the writing task?Skill in using language?Clear rhetorical planning: audience will see something differently or be persuaded to act?Development with appropriate support and integration of sources?Clear attention to needs of audienceS Critical thinking clearly demonstrated—clear understanding of the task at hand and how to address it SCORE FOR THIS SECTION: ___4_____The Written Review Article Evaluation FormAfter you have marked the criteria for each section of the review article, you can simply review the sheets, and one such as the example above would indicate a score of 4 or possibly 3.5, depending on how strong you feel the writing was, for the Discussion Section. You will write the score for each section on the bottom of each scoring key, as in the above example. Then, you simply write the scores for each section on the evaluation form.For example, your evaluation form would then look like this:8.DISCUSSION____4_____Discussion was a concise review of the articles as they defended the author’s argument. The Discussion tied all of the articles together and concluded with a relevant application of how adoption of the argument will improve patient care (or change policy, etc.—the challeng the author has outlined in the paper).The student will immediately be able to determine, from the vocabulary I have provided you on the scoring keys, the reasoning for the score, and you will not have to make comments on the papers.C. SCORING KEY: ABSTRACT AND TITLE PAGE1= Absent or poor in content and presentation?Incomplete or inappropriate response to the writing task?Text lacks proper organizational components (sections are either missing or in the wrong order;information meant for one section is in another)?Usage and syntactical errors so severe that meaning is obscured?An accumulation of errors in grammar, diction, and sentence structure, which impede reading2= Basic content included; presentation poor?Review article is not relevant?An accumulation of errors in grammar, diction, and sentence structure, which impede reading?Little or inappropriate detail to support ideas?Content inappropriate to heading (i.e. material from introduction belongs in discussion, etc.)?The point of the discussion section does not match introduction, abstract, title, etc.?List-like and formulaic writing rather than narrative style3= Satisfactory content and presentation without expansion?Addresses relevancy question?Not interesting, but adequate response?Appropriate headings and organization?Content appropriate to headings.?Some attention to audience?Some rhetorical (persuasive) planning: get audience to see something differently or to act?Formulaic organization which does not necessarily advance the argument being made4= Good representation in content and presentation in quality?Abstract and review article are interesting and relevant?Effective response to the writing task?Skill in using language?Clear rhetorical planning: audience will see something differently or be persuaded to act?Development with appropriate support and integration of sources?Clear attention to needs of audience?Critical thinking clearly demonstrated—clear understanding of the task at hand and how to address it5= Excellent representation; publishable quality?Abstract and review article interesting and contribute valuable new knowledge to the field?Consistent skill in using language?Synthesis of ideas using a variety of sources?Full development with appropriate support from the sources?Consistent attention to the needs of readers?Audience sees author’s point (learns something new) or is persuaded to act?Clear and correct organization of materials in appropriate sections?Strong discussion section and conclusionSCORE FOR THIS SECTION: __________COMMENTS:D. SCORING KEY: INTRODUCTION1= Absent or poor in content and presentation?Incomplete or inappropriate response to the writing task?Text lacks proper organizational components (sections are either missing or in the wrong order;information meant for one section is in another)?Usage and syntactical errors so severe that meaning is obscured?An accumulation of errors in grammar, diction, and sentence structure, which impede reading?Inadequate selection of articles to review2= Basic content included; presentation poor?Review article is not relevant?An accumulation of errors in grammar, diction, and sentence structure, which impede reading?Little or inappropriate detail to support ideas?Content inappropriate to heading (i.e. material from introduction belongs in discussion, etc.)?The point of the discussion section does not match introduction, abstract, title, etc.?List-like and formulaic writing rather than narrative style?Inadequate selection of articles to review3= Satisfactory content and presentation without expansion?Addresses relevancy question?Not interesting, but adequate response?Appropriate headings and organization?Adequate choice of articles to review?Content appropriate to headings.?Some attention to audience?Some rhetorical (persuasive) planning: get audience to see something differently or to act?Formulaic organization which does not necessarily advance the argument being made?Addresses counter-argument4= Good representation in content and presentation in quality?Abstract and review article are interesting and relevant?Effective response to the writing task?Skill in using language?Clear rhetorical planning: audience will see something differently or be persuaded to act?Development with appropriate support and integration of sources?Clear attention to needs of audience?Critical thinking clearly demonstrated—clear understanding of the task at hand and how to address it ?Addresses counter-argument and rebuts it5= Excellent representation; publishable quality?Abstract and review article interesting and contribute valuable new knowledge to the field?Consistent skill in using language?Synthesis of ideas using a variety of sources?Full development with appropriate support from the sources?Consistent attention to the needs of readers?Audience sees author’s point (learns something new) or is persuaded to act?Clear and correct organization of materials in appropriate sections?Strong discussion section and conclusion?Addresses counter-argument and rebuts it effectivelySCORE FOR THIS SECTION: __________COMMENTS:。

Article_Review

Article_Review

Assignment: Review of Research (Journal) Article(Due on 11/12) Length of the review: 2 pages-double spaced (around 500-600 words)Read and review one of the articles from the journal Children’s Literature Quarterly you are given. (Make sure you choose an article and not a book review or introduction to the issue. Acceptable journal articles should be at least 10 pages and contain a list of references at the end.)1.Summarize the main points of the article in no more than 200 words.2.Then, in the rest 300-400 words, tell what you learned, or what’s particularly interestingto you. Feel free to say where you have difficulty understanding what the writer is saying or where you might have different opinions, but remember to write respectfully.3.Apply what the ar ticle says to what we are talking about in class or to other children’sbooks or contexts you are familiar with.4.Prepare Work Cited at the end of your paper just as the author has done. For example: Cohoon, Lorinda B. “Necessary Badness: Reconstructing Post-Bellum Boyhood Citizenships in Our Young Folks and The Story of a Bad Boy.” Children’s Literature AssociationQuarterly 29.1/2 ( 2004): 5-31. Print.∙You can also access other articles on the topic on-line and compare them. I encourage you to go to the library and flip through some of the books that are relevant to the topic of the article.∙If you have particular interests to know more about the topic of the article, see me and I may be able to help direct you to articles and books that you would find more interesting.∙Please return the journal you are givensafe and sound along with the review you have written. Feel free to make a copy of the article for your reference. Do not underline,highlight or tear the pages of the journal.。

英文审稿意见汇总

英文审稿意见汇总

1、目标和结果不清晰。

It is noted that your manuscript needs careful editing by someone with expertise in technical English editing paying particular attention to English grammar, spelling, and sentence structure so that the goals and results of the study are clear to the reader.2、未解释研究方法或解释不充分。

◆In general, there is a lack of explanation of replicates and statistical methods used in the study.◆Furthermore, an explanation of why the authors did these various experiments should be provided.3、对于研究设计的rationale:Also, there are few explanations of the rationale for the study design.4、夸张地陈述结论/夸大成果/不严谨:The conclusions are overstated. For example, the study did not showif the side effects from initial copper burst can be avoid with the polymer formulation.5、对hypothesis的清晰界定:A hypothesis needs to be presented。

6、对某个概念或工具使用的rationale/定义概念:What was the rationale for the film/SBF volume ratio?7、对研究问题的定义:Try to set the problem discussed in this paper in more clear,write one section to define the problem8、如何凸现原创性以及如何充分地写literature review:The topic is novel but the application proposed is not so novel.9、对claim,如A>B的证明,verification:There is no experimental comparison of the algorithm with previously known work, so it is impossible to judge whether the algorithm is an improvement on previous work.10、严谨度问题:MNQ is easier than the primitive PNQS, how to prove that.11、格式(重视程度):◆In addition, the list of references is not in our style. It is close but not completely correct. I have attached a pdf file with "Instructions for Authors" which shows examples.◆Before submitting a revision be sure that your material is properly prepared and formatted. If you are unsure, please consult the formatting nstructions to authors that are given under the "Instructions and Forms" button in he upper right-hand corner of the screen.12、语言问题(出现最多的问题):有关语言的审稿人意见:◆It is noted that your manuscript needs careful editing by someone with expertise in technical English editing paying particular attention to English grammar, spelling, and sentence structure so that the goals and results of the study are clear to the reader.◆The authors must have their work reviewed by a proper translation/reviewing service before submission; only then can a proper review be performed. Mostsentences contain grammatical and/or spelling mistakes or are not complete sentences.◆As presented, the writing is not acceptable for the journal. There are problems with sentence structure, verb tense, and clause construction.◆The English of your manuscript must be improved before resubmission. We str ongly suggest that you obtain assistance from a colleague who is well-versed in English or whose native language is English.◆Please have someone competent in the English language and the subject matter of your paper go over the paper and correct it. ?◆the quality of English needs improving.来自编辑的鼓励:Encouragement from reviewers:◆I would be very glad to re-review the paper in greater depth once it has been edited because the subject is interesting.◆There is continued interest in your manuscript titled "……" which you submitted to the Journal of Biomedical Materials Research: Part B - Applied Biomat erials.◆The Submission has been greatly improved and is worthy of publication.•The paper is very annoying to read as it is riddled with grammatical errors and poorly constructed sentences. Furthermore, the novelty and motivation of the work is not well justified. Also, the experimental study is shallow. In fact, I cant figure out the legends as it is too small! How does your effort compares with state-of-the-art??•The experiment is the major problem in the paper. Not only the dataset is notpublished, but also the description is very rough. It is impossible to replicate the experiment and verify the claim of the author. Furthermore, almost no discussion for the experimental result is given. E.g. why the author would obtain this result? Which component is the most important? Any further improvement?•the author should concentrated on the new algorithm with your idea and explained its advantages clearly with a most simple words.•it is good concept, but need to polish layout, language.•The authors did a good job in motivating the problem studied in the introduction.The mathematic explanation of the proposed solutions is also nice. Furthermore, the paper is accompanied by an adequate set of experiments for evaluating the effectiveness of the solutions the authors propose.•Apparently,Obviously ,Innovation ,refine ,In my humble opinion如果仍然有需要修改的小毛病,一般你可以用you paper has been conditionally accepted. Please revise .....according to review comments.如果是接受,你可以用We are very pleased to inform you that your paper "xxxxx" has been accepted by [journal name]. Please prepare your paper by journal template...............At a first glance, this short manuscript seems an interesting piece ofwork, reporting on ×××. Fine, good quality, but all this has been done and published, and nearly become a well-known phenomenon. Therefore, there is insufficient novelty or significance to meet publication criteria. Also, I did not see any expermental evidence how the ** is related with **, except for the hand-waving qualitativediscussion. Therefore, I cannot support its publication in JPD in its present form. It should be rejected.建议去小木虫问问,那里有一些资源。

英语review范文

英语review范文

英语review范文In the realm of English literature, the review essay occupies a unique space that allows writers to engage with texts critically and creatively. This form of writing not only demands a thorough understanding of the material in question but also requires the writer to articulate their insights in a manner that is both informative and engaging to the reader.A review essay typically begins with a brief summary of the content being reviewed. This summary should be concise, providing an overview of the main points, themes, and arguments presented in the work without delving into exhaustive detail. It sets the stage for the critique that will follow, giving readers a context for the ensuing analysis.Following the summary, the essay transitions into a critical evaluation. Here, the writer examines the strengths and weaknesses of the text. This involves a careful consideration of the author's arguments, the coherence of the narrative, the depth of research, and the contribution to the field. The critique should be balanced, acknowledging the merits of the work while also pointing out areas where it may fall short.An essential aspect of the review essay is its voice and tone. The writer must maintain a professional demeanor throughout, avoiding colloquialisms and maintaining a level of formality appropriate to the academic discourse. However, this does not preclude the use of a personal voice. On the contrary, a review essay often benefits from the writer's unique perspective, as long as it is presented logically and supported by evidence from the text.The language of the review essay should be precise and vivid. It is not enough to say that a book is 'good' or 'bad'; the writer must delve into specifics, using descriptive language that conveys the nuances of their experience with the text. This specificity helps to ground the critique and provides readers with a clear understanding of the writer's point of view.Moreover, the essay must flow smoothly from one section to the next. Transitions between paragraphs should be seamless, guiding the reader through the writer's thought process without jarring interruptions. The argument should build upon itself, each point reinforcing and adding to the previous ones, culminating in a comprehensive analysis that fully addresses the text in question.In conclusion, the review essay is a complex piece of writing that requires a delicate balance of summary, critique, and personal insight. The writer must navigate these elements with care, crafting an essay that is both informative and compelling. Through meticulous analysis, vibrant language, and logical structure, the review essay can become a powerful tool for discussion and discovery in the field of English literature. 。

卵圆孔未闭和坐位神经外科手术:系统综述REVIEWARTICLE

卵圆孔未闭和坐位神经外科手术:系统综述REVIEWARTICLE

British Journal of Anaesthesia 102 (5): 588–96 (2009)doi:10.1093/bja/aep063卵圆孔未闭和坐位神经外科手术:系统综述Patent foramen ovale and neurosurgery in sitting position:a systematic reviewA.-R. Fathi 1 †, P. Eshtehardi 2 † andB. Meier 2* ‡李 萍 译 许 幸 审校1Department of Neurosurgery and Intensive Care Medicine and 2Department of Cardiology, Bern University Hospital,3010 Bern, Switzerland*Correspondingauthor.E-mail:***********************我们对坐位神经外科手术的并发症——空气栓塞和卵圆孔未闭(PFO )封堵术进行了系统地综述。

对坐位神经外科手术前进行PFO 封堵术的风险和益处进行评估。

分别采用这两个主题的关键词,在Medline 、Embase 和Cochrane Controlled Trial Register 数据库中系统地检索从初始到2007年11月的相关文献。

共有4 806例患者被认定进行了坐位神经外科手术,5 416例患者进行了经皮PFO 封堵术。

坐位神经外科手术期间总的静脉空气栓塞的发生率,在后颅凹手术中为39%,在颈部手术中为12%。

据报道,临床和经食管超声检测到的反常空气栓塞的发生率为0%~14%。

使用新型或最普通的封堵器进行PFO 封堵术的总成功率为99%,而发生重大并发症的平均风险<1%。

基于我们的系统回顾,我们推荐在首选坐位神经外科手术的病例中对PFO 进行筛查,并考虑对其进行封堵。

critical review, 批判性文章

critical review, 批判性文章

Review on Learner to Teacher: EFL Student Teachers’ Perceptions on Internet-Assisted Language Learning and Teaching IntroductionOver the last decades of information age, the Internet has become an important part of modern education. According to Abdallah (2007), applying the Internet into English language teaching process is useful for teachers to help students develop language learning skills. Celik (2013) also regards Internet-based facility in classroom as a significant tool in teaching procedure, especially in foreign language teaching. Recent years, a number of studies, opinions and articles have been put forward to this topic of Internet and English language teaching. Even though these researches have been very useful to English teachers and students, some of their instructions and findings are not very practical and comprehensive in modern English teaching process. Considering such situation, this paper examines Kuo’s view on the perceptions for English teachers and EFL students who use Internet during their teaching or learning procedure in his article Learner to Teacher: EFL Student Teachers’ Perceptions on Internet-Assisted Language Learning and Teaching. In order to delivery my review completely, a summary to Kuo’s article will be provided at first. And then, this paper will discuss my review on the article by analyzing its content, findings and discussions. At the end of paper, a brief conclusion will be presented.SummaryAccording to Kuo(2008), the rapid development of Internet and computer promotes educators to integrate internet-based technology into classroom, because it can create a self-governed and cooperative learning circumstance for EFL students. With the help of the Internet, they can have access to practice their second language skills. Even though the Internet and computers have bought great changes to the EFL education, how to take advantage of these new inventions is an unsettled issue in language teaching process. Kuo finds that this brings controversial questions, such as “can every student benefit from this innovation”or “Is there any problem theyencounter when they use Internet-based facility?”The answers to these questions will help educators to define what kind of role should Internet-assisted technology plays in current EFL instructions.In order to find out opinions of Taiwan ELF student teachers on their experience when apply the Internet to the learning and teaching procedure, Kuo conducted a research at Wezao Ursuline College in Taiwan. In the research, 101 senior student teachers who aged from 21 to 29 and on EFL courses were selected as samples. During this research, 101 questionnaires were sent out and 77 of them were returned. Kuo also used Likert scale which ranges from Strongly Disagree(4) to Strongly Agree (1) to evaluate students and teachers responses. In order to make the survey results more clear, all data are reported in numbers and percentages. He also presented three table charts to summarize the findings in the research.The first table illustrates the EFL student teachers’experience on Internet-based English learning. 81.8% of the participants who returned the questionnaire agree or strongly agree that the Internet provide them with positive experience to promote English language skills; 83.1%indicated that more attention was paid to English language classes which base on Internet; 84% teachers thought they have developed self-guided learning habit through Internet. In the article, Kuo discussed that technological education has made an elementary success in guiding students to recognize the significance of the Internet and computers. He also concluded that Internet-based instruction not only create self-guided learning environment but also catch student’s attention to learning language.The second table given by Kuo shows the EFL student teachers’personal belief on functions of Internet-assisted language instruction. Figures from this table indicate that the majority of those teachers (92.2%) confirm that they can get abundant learning environment from the Internet; 93.5% of them assert that internet is a helpful tool by assisting teaching process in the future; moreover, ESL or ELF onlineresources are found useful for EFL student teachers’ teaching. By analyzing the data, Kuo believes that EFL student teachers learned the importance of Internet-assisted language instruction and thought it is a helpful instrument to promote English language teaching quality in the future.Kuo’s last table makes teachers’ personal attitude on future Internet-based language teaching classes. As shown in this table, 80.5% participants said that they are willing to apply Internet materials in their future English classroom and introduce online activities to the students. However, there are only 72.2% thought that they are confident for taking advantage of the Internet and operating computers in their real teaching classroom. 88.3% EFL student teachers felt that specific computer operating training courses are needed to promote their abilities and 80.5% recognized that they have to learn how to combine Internet resources with textbooks in the classroom circumstance. From these data, Kuo claimed that most EFL student teachers are lack of experience to use computer in the future English language teaching classroom.In the last section of Kuo’s article, it has been concluded that an innovation of EFL instruction are going to be developed by integrating traditional teaching method and modern Internet-based facilities. He also pointed out that with the help of technology training courses EFL students would have access to specific instruction used to satisfy their needs by joining various online interaction activities. Regarding the results of Kuo’s research, many EFL student teachers are not certain whether they have the ability to apply technology into their future English taught classroom, even though the majority of them are happy with their experience instructed by the Internet during learning process. Therefore, Kuo suggesting in the end of his article, EFL directors need to provide teachers with trainings to develop ability on building right perceptions of using the Internet and computers in the future.EvaluationOn the first inspection, Kuo’s article seems to realize its aim commendably. This article is well-organized with impressive subtitle in each section. It helps readers to understand its main points in every part and quickly get involved in what the author talks about. For example, from the abstract to conclusion section, the author’s discussion are centering on the main point and the research. This would constantly remind the reader of the argument in this article so that they are not likely to get lost.Another advantage of this article is the way that the author deals with the original data collected though questionnaires. In the research, there are fifteen questions and every question has four options. That means the result figure would be very difficult to display. However, the author transformed the results into percentages and presented in three classified tables. In addition to readable data tables, the tone used to explain and discuss the result by the author is formal and objective. In the discussion section, the author also combined similar opinions to analyze the result. For instance, regarding to the question “Through my learning experiences, I was motivated to learn English by the use of the Internet”, the author cataloged options such as “Agree” and “Strongly Agree” to “positive attitude”, which illustrates that the participant who agree or strongly agree held positive attitude toward the application of the Internet. By combining similar answers, the author made it easier for his readers to understand the survey result and his discussion on it. As a result, what the author wants to achieve in his article was successfully delivered to us.H owever, the major criticism of Kuo’s article is the limitation of samples selected in the research. According to experience from former researchers, a qualified study would examine a large and randomly selected sample (JR Fraenkel, NE Wallen, HH Hyun, 1993). At the beginning of the article, Kuo indicated that the aim of his research was to probe the opinions and attitude from Taiwan EFL student teachers on their experience of using Internet during language learning activities. However, there are 32 public colleges and universities who have open EFL subject in Taiwan,while Kuo only select samples from Wenzao Ursuline College. That means the outcome is more likely a result from only a small scale place of Taiwan. Furthermore, different teaching instructions and university conditions may have effect on students’ opinion on Internet-assisted language teaching. For example, if EFL instructors in a university often encourage their students to make use of the Internet and bring computer technology into their class, students is more likely to have a positive attitude towards Internet. On the contrary, it is possible that students who have a vintage tutor preferring traditional teaching method believe Internet-assisted language learning is not very helpful for them. Therefore, among 32 institutions in Taiwan, result from only one college is not persuasive enough.When looks into the details of questions used in the research, flaws can be found in some parts that the author put many similar questions which can be combined to a specific one. An academic research should be designed in a logical and clear way, while Kuo’s questionnaire failed to achieve this goal. For instance, in the second table, questions such as: “The Internet in a useful tool for my teaching”“EFL websites are useful for teaching English”can be combined, since both questions are created to explore EFL students’opinion on whether the Internet is useful for their future teaching. Another same problem can also be found in the third table, the last two questions which aim to make out whether EFL student teachers need more knowledge to use and apply the Internet to practice can be summarized to a simple one.Another disappointment lying in Kuo’s article is the lack of practical suggestions for the result. As regarding to the finding, Kuo recognized that EFL student teachers need more opportunities to strengthen their computer skills. But he did not make any practical suggestions for how to help students. What was recommended in his article is to combine traditional education with modern one. There is no doubt that this advice itself is definitely right. But when one returns to the main topic of Kuo’s article, this information seems unnecessary.ConclusionTo sum up, this paper summarized and reviewed Kuo’s article on the research to explore EFL student teacher’s view on Internet-assisted learning and teaching experience. It is important to emphasize that Kuo’s article offered us a good sample of how to organize an article and how to transform the original data to be reader-oriented one. However, even though there are some advantages we can learn from, it cannot be denied that Kuo’s article does not succeed in offering a comprehensive research that readers may have expected. From selecting study samples to designing the questionnaire, weaknesses in the research make Kuo’s article failed to provide a more scientific result for his study. Furthermore, Kuo did not make any practical suggestions in his article, which may readers fell disappointed. Therefore, it would be more convincing and ideal if Kuo could make some improvements on his study. (1800 words)ReferencesAbdallah, M. M. S. (2007). Exploring the Process of Integrating the Internet into English Language Teaching. Online Submission.Celik, S. (2013). Internet-assisted technologies for English language teaching in Turkish universities. Computer Assisted Language Learning, 26(5), 468-483.Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (1993). How to design and evaluate research in education (Vol. 7). New York: McGraw-Hill.Kuo, M. M. (2008). Learner to Teacher: EFL Student Teachers' Perceptions on Internet-Assisted Language Learning and Teaching. Online Submission.。

英文文献综述review article(课堂PPT)

英文文献综述review article(课堂PPT)

2020/4/3
Scientific Literature Readings
2
Abstract
Background
Graphene has received significant attention due to its combination of remarkable mechanical, thermal, chemical and electrical properties. Furthermore, due to its superior strength, graphene has great potential for use as an ultra-thin protective coating for various precision components. In this paper, the latest developments in tribological applications of graphene, theoretical simulations of graphene friction and preparation methods are reviewed. It is shown that various graphene coatings can be successfully used to decrease friction and wear in nano-, micro- and macro-mechanical applications. However, the conditions under which graphene serves as an effective protective coating depends on the operating parameters. A comprehensive review is provided with the aim to assess such characteristics of graphene.

primary article和review article

primary article和review article

primary article和review article
Primary Article和Review Article是学术论文的两种类型,它们在学术研究和论文发表中有着不同的作用和特点。

Primary Article也被称为原始研究论文,通常是作者针对某一主题进行的新的、独立的研究。

这类论文通常包括研究目的、方法、结果和讨论等部分,是对新知识的贡献。

在论文中,作者会详细介绍他们的研究方法、实验过程和数据分析,并得出结论。

这种类型的论文通常在学术期刊上发表,是学术界交流和传播研究成果的主要方式之一。

Review Article也被称为综述论文,是对某一领域或主题的已有研究的综合和总结。

这类论文通常由专家或学者撰写,目的是帮助读者了解某一领域的研究现状、进展和趋势。

在综述论文中,作者会介绍该领域的历史背景、研究现状、主要研究成果和存在的问题等,并可能提出自己的见解和建议。

这种类型的论文通常用于学术期刊、会议论文集等场合,可以帮助读者快速了解某一领域的研究现状和发展趋势。

总之,Primary Article和Review Article是学术论文的两种不同类型,前者是对新知识的贡献,后者是对已有研究的综合和总结。

Article review

Article review

Article Review about What’s Wrong with OurSchools姓名:王明微指导教师: 余淼科目:英语阅读与讨论学校:四川大学学院:外国语学院班级:英语5班时间:2015年11月8日Article Review about What’s Wrong with Our Schools Introduction:At the beginning of this chapter of free to choose, Milton Friedman put forward that education has always been a major component of American Dream so almost all the people eagerly seized the opportunities available to them for education.At the very threshold, most of original schools were private. While gradually, the government began to play a main role in education. First was financial support, followed by the establishment and management of government-run schools. The control and power from government brought hope to children who were born in poor families. Later education reform has changed the situation and made children from different families, nations could receive education in a way in 19th of United States. It played an important role in preventing separatist activities and made people from different cultural and religious backgrounds could live in harmony and respect. As a result, we could be proud of ourselves.Unfortunately, the quality of the education began to decline in recent years. Parents complained that their children suffered from the bad education. Teachers complained that they were in a terrible teaching environment and worried about their personal safety. Taxpayers complained about the rising costs. Almost everyone was not satisfied with the present situation.Why our education had such awful situation? The author thought it was caused by a large amount of reasons. The mainly reason was that the government put more and more control and power on it, which prevented the development of it. In the United States, the school system was like an island surrounded by a free market ocean. In school education, parents and children were the consumers, teachers and school administrators were producers. Another reason was that the interests of teachers, school administrators and federal officials and the interests of parents and children were different. So both the contradictory between them and the incorrect government’s control made the quali ty education worse and worse.The author put forward the V oucher plan at that time. It was that governmentgave a voucher to every family which could let them write down the money they needed only for their children’s education. Although the V oucher plan w ould have many problems at the period of carrying out such as religion and government issues, the finance cost, the possibility of deception, race and so on. Nether less we could not find a better way than V oucher plan to improve the situation of education.In this chapter, the author has tried to put forward some constructive suggestions like using the voucher system in primary and secondary education would give parents with different income to choose the school for their children freely. Children from rich families went to school; or, in higher education also used the voucher program, which would improve the teaching quality of higher education institutions, while promoting distribution of tax subsidies to higher education.These programs were imaginative; however, it was not feasible. Obstruction from vested interests and prejudices were not problems. We should not achieve them at once, but as we make progress toward them or alternative programs directed at the same objective. We could strengthen the foundations of our freedom and give fuller meaning to equality of educational opportunity.InformationThis chapter has dominated the development of education in the United States during the past century. The government has increasingly undertaken the task of taking from some to give to others in the name of security and equality. One government policy after another has been set up to“regulate” our “pursuits of industry and improvement,” the policy to education was to strengthen the control and power on it. Maybe to begin with, it had a good effect on it; however, as the development of the whole society, the policy could not lead the education to a better way anymore so they put forward the V oucher plan. As the best of my understanding, this plan could settle the problem that children from poor families and different nations could not had opportunities to receive education equally. It also could get the parents to choose school for their children freely in a way. And the government could govern the education effectively after all education was the key point to the development of the whole country.The V oucher plan was just like some welfare for poor people and less taxes for rich family. In this chapter the author mentioned that V oucher plan might has many problem and one of them was that the money maybe not used only for children’s education and waste. I thought that maybe some parents would have fluke mind and let the money from the V oucher plan to make ends meet, which could have us to forgive them. We could explain the importance of education and receiving it and get them to realize what is the correct to spend the money. The government could also carry out some policies aiming at poor family and as assistance to V oucher plan. In this way other problems no matter how difficult they were, I dare say we could find a way to solve them one by one as long as we have confidence.Actually education has already been a major component of the Chinese Dream. After reading this chapter, I thought we also would meet all kinds of problems at the period of strengthening education. It gave us many good solutions to learn and think over and let us know the willing to freedom and equality. And only in this way could we be stronger than before.。

英语作文review范文

英语作文review范文

英语作文review范文Review of the Movie "The Shawshank Redemption""The Shawshank Redemption" is a 1994 American dramafilm directed by Frank Darabont, based on the 1982 Stephen King novella "Rita Hayworth and Shawshank Redemption". The film stars Tim Robbins as Andy Dufresne, a banker who is sentenced to life in Shawshank State Penitentiary for the murder of his wife and her lover, and Morgan Freeman as Ellis Boyd "Red" Redding, a fellow inmate who becomesAndy's close friend.The film is set in the 1940s and 1950s and explores themes such as hope, friendship, and the corruption of the prison system. The story follows Andy as he adjusts to life in prison and befriends Red, who helps him navigate the harsh realities of prison life. Andy also develops a close relationship with the prison's librarian, Brooks Hatlen, who eventually commits suicide after being released from prison and struggling to adjust to life on the outside.The film has been praised for its strong performances, particularly by Robbins and Freeman, as well as its emotional depth and powerful message about the resilience of the human spirit. It has been called one of the greatest films of all time and has been included on numerous "best of" lists.One of the most memorable scenes in the film is when Andy plays Mozart's "The Marriage of Figaro" over the prison's loudspeaker system, bringing a moment of beauty and hope to the inmates. This scene has become iconic and is often referenced in popular culture.Overall, "The Shawshank Redemption" is a powerful and moving film that explores the human experience in a unique and memorable way. It is a must-see for anyone who appreciates great storytelling and strong performances.。

英语作文review范文

英语作文review范文

英语作文review范文Title: A Review of the Research Article "The Impact of Social Media on Teenagers"Introduction:The research article titled "The Impact of Social Media on Teenagers" by XYZ explores the influence of social media on the lives of young people. In this review, we will delve into the key findings, strengths, weaknesses, and recommendations provided in the article.Chapter 1: Key FindingsThe article highlights several significant findings regarding the impact of social media on teenagers. It reveals that a majority of teenagers spend a considerable amount of time on social media platforms, leading to the neglect of academic responsibilities. Moreover, excessive use of social media has been associated with negative psychological consequences such as increased anxiety, loneliness, and depression. Additionally, the research suggests that social media usage often contributes to a distorted self-image and the development of online bullying and harassment.Chapter 2: StrengthsThe research article "The Impact of Social Media on Teenagers" exhibits several commendable strengths. Firstly, the article employs a systematic approach to actively gather data from a large sample of teenagers, thereby enhancing the validity and reliability of the findings. The use of both quantitative and qualitative research methods adds depth and breadth to the study. Additionally, the clear and concise presentation of statistical data and thecomprehensive literature review contribute to the article's credibility.Chapter 3: WeaknessesDespite its strengths, the research article also possesses certain weaknesses that merit consideration. First, the study mainly relies on self-reported data, which may be subjected to recall bias and response set tendencies. The potential for skewed results due to individual perception cannot be ruled out. Secondly, the lack of a longitudinal study design limits the understanding of long-term effects and sustainability of the observed impacts. Lastly, the article does not provide an in-depth analysis of the role of social media platforms in fostering positive connections and empowering teenagers.Chapter 4: RecommendationsTo enhance the quality and relevance of future research in this area, the article proposes several recommendations. Firstly, longitudinal studies should be conducted to explore the long-term implications of excessive social media use on the psychological well-being of teenagers. This will establish a cause-effect relationship and provide a more comprehensive understanding of the phenomenon. Secondly, further research should consider the role of social media platforms in fostering positive mental health by encouraging healthy interactions and mental well-being campaigns. Additionally, promoting digital literacy programs for teenagers may help them understand and navigate through the potential risks and benefits of social media.Conclusion:"The Impact of Social Media on Teenagers" effectively highlights the influence of social media on the lives of young people. The article's comprehensive research findings shed light on the negative consequences of excessive social media use on academic performance, mental health, and self-image. Although certain weaknesses exist, such as the reliance on self-reported data and the lack of a longitudinal study design, the article offers valuable insights and important recommendations for future research and policy-making in addressing the impact of social media on teenagers.Chapter 5: Implications for Parents and EducatorsThe research article "The Impact of Social Media on Teenagers" has significant implications for parents and educators. Firstly, parents should be aware of the amount of time their teenagers spend on social media platforms and set appropriate limits. Encouraging alternative activities such as sports, hobbies, and socializing with friends in person can help reduce excessive social media use. Parents should also promote open communication with their teenagers to discuss the potential risks and benefits of social media and how to navigate through them responsibly.Educators, on the other hand, play a crucial role in promoting digital literacy among teenagers. Schools should integrate digital citizenship and media literacy programs into their curriculum, teaching students how to critically evaluate information online and how to use social media platforms responsibly. Additionally, educators can address the negative impacts of social media through classroom discussions and workshops, encouraging dialogue and self-reflection among teenagers.Chapter 6: Policy RecommendationsThe findings of this research article have significant implications for policymakers. Firstly, there is a need for regulations and guidelines to protect teenagers from the potentially harmful effects of social media. Policies should be developed to address issues such as privacy, cyberbullying, and age restrictions for certain platforms. Policymakers should also collaborate with social media companies to ensure they provide adequate safety features and age verification tools.Secondly, education policies should incorporate media literacy and digital citizenship into the school curriculum. This should not only focus on teaching students to use social media responsibly but also on developing critical thinking skills to evaluate the credibility of information online. Policymakers should provide resources and support to schools and educators to facilitate the implementation of these programs.Chapter 7: Future Directions for ResearchWhile the research article provides valuable insights, there are still several areas that require further investigation. Future research should explore the potential positive aspects of social media use among teenagers. This includes examining how social media can be used as a tool for learning, networking, and promoting positive mental health. Longitudinal studies should also be conducted to assess the long-term effects of social media on the development and well-being of teenagers.Additionally, research should focus on understanding the role of different social media platforms in influencing teenagers' behavior and attitudes. This includes examining the impact of popularplatforms such as Instagram, Snapchat, and TikTok, as well as emerging platforms that may have different features and effects. Chapter 8: ConclusionIn conclusion, "The Impact of Social Media on Teenagers" offers valuable insights into the influence of social media on the lives of young people. The research highlights the negative consequences of excessive social media use on academic performance, mental health, and self-image. While the article has strengths such as a systematic approach and comprehensive literature review, weaknesses still exist, including reliance on self-reported data and lack of a longitudinal study design. Nevertheless, the article provides important recommendations for future research and policy-making, calling for longitudinal studies, promoting positive connections on social media, and incorporating media literacy programs into education. By addressing the impact of social media on teenagers, we can work towards creating a healthier and safer digital environment for young people.。

review article和research article

review article和research article

review article和research article 文献研究是以获取信息为目的的行为,它是学习和研究者通过检索、组织和分析文献而实现的。

因此,文献研究类型可以分为两类:review article和research article。

这两种文献类型在本质上是不同的,其目的也有所不同。

Review article旨在概述某个特定主题和可用信息的研究结果。

它通常是一篇系统性报告,它提供了对一个特定话题的概览性信息。

通常,在编写review article时,作者会回顾几篇相关文章,尝试梳理涉及的研究问题、来源、方法、结果,然后用自己的研究结果来修改或发展原有的研究观点。

Review article的关键是主题的梳理和总结,以便读者能够获得足够的信息,熟悉该领域的重要研究。

相比之下,research article是一篇新的研究报告,通常由学者、研究团队或研究机构撰写。

它介绍了研究者触及的话题,描述了他们开展研究的原因,研究方法和结果,同时还提出一些新的见解。

它可以被用来证明、发现或更新一个以前未知的发现,甚至可以发现以前不曾考虑过的新的研究方法,用来更深入地探索一个话题。

不同的文献类型具有不同的特点。

Review article通常只概述已有的信息和研究结果,因此,该类文章的核心是总结和概述。

而Research article则更加具体,它探讨一个已知话题的新方法,发现新的信息,并且在该话题上提出新的见解。

此外,如果已经存在一些学术论文的话,那么Research article还可以把这些学术论文进行比较分析,从而更好地探索一个话题。

综上所述,Review article和Research article是不同类型的文献研究,它们在形式和内容上也有所不同。

Review article旨在概述一个特定主题的研究结果,而Research article则是一篇新的研究报告,旨在发现新的信息和提出新的见解。

英文作文review

英文作文review

英文作文review下载温馨提示:该文档是我店铺精心编制而成,希望大家下载以后,能够帮助大家解决实际的问题。

文档下载后可定制随意修改,请根据实际需要进行相应的调整和使用,谢谢!并且,本店铺为大家提供各种各样类型的实用资料,如教育随笔、日记赏析、句子摘抄、古诗大全、经典美文、话题作文、工作总结、词语解析、文案摘录、其他资料等等,如想了解不同资料格式和写法,敬请关注!Download tips: This document is carefully compiled by theeditor. I hope that after you download them,they can help yousolve practical problems. The document can be customized andmodified after downloading,please adjust and use it according toactual needs, thank you!In addition, our shop provides you with various types ofpractical materials,such as educational essays, diaryappreciation,sentence excerpts,ancient poems,classic articles,topic composition,work summary,word parsing,copyexcerpts,other materials and so on,want to know different data formats andwriting methods,please pay attention!I recently read a book called "The Great Gatsby" and I have to say, it was absolutely amazing. The way the author, F. Scott Fitzgerald, describes the characters and the setting is just so vivid and captivating. It's like you're right there in the 1920s, experiencing all the glitz and glamour of the Jazz Age.The main character, Jay Gatsby, is such a complex and enigmatic figure. On the surface, he's this incredibly wealthy and charismatic man who throws these extravagant parties. But as the story unfolds, you start to see that there's so much more to him than meets the eye. He's driven by this intense desire to win back the love of his life, Daisy Buchanan, and it's both heartbreaking and fascinating to see how far he's willing to go to achieve his goal.The themes of the book are also really thought-provoking. It delves into the idea of the American Dream and whether it's ultimately achievable or just an illusion.It also explores the corrupting influence of wealth and the emptiness that can come with pursuing material success at any cost. These are themes that still resonate today, which is why I think "The Great Gatsby" remains such a timeless and relevant work of literature.The ending of the book is so tragic and haunting. Without giving too much away, it really makes you reflect on the choices we make and the consequences they can have. It's not a happy ending by any means, but it's a powerful one that stays with you long after you've finished reading.Overall, I can't recommend "The Great Gatsby" enough.It's a beautifully written, emotionally gripping, and thematically rich novel that has definitely earned its status as a classic. If you haven't read it yet, I urge you to pick it up and experience the magic for yourself.。

除了article和review,还有哪些论文类型

除了article和review,还有哪些论文类型

除了article和review,还有哪些论⽂类型1、Review:综述⼀般指研究者对前⼈的实验结果或某⼀特定研究领域科研成果的总结与评述。

⼀般由期刊对⼤⽜约稿,当然⼤⽜可能会让下⾯的⼩⽼师或者学⽣去写,⾃⼰把关。

对版⾯(字数)有限制;⽂章过于长,在投稿前要先与期刊编辑沟通。

2、Minireview:⼩综述本质还是对科研成果的总结和评述,只是篇幅⽐review略短。

同样对版⾯有限制。

投稿 review 的时候,如果有⽤到别的出版物上⾯的图⽚等资料,需要确认你获得了这些资料的 copyright (版权),投稿的时候⼀起上传,不上传的话后⾯编辑也会给你写邮件让你再提供的。

3、Highlights:重要的、新颖的原创性研究成果,对于版⾯有限制,有些期刊甚⾄对参考⽂献的条⽬数⽬都有要求。

4、Communications:快讯以⽐较简短的⽂章呈现。

在某个研究⽅向的最新进展,版⾯有限制(3-4pages),如JACS最多4页。

5、Full paper:研究论⽂也就是⼀般意义上的论⽂,篇幅较长,且内容充实,包括⾃⼰所提出的idea和详细的计算流程等。

和 article 差不多。

6、Perspectives,观点短,图少,数⽬多。

以Science上对Perspectives 的要求为例:Perspectives (up to 1000 words plus 1 figure) highlight recent exciting research, but do not primarily discuss the author's own work. They may provide context for the findings within a field or explain potential interdisciplinary significance. Perspectives commenting on papers in Science should add a dimension to the research and not merely be a summary of the experiments done in the paper. Although many of the Perspectives that comment on research published in Science are solicited, we welcome inquiries regarding new advances and fresh insights. As these are meant to express a personal viewpoint, with rare exceptions, Perspectives should have no more than two authors。

英文投稿文章类型

英文投稿文章类型

英文投稿文章类型
英文投稿文章类型指的是在学术界、出版界、商业界等领域中,常见的英文投稿文章的类型。

以下是几种常见的类型:
1. 研究论文(Research paper):以研究为基础,阐述作者的研究结果、理论、观点等。

通常包括摘要、引言、方法、结果、讨论、结论等部分。

研究论文是学术界最常见的投稿类型。

2. 综述文章(Review article):对某一领域的研究现状、发展趋势、争议点等进行综合性的介绍和分析。

通常包括对已有研究的评价、建议和展望等内容。

3. 评论文章(Commentary):对某一事物、观点、研究成果等进行评价、批判或评论。

通常比较短小,以简洁、明了的语言表达作者的观点。

4. 专题文章(Feature article):对某一特定话题进行深入的探讨、分析。

通常在内容上比较自由,可以采用多种文体。

5. 报告(Report):对某一事件、研究成果等进行客观、详实的描述,通常包括研究背景、研究方法、结果、分析和结论等部分。

以上几种类型并不是绝对的,实际上它们有时会有交叉和重叠。

在投稿之前,需要根据自己的研究对象、研究方法和研究结果等因素,选择适合的投稿类型。

- 1 -。

怎样写review

怎样写review

Review的话,最容易犯的错误就是去炒摘要。

但是在国外千万不能这么干。

抄袭文章的摘要也是属于抄袭的。

防抄袭系统绝对找你麻烦。

至于A说了什么,B说了什么,C说了什么,那叫做Summary,不叫review。

用中文的话,这个叫做只综不述。

正常的Review应该是:关于XXX问题,XXX(XX)开创了一个XXXXX,后续研究主要将其扩展为XXX(),XXX(),XXX()等分支。

而在XXX方面。

;在XXX方面,。

,在XXX方面。

具体对某一个问题的讨论,要加入你自己的理解,比如:早期的研究表明,XXX跟XXX具有正相关关系,胆石症这种关系的确立基于XXX的假定(给出文献)。

而同时,XXX对XXX 模型的拓展表明。

(给出文献),进而,我们可以理解为XXXX(这是你自己的结论)。

在这个方向上,目前已知的研究为XXXXX,但是。

(反正说明别人的想法跟你还有区别)。

慢慢写吧,这个东西没接受过严格训练是搞不定的。

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acquisition of on-line information on the electrical and mechanical endoventricular functioning of myocardialtissue.1The rationale for this new technique is 2-fold. First,none of the currently available in-cathlab methods can distinguish viable from non-viable myocardium. Accepted techniques, such as radionuclide scintigraphy and dobuta-mine stress echocardiography, may not be readily available,and can not be performed in the cathlab. Second, applica-tions such as myocardial laser revascularization or intramy-ocardial gene-injection may prove cumbersome when performed using echocardiography or fluoroscopy with only2-dimensional (2-D) projections available on-line.1A major pitfall of these latter techniques is indeed the inability to accurately associate the 2-D positioning with a specific endocardial site, quite apart from the high X-ray exposurefor both patient and physician when using fluoroscopy.2Although clinical application of on-line 3-dimensional (3-D) echocardiography and magnetic resonance imaging is underway, until recently there has not been a technique for real-time 3-D guiding of intervention tools and assessment of myocardial electromechanical functioning. Nonfluoro-scopic electromechanical mapping has become the first navigation technique to accurately determine the trajectory of a tool inside the human heart, to guide the interventional device to a specific site, and to meticulously couple func-tional and anatomical properties.1In this overview, we shall describe the NOGA ™system components, the left ventricular mapping technique, the current experimental and clinical data available, the ongoing trials and the possible future applications of this technique.The SystemThe system exists of a mapping catheter, a magnetic field emitter and a workstation. The deflectable-tip catheter (NOGA-STAR ™, Biosense-Webster) contains both a loca-tion sensor just proximal to its tip and standard electrodes that allow recording of unipolar and bipolar electrical signals.Japanese Circulation Journal Vol.65, August 2001with the information necessary to resolve the location and orientation of the catheter-sensor in 6 degrees of freedom (Fig 1). The amplitude, phase and frequency of the emitted magnetic signals recorded by the location sensor allow the computer algorhitm to solve a number of complicated alge-braic equations yielding the location (x, y and z) and orien-tation (roll, pitch and yaw) of the sensor. The NOG A ™processing unit consists of a computer that updates the acquired information in real-time, and a Silicon Graphics work station that displays the 3-D left ventricular endocar-dial reconstruction (Fig 2). The operator can choose any view to work with during point acquisition, can add a second view in a separate window, and can change views at any time during the mapping procedure. As well as the electrical activation maps, maximum voltage maps (show-ing unipolar voltages (UPV) or bipolar voltages (BPV)),local shortening maps, and bull’s eyes views, there are a variety of other features of the system that would take too long to describe here in full.Definitions and AcronymsPoint Loop Stability Measures the maximum distance between the locations of the selected point in 2 consecutive heart cycles. Low point loop stability indicates a repro-ducible catheter movement trajectory.Cycle Length (CL) Stability The difference between the length of the current cycle and the average of the last 100 cycles recorded.Local Activation Time (LAT) Stability Measure of how stable the LAT is between cycles. Reliable points show a LAT variation of less than 3ms.Jpn Circ J 2001; 65:695–701REVIEW ARTICLEFig 1.Close-up of the catheter tip (Left). The exact location in 3different degrees of freedom (pitch, roll and yaw) can be appreciated throughout the procedure; at the start of the procedure, a ‘calibration’must be performed in order to know the color coding of the different orientations of the catheter; for example, the green color could be the upper side of the catheter (Right).696LANGENHOVE GV et al.Japanese Circulation Journal Vol.65, August 2001Location Stability A measure of the variability in posi-tion of the catheter tip on the endoventricular wall during 2consecutive cardiac cycles.Triangle Fill Threshold By setting this value, the oper-ator chooses the minimum triangle size for which the program will close a face on the reconstructed chamber.This feature allows the operator to determine the degree to which the system will interpolate between actual data points and will ensure that a minimal level of point density will be met at each mapped region. Usually an interpolation thresh-old of 30mm between adjacent points is taken.3Inner Points Filtering A computer algorithm that removes points considered to be located inside the ventric-ular lumen (and not on the ventricular wall) or on a papil-lary muscle. The algorithm calculates the relative position of points as compared to at least 3 neighboring ones and is therefore able to remove these contentious points.Local Linear Shortening (LLS)The LLS assessment is based on the assumption that in healthy myocardium any 2points move closer to each other during contraction.Measurement of the distance between neighboring points is therefore the basis for calculation of myocardial shorten-ing. The computer algorithm takes into account the density of points around a point ‘p’, and gives a negligible weight to points too close (sampling noise) and points too far (of no influence as they provide non-local information). The algorithm for regional linear shortening is calculated as follows: for any 2 points on the map, ‘i’ and ‘j’, LLS is calculated as the change in distance between these 2 points from end-diastole to end-systole, normalized for the length at end diastole:LLSij = (L(ED)ij –L(ES)ij)/L(ED)ijFor any point ‘p’, LLS is calculated as a function of the LLSpj, for all points j=1 to n on the map, so thatLLSp = (Σj=1..n Wpj (L(ED)pj)×LLSpj)/Σj=1..n Wpj,where W is the weight of a certain point as a function of the distance Lij between 2 points ‘i’ and ‘j’, the average distance D around point ‘p’ (D is defined in the computer algorithm as the average distance of the 10 closest points to ‘p’) (Fig 4) and the volume V at end-diastole. The weight is therefore a function of the point density in a defined region,the volume of the heart and the distances between points at end-diastole.UPV Maximum peak-to-peak voltage (expressed in mV) of the intracardiac signal measured at the tip of the mapping catheter. This unipolar recording may identify subtle changes in the local myocardial voltages.BPV Maximum peak-to-peak voltage of the cardiac signal measured at the catheter tip and the catheter ring (located more proximally). Although it has been hypothe-sized that BPV may be more accurate than UPV, because it is less likely to be influenced by contact stability and ‘far-field’ potentials, only UPV is currently being used in the electromechanical assessment of the left ventricle. Future studies may elucidate the importance of BPV measure-ments.The 3-D Mapping ProcedureThe mapping catheter is introduced through a 7 or 8Fr femoral sheath. Prior to the actual mapping procedure,heparin is given intravenously (5,000–10,000IU); addi-tional heparin is given to maintain an activated clotting time (ACT) greater than 200s. A reference catheter is applied to the back of the patient. the mapping catheter is then inserted into the left ventricle. The location of the tip of the mapping catheter while inside the heart is gated to end diastole and is recorded relative to the fixed referencecatheter, thus compensating for subject motion.3As the catheter tip is dragged over the left ventricular (LV) endocardial surface, the system continuously analyzes its location in 3-D space without the use of fluoroscopy.The set of points thus collected comprises an irregularly sampled data set of location points that are members of theendocardial surface. Chamber geometry is then recon-Fig2.The system’s components. (A) Work station,with the Silicon graphics computer and monitor displaying a NOGA ™map. (B) The system incorpo-rated in a mobile cart, with the cable connectingboard visible underneath the monitor.Fig 3.Dragging of the catheter (Cath) through the ventricle with acquisition of electromechanical information. The mapping informa-tion is superimposed on the anatomical information. Ao, ascending aorta; AoV, aortic valve; LV, left ventricle; PapM, papillary muscle;Ap, apex of the LV.697Current and Future Perspectives of the NOGA SystemJapanese Circulation Journal Vol.65, August 2001structed, in real time, using the set of sampled location points (Fig 3). The endocardial surface is presented as a set of polygons (triangles) whose vertices are the sampled points. The LAT at each site is determined as the time difference between a selected fiducial point on the body-surface ECG and the steepest negative intrinsic deflection in the unipolar intracardiac electrogram (filtered at 0.5–400Hz) recorded from the tip of the mapping catheter. The activation map is color coded and superimposed on the 3-D chamber geometry. The center of mass of the reconstructed chamber is automatically calculated from the set of the surface points, and the volume of the chamber can be calculated from the sum of the volumes of all tetrahedrons constructed when connecting the center of mass to alltriangles forming the reconstructed surface.2Thus, LV end-diastolic (LVEDV) and end-systolic (LVESV) volumes,stroke volume (SV =LVEDV –LVESV) and ejection frac-tion (LVEF, SV/LVEDV) can be calculated and displayed (Fig 4).The stability of the catheter-to-wall contact is evaluated at every site in real time, and points can be manually deleted from the map if one of the following criteria is met:(1) a premature beat or a beat after a premature beat; (2)location stability, defined as a difference of more than 4mm in the end-diastolic location of the catheter at 2 sequential heartbeats; (3) loop stability, defined as an average distance of more than 4mm between the location of the catheter at 2consecutive beats at corresponding time intervals in the cardiac cycle (Fig 4); (4) cycle length that deviated more than 10% from the median cycle length; (5) different morphologies of the local ECG at 2 consecutive beats, or severe ST-elevation of the intracardiac electrogram depict-ing excessive myocardial impression by the mapping catheter; (6) local activation time differences of more than3ms between 2 consecutive beats; (7) different QRS morphologies of the body surface ECG ; (8) inner point location; (9) adjacent points closer than 5mm; or (10)points not related to the left ventricle (such as atrial loca-tion).3The moderate filtering algorithm incorporated in the system covers most of these issues. A normal map is shown in Fig 4.Experimental and Clinical StudiesThe initial validation studies of the mapping system werereported by Gepstein et al.4These authors first tested the in vitro accuracy of the locatable-catheter capabilities, using a test jig with several holes at precise known distances from each other, and they showed that repeated measurements of the location of one specific site differed 0.16mm maxi-mally, and that distances between specific points were equally highly reproducible (mean error, 0.42mm). Also,the intracardiac electrical signal from the locatable catheter was found to correlate highly with the signal acquired using a standard nonlocatable electrophysiological catheter placed in the immediate vicinity of the mapping catheter (cross-correlation =0.96±0.01). In the same study, they tested the reproducibility of measurements performed in the beating pig’s heart. Again, the standard deviation (SD)for measurements at the same site were low (0.74±0.13mm), and the overall mean error of distances measured inside the body (through the use of a long sheath with markers every 10mm) proved to be low (0.73±0.03mm).Furthermore, G epstein et al found a consistent activation pattern of the left ventricle in pigs. During ventricular pacing, the earliest site of activation was at the site of pacing. During sinus rhythm, the earliest site of activation was on the superior part of the septum. Invariably, theFig 4.Example of a normal map. (A) Maximum voltage map (unipolar voltage; UPV) in the right anterior oblique (RAO)position. The color bar on the right shows the color coding ranging from red (≤6.0mV) to blue-purple (≥14.0mV). (B) The local linear shortening (LLS) map in the same RAO view. The color bar ranges from red (LLS ≤2.0%) to blue-purple (≥11.0%). (C) Bull’s eye view of the UPV map as displayed by the system. The numbers displayed are the absolute UPV values, with the percentages of the maximum values in parentheses. Four regions (clockwise from top: anterior (A), lateral (L), posterior (P) and septal (S)) are each subdivided into 3 segments (apical, mid and basal), dividing the whole map into 12segments. (D) Bull’s eye view of the LLS map. (E) and (F) show the bipolar map and its bull’s eye view, respectively. (G)Volume –time curve, with the blue markers denoting minimum and maximum volumes. (H) Loop stability histograms; the average value of 1.27mm indicates a reproducible catheter movement trajectory.698LANGENHOVE GV et al.Japanese Circulation Journal Vol.65, August 2001latest site of activation in both rhythms was on the left lateral wall close to the mitral valve annulus. The total acti-vation time of the left ventricle varied between 40 and 80ms during sinus rhythm and between 57 and 87ms duringpaced rhythm.4In a second series of validation studies by the same group, volumetric measurements of test jigs and pig ventri-cles were analyzed.2Phantom objects with known volumes showed that the measured volumes were very close to the actual volumes, with an average deviation of about 2.7%.Measurements of LV casts (with a more difficult anatomy)showed an average deviation of 9.6%, with a correlation r=0.94 with the actual volumes. Measurements of volumes in a dynamic test jig showed high accuracy with known volumes, deviating only 1.4, 0.7, 6.0 and 5.2% for maximalvolume, minimal volume, SV and EF, respectively.2In 12pigs tested in this study, the intra- and interobserver vari-ability proved to be very low. Also, SV measurements acquired with the mapping system proved to be highly correlated with thermodilution cardiac output measure-ments (Fig 7).2As further validation of the system as a tool for the assessment of local LV function, Gepstein et al measured the LV electromechanical regional properties in 11 dogs with chronic infarction (4 weeks after ligation of the proxi-mal left anterior descending coronary artery) and 6 controls and compared them with the pathology results. Average endocardial local shortening (LS, measured at end systole and normalized to end-diastole) and intracardiac bipolar electrogram amplitude were quantified at 13 LV regions.Endocardial LS was significantly lower at the infarcted area (1.2±0.9%, p<0.01) compared with the noninfarcted regions (7.2±1.1–13.5±1.5%) and with the same area in controls (15.5±1.2%, p<0.01). The average bipolar amplitude was also significantly lower at the infarcted zone (2.3±0.2mV,p<0.01) compared with the same region in the controls (10.3±1.3mV) and with the noninfarcted regions (4.0±0.7–10.2±1.5mV, p<0.01) in the infarcted group. Also, the electrical maps could accurately delineate both the location and extent of the infarct, as demonstrated by the high corre-lation with pathology (Pearson’s correlation coefficient =0.90) and by the precise identification of the infarct border.The authors concluded that chronic infarcted myocardial tissue could be accurately characterized and quantified byits abnormal regional mechanical and electrical functions.5The first human studies with the NOGA ™system were reported by Kornowski et al 3who performed LV endo-cardial mapping in 24 patients (12 patients with prior myocardial infarction (MI) and 12 control patients) to assess the electromechanical function in infarcted versus healthy myocardial tissue. In patients with prior MI, the average voltage was 7.2±2.7mV (UPV)/1.4±0.7mV (BPV)in the MI region, 17.8±4.6mV (UPV)/4.5±1.1mV (BPV)in healthy zones remote from MI, and 19.7±4.4mV (UPV)/5.8±1.0mV (BPV) in the control patients (p<0.001 for MI values vs remote zones or control patients). They clearly showed that both UPV and local endocardial shortening were significantly impaired in the MI zone compared with controls. Also, concordance with echocardiographic wallmotion analysis was good.3An example is given in Fig 5.Kornowski et al later reported on a comparison betweenNOGA ™mapping and radionuclide perfusion imaging.6They showed that UPV (14.0±2.0mV) and LLS values (12.5±2.8%) were highest when measured in myocardial segments (n=56) with normal perfusion and lowest (7.5±3.4mV and 3.4±3.4%) when measured in myocardial seg-ments with fixed perfusion defects (n=20) (p<0.0001) on single-photon emission computed tomography imaging studies using 201Tl at rest and 99m Tc-sestamibi after adeno-sine stress. A significant difference in the UPV and LLS values was found between groups (p<0.001 for each com-parison by ANOVA). Myocardial segments with reversible perfusion defects (n=66) had intermediate UPV (12.0±2.8mV, p=0.048 vs normal and p=0.005 vs fixed segments)and LLS values (10.3±3.7%, p=0.067 vs normal and p=0.001 vs fixed segments). From these results they concluded that NOGA ™mapping might allow the detection of myo-cardial viability.Van Langenhove et al compared EDV and ESV, SV and EF in 44 patients using both LV angiography and NOGA ™mapping. Although a strong correlation (r=0.78, p<0.001)for EF measurement between the 2 techniques was found,the Bland–Altman analysis demonstrated the disagreement and absence of interchangeability between the 2 methods.Indeed, on average, a difference of about 30% in LVEFwas found.7They also compared LLS assessed with non-fluoroscopic electromechanical mapping (NEM) as a func-tion of regional wall motion with echocardiographic data in a subset of 40 patients with severe coronary artery disease and subsequently decreased LV function. That study showed that NEM mapping can accurately assess regional wall motion, and also showed a significant decrease in UPVin segments with declining regional function.8The same authors described significant correlations between regional wall motion assessment using LV angiography as compared with LLS data acquired in the same segments (p<0.001)(see Fig 6).9Finally, Van Langenhove’s group compared Fig 5.Example of an electromechanical assessment map in a patient with a mid anterior descending artery occlusion and a subsequent apicoposteroseptal infarction. (A) Unipolar voltage (UPV) map and (B) the linear local shortening (LLS) map in the right anterior oblique view. (C) and (D) show the respective bull’s eye views. The small arrows in (A) and (B) delineate the infarction zone, which can be clearly appreciated from the red areas. The arrowheads in (D) show the negative LLS values, suggestive of dyskinesia in the apical, septal and posterior regions. The larger arrow in (A) indicates a region of moderate UPV (corresponding with a zone of low LLS), suggestive of viability (‘electromechanical mismatch’).699Current and Future Perspectives of the NOGA SystemJapanese Circulation Journal Vol.65, August 2001dobutamine stress echo with the LLS and UPV data for comparable segments in patients with a previous MI. The ROC curves showed significant cut-off values for myocar-dial viability of UPV =9.0mV (sens 56%, spec 81%, p<0.0001) and LLS =6.8% (sens 56%, spec 92%, p<0.0001)(see also Fig 5).10,11Fuchs et al used the NOGA ™to assess the in-vivo elec-tromechanical changes following gradual coronary arteryocclusion in a pig ameroid constrictor model.12UPV and LLS were measured in the ischemic lateral and non-ischemic anterior zones in animals at rest (n=9) and at 5weeks after the implantation of ameroid constrictors around the left circumflex artery. Echocardiography was used to assess regional contractility (% myocardial thickening),and an echo-contrast perfusion study was performed using acoustic densitometry methods. The ischemic lateral zone showed reduced myocardial perfusion at rest (peak inten-sity; 3.4±1.7 vs 20.7±14.8, p=0.005), impaired mechanical function (% wall thickening 22±19% vs 40±11%, p=0.03;local endocardial shortening 2.9±5.5% vs 11.7±2.1%, p=0.002), and preserved electrical activity (UPV 12.4±4.7 vs 14.4±1.9mV, p=0.25; BPV 4.1±1.1 vs 3.8±1.5mV, p=0.62)compared with the anterior region. The authors concluded that gradual coronary artery occlusion resulting in regional reduced perfusion and function at rest (ie, hibernating myocardium) is characterized by preserved electrical activ-ity, so electromechanical LV mapping may be of diagnosticvalue for identifying this type of myocardial injury.12Botker et al compared the findings of fluorodeoxyglucose-positron emission tomography with data derived from NOGA ™mapping and found that segments with reversible perfusion defects had UPV/LLS of 7.3±3.1mV and 4.0±2.4%, respectively. Normal segments showed UPV 11.5±3.7mV and LLS 7.7±3.3%. Infarcted areas with irreversible perfusion defects showed UPV 4.8±2.2mV and LLS 2.9±2.8%.13Kornowski et al recently presented preliminary results on the first NOGA ™-guided direct myocardial revascular-ization (DMR) study.14DMR using this technique was safe and feasible, in so far as no deaths occurred in the 77patients, and early efficacy endpoints showed an improve-ment in anginal status and prolonged exercise capacity 6months after the index procedure. Laham et al reported on improvement in regional wall motion score and collateral-ization in a subgroup of 15 patients also treated with laser-DMR.15Some caution, however, may be appropriate. As previous studies have reported that a substantial number of patients suffer an episode of heart failure following trans-myocardial laser revascularization,16,17we sought to deter-mine the acute effects on LV function. We found that in 15patients, in whom we performed a LV angiogram before and immediately after the DMR procedure, the relative decrease in LVEF was 18%±10 after DMR, and the rela-tive decrease in regional wall motion was 9%±18 for the non-treated and 26%±17 for the treated regions. From this study, we concluded that the physician should be cautious when performing myocardial laser revascularization inpatients with a low (<30%) baseline LVEF.18Recently, Vale et al showed the feasibility and safety of percutaneous, catheter-based, nonfluoroscopic mappingguided myocardial gene-transfer.19In 6 pigs in which the injection catheter was used to deliver plasmid using cyto-megalovirus promoter/enhancer, encoding nuclear-specific LacZ (pCMV-nlsLacZ) (50 g/ml) to a single LV myocar-dial region, peak -galactosidase activity after 5 days was documented in the target area in each pig. All pigs survived until they were killed, and no complications were observed with either the mapping or injection procedures, so the authors concluded that percutaneous myocardial gene-trans-fer can be successfully achieved in normal and ischemicFig 6.Left ventricular angiogram in right anterior oblique view (A,B) and left anterior oblique view (C,D) views in, respectively, end-diastole (A,C) and end-systole (B,D). Corresponding linear local short-ening (LLS) map in the same views (A'–D'). The arrows in (A,B) indicate areas suggestive of apical akinesia, the arrowheads in (C,D) show akinesia in the septal region. The arrows in (A',B') show the red zone in the apical region; low LLS values are also found in the septal region (arrowheads; red zone in septal area in A',B' and red-yellow-green zone in C',D').Fig 7.The Biosense injection catheter (A) and catheter tip (B). The catheter has a 7Fr shaft with a distal active deflectable tip of 8Fr. The tip consists of an electromagnetic sensor, a ring and tip electrode and the housing of a 0.014×0.009 inch extendable nitinol needle (B). At the proximal end of the catheter, the nitinol shaft has a Luer lock fitting for a syringe, which may contain injectable substances.700LANGENHOVE GV et al.Japanese Circulation Journal Vol.65, August 2001myocardium without significant morbidity or mortality.19It is furthermore important to underline the importance of the 3-D mapping technique for gene application procedures, as exact delineation of the area to be treated is mandatory. To test the feasibility of myocardial angiogenic gene expres-sion, through endocardial transfection of adenovirus vascu-lar endothelial growth factor-121, using the NOG A ™system for guidance, Kornowski et al transfected transgenes into designated myocardial sites of the pig model. They demonstrated that this less invasive catheter-based system offers a similar gene delivery efficiency and thus may have clear advantages over the surgically-based transepicardialinjection approach.20In a recent study, Smits et al demon-strated in a pig model that the average efficiency of an endomyocardial catheter injection using the NOG A ™system for guidance is 26±23%, and that intramyocardial retention after endomyocardial injection of small proteins,such as albumin, is short compared with the stable reten-tion rates of small particles such as colloid –albumin.21An injection catheter is shown in Fig 7.Ongoing and Clinical InvestigationsSome burning questions related to the clinical application of the NOG A ™mapping system in clinical practice still need to be addressed. Up to now, there has not been clear evidence that the local shortening function really is a reflec-tion of local wall motion. We do not know if assessment of BPV could further improve the performance of the system nor do we know if the system is able to detect true viability.It also needs to be further investigated whether there is a requirement for this expensive technique for in-cathlab detection of viability/ischemia, when other techniques have already proven their value, and whether direct myocardial revascularization, for which this system seems to be the ideal guiding tool, really improves the clinical status of the patient. It is also unclear if local gene application, again for which this system seems an optimal platform, will be applied clinically.Some of these questions will be answered by ongoing investigations. The DIRECT trial in the USA (a single blinded, randomized NOG A ™mapping with and without DMR in patients not suitable for classical revascularization)is aiming to answer the question of whether the presumed benefit with DMR is simply a placebo effect, or does it really improve the patient’s clinical and functional status.The DIRECT trial has included 300 patients and the first results have been presented at recent international confer-ences. Although not yet published, DMR did not seem to have any beneficial effect on true ischemia, but did seem to benefit patients (on average, a 2-level reduction in ischemia class). Published data, however, need to be available to further evaluate the possible future use of this therapeutic approach. Studies assessing ‘true viability’ in patients scheduled for bypass surgery will answer the question of whether NOGA ™can predict the recuperation after revas-cularization of myocardial segments with wall motion ab-normalities. The DINO study is currently enrolling patients and the goal of this trial is to assess the possibilities of the NOGA ™system to accurately determine viability in hiber-nating myocardial segments, as compared with stress echocardiography, radionuclide perfusion scintigraphy and angiography performed before and 6 months after coronary bypass surgery. A study assessing the possible additional benefit of low-dose dobutamine during NOGA ™mappingis currently being performed at the Thoraxcenter. Future investigations will evaluate the possible value of adenosine in the detection of ischemic segments, the diagnostic value of NOGA ™mapping as compared with MRI in myocardial viability, the efficacy of growth factors to induce myocar-dial angiogenesis and additional comparisons with radionu-clide perfusion imaging studies.13–15,22,23In addition,Kornowski et al currently investigating the possibility of a pericardial approach to acquire electromechanical mapping information and whether intrapericardial delivery of angio-genic factors may offer a theoretical advantage over prolonged exposure of either coronary or myocardial tissue to the administered drug as result of the reservoir functionof the pericardium.24Investigations to shorten the mapping time, to acquire multiple point information through a multi-sensor catheter,and to incorporate fluoroscopic information into the NOGA ™system are underway.ConclusionsLeft endoventricular 3-D real-time electromechanical mapping is a new, intriguing technique for in-cathlab assessment of the mechanical and electrical functioning of the left ventricle. Although initial studies have shown the safety, feasibility and reproducibility of this technique, and have provided similar results when compared with estab-lished techniques used to investigate myocardial viability,data on the additional clinical value of the system are still scarce. Ongoing trials on the prediction of viability, the benefit of DMR and intramyocardial gene injection may definitely establish its place among currently used tech-niques in interventional cardiology.References1.Ben-Haim SA, Osadchy D, Schuster I, G epstein L, Hayam G ,Josephson ME: Nonfluoroscopic, in vivo navigation and mapping technology. Nat Med 1996; 2: 1393–13952.Gepstein L, Hayam G, Shpun S, Ben-Haim SA: Hemodynamic evalu-ation of the heart with a nonfluoroscopic electromechanical mapping technique. Circulation 1997; 96: 3672–36803.Kornowski R, Hong MK, Gepstein L, Goldstein S, Ellahham S, Ben-Haim SA, et al: Preliminary animal and clinical experiences using an electromechanical endocardial mapping procedure to distinguish infarcted from healthy myocardium. Circulation 1998; 98: 1116–11244.Gepstein L, Hayam G, Ben-Haim SA: A novel method for nonfluoro-scopic catheter-based electroanatomical mapping of the heart. In vitro and in vivo accuracy results. Circulation 1997; 95: 1611–16225.Gepstein L, Goldin A, Lessick J, Hayam G, Shpun S, Schwartz Y, etal: Electromechanical characterization of chronic myocardial infarc-tion in the canine coronary occlusion model. Circulation 1998; 98:2055–20646.Kornowski R, Hong MK, Leon MB: Comparison between leftventricular electromechanical mapping and radionuclide perfusion imaging for detection of myocardial viability. Circulation 1998; 98:1837–18417.Van Langenhove G, Hamburger J, Smits P, et al: Nonfluoroscopicelectromechanical mapping for evaluation of left ventricular hemo-dynamics: A comparison with contrast ventriculography. Acta Cardiol 1999 (in press)8.Van Langenhove G, Hamburger J, Albertal M, Smits P, OnderwaterE, Serruys P: Comparison of mechanical properties of the left ventri-cle in patients with severe coronary artery disease by nonfluoroscopic mapping versus two dimensional echocardiograms. Am J Card iol 2000 (in press)9.Van Langenhove G , Smits P, Serrano P, et al: Assessment ofregional wall motion: A comparison between computerized LV angiography and nonfluoroscopic electromechanical mapping (abstract). Circulation 1999; 100:I-72510.Van Langenhove G, Smits P, Albertal M, et al: NOGA mapping for。

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