植物学论文摘要写作的标准化与规范化

为了使科技论文摘要写作进一步规范化、标准化, 以期提高科技论文的质量, 针对植物学论文摘要中存在的一些问题, 就其内容、结构、写作格式等进行了分析, 论述了科技论文摘要规范化与标准化写作的重要意义, 并就如何加强科技论文摘要规范化写作以及科技期刊编辑的标准化意识进行了探讨。     

植物学论文英文摘要写作探讨

本文探讨植物学论文英文摘要的内容、结构和编排格式,并指出写作时应注意的一些问题。     

《云南植物研究》学报投稿简则

《云南植物研究》是中国科学院主管、昆明植物研究所主办的植物学专业学术刊物,是中国自然科学的核心期刊之一。主要刊登整体植物科学和植物多样性研究及其相关领域具有创新性或较高学术水平的原始论文和简报;植物学领域的新发现及具有重大应用价值的新成果快报;结合本人工作,反映本学科重要领域的国内外最新研究进展的综述（以约稿为主）。设有植物系统学与生物地理学、植物化学与化学生物学、生物多样性保护与民族植物学、植物生态学与资源管理、植物生理与分子生物学、资讯与书评6个专栏,并接受交叉学科研究论文。     

《植物学报》作者指南

1目标和范围 《植物学报》是由中国植物学会和中同科学院植物研究所主办的英文版综合性学术月刊,主要刊登植物学各学科领域的英文原始研究论文、综述和快讯。     

《武汉植物学研究》征稿简则

《武汉植物学研究》为国内外公开发行的植物学综合性学术期刊。主要刊载植物学及各分支学科的原始研究论文、植物学研究的新技术、新方法、综述、研究快报、学术讨论、重要书刊评介和学术动态等。主要读者对象为从事植物学研究的科技人员、大专院校师生,以及相关学科,包括农、林、牧、医药、轻工、水产和环保等方面的工作者。     

《植物学通报》作者指南

1 目标和范围 《植物学通报》是由中国科学院植物研究所和中国植物学会主办的中文版综合性学术期刊,1983年创刊,双月刊,128页,国内外公开发行。本刊主要接受高水平的以下稿件：（1）植物学各学科领域的中文原始研究论文和简报;（2）具有新观点和前瞻眭的综述。本刊设以下栏目：（1）综述;（2）研究论文;（3）实验简报;（4）组织培养简讯;（5）技术与方法;（6）专题介绍;（7）学术论坛。     

《云南植物研究》学报投稿简约

1．《云南植物研究》是中国科学院主管、中国科学院昆明植物研究所主办的全国性植物学专业学术刊物,是中国自然科学核心期刊之一。主要刊登植物学各学科具有创新性或较高学术水平的原始论文和简报;植物学领域的新发现及重大应用价值的新成果快报;结合本人工作,反映本学科重要领域的国内外最新研究进展的综述等。文章要求论点明确、论据可靠、文字精练。研究论文（含图表、文献）不超过6个印刷页,简报和快报不超过3个印刷页。     

《武汉植物学研究》征稿简则

《武汉植物学研究》为国内外公开发行的植物学综合性学术期刊。主要刊载植物学及各分支学科的原始研究论文,植物学研究的新技术、新方法,综合评述（应结合作者本人的研究工作、反映本学科在国内外的最新研究进展）、研究简报、学术讨论、重要书刊评介和学术动态等。主要读者对象为从事植物学研究的科技人员、大专院校师生,以及相关学科,包括农、林、牧、医药、轻工、水产和环保等方面的工作者。     

《武汉植物学研究》征稿简则

《武汉植物学研究》为国内外公开发行的植物学综合性学术期刊。主要刊载植物学及各分支学科的原始研究论文,植物学研究的新技术、新方法,综合评述（应结合作者本人的研究工作、反映本学科在国内外的最新研究进展）、研究简报、学术讨论、重要书刊评介和学术动态等。主要读者对象为从事植物学研究的科技人员、大专院校师生,以及相关学科,包括农、林、牧、医药、轻工、水产和环保等方面的工作者。     

欢迎订阅2013年《植物科学学报》

《植物科学学报》是中国科学院主管、中科院武汉植物园主办、科学出版社出版、国内外公开发行的植物学综合性学术期刊,主要刊载植物学及各分支学科的原始研究论文。     

Expressive writing about dreams that follow trauma and loss.

In a study of expressive writing about impactful dreams, the effects of writing instructions (factual writing, emotional writing, experiential writing) were examined among individuals who had recently experienced either significant trauma or significant loss. Among those who had recently experienced trauma, both emotional writing and experiential writing about their impactful dreams accentuated traumatic distress. However, experiential writing distinctively facilitated the affirmation (or rehearsal) of a trauma narrative that emphasized unintentional responsibility rather than direct self-blame. In contrast, among those who had recently experienced loss, absorption in the revisualized dream predicted significant (but unspecified) shifts in self-perception, especially in the experiential writing condition. While the trauma-specific effects of expressive writing are consistent with prior research suggesting that expressive writing benefits those who have recently experienced trauma but not those who have recently experienced loss, the present results suggest the importance of examining population-specific outcomes in studies of the psychological benefits of expressive writing about dreams. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The teacher writing toolkit: enhancing undergraduate teaching of scientific writing in the biological sciences

ABSTRACT

Teaching scientific writing in biology classes is challenging for both teachers and students. This article offers and reviews several useful ‘toolkit’ items that instructors of science writing can use to improve college student success. The tools in this kit are both conceptual and practical, and include: 1) Understanding the role of student metacognition, cognitive instruction, and strategic teaching, 2) Recognition of different student writing levels, 3) Applying the writing process, 4) Demonstrational classroom revision and editing, 5) Student-teacher sentence editing, 6) Student peer editing and guided student editing, 7) Student copy-editing, 8) Reflective writing, 9) Addressing plagiarism, paraphrasing, and proper in-text citations and referencing, and 10) Using external, on campus and online resources. Additionally, we discuss the new challenges of teaching scientific writing online versus face-to-face. The discussions, approaches, and exercises presented in this paper empower teachers in assisting students in their development of a personal writing style, while simultaneously building student confidence. The tools we present augment our previous presentation of the student writing toolkit, and can improve and enhance the teaching of scientific writing to undergraduate students.     

Functional Anatomy of Writing with the Dominant Hand

While writing performed by any body part is similar in style, indicating a common program, writing with the dominant hand is particularly skilled. We hypothesized that this skill utilizes a special motor network supplementing the motor equivalence areas. Using functional magnetic resonance imaging in 13 normal subjects, we studied nine conditions: writing, zigzagging and tapping, each with the right hand, left hand and right foot. We identified brain regions activated with the right (dominant) hand writing task, exceeding the activation common to right-hand use and the writing program, both identified without right-hand writing itself. Right-hand writing significantly differed from the other tasks. First, we observed stronger activations in the left dorsal prefrontal cortex, left intraparietal sulcus and right cerebellum. Second, the left anterior putamen was required to initiate all the tested tasks, but only showed sustained activation during the right-hand writing condition. Lastly, an exploratory analysis showed clusters in the left ventral premotor cortex and inferior and superior parietal cortices were only significantly active for right-hand writing. The increased activation with right-hand writing cannot be ascribed to increased effort, since this is a well-practiced task much easier to perform than some of the other tasks studied. Because parietal-premotor connections code for particular skills, it would seem that the parietal and premotor regions, together with basal ganglia-sustained activation likely underlie the special skill of handwriting with the dominant hand.     

新形势下多元化板书在高校教学中的运用：以生物化学课程为例

板书担负着知识传递和课堂文化传承的双重任务。设计良好的板书不仅有助于学生对知识的记忆、理解和建构,还有助于打造严肃活泼的课堂氛围、塑造立德树人的课堂灵魂、促进教学反思和提升育人质量。笔者以板书教学在生物化学课程中的实践为例,按照针对学生要实现的教学目标,对板书进行了分类,分别介绍了每类板书在多媒体时代的必要性和适用范围,以期使板书这一传统教学形式在新时代课堂教学中发挥其重要作用。     

Leveraging AI tools to develop the writer rather than the writing

Scientific writing can prove challenging, particularly for those who are non-native English speakers writing in English. Here, we explore the potential of advanced artificial intelligence (AI) tools, guided by principles of second-language acquisition, to help scientists improve their scientific writing skills in numerous contexts.     

用激光共聚焦显微镜鉴别可疑笔迹与印章

本文采用激光共聚焦显微镜鉴别可疑笔迹和印章及其它的文件。法医在鉴别可疑文件时通常都是凭经验和用普通光学显微镜,找出其中的一些物理特征。但还是有许多文件的笔迹顺序无法确定,尤其是墨水写的笔迹,为解决法医的这一问题,我们用激光共聚焦显微镜鉴别了72例不同铅笔和圆珠笔写的肉眼难于鉴别的交叉笔顺和其他的一些文字文件。在激光共激光共聚焦显微镜下大多数笔迹和印章都能发出荧光,因此很容易鉴别其笔顺和印章的特征,必要时还可以进行笔顺的三维图象构建,以帮助鉴别。结论：激光共聚焦显微镜可以更准确地鉴别可疑笔迹和印章。印章和笔迹的交叉也很容易分辨出来。     

Creating Science Picture Books for an Authentic Audience

This article presents an authentic writing opportunity to help ninth-grade students use the writing process in a science classroom to write and illustrate picture books for fourth-grade students to demonstrate and share their understanding of a biology unit on cells. By creating a picture book, students experience the writing process, understand how to share their learning with an authentic audience, and create an artifact that demonstrates their understanding of content knowledge.     

Oscillatory coupling in writing and writer's cramp.

Writing is a highly skilled and overlearned movement. In patients suffering from writer's cramp, a focal task-induced dystonia, writing is impaired or even impossible due to involuntary muscle contractions and abnormal posture, which occur as soon as the person picks up a pen or within writing a few words. The underlying pathophysiological mechanisms of this movement disorder are not fully understood up to now. The aim of the present study was to unravel the oscillatory network underlying physiological writing in healthy subjects and dystonic writing in writer's cramp patients. Using whole-head magnetoencephalography (MEG) and the analysis tool dynamic imaging of coherent sources (DICS) we studied oscillatory neural coupling during writing in eleven healthy subjects and eight patients suffering from writer's cramp. Simultaneous recording of brain activity with MEG and activity of forearm and hand muscles with surface electromyography (EMG) was performed while subjects were writing for five minutes with their dominant right hand. Applying DICS sources of strongest cerebro-muscular coherence and cerebro-cerebral coherence during writing were identified, which consistently included six brain areas in both, the control subjects and the patients: contralateral and ipsilateral sensorimotor cortex, ipsilateral cerebellum, contralateral thalamus, contralateral premotor and posterior parietal cortex. Coherence between cortical sources and muscles appeared primarily in the frequency of writing movements (3-7 Hz) while coherence between cerebral sources occurred primarily around 10 Hz (8-13 Hz). Interestingly, consistent coupling between both sensorimotor cortices was observed in patients only, whereas coupling between ipsilateral cerebellum and the contralateral posterior parietal cortex was found in control subjects only. These results are consistent with the often described bilateral pathophysiology and impaired sensorimotor integration in writer's cramp patients.