scholarly journals AZAR, Edward E., BRODY, Richard M., and MCCLELLAND, Charles A., International Events Interaction Analysis: Some Research Considerations, Sage Professional Papers in International Studies, vol. I, 1972, 80p. SIGLER, John H., FIELD, John O., and ADELMAN, Murray L., Applications of Events Data Analysis: Cases, Issues, and Problems in International Interaction, Sage Professional Papers in International Studies, vol. I, 1972, 96p

1974 ◽  
Vol 5 (1) ◽  
pp. 180
Author(s):  
Sylvie Cartigny
Keyword(s):  
Data Analysis ◽  
Interaction Analysis ◽  
International Studies ◽  
International Interaction ◽  
Events Data ◽  
International Events

scholarly journals Chromatin interaction analysis with updated ChIA-PET Tool (V3)

2019 ◽  
Author(s):  
Guoliang Li ◽  
Tongkai Sun ◽  
Huidan Chang ◽  
Liuyang Cai ◽  
Ping Hong ◽  
...  
Keyword(s):  
Data Analysis ◽  
Target Genes ◽  
Sequence Data ◽  
Interaction Analysis ◽  
Regulatory Elements ◽  
Chromatin Interaction ◽  
Data Set ◽  
Chromatin Interactions ◽  
A Genome ◽  
Public Data

AbstractUnderstanding chromatin interactions is important since they create chromosome conformation and link the cis- and trans-regulatory elements to their target genes for transcriptional regulation. Chromatin Interaction Analysis with Paired-End Tag (ChIA-PET) sequencing is a genome-wide high-throughput technology that detects chromatin interactions associated with a specific protein of interest. Previously we developed ChIA-PET Tool in 2010 for ChIA-PET data analysis. Here we present the updated version of ChIA-PET Tool (V3), is a computational package to process the next-generation sequence data generated from ChIA-PET experiments. It processes the short-read data and long-read ChIA-PET data with multithreading and generates the statistics of results in a HTML file. In this paper, we provide a detailed demonstration of the design of ChIA-PET Tool V3 and how to install it and analyze a specific ChIA-PET data set with it. At present, other ChIA-PET data analysis tools have developed including ChiaSig, MICC, Mango and ChIA-PET2 and so on. We compared our tool with other tools using the same public data set in the same machine. Most of peaks detected by ChIA-PET Tool V3 overlap with those from other tools. There is higher enrichment for significant chromatin interactions of ChIA-PET Tool V3 in APA plot. ChIA-PET Tool V3 is open source and is available at GitHub (https://github.com/GuoliangLi-HZAU/ChIA-PET_Tool_V3/).

scholarly journals Application of Discourse Interaction Data Analysis System in Teaching Evaluation for TCSOL

2017 ◽  
Vol 8 (5) ◽  
pp. 922
Author(s):  
Fei Song
Keyword(s):  
Data Analysis ◽  
Interaction Analysis ◽  
Teaching Quality ◽  
Teaching Evaluation ◽  
Interaction Data ◽  
Evaluation Mode ◽  
Confirmatory Analysis ◽  
Increasing Demand ◽  
Analysis System ◽  
Data Analysis System

With the development of the Chinese language teaching all over the world, there is an increasing demand for TCSOL. However, there is no pure data-driven and highly automated teaching evaluation mode so far. Hence the paper learn and improve Flanders’ Interaction Analysis System, in order to establish a set of Discourse Interaction Data Analysis System (DIDAS) and selects a typical Lesson of volunteer Chinese teachers in the Confucius Institute to make confirmatory analysis, and finally proves that the system is workable for the teaching evaluation of TCSOL and is suitable for promoting their self-teaching evaluation, so as to achieve the purpose of enhancing teaching quality.

scholarly journals Using Genetic Burden Scores for Gene-by-Methylation Interaction Analysis on Metabolic Syndrome in African Americans

2019 ◽  
Vol 21 (3) ◽  
pp. 279-285
Author(s):  
Jacquelyn Y. Taylor ◽  
Erin B. Ware ◽  
Michelle L. Wright ◽  
Jennifer A. Smith ◽  
Sharon L. R. Kardia
Keyword(s):  
Metabolic Syndrome ◽  
Dna Methylation ◽  
Data Analysis ◽  
African Americans ◽  
Multiple Testing ◽  
African American Men ◽  
Interaction Analysis ◽  
Association Studies ◽  
Cpg Sites ◽  
Genetic Burden

With the rapid advancement of omics-based research, particularly big data such as genome- and epigenome-wide association studies that include extensive environmental and clinical variables, data analytics have become increasingly complex. Researchers face significant challenges regarding how to analyze multifactorial data and make use of the findings for clinical translation. The purpose of this article is to provide a scientific exemplar for use of genetic burden scores as a data analysis method for studies with both genotype and DNA methylation data in which the goal is to evaluate associations with chronic conditions such as metabolic syndrome (MetS). This study included 739 African American men and women from the Genetic Epidemiology Network of Arteriopathy Study who met diagnostic criteria for MetS and had available genetic and epigenetic data. Genetic burden scores for evaluated genes were not significant after multiple testing corrections, but DNA methylation at 2 CpG sites (dihydroorotate dehydrogenase cg22381196 pFDR = .014; CTNNA3 cg00132141 pFDR = .043) was significantly associated with MetS after controlling for multiple comparisons. Interactions between the marginally significant CpG sites and burden scores, however, were not significant. More work is required in this area to identify intermediate biological pathways influenced by environmental, genetic, and epigenetic variation that may explain the high prevalence of MetS among African Americans. This study does serve, however, as an example of the use of the genetic burden score as an alternative data analysis approach for complex studies involving the analysis of genetic and epigenetic data simultaneously.

scholarly journals Online Cooperative Teaching Mode Based on Self-Direction Theory in Method of Sport Science Research

2020 ◽  
Vol 15 (22) ◽  
pp. 24
Author(s):  
Rongmei Chen ◽  
Siyuan Chen
Keyword(s):  
Data Analysis ◽  
Interaction Analysis ◽  
Scientific Research ◽  
Science Research ◽  
Teaching Mode ◽  
Important Indicator ◽  
Cooperative Teaching ◽  
Sport Science ◽  
Teacher Student ◽  
Network Platform

As an important indicator for measuring professional talents, the capacity for scientific research has received more and more attention. The course of Method of Sport Science Research can systematically teach students to learn the theory of scientific research, grasp professional method of scientific research and lay a foundation for cultivating scientific thought and scientific research ability of students of sports specialty. Based on the content characteristics and knowledge foundation of the course, students have not enjoyed this course very much and it has been difficult for them to understand. Besides, it is difficult to achieve good teaching effect because of poor mastery and application of knowledge after learning. On this basis, “12345” online learning mode based on self-direction theory was designed in this study. This process includes 1 thought, 2 mentalities, 3 dimensions, 4 levels and 5 steps. This theory was applied in the smart classroom of Method of Sport Science Research. The online cooperative teaching combined with network interaction technology and integrated with visual exchange technology was conducted. Besides, data analysis advantage of network platform was adopted to record the data of teacher-student interactions. Then, students’ learning was systematically understood through the interaction analysis. Finally, fuzzy C mean was integrated in the above teaching mode to conduct blended group research, implement targeted individual teaching of for Method of Sport Science Research and achieve the target interaction with students according to accuracy of big data analysis. The experimental results show that the teaching mode can fully mobilize students’ enthusiasm, stimulate their learning initiative and enhance learning efficiency.

The Problem of Source Coverage in the Use of International Events Data

1972 ◽  
Vol 16 (3) ◽  
pp. 373 ◽  
Author(s):  
Edward E. Azar ◽  
Stanley H. Cohen ◽  
Thomas O. Jukam ◽  
James M. McCormick
Keyword(s):  
Events Data ◽  
International Events

scholarly journals The Classroom Interaction Patterns in Bilingual Classroom at Junior High School in Medan City

2018 ◽  
Vol 9 (4) ◽  
pp. 31
Author(s):  
Meisuri ◽  
T. Silvana Sinar ◽  
Busmin Gurning ◽  
T. Tyrhaya Zein
Keyword(s):  
High School ◽  
Data Analysis ◽  
Junior High School ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Interaction Model ◽  
Interaction Patterns ◽  
Model Following ◽  
Bilingual Classroom ◽  
The Times

This paper deals with the interaction pattern between teacher and students in the real classroom lessons. This study was primarily conducted to determine the patterns of classroom interaction produced by the teachers and learners during the class sessions in the bilingual middle-school classrooms in Medan City, Indonesia. The data were spoken texts of teachers from five video-recorded classes (Mathematics, Physics, Biology, English and IT/TIK) during the period of even semester, and were then analyzed by applying the Flanders Interaction Analysis Categories System (FIACS) ‘Interaction Model’ following the frame works proposed by Flanders (1970). From the data analysis, it was found that the talk was dominated by teachers, particularly on the categories of no 4, 5, and 6, while students practiced no 8 mostly, and it also indicated that instructor expressions were very overwhelming in each example of assignments amid the class sessions, while understudies reactions or different properties were moderately low in rates in an educator centered classroom aside from in the scene no. 5 (IT Lesson) where understudies took the greater part of the cooperation among peers. The examination likewise demonstrates that elicitation, reaction, and input were deliberately utilized by instructor, and understudies were a piece of the structure of classroom talk exercises. The example, notwithstanding, could be changed relying upon the educator expectation or the times of lesson that understudies learn.

Situated Learning and Interacting With/Through Technologies

2011 ◽  
pp. 155-183 ◽  
Author(s):  
Pirkko Raudaskoski
Keyword(s):  
Data Analysis ◽  
Communities Of Practice ◽  
Everyday Life ◽  
Conversation Analysis ◽  
Situated Learning ◽  
Social Order ◽  
Interaction Analysis ◽  
Everyday Practices ◽  
Full Participation ◽  
Interdisciplinary Interaction

There is a growing interest within social and humanistic sciences towards understanding practice both theoretically and analytically. Lave and Wenger’s (1991) concept, “situated learning,” describes the process of newcomers moving toward full participation in a community. Wenger later refined his approach in his book Communities of practice: Learning, meaning and identity. Situated learning is equalled with social order: instead of understanding learning as a separate practice from everyday life, learning is seen as a more mundane phenomenon. It is sometimes difficult to operationalize Lave and Wenger’s concepts in data analysis. Ethnomethodology and conversation analysis (CA) find that social order is created continuously by its members in their interactions. As ethnomethodology and CA base their findings on rigorous data analysis, they are extremely useful in analysing situated learning in everyday practices. The interdisciplinary interaction analysis (IA) is suggested as the best way to study the various aspects of situated learning in technology-intensive interactions.

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