Specifies the number of studies evaluated orselected
Steps, and targets of constructing a good review article are listed in Table 3 . To write a good review article the items in Table 3 should be implemented step by step. [ 11 – 13 ]
Steps of a systematic review
Formulation of researchable questions | Select answerable questions |
Disclosure of studies | Databases, and key words |
Evaluation of its quality | Quality criteria during selection of studies |
Synthesis | Methods interpretation, and synthesis of outcomes |
It might be helpful to divide the research question into components. The most prevalently used format for questions related to the treatment is PICO (P - Patient, Problem or Population; I-Intervention; C-appropriate Comparisons, and O-Outcome measures) procedure. For example In female patients (P) with stress urinary incontinence, comparisons (C) between transobturator, and retropubic midurethral tension-free band surgery (I) as for patients’ satisfaction (O).
In a systematic review on a focused question, methods of investigation used should be clearly specified.
Ideally, research methods, investigated databases, and key words should be described in the final report. Different databases are used dependent on the topic analyzed. In most of the clinical topics, Medline should be surveyed. However searching through Embase and CINAHL can be also appropriate.
While determining appropriate terms for surveying, PICO elements of the issue to be sought may guide the process. Since in general we are interested in more than one outcome, P, and I can be key elements. In this case we should think about synonyms of P, and I elements, and combine them with a conjunction AND.
One method which might alleviate the workload of surveying process is “methodological filter” which aims to find the best investigation method for each research question. A good example of this method can be found in PubMed interface of Medline. The Clinical Queries tool offers empirically developed filters for five different inquiries as guidelines for etiology, diagnosis, treatment, prognosis or clinical prediction.
As an indispensable component of the review process is to discriminate good, and bad quality researches from each other, and the outcomes should be based on better qualified researches, as far as possible. To achieve this goal you should know the best possible evidence for each type of question The first component of the quality is its general planning/design of the study. General planning/design of a cohort study, a case series or normal study demonstrates variations.
A hierarchy of evidence for different research questions is presented in Table 4 . However this hierarchy is only a first step. After you find good quality research articles, you won’t need to read all the rest of other articles which saves you tons of time. [ 14 ]
Determination of levels of evidence based on the type of the research question
I | Systematic review of Level II studies | Systematic review of Level II studies | Systematic review of Level II studies | Systematic review of Level II studies |
II | Randomized controlled study | Crross-sectional study in consecutive patients | Initial cohort study | Prospective cohort study |
III | One of the following: Non-randomized experimental study (ie. controlled pre-, and post-test intervention study) Comparative studies with concurrent control groups (observational study) (ie. cohort study, case-control study) | One of the following: Cross-sectional study in non-consecutive case series; diagnostic case-control study | One of the following: Untreated control group patients in a randomized controlled study, integrated cohort study | One of the following: Retrospective cohort study, case-control study (Note: these are most prevalently used types of etiological studies; for other alternatives, and interventional studies see Level III |
IV | Case series | Case series | Case series or cohort studies with patients at different stages of their disease states |
Rarely all researches arrive at the same conclusion. In this case a solution should be found. However it is risky to make a decision based on the votes of absolute majority. Indeed, a well-performed large scale study, and a weakly designed one are weighed on the same scale. Therefore, ideally a meta-analysis should be performed to solve apparent differences. Ideally, first of all, one should be focused on the largest, and higher quality study, then other studies should be compared with this basic study.
In conclusion, during writing process of a review article, the procedures to be achieved can be indicated as follows: 1) Get rid of fixed ideas, and obsessions from your head, and view the subject from a large perspective. 2) Research articles in the literature should be approached with a methodological, and critical attitude and 3) finally data should be explained in an attractive way.
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Writing an online review is a powerful way to share your experiences and help others make informed decisions.
This guide will help you understand how to write clear and effective reviews that offer valuable insights and help potential customers make decisions.
What are you trying to achieve.
Before you start writing, think about what you want to achieve with your review. Are you trying to share a positive or negative experience? Do you want to provide valuable insights to help others? Do you just want to express your feelings?
Your review can influence a business’s online reputation and guide other customers, so be clear about your goal to make sure your review is helpful and effective.
Formatting your review properly is important to make sure it’s clear and easy to read. Start with a brief introduction that summarises your experience. Then, provide specific details about what you liked or didn’t like.
Use paragraphs to separate different points and make sure to proofread your review for any spelling or grammar mistakes. A well-formatted review shows your attention to detail and makes a stronger impact.
Think about who will be reading your review. Are you addressing the company to provide feedback, or are you writing for other customers to help them make informed decisions?
Shape your language and specific details to suit your audience. For example, if you’re writing a review for other customers to read, focus on how the product or service met your needs and why you would highly recommend it (or not).
If you’re addressing the company, be sure to provide constructive feedback that could lead to improvements.
How to write a book review.
When writing a book review, include specific details about the plot, characters, and writing style. Mention what you liked or disliked and why. Your insights can have a significant impact on other readers.
A good movie review should talk about the story, acting, and direction. Share your positive or negative thoughts and provide details. This helps others decide if they want to watch the movie.
In a product review, describe how the product or service worked for you. Mention any customer service experiences. Be honest and include both pros and cons to give a balanced view. Good reviews are clear and helpful.
For a restaurant review, talk about the food, service, and atmosphere. Would you highly recommend the food? How was the customer service from the wait staff? Your review can help guide others looking for a great dining experience.
When writing a travel review, include specific details about the location, accommodation, and activities. Mention what you enjoyed and what could be improved. This helps others plan their trips better.
A customer service review should focus on the quality of service you received. Did the staff respond to your needs? Were they helpful? Customer reviews that highlight good or bad service can influence a company’s online reputation.
Now that you’ve learned some top tips on how to write a review, it’s time to practice your skills! Leave a comment below and tell us what you thought of this article.
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The Pixel 9 Pro and Pixel 9 Pro XL are Google's newest flagship smartphone cameras. The two models differ in screen size but otherwise share the same hardware and camera modules, including wide (1x), ultra-wide (0.5x) and telephoto (5x) cameras. Both devices capture 12.5MP images by default but can also capture high-resolution 50MP images using Google's Pro photo settings, which differentiates them from the base Pixel 9 model.
This gallery includes photos using all three of the Pixel 9 Pro's rear cameras, including both 12.5MP and 50MP images. We've also included a few side-by-side photos of the same scene shot at both resolutions to allow for comparisons. One thing we haven't had a chance to shoot yet are some Night Mode photos, but we'll add examples to the gallery in the near future.
View our Pixel 9 Pro / Pixel 9 Pro XL sample gallery
Please do not reproduce any of these images on a website or any newsletter/magazine without prior permission ( see our copyright page ). We make the originals available for private users to download to their own machines for personal examination or printing (in conjunction with this review); we do so in good faith, so please don't abuse it.
These are really nice, the quality surprised me a bit.
Comparing to the following image from the Leica D-Lux 8 gallery, the Pixel gallery is stunning :)))
https://1.img-dpreview.com/files/p/TS1200x900~sample_galleries/9719660546/0046774789.jpg
The dynamic range is not bad, from what I can see. Overall, not bad at all for the phone camera. Though, I'm still not convinced why 50MP is needed.
So it has really come to this? As I waded through the samples I noticed bleeding oversaturated reds and purples. I noticed the complete lack of any idea of texture in foliage, even the pine trees shots are all with thaty watercolor effect noted here decades ago in early digicams from Panasonic. I respect the fact that dynamic range at low iso is cool, its OK, but there is simply NO competition with my old phones from a decade ago in good light. Use a Microsoft/Nokia Lumia 950 or an even older Nokia 1020 with its 38MP RAw possibilities, and quite apart from Google’s claims to “12MP” , which like a 12MP iPhones resolution claims are both jokes in poor taste, it really does my head in that recent kids clutching good exam results might get either as a gift and be lumbered with a brand new white elephant, great for social media posts, yes, but utterly useless as a creative tool, since, in addition, the video will have the same unreal appearance. Such gear gives “Daylight Robbery” meaning..
Washed out colors, muddy details and also harsh highlight cutoff because of poor dynamic range when the highlights are moving. Multiphoto stacking is nice when it works, but it does not always work. Personally, I hate wide-angle lenses because they produce fake spacious distant views, but they have their place in surveillance because then the view is everything and natural look does not matter much.
For very wide fov I feel that fish-eye projection looks more natural.
Why do they have a absolute worst portrait mode on the market?
Good choice of images that helps to show the capabilities of the camera. As most pictures taken nowadays are with a smartphone it's good to see the (slow) progression of the smartphone camera functions, where most photography R&D money goes into. I use iPhones myself, mostly because it is easier for me to stay on the same platform for the phone, tablet and computer. But good with healthy competition from Android. I believe that the quality of the Pixel phone covers the general needs of preserving and sharing memories quite well, but it is a steep competition from many other Android phones which in the end is good for innovation.
I hope Polebridge is still baking bread and pastries.
I can confirm that they are :)
@Dale Baskin "I can confirm that they are :)” That’s good hear! It’s such a treat, Polebridge, especially after a couple weeks campling, backpacking, hiking & canoeing Bowman, Kintla and Lil’ Kintla! Polebridge is a wilderness oasis!
Great gallery better than many of cameras gallery that posted here.
Well great, skin colour problem again, I guess magenta will be permanent.
Yeah, nah! Oppo Find X6 pro would still beat Google phones.
This is better than the 5D mk II )
Not! I guess you're ironic...
Well, it could be ... if you used Auto mode, crappy lens and missed the focus :)))
I have the 85mm 1.8 and I can say that the quality of the pixel surpasses that old monster.
Well, the 85 1.8 is not a sharpness monster. And even so, these images are way, way over sharpened and AI enhanced. The quality of pixels isn't really there, and as soon as you go past ISO 800, they're about unusable, whereas 5D II images can easily be used at 3200.
How is shutter lag on these Pixel smartphones?
I've never used any smartphone that didn't suffer from that problem.
Odd, I thought everyone else was doing the same thing as Google, they've been aiming for ZSL (zero shutter lag) for a long time by always pre-caching shots and having a running buffer so that when you press the shutter it just goes back in the buffer for additional frames rather than making you wait while it shoots several.
The exception to that is Night Mode which extends shutter speed for multiple frames so it does ask you to stay still and offers a useful dot and reticle as a visual guide of how steady you are.
Thanks for posting these samples. It seems the new P9P suffers the same 'slowness' when taking photos even in a good light (referring the main camera, photos 41 and 53) - the exposure is listed as 1/2000 but there is a notable 'ghosting' around the gent's hat and hands on #41 and overall blur on #53 despite 1/640. I observed this on P8P -perhaps the single exposure was 1/2000 but the sequence was taken too far apart, hence stitching errors. Some of 50Mp photos are excellent, the others not so (and again, mostly blur that looks like shake). As I always say to phone photographers - keep it still, the photo is still being taken...Sadly, a small telephoto 1/2.55 shows all the weaknesses. As other poster noted, it's strange Google opted to leave them soft converting 50MP to 'native' 12.5MP - not sure if that is better than Samsung heavy handed sharpening on 12MP (but otherwise excellent 50MP). Google somehow lost 'something' special the previous models had. Good, not the best.
Edit - just realised the 41 and 53 are in portrait mode, so it is the separation error - which is pretty poor considering it is artificial (software) bokeh, supposedly Google strength.
Jeeez....everyone fears highlights these days. HDR and flat compressed skies anyone?
I hope new Pixels can be Dolby Digital in videos and EDR in stills. In that way, those photos won't look flat on OLED displays.
I really wonder how they downsize their pictures, from 50 to 12,5 mpx, it doesn't retain a lot of details...
When I do it myself in DXO Photolab (loading the 50mpx one, exporting it at the same size as the small one using bicubic), the resulting picture is way sharper than the 12,5 mpx from the phone.
Maybe the sharpening / smoothing is voluntarily heavy handed to accomodate for the social media, but honnestly, even in that case, when both are viewed at a small size, my resulting 12.5mpx picture is as sharp as their. So they don't gain anything at screen size, but lose a lot when zooming in...
Even some of the 12 MP shots are all mush. What year is this phone from again?
Horrible image quality!
Images have both a very strong NR and sharpness applied, that obliterates details and give a very artificial look. Google had one of the best image algorithms on the market in former times, now it's simply bad IMO!
Yeah, pretty much agree with that. The texture is pretty much gone or artificial. And to add insult to injury these problems are plaguing the lowest ISO samples. :( I seriously expected much better. But the mush is more prevalent on this gallery. I've seen the gallery on GSMARENA and they look a lot better.
You cannot download RAW files (1) in batches and (2) neither to a Mac? Wow. Thanks for the warning...
Apple does not like Android phones. One cannot just plug the USB and use file explorer to get to DCIM/RAW folder like on Win machines. Not part of Mac ecosystem.
To clarify, you can download Raw photos, and you can download them to a Mac. It's just a pain. When downloading pictures in batches, you only get the JPEG images. To download Raw files, you must open each image individually and select the download option from a drop-down menu. It's not a good workflow if you're trying to download Raw files for hundreds of photos.
It used to be easy to copy photos directly from an Android phone to a Mac using the Android File Transfer utility for Mac, but Google has apparently discontinued that app, and the old version doesn't recognize Pixel 9 devices.
To share files (not only images) between Mac and Andoid phone I'm using 'Cx File Explorer' Andoroid app, but any other File Explorer app that can utilize SMB protocol should work.
All you need is to be connected to the same Wi-Fi and share the folders on your Mac you want to see on your phone:
System Settings-> General-> Sharing -> File Sharing - turn it On, then click Info icon nearby, add folders you want to see on your phone, then click 'Options...' and tick 'Share files and folders using SMB' and choose your user account (you'll enter it on phone).
On your phone in 'Cx File Explorer' (or any other app that has Network connections) go to 'Network' and click 'New location', choose your Mac from the list, enter Login and Password of your user account on Mac and you're done.
Note, that if your Mac's IP adress is random and has been changed, you need to edit it in your phone.
Sounds a bit complicated, but in fact it's not: once you do it, you'll get it.
Hmm, I peeped the 15 or so sample shots out of the tele camera since that would be (for me) the biggest upgrade over my 8 (non-Pro), they look alright, some veiling glare in a couple but idk if that was just the actual light being that harsh...
Can definitely do better with any small ILC tele prime and a slight crop, but the phone can go places those can't so it's still tempting. I still think an RX100 VI or VII would do far better at the long end (I've rented one a couple times) but I've only got one niche use case for that (concerts) and I'm not sure I'd prefer it over a Pixel at the wide end.
Rishi used to draw more direct comparisons of that sort, whether it was theoretical ones on paper based on equivalence (taking into account the # of stops that stacking would offset) or practical ones based on his own family shots. I miss those editorials, they put things in stark context.
With the EOS R1, Canon's flagship EOS-1 line of cameras finally makes the leap to mirrorless technology. Find out how the R1 compares to its predecessors and what new features it offers professional photographers.
Canon has announced the EOS R5 Mark II: a supercharged R5 that borrows many of the innovations from the flagship EOS R1. We take a closer look at what it brings.
Sony has updated its APS-C vlogging camera with a sensor much better suited to 4K and a larger battery.
The Leica D-Lux 8 is a gently updated version of the D-Lux 7, bringing the latest interface and styling cues to match the Q3 and reminding us how much we like a good enthusiast compact.
The Pentax 17 is the first Pentax film camera in two decades. It's built around a half-frame film format and includes design cues inspired by previous Pentax models. Is the experience worth the price of admission? We tested it to find out.
What’s the best camera for around $2000? This price point gives you access to some of the most all-round capable cameras available. Excellent image quality, powerful autofocus and great looking video are the least you can expect. We've picked the models that really stand out.
What's the best camera for travel? Good travel cameras should be small, versatile, and offer good image quality. In this buying guide we've rounded-up several great cameras for travel and recommended the best.
If you want a compact camera that produces great quality photos without the hassle of changing lenses, there are plenty of choices available for every budget. Read on to find out which portable enthusiast compacts are our favorites.
'What's the best mirrorless camera?' We're glad you asked.
Above $2500 cameras tend to become increasingly specialized, making it difficult to select a 'best' option. We case our eye over the options costing more than $2500 but less than $4000, to find the best all-rounder.
A Fine Pair Of Alvis by poppyjk from Old Automobiles | Lower Manhattan by wam7 from Top of the hour [New Shot] | Catch n' Cook by Birdman50 from Food Being Cooked | "Broken-back" Bee Fly by Sdlv from Fortnight 31: My Best Non-bird Photo Shot after 2024-07-22 | The Great Escape-4086 by Ropp from Turtles and Tortoises Unlimited |
As part of our twenty-fifth anniversary, we're looking back at some of the most significant cameras we've covered during that period. And it's hard to overlook the camera that first showed that full-frame DSLRs need not be the preserve of the professional: the Canon EOS 5D.
The iPhone Photography Awards has announced the winners of its 17th annual photo competition. The winning photos, selected across 14 categories, showcase pictures shot entirely on iPhones.
As part of our twenty-fifth anniversary, we look back at the most significant cameras from that period. Today marks twenty-three years since Sony launched one of its more interesting compacts: the 5MP Cyber-Shot DSC-F707.
The Pixel 9 Pro and Pixel 9 Pro XL are Google's newest flagship smartphone cameras. We shot them in both 12.5MP and high-resolution 50MP modes to see how they perform.
As part of DPReview's twenty-fifth anniversary, we're looking back at some of the most significant cameras launched during the past quarter century. Today, we look at the Canon Digital Rebel / EOS-300D, the camera that brought DSLRs to the masses.
Viltrox has announced its AF 56mm F1.7 APS-C lens for E-mount cameras, bringing an optic already available in X- and Z-mount to Sony camera users.
Shave hours off your editing sessions and produce better images to boot
The best camera is the one you'll actually take with you everywhere you go. But that doesn't have to mean the smartphone always wins.
To make the Frame.io collaboration/workflow platform more photographer-friendly, you can now transfer images directly into Lightroom.
Google's latest foldable is its most expensive phone. And yet its cameras don't match up to phones that cost $1,000 less.
This project takes the "toy" part of toy camera seriously.
Halide's new Process Zero mode promises to give you "raw, sensor-data level" without any AI processing.
We break down the camera and photo features of all the new Pixel 9 phones to help you decide which is best for your mobile photography needs.
There are limited edition Instax Mini Evos, a new printer, and a new sweets-themed pattern for the Instax Mini film.
We've shot a gallery with a production X-T50, making heavy use of Fujifilm's latest kit lens.
At today's Made by Google event, the company unveiled its Pixel 9 lineup of smartphones: the Pixel 9, Pixel 9 Pro, Pixel 9 Pro XL and Pixel Pro 9 Fold.
We've rounded up a few new accessories that have just hit the market, including a handful of tripods from Manfrotto and Tilta, along with a limited-time cage from SmallRig.
The Sigma 24-70mm F2.8 DG DN II Art is a second-generation fast standard zoom lens for E-mount and L-mount cameras. We took it on a trip to Japan and photographed everything from street scenes to nightlife. Check out our sample gallery to see how it performs.
Kodak Alaris, the company that sells photographic film and printing kiosks has been sold to LA-based Kingswood Capital Management.
As part of our ongoing testing of the Canon EOS R5 II, we take a look at the video sampling and rolling shutter rates of the camera's impressive array of shooting modes.
Its 4TB cards aren't even supposed to come out until next year, but the company's already promising the next tier up.
Ricoh has announced the updated G900 II and G900SE II industrial cameras, adding USB webcam capability to its rugged, waterproof worksite and factory-ready compacts.
Blackmagic Design has unveiled a significant update to its popular Blackmagic Camera app for iOS, adding multi-camera monitoring and control, iPad support and other new features.
We've put the EOS R5 II through our studio scene, so we can take a closer look at dynamic range and the role of the electronic shutter. As has been the case with other fast sensors, there's some impact on dynamic range, but only at the extremes.
It's foolhardy to assume you know better than the camera makers when it comes to new models. Despite this, Richard Butler can't help wondering if there's room for a mid-spec, semi-affordable compact that's actually nice to shoot with.
Earlier this year, we met with executives from almost every major camera and lens manufacturer. Find out how these leaders view the state of the camera market and what trends they expect to shape the industry in the coming years.
Calling all photo/video enthusiasts with a knack for sales! DPReview is seeking a dynamic Account Executive to build relationships and drive growth.
In an interview, executives from Canon's imaging division shared insight into the state of the camera industry, touched on the company's plans for 3D imaging, and discussed third-party lens support.
Tamron has announced the 28-300mm F4-7.1 Di III VC VXD, a superzoom lens for full-frame E-mount cameras.
Nikon now has two full-frame mirrorless cameras in the $2000-2500 part of the market. The Zf and Z6III are very different cameras but in other regards quite similar. We take a closer look at what they both offer.
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Single-cell transcriptomics has broadened our understanding of cellular diversity and gene expression dynamics in healthy and diseased tissues. Recently, spatial transcriptomics has emerged as a tool to contextualize single cells in multicellular neighbourhoods and to identify spatially recurrent phenotypes, or ecotypes. These technologies have generated vast datasets with targeted-transcriptome and whole-transcriptome profiles of hundreds to millions of cells. Such data have provided new insights into developmental hierarchies, cellular plasticity and diverse tissue microenvironments, and spurred a burst of innovation in computational methods for single-cell analysis. In this Review, we discuss recent advancements, ongoing challenges and prospects in identifying and characterizing cell states and multicellular neighbourhoods. We discuss recent progress in sample processing, data integration, identification of subtle cell states, trajectory modelling, deconvolution and spatial analysis. Furthermore, we discuss the increasing application of deep learning, including foundation models, in analysing single-cell and spatial transcriptomics data. Finally, we discuss recent applications of these tools in the fields of stem cell biology, immunology, and tumour biology, and the future of single-cell and spatial transcriptomics in biological research and its translation to the clinic.
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The authors are grateful to the members of the Newman and Wang laboratories for the valuable discussions and feedback. The original figures were created with Biorender.com. This work was supported by the National Science Foundation (J.P.D., Graduate Research Fellowship DGE-1656518), the National Cancer Institute (L.W., R01CA266280 and U24CA274274; A.M.N., R01CA255450), the Cancer Prevention and Research Institute of Texas (L.W., RP200385), the Break Through Cancer Foundation (L.W.), the University Cancer Foundation via the Institutional Research Grant Program (L.W.), the Melanoma Research Alliance (A.M.N., grant number 926521), and the Virginia and D. K. Ludwig Fund for Cancer Research (A.M.N.). L.W. is an Andrew Sabin Family Foundation Fellow. A.M.N. is a Chan Zuckerberg Biohub – San Francisco Investigator.
These authors contributed equally: Gunsagar S. Gulati, Jeremy Philip D’Silva.
Department of Medical Oncology, Dana-Farber Cancer Institute, Boston, MA, USA
Gunsagar S. Gulati
Department of Biomedical Data Science, Stanford University, Stanford, CA, USA
Jeremy Philip D’Silva & Aaron M. Newman
Department of Genomic Medicine, The University of Texas MD Anderson Cancer Center, Houston, TX, USA
Yunhe Liu & Linghua Wang
The University of Texas MD Anderson Cancer Center UTHealth Houston Graduate School of Biomedical Sciences, Houston, TX, USA
Linghua Wang
Institute for Stem Cell Biology and Regenerative Medicine, Stanford University, Stanford, CA, USA
Aaron M. Newman
Stanford Cancer Institute, Stanford University, Stanford, CA, USA
Chan Zuckerberg Biohub – San Francisco, San Francisco, CA, USA
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All authors discussed the content of the article, contributed to writing or editing, and reviewed the manuscript before submission. L.W. and A.M.N. jointly supervised the work.
Correspondence to Aaron M. Newman .
Competing interests.
A.M.N. holds patents related to digital cytometry and cancer biomarkers and has ownership interests in CiberMed, Inc., LiquidCell Dx, Inc. and CytoTrace Biosciences, Inc. The other authors declare no competing interests.
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Extraneous RNA molecules arising from lysed cells during sample processing that can contaminate gene expression measurements.
Comprehensive references of cell types and states, typically generated using single-cell omics technologies.
A technique for grouping elements of a dataset (for example, cells) by a similarity measure.
Quantitative phenotypes (for example, the abundance of a particular cell state or type within a tissue) that are statistically associated with a health outcome (known as ‘prognostic’ biomarkers) or the likelihood of responding to a given treatment (‘predictive’ biomarker).
A computational technique typically applied to bulk RNA admixtures to infer the proportions and characteristics of specific cell types within a complex tissue sample using gene expression signatures.
A dataset containing information on the expression levels of numerous genes across multiple samples, which in single-cell RNA-seq data are single cells.
Statistical methods to correct data by accounting for the effect of one or more linear relationships between variables.
A representation of high-dimensional data (for example, expression matrix with thousands of genes) that reduces the number of variables, while preserving important structures and relationships in the data for simplified analysis and visualization.
A local multicellular microenvironment, with an exact spatial resolution defined based on the assay and the studied tissue, for example, cells within a radius of 50 µm, or the 200 nearest neighbours of a cell.
A problem solved by determining a mapping between two distributions that minimizes a cost function; in the context of single-cell time series data, the distributions can be cell populations at different time points, and the solution finds a mapping that relates cells at a later time point to their inferred antecedents at one or more earlier time points.
Recurrent sets of multicellular neighbourhoods characterized by a co-occurring set of phenotypic states (for example, transcriptional programmes) in one or more cell types.
A cellular phenotype characterized by small or nuanced differences in gene expression compared to other states of the same cell type.
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Gulati, G.S., D’Silva, J.P., Liu, Y. et al. Profiling cell identity and tissue architecture with single-cell and spatial transcriptomics. Nat Rev Mol Cell Biol (2024). https://doi.org/10.1038/s41580-024-00768-2
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Academic achievement is essential for all students seeking a successful career. Studying habits and routines is crucial in achieving such an ultimate goal.
This study investigates the association between study habits, personal factors, and academic achievement, aiming to identify factors that distinguish academically successful medical students.
A cross-sectional study was conducted at the College of Medicine, King Saud University, Riyadh, Saudi Arabia. The participants consisted of 1st through 5th-year medical students, with a sample size of 336. The research team collected study data using an electronic questionnaire containing three sections: socio-demographic data, personal characteristics, and study habits.
The study results indicated a statistically significant association between self-fulfillment as a motivation toward studying and academic achievement ( p = 0.04). The results also showed a statistically significant correlation between recalling recently memorized information and academic achievement ( p = 0.05). Furthermore, a statistically significant association between preferring the information to be presented in a graphical form rather than a written one and academic achievement was also found ( p = 0.03). Students who were satisfied with their academic performance had 1.6 times greater chances of having a high-grade point average (OR = 1.6, p = 0.08).
The results of this study support the available literature, indicating a correlation between study habits and high academic performance. Further multicenter studies are warranted to differentiate between high-achieving students and their peers using qualitative, semi-structured interviews. Educating the students about healthy study habits and enhancing their learning skills would also be of value.
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Academic performance is a common indicator used to measure student achievement [ 1 , 2 ]. It is a compound process influenced by many factors, among which is study habits [ 2 , 3 ]. Study habit is defined as different individual behavior in relation to studying, and is a combination of study methods and skills [ 2 , 3 , 4 ]. Put differently, study habits involve various techniques that would increase motivation and transform the study process into an effective one, thus enhancing learning [ 5 ]. Students’ perspectives and approaches toward studying were found to be the key factors in predicting their academic success [ 6 , 7 ]. However, these learning processes vary from one student to another due to variations in the students’ cognitive processing [ 8 ].
The study habits of students are the regular practices and habits they exhibit during the learning process [ 9 , 10 ]. Over time, several study habits have been developed, such as time management, setting appropriate goals, choosing a comfortable study environment, taking notes effectively, choosing main ideas, and being organized [ 11 ]. Global research shows that study habits impact academic performance and are the most important predictor of it [ 12 ]. It is difficult for medical students to organize and learn a lot of information, and they need to employ study skills to succeed [ 1 , 2 , 5 , 13 ].
Different lifestyle and social factors could affect students’ academic performance. For instance, Jafari et al. found that native students had better study habits compared to dormitory students [ 1 ]. This discrepancy between native and dormitory students was also indicated by Jouhari et al. who illustrated that dormitory students scored lower in attitude, test strategies, choosing main ideas, and concentration [ 10 ]. Regarding sleeping habits, Curcio G et al. found that students with a regular and adequate sleeping pattern had higher Grade Point Average (GPA) scores [ 14 ]. Lifestyle factors, such as watching television and listening to music, were shown to be unremarkable in affecting students’ grades [ 15 , 16 ]. Social media applications, including WhatsApp, Facebook, and Twitter, distract students during learning [ 16 , 17 ].
Motivation was found to be a major factor in students’ academic success. Bonsaksen et al. found that students who chose “to seek meaning” when studying were associated with high GPA scores [ 18 ]. In addition, low scores on “fear of failure” and high scores on “achieving” correlated with a higher GPA [ 8 , 18 ].
Resource-wise, Alzahrani et al. found that 82.7% of students relied on textbooks assigned by the department, while 46.6% mainly relied on the department’s lecture slides [ 19 ]. The study also indicated that 78.8% perceived that the scientific contents of the lectures were adequate [ 19 ]. Another study found that most students relied on the lecture slides (> 83%) along with their notes, followed by educational videos (76.1%), and reference textbooks (46.1%) [ 20 ]. Striking evidence in that study, as well as in another study, indicated that most students tended to avoid textbooks and opted for lecture slides, especially when preparing for exams [ 20 , 21 ].
Several researchers studied the association between different factors and academic performance; however, more is needed to know about this association in the process of education among medical students [ 15 , 20 , 22 ], with some limitations to the conducted studies. Such limitations include the study sample and using self-reported questionnaires, which may generate inaccurate results. Moreover, in Saudi Arabia in particular, the literature concerning the topic remains limited. Since many students are unsatisfied with their performance and seek improvement [ 10 ], the present study was designed and conducted.
Unlike other studies in the region, this study aims to investigate the relationship between study habits and personal factors and measure their influence on academic achievement. The results of this study could raise awareness regarding the effect of study habits and personal factors on students’ performance and would also guide them toward achieving academic success. The study also seeks to identify the factors that distinguish academically successful students from their peers.
This observational cross-sectional study, which took place between June and December 2022, was conducted among students attending the College of Medicine at King Saud University (KSU), Riyadh, Saudi Arabia. Its targeted population included all male and female medical students (first to fifth years) attending KSU during the academic year 2021/2022. Whereas, students at other colleges and universities, those who failed to complete the questionnaire, interns (the students who already graduated), and those who were enrolled in the university’s preparatory year, were all excluded from the current study. The sample size was calculated based on a study conducted in 2015 by Lana Al Shawwa [ 15 ]. Using the sample size formula for a single proportion (0.79), the required sample size was 255 using a confidence interval of 95% and a margin of error of 5%. After adding a 20% margin to accommodate non-responses and incomplete responses, the calculated sample size required for this study was 306. However, our research team collected a total of 336 participants for this study to ensure complete representation.
The research team developed and used an electronic questionnaire. The rationale is that no standardized questionnaire measuring the study objectives was found in the literature. However, the questionnaire was tested on a pilot of 15 students to test its clarity and address any possible misconceptions and ambiguity. The study questionnaire was distributed randomly to this cohort, who were asked to fill out the questionnaire. The students reported a complete understanding of the questionnaire’s contents, so the same questionnaire was used without any modifications. The questionnaire, written in English, consisted of three parts. The first part included eleven questions about the socio-demographic status of the participants. The second part contained twenty-one questions examining personal factors such as sleep and caffeine consumption. The last part included twenty-one questions regarding students’ study habits. The questionnaire was constructed based on an ordinal Likert scale which had: strongly agree, agree, neutral, disagree, and strongly disagree as possible answers. The questionnaire was sent to participants through email and social media applications like Twitter and WhatsApp to increase the study response. An informed consent that clearly states the study’s purpose was taken from all participants at the beginning of the questionnaire. In addition, all participants were assured that the collected data would be anonymous and confidential. Each participant was represented by a code for the sole purpose of analyzing the data. Furthermore, no incentives or rewards were given to the participants for their participation.
Socio-demographic information (such as age, gender, and academic year), and personal factors (such as motivation, sleeping status, caffeine consumption, and self-management) were the independent variables. Study habits such as attendance, individual versus group study, memorization techniques, revision, learning style, and strategies were also independent variables.
Academic achievement refers to a student’s success in gaining knowledge and understanding in various subjects, as well as the ability to apply that knowledge effectively [ 23 ]. It is a measure of the student’s progress throughout the educational journey, encompassing both academic achievements and personal growth [ 3 , 24 ]. Academic achievement is judged based on the student’s GPA or performance score. In this study, students’ GPA scores, awareness, and satisfaction regarding their academic performance were the dependent variables.
We divided the study sample into two groups based on the GPA. We considered students with high GPAs to be exposed (i.e. exposed to the study habits we are investigating), and students with low GPAs to be the control group. The purpose of this study was to determine why an exposed group of students gets high grades and what study factors they adopt. Based on this exposure (high achieving students), we concluded what methods they used to achieve higher grades. Those in the first group had a GPA greater or equal to 4.5 (out of 5), while those in the second group had a GPA less than 4.5. The students’ data were kept confidential and never used for any other purpose.
The data collected were analyzed by using IBM SPSS Statistical software for Windows version 24.0. Descriptive statistics such as frequency and percentage were used to describe the socio-demographic data in a tabular form. Furthermore, data for categorical variables, including different study habits, motivation factors, memorizing and revising factors, and lifestyle factors, were tabulated and analyzed using the odds ratio test. Finally, we calculated the odds ratio statistic and a p-value of 0.05 to report the statistical significance of our results.
Before conducting the study, the research team obtained the Ethics Committee Approval from the Institutional Review Board of the College of Medicine, KSU, Riyadh, Saudi Arabia (project No. E-22-7044). Participants’ agreement/consent to participate was guaranteed by choosing “agree” after reading the consent form at the beginning of the questionnaire. Participation was voluntary, and consent was obtained from all participants. The research team carried out all methods following relevant guidelines and regulations.
The total 336 medical students participated in the study. All participants completed the study questionnaire, and there were no missing or incomplete data, with all of them being able to participate. As shown in Table 1 9.3% of participants were between 18 and 20, 44.9% were between the ages of 21 and 22, and 35.8% were 23–28 years old. In the current study, 62.5% of the participants were males and 37.5% were females. The proportion of first-year students was 21.4%, 20.8% of second-year students, 20.8% of third-year students, 18.2% of fourth-year students, and 18.8% of fifth-year students, according to academic year levels. Regarding GPA scores, 36.9% scored 4.75-5 and 32.4% scored 4.5–4.74. 23.8% achieved 4-4.49, 6.5% achieved 3-3.99, and only 0.4% achieved 2.99 or less. Participants lived with their families in 94.6% of cases, with friends in 1.2% of cases, and alone in 4.2% of cases. For smoking habits, 86.3% did not smoke, 11% reported using vapes, 2.1% used cigarettes, and 0.6% used Shisha. 91.4% of the participants did not report any chronic illnesses; however, 8.6% did. In addition, 83% had no mental illness, 8.9% had anxiety, 6% had depression, and 2.1% reported other mental illnesses.
Table 2 shows motivational factors associated with academic performance. There was a clear difference in motivation factors between students with high and low achievement in the current study. Students with high GPAs were 1.67 times more motivated toward their careers (OR = 1.67, p = 0.09) than those with low GPAs. Furthermore, significant differences were found between those students who had self-fulfillment or ambitions in life they had ~ 2 times higher (OR = 1.93, p = 0.04) GPA scores than low GPA students. Exam results did not motivate exposed or high GPA students (46%) or control students with low GPA students (41%), but the current study showed test results had little impact on low achiever students (OR = 1.03, p = 0.88). Furthermore, 72.6% of high achievers were satisfied with their academic performance, while only 41% of low achiever students were satisfied. Therefore, students who were satisfied with their academic performance had 1.6 times greater chances of a higher GPA (OR = 1.6, p = 0.08). Students who get support and help from those around them are more likely to get high GPAs (OR = 1.1, p = 0.73) than those who do not receive any support. When students reported feeling a sense of family responsibility, the odds (odds ratio) of their receiving higher grades were 1.15 times higher (OR = 1.15, p = 0.6) compared to those who did not feel a sense of family responsibility. The p-value, which indicates the level of statistical significance, was 0.6.
Table 3 shows the study habits of higher achiever students and low achiever students. Most of the high-achieving students (79.0%) attended most of the lectures and had 1.6 times higher chances of getting higher grades (OR = 1.6, p = 0.2) than those who did not attend regular lectures. The current study found that studying alone had no significant impact on academic achievement in either group. However, those students who had studied alone had lower GPAs (OR = 1.07, p = 0.81). The current study findings reported 29.8% of students walk or stand while studying rather than sit, and they had 1.57 times higher GPA chances compared to students with lower GPAs (OR = 0.73, p = 0.27). High achievers (54.0%) preferred studying early in the morning, and these students had higher chances of achieving good GPAs (OR = 1.3, p = 0.28) than low achiever groups of students. The number of students with high achievement (39.5%) went through the lecture before the lesson was taught. These students had 1.08 times higher chances of achieving than low achiever groups of students. Furthermore, students who made a weekly study schedule had 1.3 times higher chances of being good academic achievers than those who did not (OR = 1.3, p = 0.37). Additionally, high-achieving students paid closer attention to the lecturer (1.2 times higher). In addition, students with high GPAs spent more time studying when exam dates approached (OR = 1.3, p = 0.58).
Table 4 demonstrates the relationship between memorizing and revising with high and low GPA students. It was found that high achiever students (58.9%) studied lectures daily and had 1.4 times higher chances of achieving high grades (OR = 1.4, p = 0.16) than the other group. It was found that most of the high achievers (62.1%) skim the lecture beforehand before memorizing it, which led to 1.8 times higher chances of getting good grades in this exam (OR = 1.8, p = 0.06). One regular activity reported by high GPA students (82.3%) was recalling what had just been memorized. For this recalling technique, we found a significant difference between low-achieving students (OR = 0.8, p = 0.63) and high-achieving students (OR = 1.83, p = 0.05). A high achiever student writes notes before speaking out for the memorizing method, which gives 1.2 times greater chances of getting high grades (OR = 1.2, p = 0.55) than a student who does not write notes. A major difference in the current study was that high GPA achievers (70.2%) revise lectures more frequently than low GPA achievers (57.1%). They had 1.5 times more chances of getting high grades if they practiced and revised this method (OR = 1.5, p = 0.13).
Table 5 illustrates the relationship between negative lifestyle factors and students’ academic performance. The current study found that students are less likely to get high exam grades when they smoke. Students who smoke cigarettes and those who vape are 1.14 and 1.07 times respectively more likely to have a decrease in GPA than those who do not smoke. Those students with chronic illnesses had 1.22 times higher chances of a downgrade in the exam (OR = 1.22, p = 0.49). Additionally, students with high GPAs had higher mental pressures (Anxiety = 1.2, Depression = 1.18, and other mental pressures = 1.57) than those with low GPAs.
Learning is a multifaceted process that evolves throughout our lifetimes. The leading indicator that sets students apart is their academic achievement. Hence, it is crucial to investigate the factors that influence it. The present study examined the relationship between different study habits, personal characteristics, and academic achievement among medical students. In medical education, and more so in Saudi Arabia, there needs to be more understanding regarding such vital aspects.
Regarding motivational factors, the present study found some differences between high and low achievers. Students with high GPA scores were more motivated toward their future careers (OR = 1.67, p = 0.09). The study also indicated that students who had ambitions and sought self-fulfillment were more likely to have high GPA scores, which were statistically significant (OR = 1.93, p = 0.04). This was consistent with Bin Abdulrahman et al. [ 20 ], who indicated that the highest motivation was self-fulfillment and satisfying family dreams, followed by a high educational level, aspirations to join a high-quality residency program, and high income. Their study also found that few students were motivated by the desire to be regarded as unique students. We hypothesize that this probably goes back to human nature, where a highly rewarding incentive becomes the driving force of our work. Hence, schools should utilize this finding in exploring ways to enhance students’ motivation toward learning.
The present study did not find a significant effect of previous exam results on academic performance (OR = 1.03, p = 0.88). However, some studies reported that more than half of the high-achieving students admitted that high scores acquired on previous assessments are an important motivational factor [ 15 , 25 , 26 ]. We hypothesize that as students score higher marks, they become pleased and feel confident with their study approach. This finding shows how positive measurable results influence the students’ mentality.
The present study also explored the social environment surrounding medical students. The results indicated that those who were supported by their friends or family were slightly more likely to score higher GPAs (OR = 1.1, p = 0.73); however, the results did not reach a statistical significance. We hypothesize that a supportive and understanding environment would push the students to be patient and look for a brighter future. Our study results were consistent with previous published studies, which showed an association [ 3 , 27 , 28 , 29 , 30 ]. We hypothesize that students who spend most of their time with their families had less time to study, which made their study time more valuable. The findings of this study will hopefully raise awareness concerning the precious time that students have each day.
The association of different study habits among medical students with high and low GPAs was also studied in our study. It was noted that the high-achieving students try to attend their lectures compared to the lower achievers. This was in line with the previous published studies, which showed that significant differences were observed between the two groups regarding the attendance of lectures, tutorials, practical sessions, and clinical teachings [ 31 , 32 ]. The present study found that most students prefer to study alone, regardless of their level of academic achievement (82.1%). This finding is consistent with the study by Khalid A Bin Abdulrahman et al., which also showed that most students, regardless of their GPA, favored studying alone [ 20 ].
The present study findings suggest that a small number of students (29.8%) prefer to walk or stand while studying rather than sit, with most being high achievers (OR = 1.57, P = 0.15). A study reported that 40.3% of students with high GPAs seemed to favor a certain posture or body position, such as sitting or lying on the floor [ 15 ]. These contradictory findings might indicate that which position to adopt while studying should come down to personal preference and what feels most comfortable to each student. The present study also found that high achievers are more likely to prefer studying early in the morning (OR = 1.3, P = 0.28). The authors did not find similar studies investigating this same association in the literature. However, mornings might allow for more focused studying with fewer distractions, which has been shown to be associated with higher achievement in medical students [ 3 , 15 , 33 ].
Our study also found that 39.5% of the academically successful students reviewed pre-work or went through the material before they were taught it (OR = 1.08, p = 0.75), and 25% were neutral. Similar findings were reported in other studies, showing that academically successful students prepared themselves by doing their pre-work, watching videos, and revising slides [ 3 , 9 , 34 ]. Our study showed that 75% of high-achieving students tend to listen attentively to the lecturer (OR = 1.2, p = 0.48). Al Shawa et al. found no significant differences between the high achievers and low achievers when talking about attending lectures [ 15 ]. This could be due to the quality of teachers and the environment of the college or university.
Regarding the relationship between memorizing and revising with high and low GPA students, the present study found that students who study lectures daily are more likely to score higher than those who do not (OR = 1.4, p = 0.16). This finding is consistent with other studies [ 3 , 19 , 35 ]. For skimming lectures beforehand, an appreciable agreement was noted by high GPA students (62.1%), while only (42%) of low GPA students agreed to it. Similarly, previous published studies also found that highlighting and reading the content before memorization were both common among high-achieving students [ 15 , 36 ]. Furthermore, the present study has found recalling what has just been memorized to be statistically significantly associated with high GPA students (OR = 1.83, p = 0.05). Interestingly, we could not find any study that investigated this as an important factor, which could be justified by the high specificity of this question. Besides, when it comes to writing down/speaking out what has just been memorized, our study has found no recognizable differences between high-achieving students (75%) and low-achieving students (69%), as both categories had remarkably high percentages of reading and writing while studying.
The present study has found no statistical significance between regularly revising the lectures and high GPA ( p > 0.05), unlike the study conducted by Deborah A. Sleight et al. [ 37 ]. The difference in findings between our study and Deborah A. Sleight et al. might be due to a limitation of our study, namely the similar backgrounds of our participants. Another explanation could be related to curricular differences between the institutions where the two studies were conducted. Moreover, a statistically significant correlation between not preferring the data being presented in a written form instead of a graphical form and high GPA scores have been found in their study ( p < 0.05). However, a study conducted by Deborah A. Sleight et al. indicated that 66% of high achievers used notes prepared by other classmates compared to 84% of low achievers. Moreover, their study showed that only 59% of high achievers used tables and graphs prepared by others compared to 92% of low achievers. About 63% and 61% of the students in their study reported using self-made study aids for revision and memory aids, respectively [ 37 ].
The present study also examined the effects of smoking and chronic and mental illness, but found no statistical significance; the majority of both groups responded by denying these factors’ presence in their life. A similar finding by Al Shawwa et al. showed no statistical significance of smoking and caffeine consumption between low GPA and high GPA students [ 15 ]. We hypothesize that our findings occurred due to the study’s broad approach to examining such factors rather than delving deeper into them.
High-achieving students’ habits and factors contributing to their academic achievement were explored in the present study. High-achieving students were found to be more motivated and socially supported than their peers. Moreover, students who attended lectures, concentrated during lectures, studied early in the morning, prepared their weekly schedule, and studied more when exams approached were more likely to have high GPA scores. Studying techniques, including skimming before memorizing, writing what was memorized, active recall, and consistent revision, were adopted by high-achievers. To gain deeper insight into students’ strategies, it is recommended that qualitative semi-structured interviews be conducted to understand what distinguishes high-achieving students from their peers. Future studies should also explore differences between public and private university students. Additionally, further research is needed to confirm this study’s findings and provide guidance to all students. Future studies should collect a larger sample size from a variety of universities in order to increase generalizability.
The present study has some limitations. All the study’s findings indicated possible associations rather than causation; hence, the reader should approach the results of this study with caution. We recommend in-depth longitudinal studies to provide more insight into the different study habits and their impact on academic performance. Another limitation is that the research team created a self-reported questionnaire to address the study objectives, which carries a potential risk of bias. Hence, we recommend conducting interviews and having personal encounters with the study’s participants to reduce the risk of bias and better understand how different factors affect their academic achievement. A third limitation is that the research team only used the GPA scores as indicators of academic achievement. We recommend conducting other studies and investigating factors that cannot be solely reflected by the GPA, such as the student’s clinical performance and skills. Lastly, all participants included in the study share one background and live in the same environment. Therefore, the study’s findings do not necessarily apply to students who do not belong to such a geographic area and point in time. We recommend that future studies consider the sociodemographic and socioeconomic variations that exist among the universities in Saudi Arabia.
The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.
Grade Point Average
King Saud University
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Statistical package for the social sciences
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Aljaffer, M.A., Almadani, A.H., AlDughaither, A.S. et al. The impact of study habits and personal factors on the academic achievement performances of medical students. BMC Med Educ 24 , 888 (2024). https://doi.org/10.1186/s12909-024-05889-y
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Review articles in academic journals that analyze or discuss researches previously. ... As it is already mentioned in the article, the user sample selected for the experiment consisted of people, who had technical background and prior experience with location-based services. Therefore, the results in terms of characteristics desirability must ...
Write the literature review in the past tense; the research has already been completed. The article cannot "do", "find", or "say" anything. The authors are the people who conducted the study. The above format is a guideline. It may be necessary to change the verbs or to expand an idea. Sample format, Page 2 of 2.
Make a critical assessment of the article. First, discuss the positive aspects of the work, explain what the author did well, and support your ideas with arguments. After the positive aspects, discuss what gaps, inconsistencies, and other drawbacks are present in the article. Write a Conclusion.
Interpret the information from the article: Does the author review previous studies? Is current and relevant research used? What type of research was used - empirical studies, anecdotal material, or personal observations? Evaluate the sample group. Can you detect any problems in terms of size, composition, or the way participants were selected?
Review articles are divided into 2 categories as narrative, and systematic reviews. Narrative reviews are written in an easily readable format, and allow consideration of the subject matter within a large spectrum. ... The second problem is that, most of the researches have been performed with small sample sizes. In statistical methods in meta ...
How to write a product review. In a product review, describe how the product or service worked for you. Mention any customer service experiences. Be honest and include both pros and cons to give a balanced view. Good reviews are clear and helpful. Product review example sentences: "The product worked perfectly and exceeded my expectations."
The samples can be returned in tranches to ensure that at least some of them make it all the way back to the Earth. The return to Earth may be further simplified by skipping a terrestrial landing and substituting docking with a space station in Earth orbit or the Gateway in a halo orbit around the Moon. Perhaps the safest way to initially ...
The Pixel 9 Pro and Pixel 9 Pro XL are Google's newest flagship smartphone cameras. The two models differ in screen size but otherwise share the same hardware and camera modules, including wide (1x), ultra-wide (0.5x) and telephoto (5x) cameras. Both devices capture 12.5MP images by default but can ...
A hands-on lab review of the Nikon Z 50mm f/1.2 S, an ultra-bright prime lens for Nikon's mirrorless system. See how it measures up. (More Image Samples, Page 5 of 6) Photography Life. PL provides various digital photography news, reviews, articles, tips, tutorials and guides to photographers of all levels.
Digital harassment of women leaders can encompass acts of gender-based violence that are committed, abetted or aggravated, in part or fully, by the use of information and communication technologies (ICTs), such as mobile phones, the internet, social media platforms, and email. New forms of online violence are committed in a continuum and/or interaction between online or digital space; it is ...
In this Review, we discuss the latest advances and challenges in single-cell transcriptomics as they pertain to sample preparation, data integration and correction, the curation of large cell ...
Academic performance is a common indicator used to measure student achievement [1, 2].It is a compound process influenced by many factors, among which is study habits [2, 3].Study habit is defined as different individual behavior in relation to studying, and is a combination of study methods and skills [2,3,4].Put differently, study habits involve various techniques that would increase ...