GRE

• グルココルチコイド応答エレメント glucocorticoid response element
• グラディエントエコー法 gradient echo

WordNet

1. the 7th letter of the Roman alphabet (同)g

Wikipedia preview

出典(authority):フリー百科事典『ウィキペディア（Wikipedia）』「2014/12/21 06:48:09」(JST)

wiki ja

[Wiki ja表示]

GRE（ジーアールイー、Graduate Record Examination）は、アメリカ合衆国やカナダの大学院へ進学するのに必要な共通試験である。試験には、一般知識を問う General Test と、専門知識を問う Subject Test とがあるが、科学系専攻を志望するもの以外の出願には通常 General Test のスコアのみが必要である。

General Test

部門は

• Analytical Writing - 論文（以下 Writing）
• Verbal Reasoning - 英語（以下 Verbal）
• Quantitative Reasoning - 数学（以下 Quantitative）

がある。受ける順序は通常 Writing から始まり、Verbal、Quantitative、Verbal か Quantitative、Verbal、Quantitative の順で Quantitative か Verbal のどちらかが2度行われる。2度行われた部門をどのように扱うかは不明であるが、一説ではどちらかがダミーとして扱われるらしい。最後に今後の参考のためとして、ETS からボランティアとしてプロトタイプの試験を受けさせられる場合があるが、こちらは全問飛ばしても採点には影響されない。試験時間は各個人と試験構成によって異なるが、通常5 - 6時間程度である。

スコア

GREのGeneral Testが2011年8月に現行形式に移行した[1]。得点は Writing が0 - 6、Verbal と Quantitative が130 - 170で評価される。各大学院への入学許可を得るために必要なスコアは一概に言えず、合否は通常、出願に必要なほかの要件と併せて判定される。得点分布及び2011年7月までの旧型式[2]との対応は以下の通りである。

Scaled score	Verbal Reasoning %	Verbal旧型式	Quantitative Reasoning %	Quantitative旧型式
170	99	760-800	99	800
169	99	740-750	98	800
168	98	720-730	96	800
167	98	710	95	800
166	97	700	94	800
165	96	680-690	93	790
164	94	660-670	91	790
163	93	650	88	780
162	90	630-640	87	770
161	89	620	86	770
160	86	600-610	84	760
159	84	590	82	750
158	79	570-580	79	740
157	77	560	77	730
156	72	540-550	74	720
155	69	530	69	700-710
154	64	510-520	67	690
153	62	500	65	680
152	56	480-490	61	660-670
151	51	460-470	56	640-650
150	48	450	53	630
149	42	430-440	49	610-620
148	40	420	44	590-600
147	36	410	40	570-580
146	31	390-400	36	550-560
145	28	380	32	530-540
144	26	370	26	500-520
143	21	350-360	22	480-490
142	18	340	19	460-470
141	16	330	16	430-450
140	13	320	12	400-420
139	10	310	10	380-390
138	8	300	7	350-370
137	6	290	6	330-340
136	5	280	4	300-320
135	4	280	3	280-290
134	3	270	2	260-270
133	2	260	1	240-250
132	1	250	1	220-230
131	1	240	1	200-210
130	1	200-230	1	200

Analytical Writing score	Writing % Below
6	99
5.5	96
5	87
4.5	72
4	48
3.5	29
3	11
2.5	4
2	1
1.5	1
1	1
0.5	1

かつての試験形式

Analytical Writing は、以前は Analytical Section と呼ばれる全問選択式の論理パズルのような問題だった。また、2011年7月まではVerbalとQuantitativeの得点が200 - 800点のスケールであった。

Subject Test

大学学部での専門分野の学習内容についての試験。

• 生化学と細胞・分子生物学
• 生物学
• 化学
• 英語文学
• 数学
• 物理学
• 心理学

の7分野がある。入学を希望する大学院が要求する科目を1つ選択して受験する。GRE Subject Testについては出願の際のスコアの提出が「強く推奨」となっていることもあるが、非常に優秀であることを別な方法で示せる場合等を除いて、実質的には必須であるとみなされる。すべての分野のテストは同時刻に行われ、同一日に複数の科目の受験はできない。すべてマークシート式のペーパーテスト形式で行われる。試験時間は2時間50分。問題数は科目によって異なる。

受験機会は4、10、11月のそれぞれ初頭の年3回のみであり、それぞれ試験日の約1月半前には受験申込みが締め切られる。試験会場も限定されており、日本国内では数カ所での開催であり、10月しか開催しない会場もある。10月の試験に限り、2ヶ月以上前に申し込みかつ、近くに会場がない場合、Supplementary Test Center で受けられる場合がある。

スコア

評価は200 - 990点の範囲。また、ランダムに解答すると0点となるよう、間違えた解答をするとペナルティとして点数が減点される得点計算方式になっている。

関連項目

• アメリカにおける入学試験

外部リンク

• GRE公式サイト
• プロメトリック（CBT方式の申し込み窓口） - Generalのみ
• 入場予測ツールを使ってGREの準備サイト

wiki en

[Wiki en表示]

"GRE" redirects here. For other uses, see GRE (disambiguation).

Graduate Record Examinations: Revised General Test

Acronym	GRE
Type	Computer-based or paper-based standardised test.
Developer / administrator	Educational Testing Service
Knowledge/skill(s) tested	Analytical writing, quantitative reasoning, verbal reasoning.
Purpose	Admissions to masters and doctoral programs in various universities.
Year started	1949 (1949)
Duration	About 3 hours and 45 minutes (includes 1-minute breaks after each section and a 10-minute break after third section).
Score/grade range	Analytical writing: 0.0 to 6.0 (in 0.5 point increments), Verbal reasoning: 130 to 170 (in 1 point increments), Quantitative reasoning: 130 to 170 (in 1 point increments).
Score/grade validity	5 years
Offered	Computer-based test: Multiple times a year (depends on availability of the test center). Paper-based test: Up to 3 times a year in October, November and February.
Restriction(s) on attempts	Computer-based test: Can be taken only once after 21 days from the day of exam in every year. (Applies even if candidate cancels scores on a test taken previously.) Paper-based test: Can be taken as often as it is offered.
Country(ies) / region(s)	About 700 test centers in more than 160 countries. (Paper-based test offered only in areas where computer-based testing is not available.)
Language(s)	English
Annual no. of test takers	Over 655,000 in 2012
Prerequisites / eligibility criteria	No official prerequisite. Intended for bachelors degree graduates and undergraduate students who are about to graduate. Fluency in English assumed.
Fee	US$ 195 (Limited offers of "Fee Reduction Program" for U.S. citizens or resident aliens who demonstrate financial need, and for national programs in USA that work with underrepresented groups.)
Scores/grades used by	Most graduate schools in USA, and some in other countries.
Website	www.ets.org/gre

The Graduate Record Examinations (GRE) is a standardised test that is an admissions requirement for most graduate schools in the United States. Created and administered by Educational Testing Service (ETS) in 1949, the exam aims to measure verbal reasoning, quantitative reasoning, analytical writing, and critical thinking skills that have been acquired over a long period of time and that are not related to any specific field of study. The GRE General Test is offered as a computer-based exam administered at Prometric testing centers.

In the graduate school admissions process, the level of emphasis that is placed upon GRE scores varies widely between schools and between departments within schools. The importance of a GRE score can range from being a mere admission formality to an important selection factor.

The GRE was significantly overhauled in August 2011, resulting in an exam that is not adaptive on a question-by-question basis, but rather by section, so that the performance on the first verbal and math sections determine the difficulty of the second sections presented. Overall, the test retained the sections and many of the question types from its predecessor, but the scoring scale was changed to a 130 to 170 scale (from a 200 to 800 scale).

The cost to take the test is US$195, although ETS will reduce the fee under certain circumstances. They also promote financial aid to those GRE applicants who prove economic hardship. ETS does not release scores that are older than 5 years, although graduate program policies on the acceptance of scores older than 5 years will vary.

Structure

The structure of the computer-based GRE revised General Test consists of six sections. The first section is always the analytical writing section involving separately timed issue and argument tasks. The next five sections consist of two verbal reasoning sections, two quantitative reasoning sections, and either an experimental or research section. These five sections may occur in any order. The experimental section does not count towards the final score but is not distinguished from the scored sections. Unlike the computer adaptive test prior to August 2011, the GRE revised General Test is a multistage test, where the examinee's performance on earlier sections determines the difficulty of subsequent sections. This format allows the examinee to freely move back and forth between questions within each section, and the testing software allows the user to "mark" questions within each section for later review if time remains. The entire testing procedure lasts about 3 hours 45 minutes. One-minute breaks are offered after each section and a 10-minute break after the third section.

The paper-based GRE General Test consists of six sections and is only available in areas where computer-based testing is unavailable. The analytical writing is split up into two sections, one section for each issue and argument task. The next four sections consist of two verbal and two quantitative sections in varying order. There is no experimental section on the paper-based test.

Verbal section

The computer-based verbal sections assess reading comprehension, critical reasoning and vocabulary usage. The verbal test is scored on a scale of 130-170, in 1-point increments (Before August, 2011 the scale was 200–800, in 10-point increments). In a typical examination, each verbal section consists of 20 questions to be completed in 30 minutes. Each verbal section consists of about 6 text completion, 4 sentence equivalence, and 10 critical reading questions. The changes in 2011 include a reduced emphasis on rote vocabulary knowledge and the elimination of antonyms and analogies. Text completion items have replaced sentence completions and new reading question types allowing for the selection of multiple answers were added

Quantitative section

The computer-based quantitative sections assess basic high school level mathematical knowledge and reasoning skills. The quantitative test is scored on a scale of 130–170, in 1-point increments (Before August 2011 the scale was 200–800, in 10-point increments). In a typical examination, each quantitative section consists of 20 questions to be completed in 35 minutes. Each quantitative section consists of about 8 quantitative comparisons, 9 problem solving items, and 3 data interpretation questions. The changes in 2011 include the addition of numeric entry items requiring the examinee to fill in a blank and multiple-choice items requiring the examinee to select multiple correct responses.

Analytical writing section

The analytical writing section consists of two different essays, an "issue task" and an "argument task". The writing section is graded on a scale of 0–6, in half-point increments. The essays are written on a computer using a word processing program specifically designed by ETS. The program allows only basic computer functions and does not contain a spell-checker or other advanced features. Each essay is scored by at least two readers on a six-point holist scale. If the two scores are within one point, the average of the scores is taken. If the two scores differ by more than a point, a third reader examines the response.

Issue Task

The test taker is given 30 minutes to write an essay about a selected topic. Issue topics are selected from a pool of questions, which the GRE Program has published in its entirety. Individuals preparing for the GRE may access the pool of tasks on the ETS website.

Argument task

The test taker will be given an argument (i.e. a series of facts and considerations leading to a conclusion) and will be asked to write an essay that critiques the argument. Test takers are asked to consider the argument's logic and to make suggestions about how to improve the logic of the argument. Test takers are expected to address the logical flaws of the argument, not to provide a personal opinion on the subject. The time allotted for this essay is 30 minutes. The Arguments are selected from a pool of topics, which the GRE Program has published in its entirety. Individuals preparing for the GRE may access the pool of tasks on the ETS website.

Experimental section

The experimental section, which can be either a verbal, quantitative, or analytical writing task, contains new questions ETS is considering for future use. Although the experimental section does not count towards the test-taker's score, it is unidentified and appears identical to the scored sections. Because test takers have no definite way of knowing which section is experimental, it is typically advised that test takers try their best on every section. Sometimes an identified research section at the end of the test is given instead of the experimental section. There is no experimental section on the paper-based GRE.

Scoring

An examinee can miss one or more questions on a multiple-choice section and still receive a perfect score of 170. Likewise, even if no question is answered correctly, 130 is the lowest possible score.

Scaled score percentiles

The percentiles for the current revised General test and the concordance with the prior format are as follows. Means and standard deviations for the measures on the new score scale are not yet available:

Scaled score	Verbal reasoning percentile	Verbal prior scale	Quantitative reasoning percentile	Quantitative prior scale
170	99	760–800	98	800
169	99	740–750	97	800
168	98	720–730	96	800
167	97	710	95	800
166	96	700	93	800
165	95	680–690	91	790
164	93	660–670	89	790
163	91	650	87	780
162	89	630–640	84	770
161	87	620	81	770
160	84	600–610	78	760
159	81	590	75	750
158	78	570–580	72	740
157	73	560	69	730
156	70	540–550	65	720
155	66	530	61	700–710
154	62	510–520	57	690
153	58	500	53	680
152	53	480–490	49	660–670
151	49	460–470	45	640–650
150	44	450	41	630
149	40	430–440	37	610–620
148	36	420	33	590–600
147	32	410	29	570–580
146	28	390–400	25	550–560
145	24	380	22	530–540
144	21	370	18	500–520
143	18	350–360	15	480–490
142	15	340	13	460–470
141	12	330	11	430–450
140	10	320	8	400–420
139	7	310	6	380–390
138	6	300	5	350–370
137	5	290	3	330–340
136	3	280	2	300–320
135	2	280	2	280–290
134	2	270	1	260–270
133	1	260	1	240–250
132	1	250	<1	220–230
131	1	240	<1	200–210
130	<1	200–230	<1	200

Field-wise distribution of takers of GRE revised General Test.

Analytical Writing score	Writing % Below
6	99
5.5	97
5	93
4.5	78
4	54
3.5	35
3	14
2.5	6
2	2
1.5	1
1	<1
0.5	<1

"Field-wise distribution" of test takers is "limited to those who earned their college degrees up to two years prior to the test date." ETS provides no score data for "non-traditional" students who have been out of school more than two years, although its own report "RR-99-16" indicated that 22% of all test takers in 1996 were over the age of 30.

Use in admissions

Many graduate schools in the United States require GRE results as part of the admissions process. The GRE is a standardized test intended to measure the abilities of all graduates in tasks of general academic nature, regardless of their fields of specialization. The GRE is supposed to measure the extent to which undergraduate education has developed an individual's verbal and quantitative skills in abstract thinking.

Unlike other standardized admissions tests (such as the SAT, LSAT, and MCAT), the use and weight of GRE scores vary considerably not only from school to school, but from department to department, and from program to program also. Programs in liberal arts topics may only consider the applicant's verbal score to be of interest, while mathematics and science programs may only consider quantitative ability; however, since most applicants to mathematics, science, or engineering graduate programs all have high quantitative scores, the verbal score can become a deciding factor even in these programs. Admission to graduate schools depends on a complex mix of several different factors. Schools see letters of recommendation, statement of purpose, GPA, GRE score etc. Some schools use the GRE in admissions decisions, but not in funding decisions; others use the GRE for the selection of scholarship and fellowship candidates, but not for admissions. In some cases, the GRE may be a general requirement for graduate admissions imposed by the university, while particular departments may not consider the scores at all. Graduate schools will typically provide information about how the GRE is considered in admissions and funding decisions, and the average scores of previously admitted students. The best way to find out how a particular school or program evaluates a GRE score in the admissions process is to contact the person in charge of graduate admissions for the specific program in question (and not the graduate school in general).

GRE Subject Tests

In addition to the General Test, there are also seven GRE Subject Tests testing knowledge in the specific areas of Biochemistry, Cell and Molecular Biology; Biology; Chemistry; Literature in English; Mathematics; Physics; and Psychology. The length of each exam is 170 minutes.

In the past, subject tests were also offered in the areas of Computer Science, Economics, Revised Education, Engineering, Geology, History, Music, Political Science, and Sociology. In April 1998, the Revised Education and Political Science exams were discontinued. In April 2000, the History and Sociology exams were discontinued, and the other four were discontinued in April 2001. The Computer Science exam was discontinued after April 20, 2013.

GRE and GMAT

The GMAT (Graduate Management Admission Test) is a computer-adaptive standardized test in mathematics and the English language for measuring aptitude to succeed academically in graduate business studies. Business schools commonly use the test as one of many selection criteria for admission into an MBA program. Starting in 2009, many business schools began accepting the GRE in lieu of a GMAT score. Policies varied widely for several years. However, as of the 2012–2013 admissions season, all business schools accept both tests equally. Either a GMAT score, or a GRE score, can be submitted for an application to an MBA program. Business schools also accept either score for their other (non-MBA) Master's and PhD programs.

The primary issue on which business school test acceptance policies vary is in how old a GRE or GMAT score can be before it is no longer accepted. The standard is that scores cannot be more than 5 years old (e.g., Wharton, MIT Sloan, Columbia Business School).

Preparation

A variety of resources are available for those wishing to prepare for the GRE. ETS provides preparation software called PowerPrep, which contains two practice tests of retired questions, as well as further practice questions and review material. Since the software replicates both the test format and the questions used, it can be useful to predict the actual GRE scores. ETS does not license their past questions to any other company, making them the only source for official retired material. ETS used to publish the "BIG BOOK" which contained a number of actual GRE questions; however, this publishing was abandoned. Several companies provide courses, books, and other unofficial preparation materials.

Some students taking the GRE use a test preparation company. Students who do not use these courses often rely on material from university text books, GRE preparation books, sample tests, and free web resources.

Testing locations

While the general and subject tests are held at many undergraduate institutions, the computer-based general test is only held at test centers with appropriate technological accommodations. Students in major cities in the United States, or those attending large U.S. universities, will usually find a nearby test center, while those in more isolated areas may have to travel a few hours to an urban or university location. Many industrialized countries also have test centers, but at times test-takers must cross country borders.

Validity

An analysis of the GRE's validity in predicting graduate school success found a correlation of .30 to .45 between the GRE and both first year and overall graduate GPA. The correlation between GRE score and graduate school completion rates ranged from .11 (for the now defunct analytical section) to .39 (for the GRE subject test). Correlations with faculty ratings ranged from .35 to .50.

Criticism

Bias

Critics have claimed that the computer-adaptive methodology may discourage some test takers, because the question difficulty changes with performance. For example, if the test-taker is presented with remarkably easy questions half way into the exam, they may infer that they are not performing well, which will influence their abilities as the exam continues, even though question difficulty is subjective. By contrast standard testing methods may discourage students by giving them more difficult items earlier on.

Critics have also stated that the computer-adaptive method of placing more weight on the first several questions is biased against test takers who typically perform poorly at the beginning of a test due to stress or confusion before becoming more comfortable as the exam continues. On the other hand, standard fixed-form tests could equally be said to be "biased" against students with less testing stamina since they would need to be approximately twice the length of an equivalent computer adaptive test to obtain a similar level of precision.

The GRE has also been subjected to the same racial bias criticisms that have been lodged against other admissions tests. In 1998, the Journal of Blacks in Higher Education noted that the mean score for black test-takers in 1996 was 389 on the verbal section, 409 on the quantitative section, and 423 on the analytic, while white test-takers averaged 496, 538, and 564, respectively. The National Association of Test Directors Symposia in 2004 stated a belief that simple mean score differences may not constitute evidence of bias unless the populations are known to be equal in ability. A more effective, accepted, and empirical approach is the analysis of differential test functioning, which examines the differences in item response theory curves for subgroups; the best approach for this is the DFIT framework.

Weak predictor of graduate school performance

The GREs are criticized for not being a true measure of whether a student will be successful in graduate school. Robert Sternberg (now of Oklahoma State University–Stillwater; working at Yale University at the time of the study), a long-time critic of modern intelligence testing in general, found the GRE general test was weakly predictive of success in graduate studies in psychology. The strongest relationship was found for the now-defunct analytical portion of the exam.

The ETS published a report ("What is the Value of the GRE?") that points out the predictive value of the GRE on a student's index of success at the graduate level. The problem with earlier studies is the statistical phenomena of restriction of range. A correlation coefficient is sensitive to the range sampled for the test. Specifically, if only students accepted to graduate programs are studied (in Sternberg & Williams and other research), the relationship is occluded. Validity coefficients range from .30 to .45 between the GRE and both first year and overall graduate GPA in ETS' study.

Kaplan and Saccuzzo state that the criterion that the GRE best predicts is first-year grades in graduate school. However, this correlation is only in the high teens to low twenties. "If the test correlates with a criterion at the .4 level, then it accounts for 16% of the variability in that criterion, with the other 84% resulting from unknown factors and errors" (p. 303). Graduate schools may be placing too much importance on standardized tests rather than on factors that more fully account for graduate school success, such as prior research experience, GPAs, or work experience. While graduate schools do consider these areas, many times schools will not consider applicants that score below a current score of roughly 314 (1301 prior score). Kaplan and Saccuzzo also state that "the GRE predict[s] neither clinical skill nor even the ability to solve real-world problems" (p. 303).

Historical susceptibility to cheating

In May 1994, Kaplan, Inc warned ETS, in hearings before a New York legislative committee, that the small question pool available to the computer-adaptive test made it vulnerable to cheating. ETS assured investigators that it was using multiple sets of questions and that the test was secure. This was later discovered to be incorrect.

In December 1994, prompted by student reports of recycled questions, then Director of GRE Programs for Kaplan, Inc and current CEO of Knewton, Jose Ferreira led a team of 22 staff members deployed to 9 U.S. cities to take the exam. Kaplan, Inc then presented ETS with 150 questions, representing 70–80% of the GRE. According to early news releases, ETS appeared grateful to Stanley H. Kaplan, Inc for identifying the security problem. However, on December 31, ETS sued Kaplan, Inc for violation of a federal electronic communications privacy act, copyright laws, breach of contract, fraud, and a confidentiality agreement signed by test-takers on test day. On January 2, 1995, an agreement was reached out of court.

Additionally, in 1994, the scoring algorithm for the computer-adaptive form of the GRE was discovered to be insecure. ETS acknowledged that Kaplan, Inc employees, led by Jose Ferreira, reverse-engineered key features of the GRE scoring algorithms. The researchers found that a test taker’s performance on the first few questions of the exam had a disproportionate effect on the test taker’s final score. To preserve the integrity of scores, ETS revised its scoring and uses a more sophisticated scoring algorithm.

2011 Revision of the GRE

In 2006, ETS announced plans to enact significant changes in the format of the GRE. Planned changes for the revised GRE included a longer testing time, a departure from computer-adaptive testing, a new grading scale, and an enhanced focus on reasoning skills and critical thinking for both the quantitative and qualitative sections.

On April 2, 2007, ETS announced the decision to cancel plans for revising the GRE. The announcement cited concerns over the ability to provide clear and equal access to the new test after the planned changes as an explanation for the cancellation. The ETS stated, however, that they do plan "to implement many of the planned test content improvements in the future", although specific details regarding those changes have not yet been announced.

Changes to the GRE took effect on November 1, 2007, as ETS started to include new types of questions in the exam. The changes mostly center on "fill in the blank" type answers for the mathematics section that requires the test-taker to fill in the blank directly, without being able to choose from a multiple choice list of answers. ETS currently plans to introduce two of these new types of questions in each quantitative section, while the majority of questions will be presented in the regular format.

Since January 2008, the Reading Comprehension within the verbal sections has been reformatted, passages' "line numbers will be replaced with highlighting when necessary in order to focus the test taker on specific information in the passage" to "help students more easily find the pertinent information in reading passages."

In December 2009, ETS announced plans to move forward with significant revisions to the GRE in 2011. Changes include a new 130–170 scoring scale, the elimination of certain question types such as antonyms and analogies, the addition of an online calculator, and the elimination of the CAT format of question-by-question adjustment, in favor of a section by section adjustment. The Revised GRE General test replaced General GRE test on August 1, 2011. The revised GRE is said to be better by design and gives better test taking experience. The new types of questions in the revised pattern are supposed to test the skills needed in graduate and business schools programs. From July 2012 onwards GRE announced an option for users to customize their scores called ScoreSelect.

GRE prior to October 2002

The earliest versions of the GRE tested only for verbal and quantitative ability. For a number of years prior to October 2002, the GRE had a separate Analytical Ability section which tested candidates on logical and analytical reasoning abilities. This section was replaced by the Analytical Writing Assessment.

See also

• List of admissions tests

GRE Subject Tests:

• GRE Biology Test
• GRE Biochemistry Test
• GRE Chemistry Test
• GRE Literature in English Test
• GRE Mathematics Test
• GRE Physics Test
• GRE Psychology Test

Other tests:

• Law School Admission Test (LSAT)
• Medical College Admission Test (MCAT)
• Graduate Management Admission Test (GMAT)
• Graduate Aptitude Test in Engineering (GATE)
• SAT Reasoning Test
• ACT (test)
• Test of English as a Foreign Language (TOEFL)
• International English Language Testing System (IELTS)

References

External links

• Official website

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• PMID 24262534

• Optimizing RetroICor and RetroKCor corrections for multi-shot 3D FMRI acquisitions.

• Tijssen RH, Jenkinson M, Brooks JC, Jezzard P, Miller KL.SourceFMRIB Centre, Nuffield Department of Clinical Neurosciences, University of Oxford, Oxford, UK; University Medical Center Utrecht, Utrecht, The Netherlands. Electronic address: r.tijssen@umcutrecht.nl.
• NeuroImage.Neuroimage.2014 Jan;84:394-405. doi: 10.1016/j.neuroimage.2013.08.062. Epub 2013 Sep 7.
• Physiological noise, if unaccounted for, can drastically reduce the statistical significance of detected activation in FMRI. In this paper, we systematically optimize physiological noise regressions for multi-shot 3D FMRI data. First, we investigate whether 3D FMRI data are best corrected in image s
• PMID 24018307

• Vaccination inhibits TLR2 transcription via suppression of GR nuclear translocation and binding to TLR2 promoter in porcine lung infected with Mycoplasma hyopneumoniae.

• Sun Z, Liu M, Zou H, Li X, Shao G, Zhao R.SourceKey Laboratory of Animal Physiology & Biochemistry, Ministry of Agriculture, Nanjing Agricultural University, Nanjing 210095, PR China. Electronic address: sunzhiyuan1984@163.com.
• Veterinary microbiology.Vet Microbiol.2013 Dec 27;167(3-4):425-33. doi: 10.1016/j.vetmic.2013.08.022. Epub 2013 Sep 5.
• Toll-like receptors (TLRs) and glucocorticoid receptor (GR) act respectively as effectors of innate immune and stress responses. The crosstalk between them is critical for the maintenance of homeostasis during the immune response. Vaccination is known to boost adaptive immunity, yet it remains elusi
• PMID 24035265

Japanese Journal

• Одежда семейских Забайкалья

• Гречаник Л. Е.,Grechanik L. E.
• 国立民族学博物館調査報告 128, 73 (eng.77)-75 (eng.79), 2015-03-27
• NAID 120005594320

• Intraindividual Crossover Comparison of Gadoxetic Acid Dose for Liver MRI in Normal Volunteers

• MOTOSUGI Utaroh,BANNAS Peter,HERNANDO Diego,SALMANI RAHIMI Mahdi,HOLMES James H.,REEDER Scott B.
• Magnetic Resonance in Medical Sciences advpub(0), 2015
• … MR spectroscopy and 3-dimensional gradient-echo T1-weighted images (3D-GRE) were obtained before and 3, 10, and 20 min after injection of the contrast medium to measure T1 and T2 values and signal-to-noise ratio (SNR) and contrast-to-noise ratio (CNR) performance. … During the dynamic phase, highly time-resolved 3D-GRE was used to estimate the relative CNR (CNRrel) of the hepatic artery and portal vein (PV) to the liver. …
• NAID 130005083992

• Efficient bioethanol production by overexpression of endogenous Saccharomyces cerevisiae xylulokinase and NADPH-dependent aldose reductase with mutated strictly NADP+-dependent Pichia stipitis xylitol dehydrogenase

• Khattab Sadat Mohammad Rezq,Kodaki Tsutomu
• Process Biochemistry 49(11), 1838-1842, 2014-11
• … cerevisiae strain (SK-NY) overexpressing GRE3-encoded NADPH-dependent aldose reductase and xylulokinase with a mutated strictly NADP[+]-dependent Pichia stipitis xylitol dehydrogenase was constructed and its fermentation efficiency was compared with that of an isogenic constructed reference strain expressing P. … stipitis xylose reductase instead of the GRE3 gene. …
• NAID 120005512239

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★リンクテーブル★

リンク元	「グラディエントエコー法」「グルココルチコイド応答エレメント」「glucocorticoid response element」
関連記事	「G」「GREs」「GR」

「グラディエントエコー法」

　　[★]

同

グラディエントエコー 勾配エコー gradient echo GRE

関

MRI

「グルココルチコイド応答エレメント」

　　[★]

英

glucocorticoid response element GRE

同

グルココルチコイド応答配列

「glucocorticoid response element」

　　[★] グルココルチコイド応答エレメント GRE

「G」

　　[★]

• グアニン guanine
• グアノシン guanosine
• グリシン glycine

　

「GREs」

　　[★] グルココルチコイド応答エレメント、glucocorticoid response elements

「GR」

　　[★]

• グルココルチコイド受容体

関

glucocorticoid receptor