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Dowda M James F Sallis JF McKenzie TL Rosengard P Kohl HW 《Research quarterly for exercise and sport》2005,76(1):11-19
Dissemination and sustainability of evidence-based physical education programs (PE) has been studied rarely. The sustainability of a health-related PE program (SPARK) was independently evaluated in 111 elementary schools in 7 states. Surveys were mailed to schools that had received SPARK curriculum books, training and follow-up (response rate = 47%). Up to 80% of schools that adopted SPARK PE reported sustained use up to 4 years later. Schools using SPARK had more frequent PE classes. Sustained use was related to support from the principal, not previously having a standard PE program, having adequate equipment, and teachers being physically active. Program sustainability was similar in advantaged and disadvantaged schools. Evidence-based PE programs can be sustained up to 4 years. 相似文献
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Dmitriy Khodakov Leigh Thredgold Claire E. Lenehan Gunther G. Andersson Hilton Kobus Amanda V. Ellis 《Biomicrofluidics》2012,6(2)
Herein, we describe the development of a novel primer system that allows for the capture of double-stranded polymerase chain reaction (PCR) amplification products onto a microfluidic channel without any preliminary purification stages. We show that specially designed PCR primers consisting of the main primer sequence and an additional “tag sequence” linked through a poly(ethylene glycol) molecule can be used to generate ds-PCR amplification products tailed with ss-oligonucleotides of two forensically relevant genes (amelogenin and human c-fms (macrophage colony-stimulating factor) proto-oncogene for the CSF-1 receptor (CSF1PO). Furthermore, with a view to enriching and eluting the ds-PCR products of amplification on a capillary electrophoretic-based microfluidic device we describe the capture of the target ds-PCR products onto poly(dimethylsiloxane) microchannels modified with ss-oligonucleotide capture probes. 相似文献
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Matthew J. Kennedy Harold D. Ladouceur Tiffany Moeller Dickson Kirui Carl A. Batt 《Biomicrofluidics》2012,6(4)
The present work describes the operation and simulation of a microfluidic laminar-flow mixer. Diffusive mixing takes place between a core solution containing lipids in ethanol and a sheath solution containing aqueous buffer, leading to self assembly of liposomes. Present device architecture hydrodynamically focuses the lipid solution into a cylindrical core positioned at the center of a microfluidic channel of 125 × 125-μm2 cross-section. Use of the device produces liposomes in the size range of 100–300 nm, with larger liposomes forming at greater ionic strength in the sheath solution and at lower lipid concentration in the core solution. Finite element simulations compute the concentration distributions of solutes at axial distances of greater than 100 channel widths. These simulations reduce computation time and enable computation at long axial distances by utilizing long hexahedral elements in the axial flow region and fine tetrahedral elements in the hydrodynamic focusing region. Present meshing technique is generally useful for simulation of long microfluidic channels and is fully implementable using comsol Multiphysics. Confocal microscopy provides experimental validation of the simulations using fluorescent solutions containing fluorescein or enhanced green fluorescent protein. 相似文献
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Given projected increases in workplace diversity, an understanding of diversity’s intersection with mentoring is a critical topic in the literature. This article involved an interview with Belle Rose Ragins, one of the world’s leading thinkers on diversity and mentoring in the workplace. After providing an overview of Ragins’ key achievements and contributions to the mentoring literature, the article delved into the interview, which involves four parts: (a) Ragins’ education and early influences; (b) her views on the extant literature as well as insights around future areas for inquiry; (c) her current research interests; and (d) her views on consulting and teaching. 相似文献
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Abstract In this article, we investigate the use of multimedia information and communication technologies (ICTs) in integrated arts projects in two secondary schools. The ways in which teachers and students make sense of the technologies in relation to the dominant discourses of education/technology policy and educational research are explored before considering the implications for curriculum and teacher development. The ICT in the word contrad(ICT)ions is emphasised to represent the ways in which teachers and students' use of multimedia exposes and makes visible problematic issues in relation to literacy, school subjects and pedagogy. 相似文献
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