An integrated, multiparametric flow cytometry chip using "microfluidic drifting" based three-dimensional hydrodynamic focusing     

Mao X  Nawaz AA  Lin SC  Lapsley MI  Zhao Y  McCoy JP  El-Deiry WS  Huang TJ 《Biomicrofluidics》2012,6(2):24113-241139

In this work, we demonstrate an integrated, single-layer, miniature flow cytometry device that is capable of multi-parametric particle analysis. The device integrates both particle focusing and detection components on-chip, including a "microfluidic drifting" based three-dimensional (3D) hydrodynamic focusing component and a series of optical fibers integrated into the microfluidic architecture to facilitate on-chip detection. With this design, multiple optical signals (i.e., forward scatter, side scatter, and fluorescence) from individual particles can be simultaneously detected. Experimental results indicate that the performance of our flow cytometry chip is comparable to its bulky, expensive desktop counterpart. The integration of on-chip 3D particle focusing with on-chip multi-parametric optical detection in a single-layer, mass-producible microfluidic device presents a major step towards low-cost flow cytometry chips for point-of-care clinical diagnostics.  相似文献   

Tax incentives and R&D activity: Firm-level evidence from Taiwan     

Chih-Hai Yang  Tony Chieh-Tse Hou 《Research Policy》2012,41(9):1578-1588

This paper investigates the effect of tax incentives on R&D activities in Taiwanese manufacturing firms. The propensity score matching (PSM) estimates show that recipients of R&D tax credits appear on average to have 53.80% higher R&D expenditures than that they do without receiving tax credits, while there is no significantly higher growth rate of R&D expenditure. This study further employs the panel instrumental variable (IV) and generalized method of moment (GMM) techniques to control for endogeneity of R&D tax credits and firm heterogeneity in determining R&D expenditure. The R&D tax credit is witnessed to exhibit a significantly positive influence on R&D expenditure and its growth, especially for electronics firms. The marginal effect is moderate, ranging from 0.094 to 0.120. Specifically, the R&D elasticity concerning tax credits tends to increase gradually along with the approaching expiration of R&D tax credits measure, lending a supportive view on its efficacy.  相似文献   

The Importance of Understanding Variation     

Tony Badrick 《Indian journal of clinical biochemistry : IJCB》2012,27(3):211-213

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Pre-service primary teachers’ conceptions of creativity in mathematics     

David S. Bolden  Tony V. Harries  Douglas P. Newton 《Educational Studies in Mathematics》2010,73(2):143-157

Teachers in the UK and elsewhere are now expected to foster creativity in young children (NACCCE, 1999; Ofsted, 2003; DfES, 2003; DfES/DCMS, 2006). Creativity, however, is more often associated with the arts than with mathematics. The aim of the study was to explore and document pre-service (in the UK, pre-service teachers are referred to as ‘trainee’ teachers) primary teachers’ conceptions of creativity in mathematics teaching in the UK. A questionnaire probed their conceptions early in their course, and these were supplemented with data from semi-structured interviews. Analysis of the responses indicated that pre-service teachers’ conceptions were narrow, predominantly associated with the use of resources and technology and bound up with the idea of ‘teaching creatively’ rather than ‘teaching for creativity’. Conceptions became less narrow as pre-service teachers were preparing to enter schools as newly qualified, but they still had difficulty in identifying ways of encouraging and assessing creativity in the classroom. This difficulty suggests that conceptions of creativity need to be addressed and developed directly during pre-service education if teachers are to meet the expectations of government as set out in the above documents.  相似文献   

Truth and the renewal of knowledge: the case of mathematics education     

Tony Brown 《Educational Studies in Mathematics》2010,75(3):329-343

Mathematics education research must enable adjustment to new conditions. Yet such research is often conducted within familiar conceptualisations of teaching, of learning and of mathematics. It may be necessary to express ourselves in new ways if we are to change our practices successfully, and potential changes can be understood in many alternative, sometimes conflicting, ways. The paper argues that our entrapment in specific pedagogic forms of mathematical knowledge and the styles of teaching that go with them can constrain students’ engagement with processes of cultural renewal and changes in the ways in which mathematics may be framed for new purposes, but there are some mathematical truths that survive the changing circumstances that require us to update our understandings of teaching and learning the subject. In meeting this challenge, Radford encountered a difficulty in framing notions of mathematical objectivity and truth commensurate with a cultural–historical perspective. Following Badiou, this paper distinguishes between objectivity, which is seen necessarily as a product of culturally generated knowledge, and truth, as glimpsed beyond the on-going attempt to fit a new language that never finally settles. Through this route, it is shown how Badiou’s differentiation of knowledge and truth enables us to conjure more futuristic conceptions of mathematics education.  相似文献   

Teachers’ conceptions of teacher professionalism in England in 2003 and 2006     

Mandy Swann  Donald McIntyre  Tony Pell  Linda Hargreaves  Mark Cunningham 《British Educational Research Journal》2010,36(4):549-571

Theoretical and political perspectives on the nature of professionalism in teaching are abundant, but little is known about the views of teachers themselves. We asked primary and secondary school teachers in England what teacher professionalism means to them. We explored what teachers think about professionalism, on what dimensions their thinking varies, and how much it varies. We researched how successful the government had already been, and how successful it would be in the future, in changing teachers’ conceptions of professionalism. Two large‐scale national surveys were conducted, with a longitudinal element. We found that teachers’ thinking about their professionalism may be construed as consisting of an inner core of strong, shared beliefs and commitments; an intermediate set of coherent but contested components of professionalism; and an outer layer of disparate elements which are generally highly disputed and which remain unintegrated into broader ways of thinking.  相似文献   

The Teaching of English in Schools 1900–1970     

Tony Burgess 《English in Education》2010,44(2):164-168

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Call for Papers     

Amanda Nolen  Tony Talbert 《Educational Psychology Review》2009,21(2):91-91

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Finn Brunton and Helen Nissenbaum: Obfuscation: a user’s guide for privacy and protest     

Tony Doyle 《Ethics and Information Technology》2016,18(3):237-239

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Connected Thinking     

Tony Webster 《Pastoral Care in Education》2000,18(3):4-7

Tony Webster, former Director of Education in Tameside, describes the origins of the 'connected thinking project'. He goes on to list a number of key questions that were identified in relation to 'values education', 'thinking skills', 'emotional intelligence' and 'ICT'. The aims, form and contributions to a seminar which sought to identify areas for continuing work and further research are described. Several of those who contributed to the seminar have written papers for this special issue of the journal. Tony Webster concludes his paper by listing the research and other action deemed necessary to take the work forward.  相似文献