We describe a microfluidic device for on-chip chemical processing, such as staining, and subsequent washing of cells. The paper introduces “separator walls” to increase the on-chip incubation time and to improve the quality of washing. Cells of interest are concentrated into a treatment stream of chemical reagents at the first separator wall for extended on-chip incubation without causing excess contamination at the output due to diffusion of the unreacted treatment chemicals, and then are directed to the washing stream before final collections. The second separator wall further reduces the output contamination from diffusion to the washing stream. With this approach, we demonstrate on-chip leukocyte staining with Rhodamine 6G and washing. The results suggest that other conventional biological and analytical processes could be replaced by the proposed device. 相似文献
In societies experiencing or emerging from conflict, teachers often deliver educational programmes designed to build community cohesion. We report on research which examined teachers’ views of the implementation of a programme involving both face-to-face and online contact between pupils. Findings suggest that this blended approach is highly motivational, enhancing online work and relationship building. The research underlines the importance of the political, educational and historical context for work of this sort and the impact this has on the particular blend of online and face-to-face interaction. Implications for policymakers and teachers include value for money and sustainability of blended intercultural education in similar contexts. 相似文献
Heart failure (HF) is a frequent chronic disease in elderly people and represents a major health and economic burden. The accurate diagnosis of HF and the identification of high risk patients is mandatory to select the appropriate therapy and care. HF is associated to cardiac remodeling and inflammation and to the release of neurohormones. If natriuretic peptides remain the biomarkers of choice for the diagnosis and the prognosis of HF, several biomarkers related to cardiac remodeling and inflammation are available for testing and may add valuable information for the risk estimation of HF patients and for the selection of the most appropriated therapy. Furthermore, the quest for new efficient biomarkers of cardiac remodeling and inflammation is still ongoing and new candidates have been identified for a potential use in daily clinical practices. However, before their potential translation to routine parameters several challenges ranging form the analytical validation to the cost-effectiveness estimation should be considered. 相似文献
Tertiary Education and Management - The marked increase in transnational higher education third party arrangements in recent years represents globalizing forms of education. Third party... 相似文献
The purpose of this study was to investigate whether there is some factor or set of factors which will predict the probability of graduation from doctoral programs. This study concentrated on two areas: (a) the factors available to the selection committee when the students apply for admission into graduate programs, and (b) those factors emerging after admission, resulting from the students' meeting program-imposed requirements for graduation. Data were collected from the file of each student admitted to the doctoral program in Educational Administration. The results of the study indicated that program variables are more important than admission variables in predicting graduation. and the technique of Path Analysis is highly recommended to study the problem of student progression through graduate departments. 相似文献
Although the benefits of autonomy supportive behaviours are now well established in the literature, very few studies have
attempted to train teachers to offer a greater autonomy support to their students. In fact, none of these studies has been
carried out in physical education (PE). The purpose of this study is to test the effects of an autonomy-supportive training
on overt behaviours of teaching among PE teachers. The experimental group included two PE teachers who were first educated
on the benefits of an autonomy supportive style and then followed an individualised guidance programme during the 8 lessons
of a teaching cycle. Their behaviours were observed and rated along 3 categories (i.e., autonomy supportive, neutral and controlling)
and were subsequently compared to those of three teachers who formed the control condition. The results showed that teachers
in the experimental group used more autonomy supportive and neutral behaviours than those in the control group, but no difference
emerged in relation to controlling behaviours. We discuss the implications for schools of our findings. 相似文献
This article examines the relations between the teachers’ subjective feeling and their motivating teaching style during physical education lessons. Doing so, it aimed at better understanding the emotional antecedents of the teaching behaviors. Twelve volunteer physical education teachers were filmed with their respective classes to assess the motivating style they used during their intervention. Immediately after, the subjective feelings they felt during the lesson were assessed using the affective slider in a video-based session. Cross-lagged multilevel modeling was then performed, controlling for emotional exhaustion level and demographic factors. Results showed that, at the within level, subjective pleasant feelings predicted positively the relatedness-supportive dimension of the motivating style, and negatively the controlling dimension. At the between level, the controlling dimension of the motivating style was positively related to the pleasant subjective feelings while the relatedness-thwarting dimension was negatively related to them. While literature has mainly examined the cognitive antecedents of teachers’ motivating styles, this study emphasizes the emotional processes occurring during the lesson. Based on the conceptual framework of teachers’ emotions model proposed by Frenzel (2014), results indicate that teachers react to their subjective feelings, modifying the way they interact with students accordingly. In parallel with cognitive determinants of teaching, the emotional dimension thus deserves to be more deeply considered in future teaching training programs.
