A new fabrication technique to form complex polymethylmethacrylate microchannel for bioseparation     

Jubery TZ  Hossan MR  Bottenus DR  Ivory CF  Dong W  Dutta P 《Biomicrofluidics》2012,6(1):16503-1650313

Recent studies show that reduction in cross-sectional area can be used to improve the concentration factor in microscale bioseparations. Due to simplicity in fabrication process, a step reduction in cross-sectional area is generally implemented in microchip to increase the concentration factor. But the sudden change in cross-sectional area can introduce significant band dispersion and distortion. This paper reports a new fabrication technique to form a gradual reduction in cross-sectional area in polymethylmethacrylate (PMMA) microchannel for both anionic and cationic isotachophoresis (ITP). The fabrication technique is based on hot embossing and surface modification assisted bonding method. Both one-dimensional and two-dimensional gradual reduction in cross-sectional area microchannels were formed on PMMA with high fidelity using proposed techniques. ITP experiments were conducted to separate and preconcentrate fluorescent proteins in these microchips. Thousand fold and ten thousand fold increase in concentrations were obtained when 10 × and 100 × gradual reduction in cross-sectional area microchannels were used for ITP.  相似文献   

The influence of social identity on self-worth,commitment, and effort in school-based youth sport     

Luc J. Martin  Danny Balderson  Michael Hawkins  Kathleen Wilson  Mark W. Bruner 《Journal of sports sciences》2018,36(3):326-332

???The current study examined the influence of social identity for individual perceptions of self-worth, commitment, and effort in school-based youth athletes. Using a prospective research design, 303 athletes (M_age = 14.89, SD = 1.77; 133 female) from 27 sport teams completed questionnaires at 2 time points (T1 – demographics, social identity; T2 – self-worth, commitment, effort) during an athletic season. Multilevel analyses indicated that at the individual level, the social identity dimension of in-group ties (IGT) predicted commitment (b = 0.12, P = .006) and perceived effort (b = 0.14, P = .008), whereas in-group affect (IGA) predicted commitment (b = 0.25, P = .001) and self-worth (b = 2.62, P = .006). At the team level, means for IGT predicted commitment (b = 0.31, P < .001) and self-worth (b = 4.76, P = .024). Overall, social identity accounted for variance at both levels, ranging from 4% (self-worth) to 15% (commitment). Identifying with a group to a greater extent was found to predict athlete perceptions of self-worth, commitment, and effort. More specifically, at the individual level, IGT predicted commitment and effort, and IGA predicted commitment and self-worth. At the team level, IGT predicted commitment and self-worth.  相似文献   

Report on some action research in the implementation of social prescription in Crawley. Paths to greater wellbeing: ‘sometimes you have to be in it to get it’*     

Danny Chesterman  Malcolm Bray 《Action Learning: Research and Practice》2018,15(2):168-181

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The effects of acute stretching on hamstring muscle fatigue and perceived exertion     

Laur DJ  Anderson T  Geddes G  Crandall A  Pincivero DM 《Journal of sports sciences》2003,21(3):163-170

The aim of this study was to examine the effects of an acute stretching regime on hamstring muscle fatigue and rating of perceived exertion during a dynamic, sub-maximal bout of resistance exercise. Sixteen healthy males (age 25.7 +/- 4.3 years, height 1.81 +/- 0.06 m, body mass 87.5 +/- 15.1 kg; mean +/- s) and 16 healthy females (age 24.9 +/- 4.5 years, height 1.67 +/- 0.06 m, body mass 62.9 +/- 9.4 kg) volunteered to participate in two experimental sessions. After establishing their one-repetition maximum for the hamstring curl, the participants were assigned at random to one of two groups. Group 1 performed three bouts of 20 s hamstring stretches with the assistance of one of the investigators, while group 2 did not perform the stretches; instead, they sat resting for 3 min. Then, after stretching or resting, the participants performed as many hamstring curls as they could at 60% of their one-repetition maximum established earlier. All participants were assessed for their perceived exertion using a modified Borg category ratio (CR-10) scale. The participants returned within 1 week to complete the experiment. This time group 1 did not perform hamstring stretches, whereas group 2 did. As on the first occasion, all participants performed hamstring curls after stretching or resting. The participants in group 1 were able to perform more curls on the second day of testing than their counterparts in group 2. There were no significant differences between males and females or between the stretch and non-stretch conditions. There was a significantly higher first repetition rating of perceived exertion for the stretch condition (2.88 +/- 1.01) than for the non-stretch condition (2.50 +/- 0.95); there was no significant difference in the median ratings of perceived exertion between the stretch and non-stretch conditions. Significantly higher power function exponents were exhibited in the non-stretch (0.57 +/- 0.16) than in the stretch condition (0.51 +/- 0.12). In addition, females exhibited significantly higher power function exponents than males, irrespective of stretch condition and day (females: 0.59 +/- 0.12; males: 0.49 +/- 0.11). In conclusion, we found a small but statistically significant effect of an acute bout of stretching on ratings of perceived exertion during fatiguing hamstring muscle resistance exercise.  相似文献   

Tears,laughter, anxiety,and awe: The first day of kindergarten     

Danny Fulks 《Early Childhood Education Journal》1987,15(1):18-19

Few events can compare with the magnitude and the impact of the first day of school for a five-year-old child. And for the principal players—the teachers and the students—it is an experience that lasts forever. He is also a free-lance writer with more than fifty articles and books published.  相似文献   

Blogs as a learning and assessment instrument for English-speaking performance     

Shao-Ting Alan Hung  Heng-Tsung Danny Huang 《Interactive Learning Environments》2016,24(8):1881-1894

The study investigated the usefulness of blogs in evaluating English-as-a-Foreign-Language learners' oral performance and explored their reactions toward using blogs as a learning and assessment tool for English-speaking performance. Fifty-one college students participated in a semester-long blog project, and each uploaded five audio entries to their individual blogs. The results indicated that the scores on the speaking blogs served as a significant predictor of students' oral presentation performance. Moreover, more than half of the participants considered their blogging experience positive. Close to half believed that the speaking blog constituted a good tool to showcase their learning process and help them reflect on their learning progress in the blog-based environment. However, only a few welcomed the idea of employing blogs as an assessment tool, while most still preferred the more conventional assessment methods, such as on-site speeches and presentations. These results carry pedagogical implications for foreign language instruction and assessment.  相似文献   

The anonymous reviewer: the relationship between perceived expertise and the perceptions of peer feedback in higher education     

Monique A. Dijks  Leonie Brummer  Danny Kostons 《Assessment & Evaluation in Higher Education》2018,43(8):1258-1271

Peer feedback often has positive effects on student learning processes and outcomes. However, students may not always be honest when giving and receiving peer feedback as they are likely to be biased due to peer relations, peer characteristics and personal preferences. To alleviate these biases, anonymous peer feedback was investigated in the current research. Research suggests that the expertise of the reviewer influences the perceived usefulness of the feedback. Therefore, this research investigated the relationship between expertise and the perceptions of peer feedback in a writing assignment of 41 students in higher education with a multilevel analysis. The results show that students perceive peer feedback as more adequate when knowing the reviewer perceives him/herself to have a high level of expertise. Furthermore, the results suggest that students who received feedback from a peer who perceives their expertise as closer to the reviewee’s own perceived expertise was more willing to improve his or her own assignment.  相似文献   

I Give Civil Rights Four Stars     

Kathleen McElroy  Danny Shipka 《Journalism Practice》2017,11(1):33-47

Three recent Hollywood films, The Help (2011), Lee Daniels’ The Butler (2013) and Selma (2014), drew attention for depicting the Civil Rights Movement of the 1950s and 1960s. While Hollywood has been scrutinized for its role in racial discourse, less attention has been paid to how film critics discuss race in their reviews. This paper examines the critical response to these films, with an emphasis on the reviewers’ reliance on memory and history in forming their opinions. A textual analysis found that critics were reverential toward the movement and the black experience but still distrustful of the Hollywood system doing a credible job in explaining or understanding the events. The reviewers shaped and shared a memory of nightmarish race relations and prescribed corrections for both Hollywood and America. These reviews illustrate that film critics see themselves as arbiters not only of taste but also of history.  相似文献   

Does blended instruction enhance English language learning in developing countries? Evidence from Mexico     

Di Xu  Danny Glick  Fernando Rodriguez  Bianca Cung  Qiujie Li  Mark Warschauer 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):211-227

Despite steady investment in English language education made by developing countries over the past few decades, results continue to be constrained by lack of high-quality instructors and language learning resources. Thus, using technology in language instruction has increasingly been recognized as a potential approach for addressing these constraints. This study uses administrative data from a large public university in Mexico to examine the impact of a technology-enhanced blended program on students' English course grades and course completion rates. Specifically, we focus on a campus-wide policy change in all compulsory English language courses that replaces half of the traditional face-to-face class time with an interactive online learning environment developed by a leading technology-mediated English language learning and assessment provider. Our results suggest that, compared to traditional face-to-face instruction, blended learning had a significant, positive impact on students' course grades and course completion rates. In addition, the enrollment-teacher ratio increased after replacing half of the face-to-face instructional time with online learning, suggesting that blended learning environments hold promise for providing high-quality and cost-effective language instruction.  相似文献   

Intercultural education and curricular diversification: the case of the Ecuadorian Intercultural Bilingual Education Model (MOSEIB)     

Alexis Oviedo  Danny Wildemeersch 《Compare》2008,38(4):455-470

Thirteen Ecuadorian indigenous nationalities follow the Intercultural Bilingual Education Model in Ecuador (MOSEIB). This paper analyses the present situation of MOSEIB, the challenges to it and future prospects. First, in order to understand how MOSEIB today has relieved the intercultural tensions of the past it is necessary to look at the history of Ecuadorian education. Second, in order to explore the particular characteristics of the MOSEIB model and the challenges of implementing intercultural education in non‐intercultural societies we ask how and to what extent the intercultural education policies and practices in Ecuador differ from those developed in other Latin‐American countries. Third, we consider curricular diversity, seeking to clarify how the MOSEIB curricula relate to the reality of the Kichwa indigenous nationality and its communal environment, rituals and agricultural schedules. We conclude with comments on future prospects and remaining challenges to the establishment of a truly intercultural society inside a multicultural country.  相似文献