Parallel combinatorial chemical synthesis using single-layer poly(dimethylsiloxane) microfluidic devices     

Joseph P. Dexter  William Parker 《Biomicrofluidics》2009,3(3)

Improving methods for high-throughput combinatorial chemistry has emerged as a major area of research because of the importance of rapidly synthesizing large numbers of chemical compounds for drug discovery and other applications. In this investigation, a novel microfluidic chip for performing parallel combinatorial chemical synthesis was developed. Unlike past microfluidic systems designed for parallel combinatorial chemistry, the chip is a single-layer device made of poly(dimethylsiloxane) that is extremely easy and inexpensive to fabricate. Using the chip, a 2×2 combinatorial series of amide-formation reactions was performed. The results of this combinatorial synthesis indicate that the new device is an effective platform for running parallel organic syntheses at significantly higher throughput than with past methodologies. Additionally, a design algorithm for scaling up the 2×2 combinatorial synthesis chip to address more complex cases was developed.  相似文献   

Cultivating disability arts in Ontario     

Eliza Chandler  Nadine Changfoot  Carla Rice  Andrea LaMarre  Roxanne Mykitiuk 《Review of Education, Pedagogy & Cultural Studies》2018,40(3):249-264

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The Importance of Space and Place     

Gail Dexter Lord 《Curator: The Museum Journal》2005,48(1):23-26

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Reforming teacher evaluation policy: A qualitative study of the principal's role     

Nadine Binkley 《Educational Assessment, Evaluation and Accountability》1995,9(3):223-242

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Some tests of the additivity (autoshaping) theory of behavioral contrast     

Eliot Hearst  Dexter Gormley 《Learning & behavior》1976,4(2):145-150

Two experiments were performed to determine whether the location of the discriminative stimuli affects the amount of positive behavioral contrast exhibited during discrimination learning by pigeons. When signals for reinforcement and nonreinforcement of keypecking were situated directly on the response key (different line tilts), pecking rates during the positive stimulus were higher than when the source of the signals was located elsewhere (changes in chamber illumination or auditory click frequency). These results are in general agreement with the additivity theory of behavioral contrast, which attributes contrast to the combined effects of stimulus-reinforcer and response-reinforcer correlations on behavior directed at signals of reinforcement. Some shortcomings of the theory were discussed, and the notion that behavioral contrast is a basic, unitary phenomenon was criticized.  相似文献   

REVIEW SYMPOSIUM     

Greg Dimitriadis  Christine E. Sleeter  Nadine Dolby 《British Journal of Sociology of Education》2007,28(2):259-271

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Wellbeing in schools: what do students tell us?     

Mary Ann Powell  Anne Graham  Robyn Fitzgerald  Nigel Thomas  Nadine Elizabeth White 《The Australian Educational Researcher》2018,45(4):515-531

Until recently, children and young people’s perspectives have been largely overlooked in considering optimal approaches to supporting their wellbeing at school. This article reports student views on the meaning of ‘wellbeing’ and how this is best facilitated, gathered as part of a large, national research project aimed at understanding and improving approaches to wellbeing in schools. The data reported here were gathered through 67 focus groups, involving 606 primary and secondary school students, across three Catholic school regions in different Australian states. Students provided rich accounts of how they view their wellbeing, conceptualised across three interconnected themes of ‘being’, ‘having’ and ‘doing’. They identified relationships with self, teachers, friends, peers and significant others, as central to their wellbeing. The findings point to immense potential in accessing and utilising children and young people’s views for change and reform in schools in the area of student wellbeing.  相似文献   

Prevention of Targeted School Violence by Responding to Students' Psychosocial Crises: The NETWASS Program          下载免费PDF全文

Vincenz Leuschner  Nora Fiedler  Martin Schultze  Nadine Ahlig  Kristin Göbel  Friederike Sommer  Johanna Scholl  Dewey Cornell  Herbert Scheithauer 《Child development》2017,88(1):68-82

The standardized, indicated school‐based prevention program “Networks Against School Shootings” combines a threat assessment approach with a general model of prevention of emergency situations in schools through early intervention in student psychosocial crises and training teachers to recognize warning signs of targeted school violence. An evaluation study in 98 German schools with 3,473 school staff participants (M_age = 46.2 years) used a quasi‐experimental comparison group design with three measurement points (pre, post, and 7 months followup) with schools randomly allocated to implementation conditions. The study found increases in teachers' expertise and evaluation skills, enhanced abilities to identify students experiencing a psychosocial crisis, and positive secondary effects (e.g., teacher–student interaction, feelings of safety).  相似文献   

Provoking Points of Convergence: Museum and University Collaborating and Co‐evolving     

Nadine Kalin  Kit Grauer  Jill Baird  Cheryl Meszaros 《The International Journal of Art & Design Education》2007,26(2):199-205

This article outlines art education courses undertaken in museum and gallery contexts as a component of the Certificate Programme in Visual and Material Culture within the University of British Columbia's Department of Curriculum Studies. With the creation of this programme and through the forging of relationships with area museums, unique ways have evolved for graduate students from diverse areas of education and art teacher education candidates to interact with works of art, museum professionals, artists, and the museum space itself. The purpose of these courses is to use museum and gallery settings as sites to test ideas, critique educational programmes, and advance new approaches for teachers to use museums in more creative and integrated ways in their teaching while expanding theoretical knowledge and interpretive repertoires. Through participating in this collaborative venture we have learned that when you invite teachers into museums, make efforts to increase their comfort within these spaces, while recognising what interpretive insights they offer as active participants in museum discourses, points of convergence between teachers, universities, and museums are formed.  相似文献   

A path analytic test of the reading strategies mediation model: Relating cognitive competences and motivational influences to individual differences in fifth-grade students' reading comprehension     

Vanessa A. Völlinger  Nadine Spörer  Dirk Lubbe  Joachim C. Brunstein 《The Journal of educational research》2018,111(6):733-745

This study examined a theoretical model hypothesizing that reading strategies mediate the effects of intrinsic reading motivation, reading fluency, and vocabulary knowledge on reading comprehension. Using path analytic methods, we tested the direct and indirect effects specified in the hypothesized model in a sample of 1105 fifth-graders. In addition to standardized tests and questionnaires, we administered a performance test to assess students' proficiency in the application of three reading strategies. The overall fit of the model to the data was good. Both cognitive (fluency and vocabulary) and motivational (intrinsic reading motivation) variables had an indirect effect on reading comprehension through their influence on reading strategies. Reading strategies had a unique effect on reading comprehension and partially mediated the effects that cognitive and motivational variables had on fifth-graders' reading achievements.  相似文献