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231.
Reduction of water evaporation in polymerase chain reaction microfluidic devices based on oscillating-flow 总被引:1,自引:0,他引:1
Alessandro Polini Elisa Mele Anna Giovanna Sciancalepore Salvatore Girardo Adriana Biasco Andrea Camposeo Roberto Cingolani David A. Weitz Dario Pisignano 《Biomicrofluidics》2010,4(3)
Producing polymeric or hybrid microfluidic devices operating at high temperatures with reduced or no water evaporation is a challenge for many on-chip applications including polymerase chain reaction (PCR). We study sample evaporation in polymeric and hybrid devices, realized by glass microchannels for avoiding water diffusion toward the elastomer used for chip fabrication. The method dramatically reduces water evaporation in PCR devices that are found to exhibit optimal stability and effective operation under oscillating-flow. This approach maintains the flexibility, ease of fabrication, and low cost of disposable chips, and can be extended to other high-temperature microfluidic biochemical reactors. 相似文献
232.
233.
In this column, a father and a mother each share their unique version of their son''s natural birth. 相似文献
234.
235.
Anna Llewellyn 《Journal of Mathematics Teacher Education》2009,12(6):411-426
In this article, I draw on post-structural and feminist epistemologies to analyse interview data from two prospective teachers
on a primary education degree. Specifically I use Foucauldian critical discourse analysis to discuss the competing discourses
of the masculine mathematician and the feminine primary school teacher. The initial purpose of the article is to deconstruct
the themes of control, choice and confidence, which I argue are prevalent within mathematical discourses within our current
neoliberal society. A further aim of the article is to explore the representation of discourse and data within educational
texts, which I do by experimenting with the language used throughout. 相似文献
236.
Pierluigi Zoccolotti Maria De Luca Gloria Di Filippo Anna Judica Marialuisa Martelli 《Reading and writing》2009,22(9):1053-1079
The acquisition of reading skill was studied in 503 Italian children in first to eighth grade using a task that required reading
of lists of words and non-words. Analysis of the metric characteristics of the measures indicated that reading speed but not
accuracy was normally distributed across all ages considered. The role of specific effects (length, word frequency, and lexicality)
versus global factors in reading speed was examined using the Rate–Amount Model (RAM). A global processing factor accounted
for a large portion of the variance. Specific influences of length, frequency, and lexicality were detected in different periods
of development over and above the global processing factor. Length modulated performance at early stages of learning and progressively
less later on; in the case of non-words, the effect of length was large but did not change as a function of grade. The lexicality effect, present at all ages for high frequency words and by third grade for low frequency words increased with reading practice
indicating a progressive differentiation in the ability to read words and non-words. Finally, the effect of word frequency
was highest in third grade and then decreased. These findings are discussed in terms of their relevance for reading acquisition
in a language with transparent orthography and their implications for evaluating developmental reading deficits. Overall,
it is proposed that RAM is a useful tool for disentangling the role of specific versus global factors in reading development. 相似文献
237.
238.
Jerry Booth Sarah Collins Anna Hammond† 《Assessment & Evaluation in Higher Education》2009,34(1):17-29
This article suggests that quality assessment in the UK has been largely set apart from learning and teaching and reports on a pilot project at the Hull York Medical School which attempted to integrate students’ evaluation of their clinical placements into the curriculum. It outlines the operational demands of this integrated method and compares the student experience of different evaluation methods. It argues that, when properly prepared and considered, evaluation can help students to practise useful skills and suggests that integrating this type of evaluation into the curriculum could be a step towards encouraging academic staff to engage with quality processes. 相似文献
239.
Anna Emilia Berti Isabella Baldin Laura Toneatti 《Contemporary educational psychology》2009,34(4):278-288
A total of 150 students, from 8 to 25 years, were interviewed about ordeal1 in the Middle Ages, after reading a shorter and simplified version of a text used in previous research on this topic (e.g., [Lee, P. J., & Ashby, R. (2001). Empathy, perspective taking, and rational understanding. In O. L. Davis, Jr., S. Foster, & E. Yaeger (Eds.), Historical empathy and perspective taking in the social studies (pp. 21–50). Lanham: Rowman and Littleffeld]). Unlike previous studies, at all ages nearly all students understood that ordeal involved the intervention of God, and was related to religious beliefs different from the present. With age, there was an increase in the number of students also referring to the backwardness of the Middle Ages, or stating that at least some Medieval peoples did not expect ordeal to be decisive about the guilt or innocence of an accused, using it instead to find a culprit in any case, or as a punishment or deterrent. 相似文献
240.
As the number of young children displaying challenging behavior in early childhood grows, so too does the need to implement
evidence-based practices that prevent challenging behavior. Positive Behavior Support (PBS) provides a framework of tiered
interventions focused on promoting social-emotional development and preventing challenging behavior. This study investigated
the effects of consultation on teachers’ implementation of universal PBS practices and children’s academic engagement. A multiple-baseline
design was applied across four preschool classrooms serving children from 33 to 63 months of age. A strong relationship was
documented between consultation and teachers’ implementation of PBS skills. High levels of academic engagement were maintained
following consultation. Implications of the results are provided for applications of universal PBS practices in early childhood
settings. 相似文献