Differential electronic detector to monitor apoptosis using dielectrophoresis-induced translation of flowing cells (dielectrophoresis cytometry)

The instrument described here is an all-electronic dielectrophoresis (DEP) cytometer sensitive to changes in polarizability of single cells. The important novel feature of this work is the differential electrode array that allows independent detection and actuation of single cells within a short section ( ～ 300?μm) of the microfluidic channel. DEP actuation modifies the altitude of the cells flowing between two altitude detection sites in proportion to cell polarizability; changes in altitude smaller than 0.25 μm can be detected electronically. Analysis of individual experimental signatures allows us to make a simple connection between the Clausius-Mossotti factor (CMF) and the amount of vertical cell deflection during actuation. This results in an all-electronic, label-free differential detector that monitors changes in physiological properties of the living cells and can be fully automated and miniaturized in order to be used in various online and offline probes and point-of-care medical applications. High sensitivity of the DEP cytometer facilitates observations of delicate changes in cell polarization that occur at the onset of apoptosis. We illustrate the application of this concept on a population of Chinese hamster ovary (CHO) cells that were followed in their rapid transition from a healthy viable to an early apoptotic state. DEP cytometer viability estimates closely match an Annexin V assay (an early apoptosis marker) on the same population of cells.     

The Characteristics and Extent of Participation of Deaf and Hard-of-Hearing Students in Regular Classes in Australian Schools

A national randomly selected survey of a sample of deaf and hard-of-hearing students included in regular classes from kindergarten to high school in Australian preschools and schools was conducted via a questionnaire to itinerant teachers working with such students. This article reports the analysis of a questionnaire that surveyed the demographic characteristics of such students and a set of characteristics of their behavior in their placement in terms of "participation" in aspects of regular class activities. These aspects were level of integration, academic participation, level of independence, and social participation. Data are reported and analyzed in terms of the above demographic and participatory characteristics of the students. We consider comparisons with comparable reports from the United States and Great Britain and discuss implications for deaf and hard-of-hearing students included in regular classes.     

Two Models of Educational Assessment

Many educational developments in recent decades pose a serious challenge to the traditional scientific measurement model that has dominated assessment practices. The scientific measurement model has led to an over‐emphasis on statistical tests and the reification of single measure test scores. The educational developments that challenge the scientific measurement model include problem‐based learning, newer understandings of cognition, and the rise of performance assessment. These developments reflect widespread attempts by educators to reform assessment practices so as to encourage more effective learning. As a result, a new model of educational assessment, which we call the judgemental model, is emerging. The basic assumptions, features and appropriate uses of these two assessment models are compared and contrasted by referring them to a three‐level conceptual model of education, training and assessment for workplace performance.     

Alts,Abbreviations, and AKAs: Historical Onomastic Variation and Automated Named Entity Recognition

Accurate automated identification of named places is a major concern for scholars in the digital humanities, and especially for those engaged in research that depends upon the gazetteer-led recognition of specific aspects. The field of onomastics examines the linguistic roots and historical development of names, which have for the most part only standardized into single officially recognized forms since the late nineteenth century. Even slight spelling variations can introduce errors in geotagging techniques, and these differences in place-name spellings are thus vital considerations when seeking high rates of correct geospatial identification in historical texts. This article offers an overview of typical name-based variation that can cause issues in the accurate geotagging of any historical resource. The article argues that careful study and documentation of these variations can assist in the development of more complete onymic records, which in turn may inform geo-taggers through a cycle of variational recognition. It demonstrates how patterns in regional naming variation and development, across both specific and generic name elements, can be identified through the historical records of each known location. The article uses examples taken from a digitized corpus of writing about the English Lake District, a collection of 80 texts that date from between 1622 and 1900. Four of the more complex spelling-based problems encountered during the creation of a manual gazetteer for this corpus are examined. Specifically, the article demonstrates how and why such variation must be expected, particularly in the years preceding the standardization of place-name spellings. It suggests how procedural developments may be undertaken to account for such geo-referential issues in the Named Entity Recognition (NER) strategies employed by future projects. Similarly, the benefits of such multigenre corpora to assist in completing onomastic records is also shown via examples of new name forms discovered for prominent sites in the Lake District. This focus is accompanied by a discussion of the influence of literary works on place-name standardization—an aspect not typically accounted for in traditional onomastic study—to illustrate the extent to which authorial interests in regional toponymic histories can influence linguistic development.     

Stories of impact: the role of narrative in understanding the value and impact of digital collections

Cultural heritage institutions leverage digitization to fulfill their mission to preserve, represent, and provide access to collections under their care. Despite their common interest in documenting the progress of digitization and online access, the library, archives, and museums (LAM) sector lacks a conceptual framework for assessing and demonstrating the impact of digitized ethnographic collections. Reporting the findings of a yearlong interdisciplinary study, this article underscores the importance of storytelling in articulating the value and impact of digitized ethnographic collections held in cultural heritage institutions. We begin with an overview of the literature on the assessment and describe the methods we employed in our study. Next, we identify and discuss the different ways that stories and storytelling are strategically mobilized in conversations about the impact of digitization. We conclude with a discussion of the implications of our findings for cultural heritage practice and collection development.     

Engaging New Faculty in the Scholarship of Teaching

This article describes how scholarly teaching projects were conceived, implemented, and evaluated by junior faculty from a variety of disciplines at a medium-sized midwestern university. The authors explore: considerations in designing scholarly teaching projects, methods used to evaluate teaching effectiveness, and outcomes of the teaching projects. Finally, two of the teaching projects illustrate how junior faculty with diverse courses, class sizes, and teaching concerns approached the task of improving their teaching.     

Student attitudes toward science and sciencerelated careers: A program designed to promote a stimulating gender-free learning environment

A project designed to foster the full and fair participation of girls in high-school science classes addressed obstacles, both perceived and actual, to equal participation. In order to modify existing classroom techniques and environments, a Teacher Intervention Program was designed. By means of a workshop and periodic personal communications, teachers were sensitized to the importance of a stimulating, gender-free learning environment. In addition, they were presented with a variety of methods and materials which had been shown to encourage girls in science. Twelve teachers, who were selected randomly, taught in diverse communities throughout one Midwestern state. The subjects tested were students in 24 general biology classes taught by the 12 teachers. Although both qualitative and quantitative measures were used during the research, only the quantitative results are discussed in this paper. Using ANOVA's, treatment group by student sex, a comparison of the mean scores was made for all students, as well as for all females and for all males. The results indicated that the experimental group, compared to the control group, had significantly higher mean scores on tests of attitudes toward science, perceptions of science, extracurricular science activities, and interest in a science-related career.     

“They Think I Am a Pervert:” A Qualitative Analysis of Lesbian and Gay Teachers' Experiences With Stress at School

Qualitative methodologies were used to identify the demands and resources lesbian and gay (LG) teachers face in their schools. Data sources included 2 interviews each with 11 teachers who each identified as lesbian or gay. Analyses of interview data indicated 3 main findings. First, although all teachers experienced demands because of their sexual orientation, the nature of the demands were different depending on their level of openness. Second, social support from others (e.g., colleagues, administrators, and partners) emerged as a particularly important coping resource for LG teachers. Third, by identifying specific demands unique to participants' roles as teachers, the results suggested the importance of work context in understanding LG teacher stress. Implications for teacher educators and LG teachers are discussed.     

An assessment of the impact of science experiences on the career choices of male and female biology students

Earlier studies of gender differences in science courses and careers have identified three probable causes: numbers of mathematics courses, level of science achievement, and attitudes toward science. Recently, differential science experiences have been suggested as a factor contributing to the gender differences found in science interest and achievement. A study of science activities, both within and outside of school, has been conducted. Although both boys and girls report similar classroom experiences, boys more often than girls report extracurricular science activities. The findings suggest that equal experiences within science classrooms do not overcome the advantage that boys hold due to more extracurricular science activities. Increased experiences in science, however, have led to more positive attitudes toward science among the girls in this study.