Developing science, technology and innovation indicators: What we can learn from the past

The science-technology-innovation system is one that is continuously and rapidly evolving. The dramatic growth over the last 20 years in the use of science, technology and innovation (STI) indicators appears first and foremost to be the result of a combination of, on the one hand, the ease of computerized access to an increasing number of measures of STI and, on the other hand, the interest in a growing number of public policy and private business circles in such indicators. Such growing interest might be expected in societies that increasingly use organised science and technology to achieve a wide variety of social and economic objectives and in which business competition is increasingly based on innovation. On the basis of 40 years of indicators work, we argue that frontiers and characteristics of STI indicators that were important last century may no longer be so relevant today and indeed may even be positively misleading.     

Microwave frequency sensor for detection of biological cells in microfluidic channels

We present details of an apparatus for capacitive detection of biomaterials in microfluidic channels operating at microwave frequencies where dielectric effects due to interfacial polarization are minimal. A circuit model is presented, which can be used to adapt this detection system for use in other microfluidic applications and to identify ones where it would not be suitable. The detection system is based on a microwave coupled transmission line resonator integrated into an interferometer. At 1.5 GHz the system is capable of detecting changes in capacitance of 650 zF with a 50 Hz bandwidth. This system is well suited to the detection of biomaterials in a variety of suspending fluids, including phosphate-buffered saline. Applications involving both model particles (polystyrene microspheres) and living cells—baker’s yeast (Saccharomyces cerevisiae) and Chinese hamster ovary cells—are presented.     

A critical reflection on using food as learning materials

Abstract

As early childhood teacher educators, we are thoroughly immersed in conversations about developmentally appropriate practice. Whether teachers should incorporate the use of food as learning materials is a case in point. As with many other concerns we ponder in our field, our task must be to define, clarify, and consider multiple perspectives in the pursuit of a rational justification of our position. In this paper we report the results of our careful review of theory and research that leads us to propose that using food as art material violates principles of best practice for three main reasons, because it: (1) teaches young children that it is acceptable to eat play materials and to play with food, (2) teaches young children that it is acceptable practice to waste limited resources, (3) violates many premises of multicultural education, or teaching children about diverse ethnic groups.     

Students and the Governance of Higher Education: A UK perspective

Tertiary Education and Management - In the United Kingdom, the higher education landscape has undergone a transformation since the late 1980s as seen in the “massification” of higher...