A hybrid microfluidic platform for cell-based assays via diffusive and convective trans-membrane perfusion

We present a novel 3D hybrid assembly of a polymer microfluidic chip with polycarbonate track-etched membrane (PCTEM) enabling membrane-supported cell culture. Two chip designs have been developed to establish either diffusive or convective reagent delivery using the integrated PCTEM. While it is well suited to a range of cell-based assays, we specifically employ this platform for the screening of a common antitumor chemotoxic agent (mitomycin C – MMC) on the HL60 myeloid leukemia cell line. The toxic activity of MMC is based on the generation of severe DNA damage in the cells. Using either mode of operation, the HL60 cells were cultured on-chip before, during, and after exposure to MMC at concentrations ranging from 0 to 50 μM. Cell viability was analysed off-chip by the trypan blue dye exclusion assay. The results of the on-chip viability assay were found to be consistent with those obtained off-chip and indicated ca. 40% cell survival at MMC concentration of 50 μM. The catalogue of capabilities of the here described cell assay platform comprises of (i) the culturing of cells either under shear-free conditions or under induced through-membrane flows, (ii) the tight time control of the reagent exposure, (iii) the straightforward assembly of devices, (iv) the flexibility on the choice of the membrane, and, prospectively, (v) the amenability for large-scale parallelization.     

Mechanics of Batting: Effect of Stride Technique on Ground Reaction Forces and Bat Velocities

The benefits associated with being physically active are well documented, but a significant proportion of the population is insufficiently active. Physical inactivity is a major health risk factor in our society, and physical education programs are consistently identified as a means to address this concern. The purpose of this article is to use the social-ecological model as a framework to examine ways in which physical education programs can play an important role in promoting physical activity. Policies that require time allocations and resources for physical education and physical activity in schools and community designs that provide infrastructure that makes being physically active accessible and convenient are important factors in making schools and communities healthier spaces. It is clear, however, that policies alone are not sufficient to address concerns about physical inactivity. We must consider individual factors that influence decisions to be physically active in efforts to engage children in physical education programs that promote active lifestyles. The learning climate that teachers create determines what students do and learn in physical education classes. Ensuring that students see value in the content presented and structuring classes so that students believe they can experience success when they exert effort are key elements in an effective motivational climate. Efforts to address public health concerns about physical inactivity require a comprehensive approach including quality physical education. It is critical that kinesiology professionals emerge as leaders in these efforts to place physical education programs at the center of promoting children's physical activity.     

Tackle and impact detection in elite Australian football using wearable microsensor technology

Abstract

The effectiveness of a wearable microsensor device (MinimaxX^TM S4, Catapult Innovations, Melbourne, VIC, Australia) to automatically detect tackles and impact events in elite Australian football (AF) was assessed during four matches. Video observation was used as the criterion measure. A total of 352 tackles were observed, with 78% correctly detected as tackles by the manufacturer’s software. Tackles against (i.e. tackled by an opponent) were more accurately detected than tackles made (90% v 66%). Of the 77 tackles that were not detected at all, the majority (74%) were categorised as low-intensity. In contrast, a total of 1510 “tackle” events were detected, with only 18% of these verified as tackles. A further 57% were from contested ball situations involving player contact. The remaining 25% were in general play where no contact was evident; these were significantly lower in peak Player Load? than those involving player contact (P < 0.01). The tackle detection algorithm, developed primarily for rugby, was not suitable for tackle detection in AF. The underlying sensor data may have the potential to detect a range of events within contact sports such as AF, yet to do so is a complex task and requires sophisticated sport and event-specific algorithms.     

A Self‐Management Strategy for Increasing Implementation of Behavioural Procedures by Residential Staff

Two preliminary studies explored the use of a self‐management strategy as a component of a training program for residential Child and Family Workers. The self‐management strategy comprised the Correspondence Training procedures of Risley (1977) and the formulation of specific implementation plans (Sanders & Glynn, 1981). Experiment 1 found that prompting staff to formulate plans of how they would implement target behaviour management skills and providing individual feedback on their performance in accordance with their plans resulted in gains in implementation of target skills; no gains in implementation resulted from Instruction and Group Feedback conditions alone. This experiment examined pooled data from 18 staff collected by regular time sampled observations. Experiment 2 introduced similar procedures in a multiple baseline design to four volunteer staff, each of whom selected two target behavioural skills from the training manual. The self‐management strategy resulted in clear gains in implementation of these self‐selected target skills by all four staff. Results are discussed in terms of the potential of the correspondence training paradigm and the formulation of specific implementation plans as an approach to on‐the‐job training of residential staff.     

Shared Reading by Cambodian Mothers and Children Learning English as a Second Language: Reciprocal Gains

Subjects were five Cambodian mother‐child pairs. Three mothers (Group One) had received one year's schooling, and two (Group Two) had had no schooling in Cambodia; all children were participating in regular primary school class reading programs and receiving individual help from an ESL teacher. Group One was introduced to Shared Reading in a multiple baseline across‐subjects design, while an AB design was used for Group Two. Probes were taken of mothers and children reading individually from unseen books at the same level as those used in Shared Reading. During the Shared Reading program the Group One mothers and children markedly increased their rate of progress through book levels as did the Group Two children, but the Group Two mothers did not, although there was some evidence of minor progress in word recognition. Results are discussed in terms of the importance of the interactive social context for acquiring literacy skills.