A combined microfluidic-microstencil method for patterning biomolecules and cells

Despite the myriad of soft lithography based micropatterning methods available to researchers, it is still challenging to define small features (10–100 μm) that are spaced far apart (1–10 mm). In this report, we describe a combined microfluidic-microstencil patterning method that can produce multifunctional substrates of small features, O(10 μm), with a large pitch, O(1 mm). In that, we fabricate microstencils using an UV curable polyurethane (Norland Optical Adhesive 81) with dense arrays of 10–100 μm holes. Overlaying arrays of microfluidic channels over these microstencils allow for the control of the spacing between features and the ability to pattern multiple substrates. We show that this method is capable of patterning soluble proteins, fibrillar insoluble collagen, liposomes, cells, and nanoparticles. We demonstrate the utility of the method by measuring platelet adhesion under flow to three adhesive proteins (insoluble fibrillar collagen, laminin, and reconstituted acid solubilized collagen fibers) in a single assay.     

Implementing the 2014 SEND reforms in England: perspectives from SENCOs

This article is based on research conducted within two years of the 2014 SEND (special educational needs and disability) reforms being in force and reports on the experiences of five SENCOs (special educational needs coordinators) on implementing the reforms in London schools. The research was conducted primarily to inform professional practice and improve delivery of the principles underpinning the reforms. The research deployed an adapted version of SWOT analysis as a tool for seeking the views of SENCOs on the perceived benefits and challenges of the SEND reforms. The findings demonstrate that SENCOs broadly support the principles of the reforms. However, SENCOs find some of the procedures in the 2015 SEND Code of Practice as proving problematic. There still remains a significant focus on managing administrative processes, rather than bringing about a fundamental change to school culture and educational provision. The article concludes by making several recommendations on ways to reduce bureaucracy for SENCOs and increase their focus on classroom practice.     

Excluding Primary School Children – The Outcomes Six Years On

This article reports and discusses a study which followed up, through case records, 726 children excluded permanently, indefinitely or for fixed–term periods in 1993/4 in 10 LEAs. The outcomes at secondary level in 1998/9 were found to be moderately poor with the problems intensifying for half the sample. Forty six per cent had further primary school exclusions and 36 per cent received exclusions in their secondary education. Looked–after children and those with special educational needs fared worse and achieved less. Case studies showed the kinds of commitment and support that can work even with very difficult cases.     

Dependence or independence in education? two cases from post-colonial South-East Asia

This paper seeks to question how far the dependency theory is universally valid and whether it can be applied to all sections of the education system. The first part examines some of the arguments in favour of continuing dependency and points out weaknesses in the theory especially in relation to educational dependency. It argues that the complex interrelationships of education and society often far outweigh any lasting vestiges of colonial involvement from outside. The second part of the paper seeks to test the validity of educational dependency. By examining one country that avoided any formal colonial control, Thailand, and another that was colonised by the British for over 170 years, Malaysia, it shows that the internal political framework of a society can far outweigh any attempts at external control; and that where external involvement is sought it is often done willingly and not necessarily on terms of subservience. Educational borrowing can be as much on the terms of the recipient as it is of the donor. The surprising thing is not the levels of dependence, but the levels of independence in both societies.     

Why and how mathematicians read proofs: an exploratory study

In this paper, we report a study in which nine research mathematicians were interviewed with regard to the goals guiding their reading of published proofs and the type of reasoning they use to reach these goals. Using the data from this study as well as data from a separate study (Weber, Journal for Research in Mathematics Education 39:431–459, 2008) and the philosophical literature on mathematical proof, we identify three general strategies that mathematicians employ when reading proofs: appealing to the authority of other mathematicians who read the proof, line-by-line reading, and modular reading. We argue that non-deductive reasoning plays an important role in each of these three strategies.     

Implementation integrity in peer tutoring of mathematics

A two-year randomised controlled trial of peer tutoring in mathematics using the Duolog Math technique was operated in 80 schools. The aim was to achieve adequate implementation quality with modest pre-intervention training for teachers, who received brief didactic training and no process feedback (but they were to train pupils using modelling, practice and feedback). Implementation integrity was observed in Year 1 in 29 randomly selected schools; in Year 2 in 30 randomly selected schools. In both years some observed variables of class-wide context and individual technique were high; however, some were lower. There were deficits in: teachers introducing the problem, suggesting ways to concretise the problem and holding plenary sessions. Crucially, there was very little summarising or generalising. Thus, implementation was partial in both years, but better in Year 2. The implications for future intensity of training are explored.     

Fine Motor Control is Related to Cognitive Control in Adolescents with Down Syndrome

The connection between human cognitive development and motor functioning has been systematically examined in many typical and atypical populations; however, only a few studies focus on people with Down syndrome (DS). Twelve adolescents with DS participated and their cognitive control, measured by the Corsi-Block tapping test (e.g., visual working memory), the Auditory Memory span test (e.g., verbal working memory) and the Tower of London test (e.g., cognitive planning), and motor control, measured by the Purdue Pegboard (e.g., fine motor control), were measured in this study. Results indicate that if people with DS have better performance in fine manual dexterity, they will have better performance in cognitive planning and verbal working memory abilities. The co-activation hypothesis of the prefrontal area and the cerebellum may support this positive relationship. Hence, it is suggested people with DS will obtain benefits in cognitive control by participating in further motor intervention.