Web 2.0 and Transfer: Trainers' Use of Technology to Support Employees' Learning Transfer on the Job

We steer transfer research in a new direction by examining the use of Web 2.0 technologies for supporting learning transfer resulting from formal training. We report survey results from training professionals (N = 83) on how their organization uses such methods to cue and support workers’ application of learned knowledge and skills on the job. Guided by the technology acceptance model (TAM) theory, we examined predictor variables found to influence technology use based on empirical and theoretical support in the information technology (IT) literature. Results indicate that trainers are influenced by several individual factors (computer experience, computer anxiety, and computer self‐efficacy), as well as their organization's learning climate, to use Web 2.0 tools to support transfer of learning. Trainers also prefer to use social media, networking applications, and visual media to support transfer among learners. We discuss implications for using Web 2.0 technologies in support of learning transfer and provide directions for future workplace learning research.     

High-throughput particle separation and concentration using spiral inertial filtration

A spiral inertial filtration (SIFT) device that is capable of high-throughput (1 ml/min), high-purity particle separation while concentrating recovered target particles by more than an order of magnitude is reported. This device is able to remove large fractions of sample fluid from a microchannel without disruption of concentrated particle streams by taking advantage of particle focusing in inertial spiral microfluidics, which is achieved by balancing inertial lift forces and Dean drag forces. To enable the calculation of channel geometries in the SIFT microsystem for specific concentration factors, an equivalent circuit model was developed and experimentally validated. Large particle concentration factors were then achieved by maintaining either the average fluid velocity or the Dean number throughout the entire length of the channel during the incremental removal of sample fluid. The SIFT device was able to separate MCF7 cells spiked into whole blood from the non-target white blood cells (WBC) with a recovery of nearly 100% while removing 93% of the sample volume, which resulted in a concentration enhancement of the MCF7 cancer cells by a factor of 14.     

Fabrication of rigid microstructures with thiol-ene-based soft lithography for continuous-flow cell lysis

In this work, we introduce a method for the soft-lithography-based fabrication of rigid microstructures and a new, simple bonding technique for use as a continuous-flow cell lysis device. While on-chip cell lysis techniques have been reported previously, these techniques generally require a long on-chip residence time, and thus cannot be performed in a rapid, continuous-flow manner. Microstructured microfluidic devices can perform mechanical lysis of cells, enabling continuous-flow lysis; however, rigid silicon-based devices require complex and expensive fabrication of each device, while polydimethylsiloxane (PMDS), the most common material used for soft lithography fabrication, is not rigid and expands under the pressures required, resulting in poor lysis performance. Here, we demonstrate the fabrication of microfluidic microstructures from off-stoichiometry thiol-ene (OSTE) polymer using soft-lithography replica molding combined with a post-assembly cure for easy bonding. With finite element simulations, we show that the rigid microstructures generate an energy dissipation rate of nearly 10⁷, which is sufficient for continuous-flow cell lysis. Correspondingly, with the OSTE device we achieve lysis of highly deformable MDA-MB-231 breast cancer cells at a rate of 85%, while a comparable PDMS device leads to a lysis rate of only 40%.     

Diary of a dream: A history of the national archives independence movement, 1980–1985 : Warner, Robert M. Metuchen, NJ: Scarecrow Press, 1995. 211 pp. $32.50 (ISBN: 0-8108-2956-8)

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Independent study in secondary schools

This paper reviews research and other publications on independent study in secondary schools in the United States appearing subsequent to the Alexander-Hines survey of the field in 1965–66. Particular attention is given to the rationale of independent study, types, characteristic features, independent study students and teachers, schedules, facilities, and outcomes. To the extent possible in the absence of another, more recent, comprehensive national survey, comparisons are made with the findings of the Alexander-Hines study. The state of the field, burgeoning but somewhat confused by the use of independent study as time rather than process, is summarized in a final section.

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Résumé Cette étude passe en revue la recherche et autres publications sur l'étude indépendante dans les écoles secondaires aux Etats-Unis, parues consécutivement à l'exposé du sujet par Alexander-Hines en 1965–66. Une attention particulière est donnée à l'analyse raisonnée de l'étude indépendante, aux types, traits caractéristiques, étudiants et professeurs adeptes de l'étude indépendante, programmes, facilités et aux résultats. Autant que possible en l'absence d'autres études d'ensemble national plus récentes, des comparaisons sont faites avec les conclusions de l'exposé Alexander-Hines. La situation actuelle, bourgeonnante tout en étant quelque peu confuse par l'utilisation de l'étude indépendante en matière de temps plutôt que de méthode, est résumée sommairement dans le dernier chapitre.

     

Men accessing education: masculinities,identifications and widening participation

Drawing on ESRC‐funded research (RES‐000–22–0832), this article examines the accounts of men participating in London access and foundation programmes in relation to their shifting masculine identifications. I consider how the men’s early memories of schooling shape their student masculinities. Their accounts are contextualised in relation to hegemonic discourses of widening participation and neo‐liberalism. Drawing on feminist critique, I pay attention to the men’s self‐regulating practices in their struggle to be recognised as deserving of higher education access and participation. The interconnections and contradictions within men’s identifications across a range of differences are considered in relation to their experiences and imaginaries of accessing higher education.     

Neoliberalism and curriculum in higher education: a post-colonial analyses

In an era of internationalisation and globalisation, neoliberal agendas have now become important aspects of many institutional and national governments’ higher education policy. A major aspect of these neoliberal agendas is their impact on the curriculum. This paper critically examines the impact of neoliberal agendas on curriculum through a postcolonial and decolonising lens, drawing on research conducted in the African context to illuminate the theoretical analysis presented. Drawing on 48 semi-structured interviews and documentary analyses across three public universities in Ghana, we examine the relationship between neoliberal agendas, neo-colonialism and curriculum imperatives in African higher education. The analysis illuminates the ways that hegemonic discourses connected to neoliberal agendas re-privilege Western-oriented values and perspectives and impact the curriculum changes in African higher education institutions.