A method to integrate patterned electrospun fibers with microfluidic systems to generate complex microenvironments for cell culture applications

The properties of a cell’s microenvironment are one of the main driving forces in cellular fate processes and phenotype expression invivo. The ability to create controlled cell microenvironments invitro becomes increasingly important for studying or controlling phenotype expression in tissue engineering and drug discovery applications. This includes the capability to modify material surface properties within well-defined liquid environments in cell culture systems. One successful approach to mimic extra cellular matrix is with porous electrospun polymer fiber scaffolds, while microfluidic networks have been shown to efficiently generate spatially and temporally defined liquid microenvironments. Here, a method to integrate electrospun fibers with microfluidic networks was developed in order to form complex cell microenvironments with the capability to vary relevant parameters. Spatially defined regions of electrospun fibers of both aligned and random orientation were patterned on glass substrates that were irreversibly bonded to microfluidic networks produced in poly-dimethyl-siloxane. Concentration gradients obtained in the fiber containing channels were characterized experimentally and compared with values obtained by computational fluid dynamic simulations. Velocity and shear stress profiles, as well as vortex formation, were calculated to evaluate the influence of fiber pads on fluidic properties. The suitability of the system to support cell attachment and growth was demonstrated with a fibroblast cell line. The potential of the platform was further verified by a functional investigation of neural stem cell alignment in response to orientation of electrospun fibers versus a microfluidic generated chemoattractant gradient of stromal cell-derived factor 1 alpha. The described method is a competitive strategy to create complex microenvironments invitro that allow detailed studies on the interplay of topography, substrate surface properties, and soluble microenvironment on cellular fate processes.     

Probing the Neural Correlates of Anticipated Peer Evaluation in Adolescence

Neural correlates of social-cognition were assessed in 9- to- 17-year-olds ( N  = 34) using functional magnetic resonance imaging. Participants appraised how unfamiliar peers they had previously identified as being of high or low interest would evaluate them for an anticipated online chat session. Differential age- and sex-related activation patterns emerged in several regions previously implicated in affective processing. These included the ventral striatum, hippocampus, hypothalamus, and insula. In general, activation patterns shifted with age in older relative to younger females but showed no association with age in males. Relating these neural response patterns to changes in adolescent social-cognition enriches theories of adolescent social development through enhanced neurobiological understanding of social behavior.     

Associations Between Social Understanding, Sibling Relationship Quality, and Siblings' Conflict Strategies and Outcomes

Sibling relationship quality and social understanding (second-order false belief, conflict interpretation, and narrative conflict perspective references) were examined as unique and interactive correlates of sibling conflict behavior in 62 dyads (older M age = 8.39 years and younger M age = 6.06 years). High-quality relationships were associated with positive conflict processes. Younger siblings' second-order false belief scores were negatively associated with constructive conflict strategies, and older siblings' narrative self-referential focus was negatively associated with compromise. Associations between younger children's social understanding (conflict interpretation and narrative perspective references) and siblings' dyadic conflict behavior were moderated by relationship quality. Results suggest that links between social understanding and conflict behavior should be considered in conjunction with the quality of children's relationships.     

Teaching sustainability in Norway,China and Ghana: challenges to the UN programme

The article compares how the UN-initiated education for sustainable development (ESD) has fared in three seemingly dissimilar countries: Norway, a wealthy, ‘post-materialist’ liberal democracy, Ghana, a developing democratic country, and China, a fast catching-up, centrally- steered economy. The study – based on an analysis of national ESD programmes, schoolbooks and qualitative interviews with teachers and students – discusses some of the pivotal reasons for the decline in ESD schooling in all three countries. It also explores surprising ‘archipelagos of pedagogical innovation’, as shown by one of the high schools in Ghana. Our conclusions are that, apart from specific, cultural and political contexts which influence ESD, students’ socio-environmental literacy in the examined countries has been affected by an ever more pervasive competitive and neoliberal mindset. Further, in all three cases, the agenda of ‘sustainable development’ suffers from a ‘narrative and mythical deficit’: a lack of a mobilizing story, the absence of which reduces the attractiveness of sustainability ideals and inhibits their empowering potential.     

The “human side” of open innovation: The role of employee diversity in firm-level openness

The use of external knowledge for innovation (i.e., inbound or outside-in open innovation) has received substantial attention in the innovation literature. However, the “human side” of open innovation is still poorly understood. We consider the role of employee characteristics with respect to predicting firm-level openness. Drawing on the human capital, learning and creativity literatures, we theorize that knowledge diversity of the firm’s employees is positively associated with employees’ ability to identify and absorb external knowledge, which aggregates to increased firm-level openness—that is, firms’ use of external knowledge in their pursuit of innovation. Based on a combination of three data sources, namely, two survey data sources and register data, we find support for our hypothesis that employees’ educational diversity is positively associated with firm-level openness. However, we find no direct association between employees’ work history diversity and firm-level openness but rather—as also hypothesized—a conditional relationship based on educational background, which implies that diverse work history only has a positive impact at higher levels of educational diversity. To reduce endogeneity concerns, we undertake a series of robustness checks.     

浅析新疆桑皮纸的口头与非物质文化遗产的价值体现

根据《保护非物质文化遗产公约》和《人类口头与非物质文化遗产申报书编写指南》的要求,详细介绍了新疆传统手工艺——桑皮纸的基本情况、独特性、历史传承价值、生活价值、文化价值、艺术价值及保护情况等内容,对新疆桑皮纸的价值体现进行了研究。认为桑皮纸是维吾尔族人民为中华民族留下的宝贵的非物质文化遗产。     

New perspectives on the positioning of parents in children’s bullying at school

This article explores the subject of parents with respect to children’s bullying at school. The overarching claim is that parental agency and positions on children’s bullying at school are produced and made possible by an apparatus of multiple, concurrent forces that provide poor conditions for a constructive partnership between parents and schools in cases of bullying. This research adds to the existing literature in the field by suggesting that the connections between schools, parents and their children’s social behaviour at school must be seen as complexly entangled and involving a range of forces at local, societal and political levels. Furthermore, based on an emergent research design, the article contributes to the discussion of post-qualitative research, drawing upon varied, qualitative empirical material and analytically experimenting with combining Adele Clarke’s idea of situational analysis and Karen Barad’s concepts of intra-action and apparatus.     

Attending to Diversity Representation Among Council for Accreditation of Counseling and Related Educational Programs (CACREP) Master’s Programs: A Pilot Study

Extant research has neglected to explore the diversity representation of counselor education programs. This pilot study sought to examine the extent to which CACREP-accredited master’s-level programs attend to the representation of people of color, individuals with dis/abilities, lesbian, gay, bisexual (LGB), and transgender persons within admissions, enrollment, and graduation data. The findings indicated little consistency in the maintenance of students’ demographic characteristics among participating programs. The authors contend that counseling programs need to critically analyze their policies and procedures to ensure a responsive milieu for students from diverse backgrounds. Implications for the counseling field are presented.     

ON THE EPISTEMOLOGICAL PRESUPPOSITIONS OF REFLECTIVE ACTIVITIES

Reflection is an ambiguous buzzword in contemporary educational and professional settings. Work has been done to clarify the concept theoretically, but a gap remains between such clarifications and actual reflective activities in educational and work‐related practices. Reflective activities embody epistemological presuppositions about the nature of competence, knowledge, and learning, and about the relation between thinking, communicating, and acting. In this article, Nina Bonderup Dohn identifies the epistemological presuppositions of two paradigm cases of reflection (“solitaire reflection” and “communicative reflection”) and assesses these against a view of knowledge, competence, learning, and action inspired by the Scandinavian interpretation of Ludwig Wittgenstein's philosophy as well as by insights from phenomenology and situated learning. The outcome of Dohn's assessment is that the presuppositions of the paradigm cases are misguided and, therefore, so are the reflective activities. The problems and pitfalls that result from this situation are identified and illustrated with empirical examples. Dohn concludes by suggesting an alternative paradigm: “situated reflection.”