A multichannel acoustically driven microfluidic chip to study particle-cell interactions

Microfluidic devices have emerged as important tools for experimental physiology. They allow to study the effects of hydrodynamic flow on physiological and pathophysiological processes, e.g., in the circulatory system of the body. Such dynamic in vitro test systems are essential in order to address fundamental problems in drug delivery and targeted imaging, such as the binding of particles to cells under flow. In the present work an acoustically driven microfluidic platform is presented in which four miniature flow channels can be operated in parallel at distinct flow velocities with only slight inter-experimental variations. The device can accommodate various channel architectures and is fully compatible with cell culture as well as microscopy. Moreover, the flow channels can be readily separated from the surface acoustic wave pumps and subsequently channel-associated luminescence, absorbance, and/or fluorescence can be determined with a standard microplate reader. In order to create artificial blood vessels, different coatings were evaluated for the cultivation of endothelial cells in the microchannels. It was found that 0.01% fibronectin is the most suitable coating for growth of endothelial monolayers. Finally, the microfluidic system was used to study the binding of 1 μm polystyrene microspheres to three different types of endothelial cell monolayers (HUVEC, HUVECtert, HMEC-1) at different average shear rates. It demonstrated that average shear rates between 0.5 s⁻¹ and 2.25 s⁻¹ exert no significant effect on cytoadhesion of particles to all three types of endothelial monolayers. In conclusion, the multichannel microfluidic platform is a promising device to study the impact of hydrodynamic forces on cell physiology and binding of drug carriers to endothelium.     

Supporting Students’ Learning and Socioscientific Reasoning About Climate Change—the Effect of Computer-Based Concept Mapping Scaffolds

Climate change is one of the most challenging problems facing today’s global society (e.g., IPCC 2013). While climate change is a widely covered topic in the media, and abundant information is made available through the internet, the causes and consequences of climate change in its full complexity are difficult for individuals, especially non-scientists, to grasp. Science education is a field which can play a crucial role in fostering meaningful education of students to become climate literate citizens (e.g., NOAA 2009; Schreiner et al., 41, 3–50, 2005). If students are, at some point, to participate in societal discussions about the sustainable development of our planet, their learning with respect to such issues needs to be supported. This includes the ability to think critically, to cope with complex scientific evidence, which is often subject to ongoing inquiry, and to reach informed decisions on the basis of factual information as well as values-based considerations. The study presented in this paper focused on efforts to advance students in (1) their conceptual understanding about climate change and (2) their socioscientific reasoning and decision making regarding socioscientific issues in general. Although there is evidence that “knowledge” does not guarantee pro-environmental behavior (e.g. Schreiner et al., 41, 3–50, 2005; Skamp et al., 97(2), 191–217, 2013), conceptual, interdisciplinary understanding of climate change is an important prerequisite to change individuals’ attitudes towards climate change and thus to eventually foster climate literate citizens (e.g., Clark et al. 2013). In order to foster conceptual understanding and socioscientific reasoning, a computer-based learning environment with an embedded concept mapping tool was utilized to support senior high school students’ learning about climate change and possible solution strategies. The evaluation of the effect of different concept mapping scaffolds focused on the quality of student-generated concept maps, as well as on students’ test performance with respect to conceptual knowledge as well as socioscientific reasoning and socioscientific decision making.     

A developmental psychology perspective in Germany: co‐construction of transitions between family and education system by the child,parents and pedagogues

In Germany, there exists a traditional gap between kindergarten and primary school. Transition research has led to a new understanding of the need for cooperation between different educational institutions and the family at this time. This article emphasises that educational transitions affect not only the child but also the parents, who actively cope with a family transition. A team from the State Institute of Early Childhood Education and Research (Staatsinstitut für Frühpädagogik) in Munich has formulated developmental tasks for children and their parents during transition, based on interviews with children and parents as well as on the research literature. This approach to transition has informed initiatives at different administrative levels within Germany, as well as a European project for training transition experts in order to support children and their parents to cope with transitions, and enhance collaboration between families and educators in kindergartens and primary schools.     

The prognostic relevance of psychological factors with regard to participation and success in table-tennis

ABSTRACT

This study examined the prognostic relevance of self-determined motivation, coping, burnout, perceived stress and recovery experienced by 159 youth table-tennis players involved in intensive training centers with regard to their participation and success six years later. Results of ANCOVAs showed that players who still practiced at time 2 (T2; six years later; n = 130) reported lower time 1 (T1; while they were involved in intensive training centers) amotivation (large effect), disengagement-oriented coping, sport devaluation and reduced accomplishment (moderate effects) than their counterparts who dropped out at T2 (n = 29). Results of ANCOVAs also showed that international (n = 18) and/or national players (n = 86) at T2 reported significantly lower T1 amotivation (large effect), disengagement-oriented coping and sport devaluation (moderate effects) in comparison to regional (n = 26) players at T2. Finally results of correlational analyses showed that T2 performance and/or six-year performance progress were significantly and weakly correlated with introjected and external regulations, perceived stress and perceived recovery, and significantly and moderately correlated with amotivation, disengagement-oriented coping, sport devaluation, and reduced accomplishment. Overall, this study provided insights into the role played by self-determined motivation, coping, burnout, perceived stress and recovery in the table-tennis players’ dropout and performance level six years later.     

Family rearing antecedents of pubertal timing

Two general evolutionary hypotheses were tested on 756 White children (397 girls) studied longitudinally: (1) rearing experiences would predict pubertal timing; and (2) children would prove differentially susceptible to rearing. Analysis of pubertal measurements, including some based on repeated physical assessments, showed that mothering and fathering, earlier and later in childhood, predicted pubertal development, but only for girls, with negative parenting appearing most influential; maternal harsh control predicted earlier menarche. Rearing effects varied by infant negative emotionality, proving stronger (and opposite) for girls who in infancy were lower rather than higher in negativity. Maternal menarche, controlled in all analyses, was a stronger predictor than rearing. Findings are discussed in terms of theory development, genetic and nutritional influences, and sample restrictions.     

Traditional balance and slackline training are associated with task-specific adaptations as assessed with sensorimotor tests

The purpose of this study was to measure alterations in sensorimotor skills and balance resulting from slackline training and conventional balance training. Forty-three physically fit subjects were randomized into three groups. Two groups practiced three times a week for 15?minutes, including at least once supervised session, on the slackline or perform conventional balance training for 6 weeks. The control group was not allowed to perform any balance training. Before and after the intervention, the subjects underwent sensorimotor and strength tests. The results of our intra-class correlation analysis showed that the stability parameters from the multifunctional training device (MFT, 0.7), the height during the countermovement jump (CMJ, 0.95) and the maximum force (0.88) during leg press showed excellent reliability. A post hoc comparison indicated a larger effect of conventional training (almost 11% reduction in MFT stability) compared with slackline training in group-wide comparisons of the pre- to the post-training measurements. The factor analysis showed that stability and sensorimotor assessment using MFT were correlated, as were height during CMJ and maximal force during leg press, which represented dynamic strength. Because CMJ had the highest intra-class correlation value, it was chosen over maximum force from leg press. For these reasons, only two out of nine measured parameters, namely MFT stability and CMJ, were analysed across groups. The only observed difference between the two groups was MFT stability (slackline???1.5%, conventional???13%), whereas the improvement of CMJ was the same (slackline?+?3%, conventional?+?3%). It can be concluded that slacklining is partly complementary to conventional sensorimotor training.     

Training load characteristics and injury and illness risk identification in elite youth ski racing: A prospective study

PurposeThe study aimed to investigate the role of training load characteristics and injury and illness risk in youth ski racing.MethodsThe training load characteristics as well as traumatic injuries, overuse injuries, and illnesses of 91 elite youth ski racers (age = 12.1 ± 1.3 years, mean ± SD) were prospectively recorded over a period of 1 season by using a sport-specific online database. Multiple linear regression analyses were performed to monitor the influence of training load on injuries and illnesses. Differences in mean training load characteristics between preseason, in-season, and post-season were calculated using multivariate analyses of variance.ResultsDifferences were discovered in the number of weekly training sessions (p = 0.005) between pre-season (4.97 ± 1.57) and post-season (3.24 ± 0.71), in the mean training volume (p = 0.022) between in-season (865.8 ± 197.8 min) and post-season (497.0 ± 225.5 min) and in the mean weekly training intensity (Index) (p = 0.012) between in-season (11.7 ± 1.8) and post-season (8.9 ± 1.7). A total of 185 medical problems were reported (41 traumatic injuries, 12 overuse injuries, and 132 illnesses). The weekly training volume and training intensity was not a significant risk factor for injuries (p > 0.05). Training intensity was found to be a significant risk factor for illnesses in the same week (β = 0.348; p = 0.044; R² = 0.121) and training volume represents a risk factor for illnesses in the following week (β = 0.397; p = 0.027; R² = 0.157).ConclusionA higher training intensity and volume were associated with increased illnesses, but not with a higher risk of injury. Monitoring training and ensuring appropriate progression of training load between weeks may decrease incidents of illness in-season.     

Public Education about Memory and Aging: Objective Findings and Subjective Insights

Public education about memory was evaluated with a controlled intervention trial. Participants in group 1 (n = 273) attended a symposium covering memory-related topics and received a magazine with identical information. Group 2 (n = 141) only received the magazine. Participants were nonprofessionals and professionals aged between 29 and 88. Outcome measures were knowledge about memory and subjective experience. For nonprofessionals, knowledge increment was higher in group 1 than in group 2, indicating that an objective increment in knowledge is present in nonprofessionals after attending the symposium. No knowledge change occurred in professionals. Furthermore, participants were very satisfied after both interventions, even when knowledge transfer was limited.