Sweat lactate response during cycling at 30°C and 18°C WBGT

Sweat lactate reflects eccrine gland metabolism. However, the metabolic tendencies of eccrine glands in a hot versus thermoneutral environment are not well understood. Sixteen male volunteers completed a maximal cycling trial and two 60-min cycling trials [30°C?=?30±1°C and 18°C?=?18±1°C wet bulb globe temperature (WBGT)]. The participants were requested to maintain a cadence of 60 rev?·?min^?1 with the intensity individualized at ～ 90% of the ventilatory threshold. Sweat samples at 10, 20, 30, 40, 50 and 60?min were analysed for lactate concentration. Sweat rate at 30°C (1380±325?ml?·?h^?1) was significantly greater (P<0.05) than at 18°C (632±311?ml?·?h^?1). Sweat lactate concentration was significantly greater (P<0.05) at each time point during the 18°C trial, with values between trials tending to converge across time. During the 30°C trial, both heart rate (20, 30, 40, 50 and 60?min) and rectal temperature (30, 40, 50 and 60?min) were significantly higher than in the 18°C trial. Higher sweat lactate concentrations coupled with lower sweat rates may indicate a greater relative contribution of oxygen-independent metabolism within eccrine glands during exercise at 18°C. Decreases in sweat lactate concentration across time suggest either greater dilution due to greater sweat volume or increased reliance on aerobic metabolism within eccrine glands. The convergence of lactate concentrations between trials may indicate that time-dependent modifications in sweat gland metabolism occur at different rates contingent partially on environmental conditions.     

Listening to children’s voices in educational research: some theoretical and methodological problems

In recent years, there has been increasing interest in children’s experiences and perspectives of their own lives. This interest has been stimulated by legal and political initiatives (e.g., the UN Convention on the Rights of the Child), and by theoretical developments in education and social science disciplines. Children are no longer viewed primarily as “becomings”, but as “beings”, whose ideas, experiences, choices and relationships are interesting in their own right. Children, like adults, are “social agents”, who make sense of their experiences. This paper discusses the multi‐level approach metaphorically termed “listening to children’s voices”. First, there is the methodological level – i.e., how to listen. However, this paper does not go into detail regarding what kinds of methods are suitable for grasping the sense of children’s experiences. Second, studies of children’s (or adults’) experiences are underpinned by insider epistemology, the core of which is that insiders have a privileged access to knowledge of their own experiences. The question that will be addressed is what kind of knowledge is insider knowledge; two versions of insider epistemology are discussed in this paper. Third, the approach of listening to children is also underpinned by theory of the subject (or subjectivities). The paper briefly discusses five conceptions of the subject in terms of their possible implications for research on children’s experiences and perspectives. It is argued that even though some definitions of the subject are directly opposed to each other, it is possible to combine some perspectives. The relational conception of the subject, and the theory of interactionism developed by Brian Fay may be helpful for developing knowledge of lived experience, especially when individuals and groups being studied are seemingly very different from the researcher. It is concluded that an open (or weak) thesis of insider epistemology and a relational theory of the subject can offer a powerful theoretical foundation for research on experiences of children, especially of children whose voices are seldom heard.     

The complexities of supporting Asian international pre‐service teachers as they undertake practicum

Increasing numbers of Asian international students are choosing to undertake their tertiary studies in English‐speaking countries. For universities, international students are an important source of revenue. However, Asian international students face multiple challenges in adapting to a foreign culture, understanding the expectations of their role, and adjusting to language, communication and cultural differences. These challenges are manifested, in particular, during practicum or field experience. This paper investigated the concerns of twenty Asian pre‐service teachers before and after their practicum in Australian schools by drawing upon data from focus group interviews. Although language barriers and cultural differences were identified concerns before the practicum, concerns about their relationship with their supervising teachers and the limited time in which they had to learn also emerged after the practicum. Whilst the findings are limited to the present study, implications for supporting Asian international pre‐service teachers during practicum are discussed.     

Video-stimulated recall in cross-cultural research in education: a case study in Vietnam

This paper examines incorporating video-stimulated recall (VSR) as a data collection technique in cross-cultural research. With VSR, participants are invited to watch video-recordings of particular events that they are involved in; they then recall their thoughts in relation to their observations of their behaviour in relation to the event. The research draws on a larger Ph.D. project completed at an Australian university that explored Vietnamese lecturers’ beliefs about learner autonomy. In cross-cultural research, using the VSR technique provided significant challenges including time constraints of participants, misunderstandings of the VSR protocol and the possibility of participants’ losing face when reflecting on their teaching episodes. Adaptations to the VSR technique were required to meet the cultural challenges specific to this population, indicating a need for flexibility and awareness of the cultural context for research.     

Promoting inclusive education in secondary school in Norway: a national programme for teacher development

There is a great need in many countries for extended and new teacher competence to meet the challenges of inclusive education. This paper presents a national programme for developing new teacher competence in secondary schools in Norway. The programme was developed and implemented during the 1990s, its aim being to start a continuing process in schools directed at promoting inclusive education and improving the quality of education for pupils with special educational needs. Further, the paper presents some findings from a national survey of 2240 teachers and school administrators in 104 schools one year after the implementation of the programme. The survey partially replicated a survey carried out before the programme started. The purpose was to give an overall picture of the situation with respect to teacher competence in special needs and inclusive education, and the impact of the competence building programme on teacher practice, and to identify possible system changes in schools.     

Multicultural and Social Justice Competence in Clinical Supervision

The authors apply the Multicultural and Social Justice Counseling Competencies (Ratts, Singh, Nassar‐McMillan, Butler, & McCullough, 2015) model to clinical supervision, highlighting ways for supervisors to intentionally integrate multicultural and social justice practices into the supervision enterprise. They offer specific implications for supervision practice, including a focus on broaching strategies.     

DNA-library assembly programmed by on-demand nano-liter droplets from a custom microfluidic chip

Nanoscale synthetic biology can benefit from programmable nanoliter-scale processing of DNA in microfluidic chips if they are interfaced effectively to biochemical arrays such as microwell plates. Whereas active microvalve chips require complex fabrication and operation, we show here how a passive and readily fabricated microchip can be employed for customizable nanoliter scale pipetting and reaction control involving DNA. This recently developed passive microfluidic device, supporting nanoliter scale combinatorial droplet generation and mixing, is here used to generate a DNA test library with one member per droplet exported to addressed locations on microwell plates. Standard DNA assembly techniques, such as Gibson assembly, compatible with isothermal on-chip operation, are employed and checked using off-chip PCR and assembly PCR. The control of output droplet sequences and mixing performance was verified using dyes and fluorescently labeled DNA solutions, both on-chip and in external capillary channels. Gel electrophoresis of products and DNA sequencing were employed to further verify controlled combination and functional enzymatic assembly. The scalability of the results to larger DNA libraries is also addressed by combinatorial input expansion using sequential injection plugs from a multiwell plate. Hence, the paper establishes a proof of principle of the production of functional combinatorial mixtures at the nanoliter scale for one sequence per well DNA libraries.     

On demand nanoliter-scale microfluidic droplet generation,injection, and mixing using a passive microfluidic device

We here present and characterize a programmable nanoliter scale droplet-on-demand device that can be used separately or readily integrated into low cost single layer rapid prototyping microfluidic systems for a wide range of user applications. The passive microfluidic device allows external (off-the-shelf) electronically controlled pinch valves to program the delivery of nanoliter scale aqueous droplets from up to 9 different inputs to a central outlet channel. The inputs can be either continuous aqueous fluid streams or microliter scale aqueous plugs embedded in a carrier fluid, in which case the number of effective input solutions that can be employed in an experiment is no longer strongly constrained (100 s–1000 s). Both nanoliter droplet sequencing output and nanoliter-scale droplet mixing are reported with this device. Optimization of the geometry and pressure relationships in the device was achieved in several hardware iterations with the support of open source microfluidic simulation software and equivalent circuit models. The requisite modular control of pressure relationships within the device is accomplished using hydrodynamic barriers and matched resistance channels with three different channel heights, custom parallel reversible microfluidic I/O connections, low dead-volume pinch valves, and a simply adjustable array of external screw valves. Programmable sequences of droplet mixes or chains of droplets can be achieved with the device at low Hz frequencies, limited by device elasticity, and could be further enhanced by valve integration. The chip has already found use in the characterization of droplet bunching during export and the synthesis of a DNA library.