Rapid separation of bacteriorhodopsin using a laminar-flow extraction system in a microfluidic device

A protein separation technology using the microfluidic device was developed for the more rapid and effective analysis of target protein. This microfluidic separation system was carried out using the aqueous two-phase system (ATPS) and the ionic liquid two-phase system (ILTPS) for purification method of the protein sample, and the three-flow desalting system was used for the removal of salts from the sucrose-rich sample. Partitioning of the protein sample was observed in ATPS or ILTPS with the various pHs. The microdialysis system was applied to remove small molecules, such as sucrose and salts in the microfluidic channel with the different flow rates of buffer phase. A complex purification method, which combines microdialysis and ATPS or ILTPS, was carried out for the effective purification of bacteriorhodopsin (BR) from the purple membrane of Halobacterium salinarium, which was then analyzed by sodium dodecyl sulfatepolyacrylamide gel electrophoresis and matrix-assisted laser desorption∕ionization time-of-flight. Furthermore, we were able to make a stable three-phase flow controlling the flow rate in the microfluidic channel. Our complex purification methods were successful in purifying and recovering the BR to its required value.     

Introduction to “Using Evaluation to Build Organizational Performance and Learning Capability: A Strategy and a Method”

When I was completing my coursework for both my MS and PhD programs in instructional systems technology, I was exposed to a number of theories, models, principles, and frameworks for the fields of instructional and performance technologies. Theories have provided me with a solid understanding of the relationships among various constructs and also provided me with explanations of certain phenomena, whereas models, principles, and frameworks have provided me with concrete ideas as to how to apply theoretical knowledge to actual instructional design and development (IDD) and human performance technology (HPT) projects.     

ScienceCentral: open access full-text archive of scientific journals based on Journal Article Tag Suite regardless of their languages

ScienceCentral, a free or open access, full-text archive of scientific journal literature at the Korean Federation of Science and Technology Societies, was under test in September 2013. Since it is a Journal Article Tag Suite-based full text database, extensible markup language files of all languages can be presented, according to Unicode Transformation Format 8-bit encoding. It is comparable to PubMed Central: however, there are two distinct differences. First, its scope comprises all science fields; second, it accepts all language journals. Launching ScienceCentral is the first step for free access or open access academic scientific journals of all languages to leap to the world, including scientific journals from Croatia.     

Technology functions for personalized learning in learner-centered schools

Personalized Learning (PL) has been widely promoted. Despite the increasing interest in PL, it is difficult to be implemented, because it can be complicated, costly, and even impossible without the help of powerful and advanced technology. This national survey study aimed at systematically investigating technology usage and needs of teachers in learner-centered schools in the U.S based on the conceptual framework of the Personalized Integrated Education System (PIES). PIES specifies four major functions: recordkeeping, planning, instruction, and assessment. A total of 308 learner-centered schools were identified that met at least three of the five criteria of PL: (1) personalized learning plans, (2) competency-based student progress, (3) criterion-referenced assessment, (4) problem- or project-based learning, and (5) multi-year mentoring. Survey responses of 245 teachers from 41 schools were analyzed. Results indicate that only 12% of teachers responded that they had a technology system that integrated the four major functions. Among the rest, 21% reported that they had no such systems. Technology was most widely used for planning and instruction but not for recordkeeping and assessment.