Cell chip array for microfluidic proteomics enabling rapid in situ assessment of intracellular protein phosphorylation

We discuss the ability to perform fluorescent immunocytochemistry, following cell fixation, using a microfluidic array of primary, nonadherent, single CD34+ stem cells. The technique requires small cell samples and proceeds with no cell loss, making it well-suited to monitoring these rare patient-derived cells. The chip allows us to correlate live cell dynamics across arrays of individual cells with post-translational modifications of intracellular proteins, following their exposure to drug treatments. Results also show that due to the microfluidic environment, the time scale of cell fixation was significantly reduced compared to conventional methods, leading to greater confidence in the status of the protein modifications studied.     

Acquisition of the Novel Name–Nameless Category (N3C) Principle

Toddlers' acquisition of the Novel Name–Nameless Category (N3C) principle was examined to investigate the developmental lexical principles framework and the applicability of the specificity hypothesis to relations involving lexical principles. In Study 1, we assessed the ability of 32 children between the ages of 16 and 20 months to use the N3C principle (operationally defined as the ability to fast map). As predicted, only some of the children could fast map. This finding provided evidence for a crucial tenet of the developmental lexical principles framewor: Some lexical principles are not available at the start of language acquisition. Children who had acquired the N3C principle also had significantly larger vocabularies and were significantly more likely to demonstrate 2-category exhaustive sorting abilities than children who had not acquired the principle. The 2 groups of children did not differ in either age or object permanence abilities. The 16 children who could not fast map were followed longitudinally until they attained a vocabulary spurt; at that time, their ability to fast map was retested (Study 2). Results provided a longitudinal replication of the findings of Study 1. Implications of these findings for both the developmental lexical principles framework and the specificity hypothesis are discussed.     

Correlations between teaching practices and class achievement in introductory algebra

Certain teaching practices were found to be linked to the educational achievement of students learning algebra for the first time. Collective teaching was observed with an instrument based on one developed by Stallings (1977). Student achievement appeared related, to some extent, to academic discourse. For this to be the case, this discourse had to come mainly from the teacher who was dispensing instruction, lecturing in a large-group context with or without teaching materials, asking questions, helping the student unable to give a correct answer, or giving feedback. The quantity of such discourse was also important. It appeared that it must be plentiful, but not excessive. Correlations with student achievement of large-group instruction and of instruction where the teacher monitors student work are the main focus of this paper. Student discourse in general, and non-academic discourse in particular, appear to have negative effects on achievement if they become frequent.     

Resilience factors in the victims of sexual abuse: state of affairs

OBJECTIVE: The aim of this literature review is to examine factors leading to the recovery of child sexual abuse survivors. METHOD: This paper provides a definition of resilience and presents the individual and environmental protective factors. A methodological examination of the studies is carried through. RESULTS: Researchers have documented that 20% to 44% of adult who were sexually abused during their childhood show no apparent signs of negative outcome. However, very few studies as been interested in resilient women and their protective mechanisms. Recent research on protective factors reveal that searching for support, disclosing the abuse and giving a meaning to the abuse are all adaptative cognitive strategies. Furthermore, the perception of benefits and having an external attributional style are both related to less psychological distress. Social support, in general and after the revelation, also appears as a determinant of resilience. However, avoidance, even if victims find it very useful, proves to be a non-adaptative strategy, which may lead to be a catalyst to victims' symptomatology. Definitional problems and the lack of longitudinal studies limit the conclusions that can be drawn. CONCLUSION: The rare studies involving resilient victims show that social support as well as certain cognitive coping strategies may lead to recovery. However the extent of their contribution remains unknown.     

Librarians' experiences of the teaching role: A national survey of librarians

A Canadian national survey of 788 library staff doing instructional work revealed that most participants expected to be doing some teaching in their workplaces, and the largest proportion of participants have been teaching for more than 10 years. Most instruction continues to take the form of short presentations to groups of learners. On the whole, preparatory experiences are informal—on-the-job experience, reading professional literature, and attending workshops. The majority of respondents identify instructional work as integral to their professional identity, but nearly one-third see this work as a duty or expectation, and a small proportion view it as an imposition. The study results have implications for design of programs that prepare library staff for the workplace, and for library managers who need to support effective instructional practice.     

Age‐Related Changes in Spreading Activation During Infancy

The concept of spreading activation describes how retrieval of one memory cues retrieval of other memories that are associated with it. This study explored spreading activation in 6‐, 12‐, and 18‐month‐old infants. Infants (n = 144) learned two tasks within the same experimental session; one task, deferred imitation (DI), is typically remembered longer than the other task, visual recognition memory (VRM). At all ages, retrieval of the DI memory facilitated retrieval of the VRM memory, but the conditions under which this spreading activation occurred changed as a function of age. The implications of these findings are discussed in relation to the development of mnemonic networks during infancy and the value of studying infants for our understanding of memory more generally.     

When Developmental Education is Optional,What Will Students Do? A Preliminary Analysis of Survey Data on Student Course Enrollment Decisions in an Environment of Increased Choice

Historically, college students needing additional academic preparation have been assigned to developmental/remedial courses. In 2013 Florida took a drastic departure from this model by passing Senate Bill 1720, which prohibited institutions from requiring placement tests and made developmental education optional for many students, regardless of prior academic preparation. For this pilot study we conducted a survey at two colleges in the Florida College System to begin to understand the kinds of courses students will take now that developmental education is optional and the factors that students considered when making their course enrollment decisions.     

Two-Year-Olds Readily Learn Multiple Labels for the Same Basic-Level Category

2 basic frameworks for lexical principles have been proposed (Golinkoff, Mervis, & Hirsh-Pasek; Markman). In many types of situations, these frameworks make the same predictions regarding 2-year-olds' interpretation of novel terms. However, the predictions diverge in some cases. 3 experiments were conducted to address 1 such situation: the case in which the child hears a novel term but already knows a label for each of the objects present. Results of all 3 studies converged on the same outcome: The new term was most likely to be treated as a second basic-level name for the category to which the object belonged. Analyses of individual patterns of responding revealed that, of the 58 subjects, 50 made more basic-level responses than part responses, 1 made equal numbers of basic-level and part responses, and 7 made more part responses than basic-level responses. Implications of these findings for models of early lexical development are discussed.     

What do plastics emit? HS-SPME-GC/MS analyses of new standard plastics and plastic objects in museum collections

In recent years, plastics are designated as a source of indoor pollution and particular attention has thus been devoted to the identification of emitting low molecular weight compounds. Headspace-solid phase microextraction-gas chromatography coupled with mass spectrometry (HS-SPME-GC/MS) has been already successfully applied for screening emissions from synthetic materials. This analytical tool being also non-invasive, it has been already successfully applied in the field of cultural heritage science for the identification of volatile organic compounds (VOCs) emitted from various museum objects made of natural materials. In this research, we aimed at assessing the use of HS-SPME-GC/MS as an in situ non-invasive analytical tool for a better knowledge of the volatile organic compounds emitted by plastics in collections. The possibility of characterizing plastics based on their emission signatures was also evaluated. Twelve new standard plastic samples, belonging to seven main polymer families widely present in museum collections as well as three naturally aged museum objects, were investigated. In this paper, we provide a survey of the VOCs emitted, and the use of HS-SPME-GC/MS for identifying volatile marker compounds, degradation products, additives, and monomer residues of the plastic synthesis is evaluated. More than 200 different VOCs were identified from the new standard samples. Two categories of VOCs were distinguished: “non-specific” and “specific” ones. We showed that based on the “specific” VOCs, it was possible to identify the nature of the polymeric matrix itself or at least to unambiguously distinguish a plastic by family. Emissions from the museum objects were then characterised, and main volatile degradation compounds considered as degradation markers of the natural deterioration of polymeric matrices, were identified. This identification procedure could be further exploited for the characterization of VOCs emitted by objects made of multiple synthetic polymers. Complementary to other techniques, this analytical tool is an interesting way to assess the risk for the objects stored in the vicinity of emitting plastics.