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91.
Caitlin M. Austin William Stoy Peter Su Marie C. Harber J. Patrick Bardill Brian K. Hammer Craig R. Forest 《Biomicrofluidics》2014,8(3)
Biosensors exploiting communication within genetically engineered bacteria are becoming
increasingly important for monitoring environmental changes. Currently, there are a variety of
mathematical models for understanding and predicting how genetically engineered bacteria respond to
molecular stimuli in these environments, but as sensors have miniaturized towards microfluidics and
are subjected to complex time-varying inputs, the shortcomings of these models have become apparent.
The effects of microfluidic environments such as low oxygen concentration, increased biofilm
encapsulation, diffusion limited molecular distribution, and higher population densities strongly
affect rate constants for gene expression not accounted for in previous models. We report a
mathematical model that accurately predicts the biological response of the autoinducer N-acyl
homoserine lactone-mediated green fluorescent protein expression in reporter bacteria in
microfluidic environments by accommodating these rate constants. This generalized mass action model
considers a chain of biomolecular events from input autoinducer chemical to fluorescent protein
expression through a series of six chemical species. We have validated this model against
experimental data from our own apparatus as well as prior published experimental results. Results
indicate accurate prediction of dynamics (e.g., 14% peak time error from a pulse input) and with
reduced mean-squared error with pulse or step inputs for a range of concentrations
(10 μM–30 μM). This model can help advance the design of
genetically engineered bacteria sensors and molecular communication devices. 相似文献
92.
William R. Penuel Anna-Ruth Allen Cynthia E. Coburn Caitlin Farrell 《Journal of Education for Students Placed at Risk》2015,20(1-2):182-197
This article presents a conceptual framework for analyzing how researchers and district leaders perceive and navigate differences they encounter in the context of research–practice partnerships. Our framework contrasts with images of partnership work as facilitating the translation of research into practice. Instead, we argue that partnership activity is best viewed as a form of joint work requiring mutual engagement across multiple boundaries. Drawing on a cultural–historical account of learning across boundaries (Akkerman & Bakker, 2011) and evidence from a study of two long-term partnerships, we highlight the value of the concepts of boundary practices in organizing joint work and boundary crossing as a way to understand how differences are recognized and navigated. The framework has implications for how partnerships can surface and make productive use of difference in organizing joint work and for how funders can better support the work of research–practice partnerships. 相似文献
93.
Caitlin Porter 《Compare》2014,44(3):356-378
Accountability is increasingly recognised as the key mediating variable that encourages service providers to deliver efficient and effective local services. In the context of education, accountability strategies do not always explicitly consider young citizens as the primary users of education services. In this paper, a client approach to accountability is compared to a citizenship approach. Drawing on community scorecard and social audit research in Malawi and Kenya, the author explores whether education services are more responsive and accountable when young people access information and exercise their voice. The paper outlines a refreshed ‘accountability framework’ for education, placing young citizens at the centre, and argues that a citizenship-led approach in education governance is likely to be more realistic and effective than a ‘client power’ approach. This article makes an important contribution to the development community’s understanding of what constitutes an effective approach for promoting more transparent and responsive education governance. 相似文献
94.
This naturalistic, qualitative study examines the nature of child- and adult-led interactions in a children’s museum. Using dialogic learning as a theoretical framework, the study examines how children and adults engage in interactions while learning at a museum. Findings suggest that children and adults are almost equally likely to lead interactions; however, most child-led interactions are qualitatively different from adult-led interactions. Children are more likely to show-and-tell about their experiences and learn by asking questions and commenting about their play. Adults are more likely to teach by telling, prompting, and reporting a child’s activities. Children and adults also are equally engage in pretend play during their interactions. Leveraging these findings, recommendations are made for museum exhibit space design. 相似文献
95.
Fred Willie Zametkin LaPolla Caitlin J. Bakker Nina Exner Tisha Montnech Alisa Surkis Hao Ye 《Journal of the Medical Library Association》2022,110(3):281
Background:Concerns over scientific reproducibility have grown in recent years, leading the National Institutes of Health (NIH) to require researchers to address these issues in research grant applications. Starting in 2020, training grants were required to provide a plan for educating trainees in rigor and reproducibility. Academic medical centers have responded with different solutions to fill this educational need. As experienced instructors with expertise in topics relating to reproducibility, librarians can play a prominent role in providing trainings, classes, and events to educate investigators and trainees, and bolstering reproducibility in their communities.Case Presentations:This special report summarizes efforts at five institutions to provide education in reproducibility to biomedical and life sciences researchers. Our goal is to expand awareness of the range of approaches in providing reproducibility services in libraries.Conclusions:Reproducibility education by medical librarians can take many forms. These specific programs in reproducibility education build upon libraries'' existing collaborations, with funder mandates providing a major impetus. Collaborator needs shaped the exact type of educational or other reproducibility support and combined with each library''s strengths to yield a diversity of offerings based on capacity and interest. As demand for and complexity of reproducibility education increases due to new institutional and funder mandates, reproducibility education will merit special attention. 相似文献
96.
VanGronigen Bryan A. Meyers Coby V. Scott Caitlin Fantz Traci Dunn Lenay D. 《Journal of Educational Change》2022,23(1):1-32
Journal of Educational Change - Recent United States (U.S.) educational policies—especially the passage of the Every Student Succeeds Act of 2015—have challenged state education... 相似文献