Polydimethylsiloxane microfluidic chip with integrated microheater and thermal sensor

A microheater and a thermal sensor were fabricated inside elastomeric polydimethylsiloxane microchannels by injecting silver paint (or other conductive materials) into the channels. With a high-precision control scheme, microheaters can be used for rapid heating, with precise temperature control and uniform thermal distribution. Using such a microheater and feedback system, a polymerase chain reaction experiment was carried out whereas the DNA was successfully amplified in 25 cycles, with 1 min per cycle.     

Social effects of collaborative learning in primary schools

There is conflicting evidence on whether collaborative group work leads to improved classroom relations, and if so how. A before and after design was used to measure the impact on work and play relations of a collaborative learning programme involving 575 students 9–12 years old in single- and mixed-age classes across urban and rural schools. Data were also collected on student interactions and teacher ratings of their group-work skills. Analysis of variance revealed significant gains for both types of relation. Multilevel modelling indicated that better work relations were the product of improving group skills, which offset tensions produced by transactive dialogue, and this effect fed through in turn to play relations. Although before intervention rural children were familiar with each other neither this nor age mix affected outcomes. The results suggest the social benefits of collaborative learning are a separate outcome of group work, rather than being either a pre-condition for, or a direct consequence of successful activity, but that initial training in group skills may serve to enhance these benefits.     

Relationships of personality,affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success

The associations of personality, affect, trait emotional intelligence (EI) and coping style measured at the start of the academic year with later academic performance were examined in a group of undergraduate students at the University of Edinburgh. The associations of the dispositional and affect measures with concurrent stress and life satisfaction were also examined. The survey was completed by 238 students, of whom 163 gave permission for their end-of-year marks to be accessed. Complete data for modelling stress and academic success were available for 216 and 156 students respectively. The associations of academic success and stress differed, and high stress was not a risk factor for poor academic performance. Further analyses were based on the extraction of three composite factors (Emotional Regulation, Avoidance and Task Focus) from the EI and coping subscales. Structural equation modelling showed that academic performance was predicted by Conscientiousness, Agreeableness, positive affect and the Task Focus factor. Modelling for stress and life satisfaction showed relationships with personality, affect, and the Task Focus and Emotion Regulation factors. The Task Focus factor played a mediating role in both models, and the Emotion Regulation factor acted as a mediator in the model for stress and life satisfaction. The theoretical interpretation of these results, and their potential applications in interventions targeting at-risk students, are discussed.