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We have previously reported that microthrottle pumps (MTPs) display the capacity to pump solid phase suspensions such as polystyrene beads which prove challenging to most microfluidic pumps. In this paper we report employing a linear microthrottle pump (LMTP) to pump whole, undiluted, anticoagulated, human venous blood at 200 μl min(-1) with minimal erythrocyte lysis and no observed pump blockage. LMTPs are particularly well suited to particle suspension transport by virtue of their relatively unimpeded internal flow-path. Micropumping of whole blood represents a rigorous real-world test of cell suspension transport given blood's high cell content by volume and erythrocytes' relative fragility. A modification of the standard Drabkin method and its validation to spectrophotometrically quantify low levels of erythrocyte lysis by hemoglobin release is also reported. Erythrocyte lysis rates resulting from transport via LMTP are determined to be below one cell in 500 at a pumping rate of 102 μl min(-1). 相似文献
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EAST: Developing an electronic assessment and storage tool 总被引:2,自引:2,他引:0
Katherine I. Edwards Eugenia Fernandez Tracey M. Milionis David M. Williamson 《Assessment & Evaluation in Higher Education》2002,27(1):95-104
Assessment is an ongoing process that evaluates samples of completed student assignments to determine whether the underlying curriculum effectively produces the desired learning outcomes. Each year, the current system of tracking and storing artefacts for assessment becomes increasingly difficult. Compiling the results is a time-consuming process. EAST provides a cohesive web-based solution for managing assessment artefacts. EAST aids the assessment effort through the ability to easily store artefacts in electronic form, support and record the assessment of student work, and ease the development of reports. This paper discusses the analysis, development and features of EAST. The first section discusses the analysis phase of the project, highlighting the system objectives and the requirements of the EAST system. The second section details how the EAST system was developed and implemented. In the last section, features of the system are described and its contribution to the school's assessment effort is discussed. 相似文献
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Tracey Winning Elaine Lim Grant Townsend 《Assessment & Evaluation in Higher Education》2005,30(5):489-505
Dental students in third (n?=?35) and fifth years (n?=?50) at Adelaide and Trinity College Dental Schools were surveyed about their experiences of assessment and their perceptions of the importance of particular aspects of assessment. Students reported on their assessment experience within their programmes by describing a critical assessment incident and their response to it, and also rated assessment purposes and features using a 5‐point Likert scale of relative importance. The students described a range of assessment methods, including group assignments, vivas, laboratory assessment, and problem‐based learning tutorials, but written examinations/tests and clinical assessment were discussed most frequently. Negative assessment experiences were commonly noted. The two most frequently raised issues were lack of congruence between student and staff perceptions of performance, and not receiving adequate feedback. There were no significant differences between years or schools in students’ ratings of the importance of assessment purposes. Overall, the students rated the provision of feedback on learning and motivation for learning as the most important purposes (>?80%). Patient‐based scenarios were rated as the most important method for judging students’ learning (>?90%), whilst group‐work tasks were rated of little importance. Overall, students rated clear requirements and feedback as the most important characteristics for positive assessment outcomes. Students’ ratings of assessment purposes, characteristics and methods closely matched the features of good assessment practice found in the literature. However, their assessment experiences indicate the need for review of assessment in both schools, particularly related to student–staff expectations of performance levels, and the provision of feedback. 相似文献
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A preliminary study was undertaken of cognitive style and performance in General Certificate of Secondary Education (GCSE), the British public examination for pupils at 16 years. The positions of 182 pupils on two fundamental cognitive styles dimensions (Wholist‐Analytic and Verbal‐Imagery) were assessed by means of the Cognitive Styles Analysis (CSA). The pupils were from two comprehensive secondary schools and all took Mathematics, English Language and French in the GCSE administered by the Midland Examining Group (MEG) in 1991. Comparison of cognitive style and GCSE performance indicated that, for overall performance across the subjects, the pattern was a modified dome shape with the candidates who were intermediate on both dimensions of cognitive style doing best. There was a significant interaction between the styles of the candidates and the GCSE subjects in their effect on performance. The results were discussed in terms of the implications for GCSE and for further research. 相似文献
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This article excavates the voices of urban black males as they speak their name (Belton, 1996) in a society that denies them this right. Based on data gathered in a large-scale ethnographic interview study of urban America, the authors traverse the spoken lives of these men, as they weave stories about neighborhood and state violence, opportunities denied and missed, and the current power of black men's groups in the church. Through their day-to-day lives urban black men challenge social representations about them in racist America, constructing an alternative hegemonic masculinity revolving around relationships, fatherhood, and dignity.Professor of Sociology of Education at the State University of New York at BuffaloCompleted her Ph.D. at the State University of New York at Buffalo and is now a practicing psychologist at Claremont CollegesCurrent graduate student at CUNY 相似文献
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Tracey Muir Naomi Milthorpe Cathy Stone Janet Dyment Elizabeth Freeman Belinda Hopwood 《Distance Education》2019,40(2):262-277
Although there is ample research into student engagement in online learning, much of this investigates the student experience through surveys administered at a fixed point in time, usually at the exit point of a single unit of study or course. The study described in this paper, by contrast, aimed to understand online student engagement over a whole semester, guided by two overarching questions: What factors impact students’ engagement over a semester? What factors account for fluctuation in engagement levels over time? This paper presents results from weekly feedback on online education students’ engagement over the length of one semester at a regional Australian university. It also chronicles in more depth the experiences of one student across the same semester. The findings offer longitudinal accounts of student engagement, demonstrating that levels of engagement fluctuate and are influenced by a variety of factors. 相似文献
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The purpose of this article is to examine the potential of video-catalysed reflective practice for supporting ongoing teacher professional learning in numeracy. We explore this potential through a synthesis of two case studies that investigated different approaches to supporting teacher reflection on practice through the use of video-stimulated recall: one case involved a single researcher and a single teacher, and the other case included two researchers working with a pair of teachers. Data were analysed through the use of two conceptual lenses which were synthesised from literature related to levels of teacher reflection and teacher change. The analysis suggests that video-stimulated recall can be an effective medium for promoting teacher professional learning, providing quality reflection and questioning are included as crucial elements of the processes. 相似文献
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Since 2010, the Higher Education Participation and Partnerships Program (HEPPP) has provided funding for Australian universities to ‘raise aspiration’ among under-represented groups. Underpinned by utilitarian discourses of human capital and individual capacitation, these resources have transformed the ways that universities seek to engage prospective students. This paper turns to an overlooked cohort that is integral to widening participation initiatives, but has rarely been the focus of research. These are the student ambassadors – university students who work within HEPPP programs. This paper reports findings from the alumni component of a mixed-method study which examines how widening participation programs, which are ostensibly directed at future university enrolments, might also help university students who work as student ambassadors to become successful professionals and citizens once they graduate from university. Alumni accounts of their experiences and self-reported impact of their ambassador work advocate a more holistic view of graduate success and how activities beyond mandatory coursework can contribute to success beyond university graduation. Evidence from student ambassador alumni suggests that these positive impacts are broad and long-lasting, contributing to students’ professional successes and personal lives. 相似文献