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A porous silicon (PSi) based microarray has been integrated with a microfluidic system, as a proof of concept device for the optical monitoring of selective label-free DNA-DNA interaction. A 4 × 4 square matrix of PSi one dimensional photonic crystals, each one of 200 μm diameter and spaced by 600 μm, has been sealed by a polydimethylsiloxane (PDMS) channels circuit. The PSi optical microarray elements have been functionalized by DNA single strands after sealing: the microfluidic circuit allows to reduce significantly the biologicals and chemicals consumption, and also the incubation time with respect to a not integrated device. Theoretical calculations, based on finite element method, taking into account molecular interactions, are in good agreement with the experimental results, and the developed numerical model can be used for device optimization. The functionalization process and the interaction between DNA probe and target has been monitored by spectroscopic reflectometry for each PSi element in the microchannels. 相似文献
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Library workflows are an area where repetitive stress can potentially reduce staff efficiency. Day to day activities that require a repetitive motion can bring about physical and psychological fatigue. For library managers, it is important to seek ways in which this type of repetitive stress can be alleviated while having the added benefit of increasing staff productivity and efficiency. Another area where repetitive stress plays a role is in the computer gaming arena. The tasks undertaken by a computer gamer are not unlike the tasks undertaken by a library staff member. It is in this arena of computer gaming that libraries can find new tools and methods for reducing repetitive stress, computer based stress, as well an increase efficiency and effectiveness. This type of improvement can be accomplished by incorporating gaming peripherals into the workflow of the library staff member. 相似文献
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Tony Rea 《Journal of Adventure Education & Outdoor Learning》2013,13(2):121-134
Abstract Research undertaken during a six week mountaineering expedition to Iceland in July 2003 set out to investigate approaches to facilitating the reflective process in 20 participants aged between 14 and 18. A number of models were examined to help determine the educational philosophy underpinning the expedition. The research methods involved documentary searches, observations and semistructured interviews. Findings suggest that the approach of expedition leaders accorded with the ‘mountains speak for themselves’ model as the leadersmade little or no attempt to encourage, facilitate or enable reflection on the part of participants. With few exceptions the participants did, however, engage in reflective thought both about the activities they had been involved in and the holistic benefits of the expedition. The findings suggest that whilst the facilitator/interventionist model and the Kolb cycle do little to explain the pedagogy within this expedition, there was evidence of much reflective learning from the participants. 相似文献
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Lisa R. Lattuca David Knight Tricia A. Seifert Robert D. Reason Qin Liu 《Innovative Higher Education》2017,42(4):337-353
We investigated how learning outcomes of students majoring in interdisciplinary fields differ from those of students in discipline-based majors. We found that students in interdisciplinary majors report less change in Critical Thinking and Need For Cognition than their peers in disciplinary majors, but no difference in change in Positive Attitude Toward Literacy. Students’ gains in Critical Thinking and Need For Cognition do not vary by the characteristics of the interdisciplinary major, but some program characteristics influence modest changes in Positive Attitudes Toward Literacy. Future research should address selection effects, develop measures of interdisciplinary learning, and further explore curricular and instructional patterns in interdisciplinary programs. 相似文献
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This paper identifies a number of problems facing school councils and examines their possible remit and function. It outlines a project aimed at improving school councils in a rural community college by fostering links with the local district council. The paper summarizes research aimed at understanding the authors' particular concept of participation and responsible action. They describe work undertaken with pupils and adults involved in this project. It concludes that as well as improving the school councils, such work can provide benefits to both partners by widening pupils' understanding of the functions of local government and providing an opportunity for councillors and council officers to connect with young peoples' perspectives. 相似文献
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Shana?K.?CarpenterEmail author Terry?J.?S.?Lund Clark?R.?Coffman Patrick?I.?Armstrong Monica?H.?Lamm Robert?D.?Reason 《Educational Psychology Review》2016,28(2):353-375
Retrieval practice has been shown to produce powerful learning gains in laboratory experiments but has seldom been explored in classrooms as a means of enhancing students’ learning of their course-relevant material. Furthermore, research is lacking concerning the role of individual differences in learning from retrieval. The current study explored the effects of retrieval in a large undergraduate introductory biology course as a function of individual differences in student achievement. Students completed in-class exercises that required them to retrieve course information (e.g., recalling definitions for terms and labeling diagrams) followed by feedback or to simply copy the information without retrieving it. A later quiz over the information showed that high-performing students benefited more from retrieving than copying, whereas middle- and low-performing students benefited more from copying than retrieving. When asked to predict their quiz scores following the in-class exercises, high-performers demonstrated better overall metacognitive calibration compared to middle- or low-performers. These results highlight the importance of individual differences in learning from retrieval and encourage future research using course-relevant material to consider the role of student achievement in classroom-based interventions. 相似文献