Long-term microfluidic glucose and lactate monitoring in hepatic cell culture     

Sebastian Prill  Magnus S. Jaeger  Claus Duschl 《Biomicrofluidics》2014,8(3)

Monitoring cellular bioenergetic pathways provides the basis for a detailed understanding of the physiological state of a cell culture. Therefore, it is widely used as a tool amongst others in the field of in vitro toxicology. The resulting metabolic information allows for performing in vitro toxicology assays for assessing drug-induced toxicity. In this study, we demonstrate the value of a microsystem for the fully automated detection of drug-induced changes in cellular viability by continuous monitoring of the metabolic activity over several days. To this end, glucose consumption and lactate secretion of a hepatic tumor cell line were continuously measured using microfluidically addressed electrochemical sensors. Adapting enzyme-based electrochemical flat-plate sensors, originally designed for human whole-blood samples, to their use with cell culture medium supersedes the common manual and laborious colorimetric assays and off-line operated external measurement systems. The cells were exposed to different concentrations of the mitochondrial inhibitor rotenone and the cellular response was analyzed by detecting changes in the rates of the glucose and lactate metabolism. Thus, the system provides real-time information on drug-induced liver injury in vitro.  相似文献   

Differently structured advance organizers lead to different initial schemata and learning outcomes     

Johannes Gurlitt  Sebastian Dummel  Silvia Schuster  Matthias Nückles 《Instructional Science》2012,40(2):351-369

Does the specific structure of advance organizers influence learning outcomes? In the first experiment, 48 psychology students were randomly assigned to three differently structured advance organizers: a well-structured, a well-structured and key-concept emphasizing, and a less structured advance organizer. These were followed by a sorting task, a text study phase, and a posttest. The results indicated that differently structured advance organizers lead to different proto-schemata before and different learning outcomes after the text study phase. The second experiment replicated and extended these findings with 53 mathematics students. As in experiment 1, three differently structured advance organizers were used; but to rule out alternative explanations, the sorting task between the advance organizer and the text study phase was omitted. The results showed strong beneficial effects of well-structured advance organizers on near and far transfer tasks. Taken together, both experiments support the claim that the structure of advance organizers has an effect on preliminary schemata and learning outcomes. On a general level, the results indicate that advance organizers can support the generation of proto-schemata and thus can be more than the activation of “existing” concepts in long-term memory. With regard to education, this implies that educators should not only think about whether prior domain-specific knowledge is present, but also about how to scaffold the generation of proto-schemata at the beginning of instruction.  相似文献   

The effect of school inspections on school improvement     

Holger Gaertner  Sebastian Wurster  Hans Anand Pant 《School Effectiveness & School Improvement》2013,24(4):489-508

This study uses a school-level longitudinal control-group design to examine how teachers and principals of inspected versus uninspected schools perceive school improvement at their schools. During the phasing in of school inspections in the states of Berlin and Brandenburg (Germany), both inspected and uninspected schools were surveyed with respect to school improvement activities over a 1-year period. The main finding is that principals’ and teachers’ perceptions of school quality were highly stable, irrespective of the introduction of school inspections. The results show school inspections had a comparatively low impact on the aspects of school quality measured here.  相似文献   

Children learning to read later catch up to children reading earlier     

Sebastian P. Suggate  Elizabeth A. Schaughency  Elaine Reese 《Early childhood research quarterly》2013

Two studies from English-speaking samples investigated the methodologically difficult question of whether the later reading achievement of children learning to read earlier or later differs. Children (n = 287) from predominantly state-funded schools were selected and they differed in whether the reading instruction age (RIA) was either five or seven years. Study 1 covered the first six years of school following three cohorts across a two-year design. Analyses accounted for receptive vocabulary, reported parental income and education, school-community affluence, classroom instruction, home literacy environment, reading self-concept, and age. The earlier RIA group had initially superior letter naming, non-word, word, and passage reading but this difference in reading skill disappeared by age 11. In Study 2, the decoding, fluency, and reading comprehension performance of 83 additional middle school-age children was compared. The two groups exhibited similar reading fluency, but the later RIA had generally greater reading comprehension. Given that the design was non-experimental, we urge further research to better understand developmental patterns and influences arising from different RIAs.  相似文献   

Gender Effects in Assessment of Economic Knowledge and Understanding: Differences Among Undergraduate Business and Economics Students in Germany,Japan, and the United States     

Sebastian Brückner  Manuel Förster  Olga Zlatkin-Troitschanskaia  Roland Happ  William B. Walstad  Michio Yamaoka 《Peabody Journal of Education》2013,88(4):503-518

Gender effects in large-scale assessments have become an increasingly important research area within and across countries. Yet few studies have linked differences in assessment results of male and female students in higher education to construct-relevant features of the target construct. This paper examines gender effects on students’ economic content knowledge with a focus on construct-relevant explanations. Moreover, we compare gender effects cross-nationally between Germany, Japan, and the United States. To assess economic content knowledge of higher education students, we used translated, adapted, and validated versions of the Test of Understanding in College Economics (TUCE, 4th ed.), an instrument that is commonly used internationally. We found gender effects on test scores in all three countries; effects were larger in Germany and the United States than in Japan. Gender effects were generally more pronounced on the numeracy subscale than on the literacy subscale, that is, male students had a greater edge over female students when items required calculations. In our conclusion, we discuss how numeracy and literacy items may tap different abilities.  相似文献   

Examining integrated leadership systems in high schools: connecting principal and teacher leadership to organizational processes and student outcomes     

James Sebastian  Haigen Huang  Elaine Allensworth 《School Effectiveness & School Improvement》2017,28(3):463-488

Research on school leadership suggests that both principal and teacher leadership are important for school improvement. However, few studies have studied the interaction of principal and teacher leadership as separate but linked systems in how they relate to student outcomes. In this study, we examine how leadership pathways are related in the context of high schools and compare findings to research in elementary schools. Using survey and administrative data from high schools in a large urban context, the paper explores direct and indirect pathways from leadership to student achievement growth. The results indicate that there are 2 pathways through which principal leadership is related to student learning in high schools. One pathway is mediated by teacher leadership, whereas the second pathway does not include teacher leadership. We find that similar to elementary schools, the learning climate is the only organizational factor that links principal and teacher leadership with student achievement.  相似文献   

Context characteristics and their effects on students’ situational interest in chemistry     

Sebastian Habig  Janet Blankenburg  Helena van Vorst  Sabine Fechner  Ilka Parchmann  Elke Sumfleth 《International Journal of Science Education》2018,40(10):1154-1175

ABSTRACT

Many studies in science education acknowledge the positive effects of context-based learning on students’ interest and attitudes. However, little is known about the design criteria of contextual situations generating these effects and how facets of students’ situational interest are affected while learning in a contextualised setting. This paper ties in with this initial situation and reports results of two projects analysing the influence of context characteristics on students’ situational interest, referring to contexts as task parameters in the first project and as learning activities in the second. In the first project, everyday related and unique contexts are compared, and the effects of different contextual topics on student learning are investigated. Particularly, regarding the feeling- and value-related valence of situational interest, the results of different studies will be compared and interpreted. The second project investigated structures of interest related to activities along an adapted version of the ‘RIASEC’-model for different content areas and age groups. The chosen contents were embedded in personal as well as societal and professional context settings. Finally, we summarise the relevance of the different models, results and instruments to better understand different notions of interest and outline implications for further studies about teaching that improves student learning.  相似文献   

Note: ASA submissions to Royal Commission into Institutional Responses to Child Sexual Abuse, 2012–2016     

Sebastian Gurciullo 《档案与原稿》2016,44(2):59-60

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The effectiveness of a high-intensity games intervention on improving indices of health in young children     

Danielle Lambrick  Nicole Westrupp  Sebastian Kaufmann  Lee Stoner  James Faulkner 《Journal of sports sciences》2016,34(3):190-198

This study assessed the effectiveness of a 6-week, high-intensity, games-based intervention on physiological and anthropometric indices of health, in normal weight (n = 26; 32.5 ± 8.9 kg) and obese (n = 29; 49.3 ± 8.9 kg) children (n = 32 boys, 23 girls), aged 8–10 years. Children were randomised into an exercise or control group. The exercise group participated in a twice-weekly, 40 min active games intervention, alongside their usual school physical education classes. The control group did not take part in the intervention. Before and after the intervention, participants completed both a maximal and submaximal graded exercise test. The submaximal exercise test comprised of a 6 min, moderate- and 6 min heavy-intensity bout, interspersed with a 5 min recovery. The exercise group demonstrated improvements in maximal oxygen uptake (51.4 ± 8.5 vs 54.3 ± 9.6 ml · kg^?1 · min^?1) and peak running speed (11.3 ± 1.6 vs 11.9 ± 1.6 km · h^?1), and a reduction in the oxygen cost of submaximal exercise between assessments (P < .05). A decrease in waist circumference and increase in muscle mass were observed between assessments for the obese participants randomised to the intervention (both P < .05). This study demonstrates that a short-term, high-intensity games intervention may elicit positive changes in physiological and anthropometric indices of health in normal weight and obese children.  相似文献   

Führen verschiedene Inspektionskonzepte zu unterschiedlicher Akzeptanz und Verwendung der Ergebnisse durch Schulleitungen und Lehrkräfte?     

Sebastian Wurster  Tobias Feldhoff  Holger Gärtner 《Zeitschrift für Erziehungswissenschaft》2016,19(3):557-575

In the past decade, variant inspection procedures have been implemented in the German federal states, setting different priorities in terms of objectives. For example, while Bremen focused only on school improvement, Berlin and Brandenburg focused equally on school improvement and control. Considering the differences in the inspection procedures, we investigate whether the variant designs lead to differing attitudes among school principals and teachers (N = 1589) towards the inspection procedure as well as to different school improvement activities. The results show more positive attitudes towards the inspection in Bremen. In all three federal states, cooperation and participation of students and parents increased after inspection. In Berlin and Brandenburg, schools’ self-evaluations increased. In the same two federal states, school documents and curricula were updated before the inspection, while in Bremen this occurred after the inspection. Teachers’ attitudes towards the inspection are slightly more critical in comparison with school principals.  相似文献