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Mirit Hen Maria Ronen Alex Deitch Efrat Barbiro-Michaely Ziv Oren Chaim N. Sukenik Doron Gerber 《Biomicrofluidics》2015,9(5)
Microfluidic-based protein arrays are promising tools for life sciences, with increased sensitivity and specificity. One of the drawbacks of this technology is the need to create fresh surface chemistry for protein immobilization at the beginning of each experiment. In this work, we attempted to include the process of surface functionalization as part of the fabrication of the device, which would substitute the time consuming step of surface functionalization at the beginning of each protein array experiment. To this end, we employed a novel surface modification using self-assembled monolayers (SAMs) to immobilize biomolecules within the channels of a polydimethylsiloxane (PDMS) integrated microfluidic device. As a model, we present a general method for depositing siloxane-anchored SAMs, with 1-undecyl-thioacetate-trichlorosilane (C11TA) on the silica surfaces. The process involved developing PDMS-compatible conditions for both SAM deposition and functional group activation. We successfully demonstrated the ability to produce, within an integrated microfluidic channel, a C11TA monolayer with a covalently conjugated antibody. The antibody could then bind its antigen with a high signal to background ratio. We further demonstrated that the antibody was still active after storage of the device for a week. Integration of the surface chemistry into the device as part of its fabrication process has potential to significantly simplify and shorten many experimental procedures involving microfluidic–based protein arrays. In turn, this will allow for broader dissemination of this important technology. 相似文献
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This study investigates how mentor talk unfolds in a community of learners during an entire school year in the context of practice teaching in university teacher education. Specifically, it focuses on how emergent styles and patterns of mentor’s talk shaped power relations in the discourse, promoting different kinds of learning environments. Data collection included 23 video-recorded meetings of the learning community of 11 student teachers and a university mentor and 25 semi-structured interviews with all participants including the mentor. Findings show that styles and patterns of mentor talk are central to how a particular learning environment in a community develops. Implications for pre-service mentors’ roles in the context of student teacher learning in a community are discussed. 相似文献
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Rachel Lea Erhard Mirit Sinai 《International journal for the advancement of counseling》2012,34(2):159-173
In recent years, leaders in the school counseling profession worldwide have been calling on their colleagues to re-examine
their role as “agents of social justice” in schools, with a view to promoting equal educational opportunities for all students.
This research examines counselors’ perceptions of the role, role behaviors, personal justice sensitivity, the school’s justice sensitivity and the interrelations among these variables. Two hundred and six Israeli school counselors responded to a questionnaire.
Findings show that the majority of counselors perceived their role as promoting social justice, and indeed engaged in activities
meant to increase disadvantaged students’ chances of success. The variable of role perception was found to mediate between personal sensitivity to justice (justice sensitivity) and counselors’ actual behaviors. These findings have theoretical and practical implications for the professional socialization
of counselors as agents of social justice. 相似文献
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We present findings from an in-depth study on a school-based multi-disciplinary learning community in the context of practice teaching in university pre-service education. We elaborate on one of the three predominant patterns of talk identified, the ‘star’ pattern, and show how it created particular power relations in the discourse which eventually triggered occasions for learning in community. The community of learners consisted of 11 student teachers and a university mentor who functioned as a tutor responsible for facilitating the group discussion. The group met on a weekly basis throughout an entire academic year (23 meetings). Data collection included recordings of all meetings and semi-structured interviews with all participants including the mentor (altogether 25 interviews). Findings suggest that the ‘star’ pattern of talk constitutes a powerful channel for promoting learning in the context of a community of learners. 相似文献
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Message appeals are a key component of communication campaigns and an important source of campaign influence. However, research on them is heavily fragmented and it is difficult to generalize findings from the many diverse field studies. Based on a large and unique data set using quantitative and qualitative meta-analyses, this research provides measures of the relative impact of each type of appeal, as well as the major differences among them, and identifies the moderating variables that lead to a better understanding of each. This investigation is based on persuasion research, which provides a framework for understanding the unique characteristics of these advertising appeals. It highlights empirical gaps in the academic literature and acts as a conceptual guide for our research hypotheses. Results reveal weaker effect sizes than those previously reported in the literature and show important differences among appeals that lead to a “hierarchy of appeals.” Specifically, emotional appeals, led by sex and humor, appear to be more effective than fear and rational appeals. The study finds new theoretical and empirical generalizations; some results are counterintuitive and differ from findings generated from single appeal studies. Findings are of theoretical and practical importance. 相似文献
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This study describes a researcher–educator collaborative intervention that aimed to promote identity exploration among 9th-grade students in a literature lesson. The intervention focused on an introductory lesson about a poem from the curriculum, and involved designing educational activities anticipated to trigger identity exploration, promote a sense of safety, and scaffold exploratory action among students. Analysis of observation of the lesson, students’ products, and post-lesson focus groups suggested that the lesson was successful in eliciting engagement in identity exploration among many, albeit not all, students. The analysis also suggested that exploration-promoting activities contributed to students’ adaptive motivation and engagement in literature and in writing. The findings highlight the complex, dynamic, non-determined, and inherently contextualized nature of identity exploration. The study emphasizes the need for interventions that employ theoretical principles as well as contextual knowledge in the design of educational activities, and the application of continuous design-evaluation cycles, for the successful promotion of identity exploration in educational settings. 相似文献
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Maryanne Wolf Mirit Barzillai Stephanie Gottwald Lynne Miller Kathleen Spencer Elizabeth Norton Maureen Lovett Robin Morris 《Mind, Brain, and Education》2009,3(2):84-93
ABSTRACT—This article explores the ways in which knowledge from the cognitive neurosciences, linguistics, and education interact to deepen our understanding of reading's complexity and to inform reading intervention. We first describe how research on brain abnormalities and naming speed processes has shaped both our conceptualization of reading disabilities and the design of a multicomponent reading intervention, the RAVE-O program. We then discuss the unique ways this program seeks to address the multiple and varied sources of disruption in struggling readers. Finally, we present efficacy data for the RAVE-O reading intervention across multiple school settings. 相似文献
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