45 research outputs found

    Development of Microfluidic Instrumentation for Application in the Diagnosis of Rare Anaemias

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    Globally, the number of children born every year with a rare anaemia exceeds 500,000. The symptoms of rare anaemias range, depending on the mutation, from mild to severe, and in many cases prove to be fatal. The geographical prevalence of rare anaemias is concentrated in developing countries where resources available for diagnosis and treatment are scarce. The gold standard diagnosis of rare anaemia requires a three-tier investigation which is costly and not readily available in the areas most afflicted. As such, there is a need for a low-cost and user friendly method of diagnosis for these diseases. This thesis investigates the diagnostic abilities of a bio-chemical assay that exposes red blood cells to a low pH shock using microfluidic techniques. This involved the development of a novel low-cost microfluidic instrument, which has been named MeCheM, to run Lab-on-a-Chip devices. The experimental techniques and protocols developed are critically reviewed using healthy blood samples as the control. The results from the control population establish baselines for comparison against the diseased samples. Subsequently, the developed methods are investigated for diagnostic capabilities using rare anaemia blood samples. The results from these investigations suggest that there are observable differences for the developed Flow Test in the case of the Thalassaemia and Hereditary Spherocytosis disorders. Similarly, the developed Cell-Surface Adhesion measurements highlighted significant differences among the Sickle Cell samples. Additionally, secondary investigations indicated correlations between the gold standard Red Blood Cell Count and the RBC Count as measured using MeCheM, and Mean Corpuscular Volume and Average Cell Projected Area (pre-acid addition). The development of MeCheM, a novel microfluidic instrument, as a stand-alone device is a key output from this body of work

    Adolescent Visual Voices: Discovering Emerging Identities Through Photovoice, Perspective and Narrative

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    This qualitative multicase study seeks to create dynamic pedagogical space - meaning making capacities encouraging multiple types of participation - where adolescent voices are privileged. Opening pedagogical space sits at the intersection of feminist standpoint theory, critical consciousness and social constructivism. Disturbingly, space supporting the inner lives and voices of students is shrinking in current educational environments, partially due to prescriptive curricula and rigid standards. The rationale for this study emanates from the researcher’s (as co-participant) educational journey and professional experience at the middle school and higher education levels. This study’s purpose explores, “what happens when space is created for middle school students to engage in photovoice participatory action research with narrative self-construction and perspective taking?” The writer’s assumptions comprise thinking around photography stimulating renewal of classroom space for imagining, sharing lived experiences and exploring alternative possibilities. Participants include 15 middle school students across two case studies situated in voluntary after school programs. Participant sites constitute a suburban middle school and an urban University in partnership with community outreach. Qualitative methodology, including a photovoice participatory action hybrid model, informs the two cycle analyses: visual content analysis codes photographs through frequency counts leading to meta-themes while thematic narrative analysis examines discussions and narrative self construction through In Vivo coding leading to meta-theme construction. Framed by three guiding questions, findings are advanced and through reflection and synthesis, the following analytic categories emerge supported by the conceptual framework – pedagogical space reveals strengths; diffuses power; and explores identity. Researcher assumptions are challenged as participants use pedagogical spaces to showcase, “here’s what I am,” rather than, “here’s what I long to be.” Conclusions gleaned from findings include: photographs are multiliteracies opening channels for communication, comprehension and cultural diversity; and middle school students seek power neutral opportunities to explore identity, demonstrate what they know, and engage in topics they care about. Recommendations support classroom habits integrating new literacies, museum components, bi-weekly autobiographical narratives and reflexive memo writing. This research contributes to the fields of adolescent identity, disciplinary literacy, feminist theory, participatory action research, secondary education and visual arts

    Model-based scientific discovery--a study in space bioengineering

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    Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 1992.Includes bibliographical references (leaves 130-138).by Nicolas Groleau.Ph.D

    Computational Molecular Biophysics of Membrane Reactions

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    Proteins are nanoscale molecules that perform functions essential for biological life. Membranes surrounding cells, for example, contain receptor proteins that mediate communication between the cell and the external milieu, membrane transporters that transport ions and larger compounds across the membranes, and enzymes that catalyze chemical reactions. Likewise, soluble proteins found in interior of the cell include motor proteins that move other proteins around, enzymes that bind to and repair breaks in the DNA, and proteins that help control the cellular clock. Mutations in genes that encode proteins can cause disease, as is the case of cystic fibrosis, a disease that associates with mutation of a chloride channel called the cystic fibrosis transmembrane conductance regulator.1 The essential functions they perform in the cell makes proteins essential drug targets for modern bio-medical applications. An important example here is the programmed death ligand-1 (PD-L1), which is a valuable target for modern immunotherapy.2-4 Predicting how a protein responds to a drug molecule, or using the protein as inspiration for biotechnological applications, require knowledge of how that protein works. As proteins are dynamic entities and protein dynamics are essential for function,5-8 describing the mechanism of action of a protein requires knowledge about the protein motions in fluid environments. Theoretical biophysics provides valuable tools to characterize protein reaction mechanisms and protein motions at the atomic level of detail. This Habilitation Thesis presents research on using theoretical biophysics approaches to decipher how proteins work. The focus of the research is on membrane proteins and reactions that occur at lipid membrane interfaces. The central question I address is the role of dynamic hydrogen (H) bonds in protein function and membrane interactions. The methods used include quantum mechanical (QM) computations of small molecules, combined quantum mechanics/molecular mechanics (QM/MM) of chemical reactions in protein environments, classical mechanical computations of large protein and membrane systems, and bridging numerical simulations to bioinformatics. In my research group we developed algorithms to identify H-bond networks in proteins and membrane environments, and to characterize the dynamics of these networks. To extend the applicability of numerical computations to bio-systems that bind drug-like compounds, we derive parameters for a potential energy function widely used in the field. The main research topics and specific questions addressed are summarized below together with a discussion of the computational approaches used

    Use-driven concept formation

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    Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2010.Cataloged from PDF version of thesis.Includes bibliographical references (p. 161-165).When faced with a complex task, humans often identify domain-specific concepts that make the task more tractable. In this thesis, I investigate the formation of domain-specific concepts of this sort. I propose a set of principles for formulating domain-specific concepts, including a new inductive bias that I call the equivalence class principle. I then use the domain of two-player, perfect-information games to test and refine those principles. I show how the principles can be applied in a semiautomated fashion to identify strategically-important visual concepts, discover highlevel structure in a game's state space, create human-interpretable descriptions of tactics, and uncover both offensive and defensive strategies within five deterministic, perfect-information games that have up to forty-two million states apiece. I introduce a visualization technique for networks that discovers a new strategy for exploiting an opponent's mistakes in lose tic-tac-toe; discovers the optimal defensive strategies in five and six men's morris; discovers the optimal offensive strategies in pong hau k'i, tic-tac-toe, and lose tic-tac-toe; simplifies state spaces by up to two orders of magnitude; and creates a hierarchical depiction of a game's state space that allows the user to explore the space at multiple levels of granularity. I also introduce the equivalence class principle, an inductive bias that identifies concepts by building connections between two representations in the same domain. I demonstrate how this principle can be used to rediscover visual concepts that would help a person learn to play a game, propose a procedure for using such concepts to create succinct, human-interpretable descriptions of offensive and defensive tactics, and show that these tactics can compress important information in the five men's morris state space by two orders of magnitude.by Jennifer M. Roberts.Ph.D

    The Journal of Mine Action Issue 5.1 (2001)

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    The Journal of Mine Action Issue 5.1 Landmines in Asia and the Pacifi
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