Integration of a zero dead-volume PDMS rotary switch valve in a miniaturised (bio)electroanalytical system

This work features the design, fabrication and characterisation of a miniaturised electroanalytical lab on a chip that allows the performance of a complete bioassay, from the capture of magnetic particles through their functionalisation and sample incubation to the detection of electroactive reaction products. The system is built using mainly polymeric materials such as PMMA and PDMS and fast prototyping techniques such as milling and moulding. The system also includes a set of microelectrodes, photo-lithographed on a silicon chip. The novelty lies in the design of the rotary microvalve, which contains a microreactor so that various reaction and incubation steps can be carried out in isolation from the detection event with zero dead volume. This avoids contamination and fouling of the electrodes by proteins or other organic matter, and extends the useful lifetime of the detector. The system operation is demonstrated by a model example, consisting in the functionalisation of streptavidin-coated magnetic particles with biotinylated β-galactosidase over periods ranging from 5 to 15 minutes, at which point the particles saturate. Although the system is intended for the development of enzyme-based electrochemical bioassays, the concept of its rotary microreactor can be applied more broadly.Peer reviewe

Adolescents' involvement in cyber bullying and perceptions of school: the importance of perceived peer acceptance for female adolescents

Young people are spending increasing amounts of time using digital technology and, as such, are at great risk of being involved in cyber bullying as a victim, bully, or bully/victim. Despite cyber bullying typically occurring outside the school environment, the impact of being involved in cyber bullying is likely to spill over to school. Fully 285 11- to 15-year-olds (125 male and 160 female, M age = 12.19 years, SD = 1.03) completed measures of cyber bullying involvement, self-esteem, trust, perceived peer acceptance, and perceptions of the value of learning and the importance of school. For young women, involvement in cyber bullying as a victim, bully, or bully/victim negatively predicted perceptions of learning and school, and perceived peer acceptance mediated this relationship. The results indicated that involvement in cyber bullying negatively predicted perceived peer acceptance which, in turn, positively predicted perceptions of learning and school. For young men, fulfilling the bully/victim role negatively predicted perceptions of learning and school. Consequently, for young women in particular, involvement in cyber bullying spills over to impact perceptions of learning. The findings of the current study highlight how stressors external to the school environment can adversely impact young women's perceptions of school and also have implications for the development of interventions designed to ameliorate the effects of cyber bullying