Piezoelectric linear actuator

Actuator exerts linear force that is controllable and reproducible to microinch tolerance. It is constructed for extremely accurate control of a valve but can also be used as a variable venturi meter, micropositioner, microthruster, and in fluidics and reaction-control systems

Play in the Grade One Classroom: An Exploration of Teacher Beliefs, Classroom Organization, and Obstacles to Implementation in Quebec

A mixed methods investigation into Grade One teachers’ beliefs and practices about play in the classroom was conducted in a French public school board in Quebec. Forty-three teachers completed questionnaires, while a subset of 10 classrooms were photographed, and open-ended interviews were conducted with 7 teachers. Correlation between beliefs, practices, and experience teaching showed that ‘learning through play’ was positively associated with belief in ‘educational toys and manipulation’ (rs = 0.313, p < 0.05), and greater frequency of teacher self reported play activities (r = 0.524, p < 0.01). Teachers who had more experience teaching Grade One, believed less in ‘learning through play’ (r = -0.341, p < 0.05) and reported using fewer play practices in their classes (r = 0.365, p < 0.05). Total years teaching was also negatively correlated with belief in ‘learning through play’ (r = -0.410, p < 0.01). Photographs revealed minimal variation between classrooms, with some elements of play in half of the classrooms. Interviews revealed that teachers found play to be an effective learning strategy, that they primarily used games as play activities in their classrooms, and that school personnel and personal experience supported their use of play, while lack of time, budget and materials limited the amount of play activities implemented

Development of a standardized multiplex Filovirus and SARS-CoV2 antibody immunoassay

With the goal of producing multivalent recombinant subunit filovirus and SARS-CoV-2 vaccines, we develop formulations using surface glycoproteins of Ebola, Marburg and Sudan viruses or the Spike protein of the SARS-CoV-2 virus. In determining the potency of our formulations in generating an immune response in mice and non-human primates (NHP), serum antibody titers are used. Instead of using conventional antigen-binding ELISA assays for each antigen, we conduct testing by a custom multiplex immunoassay. This method uses regionally different magnetic beads coupled to purified recombinant antigens which are incubated with serum dilutions to simultaneously determine the antibody titers to the different immunizing antigens. After application of a secondary, fluorescently labeled antibody, values are normally shown as median fluorescent intensity or MFI. By converting the MFI to an actual concentration, samples from different studies can more easily be compared. For this, standard curves using purified antigen-specific immunoglobulin G (IgG) to the three filovirus GP’s or SARS-CoV2 spike protein are established with each assay. Standards were prepared passing high-titered mouse or NHP sera over a protein G column to isolate IgG, then purified further using affinity-chromatography columns with individual filovirus GP’s or SARS-CoV-2 spike protein to select for antigen-specificity. The standards are quantified and curves are generated which will be run with each set of serum samples. Please click Download on the upper right corner to see the full abstract

Consensus Building in Native American Outreach: A Process Plan for Consensus Building in the Evaluation of the NSGC Native American Outreach Program

The NASA Nebraska Space Grant (NSGC) & EPSCoR Programs at the University of Nebraska at Omaha have embarked on a unique educational journey. This journey, known as the Native American Outreach program has been a highly successful endeavor since its inception five years ago. The Native American Outreach Program’s main objective is to make Native American students more competitive in mathematics and science. This program is the most comprehensive Native American program of any state and has allowed for a variety of activities to take place including: regional and national presentations; interfacing between schools; and formulating administrative leadership conferences. In order to continually provide effective support to Nebraska’s Native American community, NSGC & EPSCoR sought an evaluation technique for the Native American Outreach Program. To execute such an evaluation, the NSGC organized the first Nebraska Aeronautics Education Summit (NAES) Meeting. The diverse group of educators, researchers, and practitioners present at the summit provided a unique opportunity to gather information by employing a focus group research technique. This opportunity was not only beneficial to the Native American Outreach program by assessing its strengths and weaknesses, but also to those who participated in the study by providing them with a worthwhile learning experience. The results and recommendations acquired and included in this document were indeed remarkable. The utilization of the summit participants’ recommendations and innovative future plans will ensure continued shared success between NSGC & EPSCoR and the Nebraska Native American community

Out of school play of grade one students : child and parent perceptions and their relation to academic outcomes

It is frequently claimed that play is crucia1 to young children's development (Bredekamp & Copple, 1997; Ginsburg, 2007; Ranco, 1996; Tsao, 2002) and that how children spend their out of school time has a significant impact on their social and academic achievement at school (Hofferth & Jankuniene, 2001; Miller, O'Connor & Sirignano, 1995). However very little research has been conducted on the out of school play activities of five- to eight-year-olds, and on whether these activities are related to developmental outcomes. This mixed methods study examined children's play outside of school; their academic, social, emotional, and creativity outcomes in school; and parent and child beliefs about play at this age level. Sixty-nine children attending public schools in the suburban regions outside of Montreal, and their parents and teachers, participated in the study. Findings indicated that children spent between one and two hours playing after school each day, and that the most common form of play was active physical play. The most common social arrangement during play was play with siblings. Free time in the morning and total choice in the afternoon, watching others play, and play with commercial toys were predictive of report card grades, behaviour scores, and creativity scores. Parents reported valuing play at this age level, but restricting certain activities, while encouraging others. Children reported enjoying many types of play, and play partners, including play with their pets