Inertial microfluidic programming of microparticle-laden flows for solution transfer around cells and particles

2015 ◽  
Vol 19 (1) ◽  
pp. 53-65 ◽  
Author(s):  
Elodie Sollier ◽  
Hamed Amini ◽  
Derek E. Go ◽  
Patrick A. Sandoz ◽  
Keegan Owsley ◽  
...  
Keyword(s):  
Solution Transfer

Anatomy and ultrastructure of haustoria in selected West Australian parasitic angiosperms

1990 ◽  
Vol 48 (3) ◽  
pp. 690-691
Author(s):  
John Kuo ◽  
John S. Pate
Keyword(s):  
Parasitic Plants ◽  
The Other ◽  
Nutrient Transfer ◽  
Direct Solution ◽  
Tracheary Elements ◽  
Solute Transfer ◽  
Glycol Methacrylate ◽  
Australian Species ◽  
Anatomy And Ultrastructure ◽  
Solution Transfer

Our understanding of nutrient transfer between host and flowering parasitic plants is usually based mainly on physiological concepts, with little information on haustorial structure related to function. The aim of this paper is to study the haustorial interface and possible pathways of water and solute transfer between a number of host and parasites.Haustorial tissues were fixed in glutaraldehyde and embedded in glycol methacrylate (LM), or fixed in glutaraldehyde then OsO4 and embedded in Spurr’s resin (TEM).Our study shows that lumen to lumen continuity occurs between tracheary elements of a host and four S.W. Australian species of aerial mistletoes (Fig. 1), and some root hemiparasites (Exocarpos spp. and Anthobolus foveolatus) (Fig. 2). On the other hand, haustorial interfaces of the root hemiparasites Olax phyllanthi and Santalum (2 species) are comprised mainly of parenchyma, as opposed to terminating tracheads or vessels, implying that direct solution transfer between partners via vessels or tracheary elements may be limited (Fig. 3).

An Evaluation of Monthly versus BI-Monthl Y CAPO Solution Transfer Set Changes

1984 ◽  
Vol 4 (4) ◽  
pp. 213-214 ◽  
Author(s):  
Susan Jensen ◽  
Molly Davidson ◽  
Theresa Durnell ◽  
Debbie Poling ◽  
Stephen McMurray
Keyword(s):  
Failure Rates ◽  
Safe Alternative ◽  
Significant Difference ◽  
Group 10 ◽  
One Year ◽  
Monthly Change ◽  
Tubing Material ◽  
Solution Transfer

We compared the safety of monthly and bimonthly solution transfer set tubing changes by following 40 patients for one year. In 20 the solutiontransfer-set tubing was changed monthly and in 20 the tubing was changed every two months. In the monthly group, there were 10 episodes of peritonitis per 192 patient months and, in the bi-monthly group, 10 episodes of peritonitis per 207 patient months. Spike durability was assessed in both groups over a six-month period. Of the tubings that were changed monthly, 23% had spikes with curled edges or chips, compared to 25% in the bi-monthly group. The tubing material proved durable over a two month period when the two groups were compared. There was no statistically significant difference in peritonitis rates or spike failure rates. Changing the solution transfer set every two months offers a practical and safe alternative to the customary monthly change.

Research highlights: cell separation at the bench and beyond

Lab on a Chip ◽  
2015 ◽  
Vol 15 (3) ◽  
pp. 605-609 ◽  
Author(s):  
Anja Kunze ◽  
James Che ◽  
Armin Karimi ◽  
Dino Di Carlo
Keyword(s):  
Cell Separation ◽  
Cell Filtration ◽  
Combined Solution ◽  
Pipette Tip ◽  
Solution Transfer

Microfluidic pipette tip for combined solution transfer and cell filtration – Physical separations for improved cell-based therapies – Separating cells from the living brain with nanomagnets.

scholarly journals The Case for Case-Based Transfer Learning

AI Magazine ◽  
2011 ◽  
Vol 32 (1) ◽  
pp. 54 ◽  
Author(s):  
Matthew Klenk ◽  
David W. Aha ◽  
Matt Molineaux
Keyword(s):  
Problem Solving ◽  
Transfer Learning ◽  
Future Research ◽  
Case Based Reasoning ◽  
Learning Method ◽  
Improve Performance ◽  
Learning Methods ◽  
Problem Solving Process ◽  
Case Based ◽  
Solution Transfer

Case-based reasoning (CBR) is a problem-solving process in which a new problem is solved by retrieving a similar situation and reusing its solution. Transfer learning occurs when, after gaining experience from learning how to solve source problems, the same learner exploits this experience to improve performance and/or learning on target problems. In transfer learning, the differences between the source and target problems characterize the transfer distance. CBR can support transfer learning methods in multiple ways. We illustrate how CBR and transfer learning interact and characterize three approaches for using CBR in transfer learning: (1) as a transfer learning method, (2) for problem learning, and (3) to transfer knowledge between sets of problems. We describe examples of these approaches from our own and related work and discuss applicable transfer distances for each. We close with conclusions and directions for future research applying CBR to transfer learning.

Diffusion of liquid water through human skin

1959 ◽  
Vol 14 (2) ◽  
pp. 261-268 ◽  
Author(s):  
Konrad J. K. Buettner
Keyword(s):  
Stratum Corneum ◽  
Human Skin ◽  
Liquid Water ◽  
Major Portion ◽  
Active Process ◽  
Human Foot ◽  
Molar Solution ◽  
Solution Transfer

A human foot exposed to water takes in 1–2 gm of water per hour. A small portion of this uptake is imbibed by the stratum corneum, the major portion seems to enter the system. The transfer has been observed for periods exceeding 50 hours. With increasing salinity less water is taken in until, in a 2 molar solution, transfer ceases. Stronger solutions draw water out of the skin. Similar facts are observed for hands and arms. For explanation an active process in the skin is proposed. Submitted on August 25, 1958

Solution-transfer, an Important Geological Deformation Mechanism

Nature ◽  
1972 ◽  
Vol 235 (5337) ◽  
pp. 315-317 ◽  
Author(s):  
D. W. DURNEY
Keyword(s):  
Deformation Mechanism ◽  
Solution Transfer
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