Sound amplification in school contexts

Author(s):  
Keely Harper-Hill ◽  
Wayne Wilson ◽  
Rebecca Armstrong ◽  
Kelsey Perrykkad ◽  
Cerys Downing ◽  
...  
2008 ◽  
Vol 130 (3) ◽  
Author(s):  
Kristopher R. Schumacher ◽  
Aleksander S. Popel ◽  
Bahman Anvari ◽  
William E. Brownell ◽  
Alexander A. Spector

Cell membrane tethers are formed naturally (e.g., in leukocyte rolling) and experimentally to probe membrane properties. In cochlear outer hair cells, the plasma membrane is part of the trilayer lateral wall, where the membrane is attached to the cytoskeleton by a system of radial pillars. The mechanics of these cells is important to the sound amplification and frequency selectivity of the ear. We present a modeling study to simulate the membrane deflection, bending, and interaction with the cytoskeleton in the outer hair cell tether pulling experiment. In our analysis, three regions of the membrane are considered: the body of a cylindrical tether, the area where the membrane is attached and interacts with the cytoskeleton, and the transition region between the two. By using a computational method, we found the shape of the membrane in all three regions over a range of tether lengths and forces observed in experiments. We also analyze the effects of biophysical properties of the membrane, including the bending modulus and the forces of the membrane adhesion to the cytoskeleton. The model’s results provide a better understanding of the mechanics of tethers pulled from cell membranes.


2017 ◽  
Vol 33 (4) ◽  
pp. 297-313 ◽  
Author(s):  
T. E. Virtanen ◽  
P. Moreira ◽  
H. Ulvseth ◽  
H. Andersson ◽  
S. Tetler ◽  
...  

The promotion of students’ engagement with school is an internationally acknowledged challenge in education. There is a need to examine the structure of the concept of student engagement and to discover the best practices for fostering it across societies. That is why the cross-cultural invariance testing of students’ engagement measures is highly needed. This study aimed, first, to find the reduced set of theoretically valid items to represent students’ affective and cognitive engagement forming the Brief-SEI (brief version of the Student Engagement Instrument; SEI). The second aim was to test the measurement invariance of the Brief-SEI across three countries (Denmark, Finland, and Portugal). A total of 4,437 seventh-grade students completed the SEI questionnaires in the three countries. The analyses revealed that of the total 33 original instrument items, 15 items indicated acceptable psychometric properties of the Brief-SEI. With these 15 items, cross-national factorial validity and invariances across genders and students with different levels of academic performance (samples from Finland and Portugal) were demonstrated. This article discusses the utility of the Brief-SEI in cross-cultural research and its applicability in different national school contexts.


2018 ◽  
Vol 49 (1) ◽  
pp. 77-88 ◽  
Author(s):  
Melinda Webber ◽  
Tracy Riley ◽  
Katrina Sylva ◽  
Emma Scobie-Jennings

When gifted Māori students feel they belong and find their realities reflected in the curriculum, conversations and interactions of schooling, they are more likely to engage in programmes of learning and experience greater school success. This article reports on a teacher-led project called the Ruamano Project, which investigated whether Maker and Zimmerman's (2008) Real Engagement in Active Problem Solving model (REAPS) could be adapted successfully to identify talents and benefit the student achievement and engagement of Māori boys in two rural Northland, New Zealand secondary school contexts. The project aimed to implement Treaty of Waitangi-responsive and place-based science practices by improving home–school–community relationships through the authentic engagement of whānau and iwi into the schools’ planning, implementation and evaluation of a REAPS unit. As a result of this innovation, teachers’ perceptions of Māori boys shifted, their teaching practices changed, more junior secondary Māori boys were identified as gifted by way of improved academic performance, and iwi and community members were engaged in co-designing the inquiry projects. Our research indicated that the local adaptation of the REAPS model was effective in engaging and promoting the success of gifted and talented Māori boys.


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