Lehigh University

About: Lehigh University is a education organization based out in Bethlehem, Pennsylvania, United States. It is known for research contribution in the topics: Catalysis & Fracture mechanics. The organization has 12684 authors who have published 26550 publications receiving 770061 citations.

Agile supply chain transformation matrix: an integrated tool for creating an agile enterprise

Abstract: Purpose – The purpose of this paper is to propose a tool, the Agile Supply Chain Transformation Matrix (ASCTM), and the implementation methodology for a systematic approach to achieve agility in the supplier‐buyer supply chain.Design/methodology/approach – The conceptual framework for agile capability creation is developed based on literatures in the supply chain management and manufacturing agility field and the ASCTM tool is constructed using the quality function deployment (QFD) and the analytic hierarchy process (AHP) technique. The implementation methodology including the tools to support the implementation of the ASCTM tool are developed based on the QFD/AHP approach and the agility concepts established through the Agility Program at Lehigh University. A practical case study is used to illustrate the applicability of the ASCTM tool.Findings – This tool can help companies create and improve their agility by relating the business changes with the appropriate approaches for supplier‐buyer supply chain ...

Plasmonic Mach-Zehnder interferometer for ultrasensitive on-chip biosensing.

Abstract: We experimentally demonstrate a plasmonic Mach–Zehnder interferometer (MZI) integrated with a microfluidic chip for ultrasensitive optical biosensing. The MZI is formed by patterning two parallel nanoslits in a thin metal film, and the sensor monitors the phase difference, induced by surface biomolecular adsorptions, between surface plasmon waves propagating on top and bottom surfaces of the metal film. The combination of a nanoplasmonic architecture and sensitive interferometric techniques in this compact sensing platform yields enhanced refractive index sensitivities greater than 3500 nm/RIU and record high sensing figures of merit exceeding 200 in the visible region, greatly surpassing those of previous plasmonic sensors and still hold potential for further improvement through optimization of the device structure. We demonstrate real-time, label-free, quantitative monitoring of streptavidin–biotin specific binding with high signal-to-noise ratio in this simple, ultrasensitive, and miniaturized plasmoni...

ADHD in college students: Developmental findings.

Abstract: According to the American Psychiatric Association [DSM-IV-TR, 2000], Attention-Deficit Hyperactivity Disorder (ADHD) affects approximately 3-7% of the school aged population and 2-4% of the adult population. Recently, college students with ADHD have begun to receive more attention, largely due to the increase in numbers of high school students with ADHD pursuing higher education, as well as reports of prescription stimulant misuse on college campuses. The purpose of the present article is to summarize major research findings concerning developmental issues facing college students with ADHD. Overall, findings suggest that relative to the general college population, college students with ADHD are at greater risk for academic and psychological difficulties, and misuse of prescription stimulants is indeed a problem on many campuses. Primary treatment strategies include psychostimulant medication, coaching, and educational accommodations; however, very little controlled treatment outcome research has been conducted with this population. These findings are preliminary and are tempered by methodological limitations as well as the small number of studies that have been conducted. Future research using larger sample sizes, rigorous assessment criteria, and employing longitudinal designs is needed to better understand the developmental issues facing college students with ADHD.

Between Faith and Science:World Culture Theory and Comparative Education

Abstract: World culture theory seeks to explain an apparent convergence of education through a neoinstitutionalist lens, seeing global rationalization in education as driven by the logic of science and the myth of progress. While critics have challenged these assumptions by focusing on local manifestations of world-level tendencies, such critique is comfortably accommodated within world culture theory. We approach the debate from a fresh perspective by examining its ideological foundations. We also highlight its shift from notions of myth and enactment toward advocacy for particular models, and we show that world culture theory can become normative, while obscuring our view of policy convergence. Finally, we critique the methods and evidence in world culture research. We argue that such research, while failing to support its own claims, actually produces world culture, as its assumptions and parameters create the very image of consensus and homogeneity that world culture theorists expect scholars to accept—in faith...