A Mixed-Method Study Exploring Cyber Ranges and Educator Motivation

A growing number of academic institutions have invested resources to integrate cyber ranges for applying and developing cybersecurity-related knowledge and skills. Cyber range developers and administrators provided much of what is known about cyber range resources and possible educational applications; however, the educator provides valuable understanding of the cyber range resources they use, how they use them, what they value, and what they do not value. This study provides the cyber range user perspective of cyber ranges in cybersecurity education by describing how K-12 educators are motivated using cyber ranges. Using mixed methods, this study explored educator motivation associated with cyber range usage through the lens of Eccles’ Situated Expectancy Value Theory. This research contributes to understanding how educators are motivated using academic cyber ranges for cybersecurity education. Overall, educators were motivated but professional development and preparation resources that do not assume any prior cybersecurity knowledge would contribute positively to their usage. Cybersecurity education stakeholders should continue to support cyber range integration to strengthen cybersecurity education programs and support educators\u27 ability to become better cybersecurity educators

Understanding the Impact of Professional Development for a Cohort of Teachers with Varying Prior Engineering Teaching Experience

Engineering for US All (e4usa) is a National Science Foundation-funded first-of-its-kind initiative aimed at making engineering more inclusive and accessible to underrepresented populations. The ‘‘for us all’’ mission of e4usa encompasses both students and teachers. Paramount to the success of e4usa was the construction of professional development (PD) experiences to prepare and support teachers with different levels of engineering teaching experience as they implemented the e4usa yearlong course. The perspectives of nine teachers with varying degrees of engineering teaching experience were examined during two PD opportunities to compare experiences and dynamics between the teachers. Data sources consisting of focus groups and artifacts created during the PD were analyzed using inductive coding and the constant comparative method. The distinct themes that emerged included teachers redefining engineering, growing confidence to teach engineering, benefiting from the PD, receiving support from other teachers, experiencing imposter syndrome, and renewing a passion for engineering education. The results provide implications for how engineering education PD may be developed to allow for reciprocal support and mentoring that supports all teachers regardless of engineering teaching experience. The results also inform future e4usa efforts and aim to change the structure of high school engineering education

Foxf2: A Novel Locus for Anterior Segment Dysgenesis Adjacent to the Foxc1 Gene

Anterior segment dysgenesis (ASD) is characterised by an abnormal migration of neural crest cells or an aberrant differentiation of the mesenchymal cells during the formation of the eye's anterior segment. These abnormalities result in multiple tissue defects affecting the iris, cornea and drainage structures of the iridocorneal angle including the ciliary body, trabecular meshwork and Schlemm's canal. In some cases, abnormal ASD development leads to glaucoma, which is usually associated with increased intraocular pressure. Haploinsufficiency through mutation or chromosomal deletion of the human FOXC1 transcription factor gene or duplications of the 6p25 region is associated with a spectrum of ocular abnormalities including ASD. However, mapping data and phenotype analysis of human deletions suggests that an additional locus for this condition may be present in the same chromosomal region as FOXC1. DHPLC screening of ENU mutagenised mouse archival tissue revealed five novel mouse Foxf2 mutations. Re-derivation of one of these (the Foxf2W174R mouse lineage) resulted in heterozygote mice that exhibited thinning of the iris stroma, hyperplasia of the trabecular meshwork, small or absent Schlemm's canal and a reduction in the iridocorneal angle. Homozygous E18.5 mice showed absence of ciliary body projections, demonstrating a critical role for Foxf2 in the developing eye. These data provide evidence that the Foxf2 gene, separated from Foxc1 by less than 70 kb of genomic sequence (250 kb in human DNA), may explain human abnormalities in some cases of ASD where FOXC1 has been excluded genetically

Diagnosis and management of glutaric aciduria type I – revised recommendations

Glutaric aciduria type I (synonym, glutaric acidemia type I) is a rare organic aciduria. Untreated patients characteristically develop dystonia during infancy resulting in a high morbidity and mortality. The neuropathological correlate is striatal injury which results from encephalopathic crises precipitated by infectious diseases, immunizations and surgery during a finite period of brain development, or develops insidiously without clinically apparent crises. Glutaric aciduria type I is caused by inherited deficiency of glutaryl-CoA dehydrogenase which is involved in the catabolic pathways of L-lysine, L-hydroxylysine and L-tryptophan. This defect gives rise to elevated glutaric acid, 3-hydroxyglutaric acid, glutaconic acid, and glutarylcarnitine which can be detected by gas chromatography/mass spectrometry (organic acids) or tandem mass spectrometry (acylcarnitines). Glutaric aciduria type I is included in the panel of diseases that are identified by expanded newborn screening in some countries. It has been shown that in the majority of neonatally diagnosed patients striatal injury can be prevented by combined metabolic treatment. Metabolic treatment that includes a low lysine diet, carnitine supplementation and intensified emergency treatment during acute episodes of intercurrent illness should be introduced and monitored by an experienced interdisciplinary team. However, initiation of treatment after the onset of symptoms is generally not effective in preventing permanent damage. Secondary dystonia is often difficult to treat, and the efficacy of available drugs cannot be predicted precisely in individual patients. The major aim of this revision is to re-evaluate the previous diagnostic and therapeutic recommendations for patients with this disease and incorporate new research findings into the guideline

What's occurring? The what, why, when and how of research capacity building in a modest pilot project with EAL learners and science

This paper reports on an ESRC/HEFCW-funded research project which was part of a research capacity building programme initiated through the Welsh Education Research Network (WERN). The research team included a mix of early career and more experienced education researchers from two Welsh universities and undertook an exploratory pilot study on visual elicitation methods for assessing the conceptual understanding of science concepts with pupils for whom English is an Additional Language (EAL). Affordances for collaborative learning about the conduct of research derived from hands-on team work and co-participation in the research design, development of instruments and fieldwork in a primary school. Sections of the paper report the chronology of the 'learning by doing' which brought the team together as they sought secondary data on EAL pupils, negotiated access through hierarchies of consent, created research tools and organized translations with Polish Learning Support Assistants (LSAs). A learning journey was undertaken which had positive outcomes for all players including the differentially experienced research team of early career reseaercher (ECR), second career researcher (SCRs) and midcareer researchers (MCRs), bilingual Learning Support Assistants (LSAs), the Ethnic Minority Advisory Service (EMAS) and hosting school. Our collaborative team was heuristic in several ways which built up research capacity. This paper draws upon a variety of material: field notes, observational records, visual material, analytic memos and researcher diaries to illustrate the approaches used to trial the methods and to highlight what and how we learned by undertaking a pilot study together

Final report to Becta concerning the use of video-stimulated reflective dialogue for professional development in ICT

This report concerns one of the Becta Research Grants 2008-9, intended for self-contained research in the area of technology for learning, and in support of the Harnessing Technology strategy. The project sought to evaluate the efficacy of video-stimulated reflective dialogue as a school based professional development tool for improving pedagogy in the use of ICT to support dialogic teaching in mathematics and science classrooms

Early medication use in new-onset rheumatoid arthritis may delay joint replacement: results of a large population-based study

Abstract Introduction Use of disease-modifying anti-rheumatic drugs (DMARDs) in rheumatoid arthritis (RA) may prevent joint damage and potentially reduce joint replacement surgeries. We assessed the association between RA drug use and joint replacement in Quebec, Canada. Methods A cohort of new-onset RA patients was identified from Quebec’s physician billing and hospitalization databases from 2002–2011. The outcome was defined using procedure codes submitted by orthopedic surgeons. Medication use was obtained from pharmacy databases. We used alternative Cox regression models with time-dependent variables measuring the cumulative effects of past use during different time windows (one model focussing on the first year after cohort entry) for methotrexate (MTX), and other DMARDs. Models were adjusted for baseline sociodemographics, co-morbidity and prior health service use, time-dependent cumulative use of other drugs (anti-tumor necrosis factor [anti-TNF] agents, other biologics, cyclooxygenase-2 inhibitors [COXIBs], nonselective nonsteroidal antiinflammatory drugs [NSAIDs], and systemic steroids), and markers of disease severity. Results During follow-up, 608 joint replacements occurred among 11,333 patients (median follow-up: 4.6 years). The best-fitting model relied on the cumulative early use (within the first year after cohort entry) of MTX and of other DMARDs, with an interaction between MTX and other DMARDs. In this model, greater exposure within the first year, to either MTX (adjusted hazard ratio, HR = 0.95 per 1 month, 95 % confidence interval, 95 % CI 0.93-0.97) or other DMARDs (HR = 0.97, 95 % CI 0.95-0.99) was associated with longer time to joint replacement. Conclusions Our results suggest that longer exposure to either methotrexate (MTX) or other DMARDs within the first year after RA diagnosis is associated with longer time to joint replacement surgery

Moving beyond the formal: developing significant networks and conversations in higher education: reflections from an interdisciplinary European project team

Conversations and networks are essential for transforming academics’ teaching practices as learning experiences (Palmer 1993). Yet, there has been little research reporting academics’ informal conversations about teaching (Thomson and Trigwell 2018). Teachers will generally access small significant networks (Becher and Trowler 2001) for nuanced and personal issues relating to teaching and learning. Collaborative transnational projects provide fertile ground for unique conversations about Higher Education (HE) teaching (Thomson 2015), with the added value of cross-national perspectives. This study examines the conditions that help to create significant networks and conversations, based on collective autoethnographic reflections of the member of an Erasmus+ project, including five partner universities from four different countries. The results provide insights into how the project have afforded the generation and continuation of cross-national and interdisciplinary significant networks and how unique conversations have allowed for trust, relationships and common goals to develop, which add value beyond the individual level