Challenge-Based Learning & STEAM Curriculum

STEAM education is being integrated into elementary schools as a way to engage more students in creativity, hands-on learning, and problem-based learning also referred to as Challenge-Based-Learning (CBL). This article focuses on elementary educators’ curriculum design for STEAM and presenting students with open-ended questions phrased as a challenge as a way to raise student interest and achievement (DeJarnette, 2018; Hunter-Doniger, 2018). When students received challenges to solve, they felt more open to sharing their ideas since there was more than one potential right answer (DeJarnette, 2018; Drake, 2012). When implementing CBL, teachers act as facilitators using a constructivist approach as students work in small groups to design, test, and iterate prototypes of their solutions (DeJarnette, 2018; Driscoll, 2005). This article highlights the impact of CBL on student engagement in a STEAM Lab or Makerspace. Keywords: Constructivist Theory, Challenge-Based Learning, STEAM Lab, Makerspace, Elementary Education, K-5th Grade, Growth Mindset, Problem-Based Learnin

Changing pattern of visceral leishmaniasis, United Kingdom, 1985-2004.

A 20-year (1985-2004) retrospective review of 39 patients with imported visceral leishmaniasis found that tourism to Mediterranean countries and HIV infection were associated with visceral leishmaniasis. Diagnosis was often delayed. Treatment with liposomal amphotericin B has improved prognosis. Visceral leishmaniasis should be made a reportable disease

Leprosy and HIV, where are we at?

The impact of leprosy and HIV co-infection is an evolving picture. Surprisingly the outcomes that were feared, of more lepromatous disease has not materialised. But with the roll-out of antiretroviral therapy, the emergence of leprosy as Immune Reconstitution Inflammatory Syndrome is re-focusing attention on the characteristics of this important co-infection

Single Nucleotide Polymorphism Analysis of European Archaeological M. leprae DNA

Background: Leprosy was common in Europe eight to twelve centuries ago but molecular confirmation of this has been lacking. We have extracted M. leprae ancient DNA (aDNA) from medieval bones and single nucleotide polymorphism (SNP) typed the DNA, this provides insight into the pattern of leprosy transmission in Europe and may assist in the understanding of M. leprae evolution. Methods and Findings: Skeletons have been exhumed from 3 European countries (the United Kingdom, Denmark and Croatia) and are dated around the medieval period (476 to 1350 A.D.). we tested for the presence of 3 previously identified single nucleotide polymorphisms (SNPs) in 10 aDNA extractions. M. leprae aDNA was extracted from 6 of the 10 bone samples. SNP analysis of these 6 extractions were compared to previously analysed European SNP data using the same PCR assays and were found to be the same. Testing for the presence of SNPs in M. leprae DNA extracted from ancient bone samples is a novel approach to analysing European M. leprae DNA and the findings concur with the previously published data that European M. leprae strains fall in to one group (SNP group 3). Conclusions: These findings support the suggestion that the M. leprae genome is extremely stable and show that archaeological M. leprae DNA can be analysed to gain detailed information about the genotypic make-up of European leprosy, which may assist in the understanding of leprosy transmission worldwide

New findings in the pathogenesis of leprosy and implications for the management of leprosy.

PURPOSE OF REVIEW: This review focuses on recent work in leprosy pathogenesis. New research of both innate and adaptive immune responses to Mycobacterium leprae is described. The proposition that Mycobacterium lepromatosis is a new species causing leprosy is discussed. RECENT FINDINGS: Modulation of the lipid metabolism and reprogramming of adult Schwann cells have both been suggested as mechanisms used by M. leprae to disseminate the disease. New markers associated with localized, disseminated disease or the occurrences of leprosy reactions include the human interferons, CD163, microRNA-21, NOD2, galectin-3 and toll-like receptor 4. The role of keratinocytes instead of macrophages is underlined in the pathogenesis of leprosy. Adaptive immunity reports focus on the role of T regulatory cells and cytokines secreted by T helper cells in leprosy. Finally, a newly identified species named M. lepromatosis has been detected in patients with leprosy and severe erythema nodosum leprosum. SUMMARY: Novel biological pathways have been identified to be associated with the clinical phenotype of leprosy or the occurrence of leprosy reactions. Future work should include larger numbers of clinical samples from across the leprosy spectrum in order to give new insights in the pathogenesis and management of the disease

The Future is Female: STEAM Education Analysis

The purpose of this mixed-methods action research study was to explore the impact of an online STEAM Program for young girls ages 7-10. The researcher sought to understand how girls this age internalize the stereotype “boys are better than girls.” Especially this idea that boys are better in school when it comes to subjects in STEM (Science, Technology, Engineering, and Math). This study aimed to understand if increasing girls’ access to STEAM education made an impact on gender stereotypes and mindsets. This study could be used as a resource for schools using virtual learning methodologies to deliver instructional content. The STEAM program delivered in this study was online and required “minimal help” from parents. Curriculum design included hands-on science experiments (including clean up) and schoolwork aligned with the Next Generation Science Standards (NGSS), Common Core ELA/Literacy (CCELA), Common Core Math Standards (CCMS), National Core Art Standards (NCAS), Engineering Design Standards (EDS), and International Society for Technology in Education Standards (ISTES). The approach of the action research was through the lens of Empowerment Theory and Feminist Theory to engage young girls in a deeper understanding of STEAM education