Maintaining Privacy and Security in Cyberspace: What Everyone Needs to Know

The growth of technology will always outpace legal and ethical understanding concerning maintaining privacy and security in cyberspace. Remote network security breaches are a common method for taking sensitive information from companies, K-12 school districts, institutions of higher learning, and from social media accounts. Parents, university/college personnel, teachers and other adults working in the K-12 systems are held accountable to higher standards when determining levels of technology infusion especially with distance education

Developing and Implementing an Online Course Framework

Integration of technology tools and resources is imperative when working with today’s students as many are expecting to encounter various apps and media-based software in the curriculum. It is important, however, to have a clear purpose for integrating technology into the classroom; technology should not be integrated into the curriculum simply for the sake of doing so! To assist with purposeful integration, faculty members from Nova Southeastern University and St. Thomas University created a Technology Integration Learning Community (TILC); an online professional learning community where members teach each other about the latest and greatest technological tools and share ideas for integration into the curriculum. Anytime an instructor is thinking of integrating technology into a classroom, it is important to use a model or framework as a guide to enhance the objectives or outcomes as well as ensure accessibility for all students. Therefore, the TILC developed The TILC Online Course Framework (TOCF), based on the ASSURE model (Smaldino, Lowther, Russell, & Mims, 2016), to guide this technology integration

Digital Footprints, Privacy, and Security: I Know What You Did Last Summer!

The International Society for Technology in Education (ISTE) standards address the need for students to develop strong technology literacy skills due to the evolving role of technology in the global society. Therefore, educators must “Model and promote management of personal data and digital identity and protect student data privacy” (ISTE Standards for Education, 2017, para. 3). With the recent revelations of the breaches involving social media applications, concerns regarding digital footprints, privacy, and security have evolved for both educators and their students. As distance education expands, educators frequently use applications to engage students. This usage generates digital footprints, which are like physical footprints rendered unique to their owners (Dennen, 2015). Before generating digital footprints, users should be aware of privacy policies to protect personal information and how it is used (McDermott, 2018). These conditions are usually presented as written terms of agreement followed by a box to check/submit if giving consent. Security involves how companies protect information users agree to share, so when something is hacked both security and privacy are compromised. Therefore, evaluation of popular educational apps must become a priority for educators and several tools are available from school boards, universities, special interest groups, and state/ federal government agencies. Panelists in this roundtable will share the concepts of active digital footprints, passive digital footprints, privacy, and security; then participants will be given the opportunity to actively discuss their concerns. Panelists will also share tools for evaluating apps, and participants will be able to evaluate apps of their choice. By developing a greater understanding of the most frequently used apps in education, educators can venture higher in technology integration

Origin of Brines, Salts and Carbonate from Shales of the Marcellus Formation: Evidence from Geochemical and Sr Isotope Study of Sequentially Extracted Fluids

Fluids co-produced with methane from hydraulically fractured organic-rich shales of the Marcellus Formation (USA) are characterized by high total dissolved solids (TDS), including elevated levels of Ba, Sr and Br. To investigate the source and geologic history of these high-TDS fluids and their dissolved constituents, we carried out a series of sequential extraction experiments on dry-drilled cuttings extracted within, below and above the Marcellus Shale from a well in Tioga County, New York State. The experiments were designed to extract (1) water soluble components, (2) exchangeable cations, (3) carbonate minerals, and (4) hydrochloric acid-soluble constituents. The geochemistry of the resultant leachates highlights the different geochemical reservoirs for extractable elements within the shale; notably, Na and Br were largely water-soluble, while Ba was extracted primarily from exchangeable sites, and Ca and Sr were found both in exchangeable sites and carbonate. Strontium isotope ratios measured on the leachates indicate that each of the element reservoirs has a distinct value. Measured Sr-87/Sr-86 ratios in the water soluble component are similar to those of Marcellus produced water, while the ion exchange reservoir yields lower ratios, and carbonate Sr is lower still, approaching Devonian-Silurian seawater values. Despite the isotopic similarity of water leachates and produced water, the total water chemistry argues against generation of produced water by interaction of hydraulic fracturing fluid with dry shale. The high-TDS produced water is most likely trapped formation water (within and/or adjacent to the shale) that is released by hydraulic fracturing. The formation water was affected by multiple processes, possibly including basin scale, tectonically-driven fluid flow. Significant chemical and isotopic differences between Marcellus Shale produced water and overlying Upper Devonian/Lower Mississippian produced waters suggests a hydrologic barrier has been maintained in parts of the Appalachian Basin since the late Paleozoic. (C) 2015 Elsevier Ltd. All rights reserved

Boronotyrosine, a Borylated Amino Acid Mimetic with Enhanced Solubility, Tumor Boron Delivery, and Retention for the Re-emerging Boron Neutron Capture Therapy Field

Boron neutron capture therapy (BNCT) is a re-emerging binary cellular level cancer intervention that occurs through the interaction of a cancer-specific 10boron (10B) drug and neutrons. We created a new 10B drug, 3-borono-l-tyrosine (BTS), that improves on the characteristics of the main historical BNCT drug 4-borono-l-phenylalanine (BPA). BTS has up to 4 times greater uptake in vitro than BPA and increased cellular retention. Like BPA, BTS uptake is mediated by the l-type amino acid transporter-1 (LAT1) but is less sensitive to natural amino acid competition. BTS can be formulated and bolus dosed at much higher levels than BPA, resulting in 2–3 times greater boron delivery in vivo. Fast blood clearance and greater tumor boron delivery result in superior tumor-to-blood ratios. BTS boron delivery appears to correlate with LAT1 expression. BTS is a promising boron delivery drug that has the potential to improve modern BNCT interventions