Teacher Challenges to Implement Engineering Design in Secondary Technology Education (Third in a Three Part Series)

This descriptive study examined the current status of technology education teacher practices with respect to engineering design. This article is the third article in a three-part series presenting the results of this study. The first article in the series titled Examination of Engineering Design Curriculum Content highlighted the research findings regarding engineering design curriculum content delivered by technology education teachers. The second article in the series titled Examination of Assessment Practices for Engineering Design Projects in Secondary Technology Education reported technology education teachers’ assessment practices when implementing engineering design projects in the classroom. The sample for this study was drawn from the current International Technology Education Association (ITEA) membership database. This article will present the research findings that identified challenges faced by technology educators when seeking to implement engineering design

Examination of Assessment Practices for Engineering Design Projects in Secondary Education (First in a Three Part Series)

The following descriptive study was designed to determine the national status of secondary technology education curriculum content and assessment practices as they relate to engineering design. The results of this study were divided into a three-part article series. Although this study focused on the larger construct of the national status of the infusion of engineering design into technology education, three separate sub-constructs emerged. The three sub-constructs were: a) status of engineering design curriculum content; b) the status of assessment practices of engineering design projects, and c) what selected challenges are identified by secondary technology educators in teaching engineering design

The Impact of a GenCyber Camp on In-service Teachers’ TPACK

The purpose of this study was to examine the impact of a GenCyber camp curriculum on teachers’ technology, pedagogy, and content knowledge (TPACK). The camp was designed to engage participants in developing the knowledge and skills to incorporate GenCyber Cybersecurity First Principles and GenCyber Cybersecurity Concepts (GenCyber, 2019) into their curriculums. Participants (37 middle and high school teachers from a variety of disciplines) attended one of two weeklong camps held at a Midwestern liberal arts university. Using the TPACK Self-Reflection and TPACK Self-Assessment Surveys, pre- and post-camp data were collected from participants. Findings indicate that participants demonstrated an increase in all domains of the TPACK framework from pre- to post-survey. The greatest increase was in Technological Pedagogy Knowledge (TPK) (0.57), followed by Pedagogical Content Knowledge (PCK) (0.51), and Technological Pedagogical Content Knowledge (TPACK) (0.46). GenCyber participants also demonstrated an average increase in pre- and post-test scores in all areas on the TPACK Self-Assessment Survey Results; however, individual results were mixed. The majority of participants (n=21), sixty percent, saw an increase in composite score from pre- to post, whereas 12 participants\u27 (34%) scores decreased from pre- to post, and two (6%) stayed the same. Findings indicate the GenCyber Camp provided in-service teachers with the knowledge and skills necessary to incorporate GenCyber Principles and Cybersecurity Concepts into their curriculum. Recommendations for teacher professional development on cybersecurity are made

Examination of Assessment Practices for Engineering Design Projects in Secondary Education (Part 1)

The following descriptive study was designed to determine the national status of secondary technology education curriculum content and assessment practices as they relate to engineering design. The results of this study were divided into a three-part article series. Although this study focused on the larger construct of the national status of the infusion of engineering design into technology education, three separate sub-constructs emerged. The three sub-constructs were: a) status of engineering design curriculum content; b) the status of assessment practices of engineering design projects, and c) what selected challenges are identified by secondary technology educators in teaching engineering design

Examination of Assessment Practices for Engineering Design Projects in Secondary Education (Part 1)

The following descriptive study was designed to determine the national status of secondary technology education curriculum content and assessment practices as they relate to engineering design. The results of this study were divided into a three-part article series. Although this study focused on the larger construct of the national status of the infusion of engineering design into technology education, three separate sub-constructs emerged. The three sub-constructs were: a) status of engineering design curriculum content; b) the status of assessment practices of engineering design projects, and c) what selected challenges are identified by secondary technology educators in teaching engineering design

Prospective Phase II trial of drug-eluting bead chemoembolization for liver transplant candidates with hepatocellular carcinoma and marginal hepatic reserve.

Purpose: To determine whether chemoembolization using drug-eluting beads (DEB-TACE) is safe and effective for liver transplantation candidates with liver-limited hepatocellular carcinoma (HCC) without vascular invasion and baseline hepatic dysfunction. Materials and methods: Seventeen adult liver transplantation candidates (median age 66 years, range 58-73 years; 13 men) with HCC were treated with DEB-TACE as a part of Stage 1 of a prospective single-institution Phase II trial. All patients had marginal hepatic reserve based on at least one of the following criteria: ascites (n=14), bilirubin between 3 and 6 mg/dL (n=5), AST 5-10 times upper normal limit (n=1), INR between 1.6 and 2.5 (n=4), portal vein thrombosis (n=2), and/or portosystemic shunt (n=2). Primary study objectives were safety and best observed radiographic response. Results: Thirty-seven DEB-TACE procedures were performed. Objective response rate and disease control rate were 63% and 88%, respectively. HCC progression was observed in 12 patients. Median time to progression was 5.6 months (range 0.9-13.6 months). Within 1 month following DEB-TACE, 13 patients (76%) developed grade 3 or 4 AE attributable to the procedure. Four patients (all within Milan Criteria) were transplanted (2.7-6.9 months after DEB-TACE), and 12 patients died (1.8-32 months after DEB-TACE). All deaths were due to liver failure that was either unrelated to HCC (n=5), in the setting of metastatic HCC (n=5), or in the setting of locally advanced HCC (n=2). Mortality rate at 1 month was 0%. Conclusions: DEB-TACE achieves tumor responses but carries a high risk of hepatotoxicity for liver transplant candidates with HCC and marginal hepatic reserve

Disruption of termite gut-microbiota and its prolonged fitness consequences

Author Posting. © The Author(s), 2011. This is the author's version of the work. It is posted here by permission of American Society for Microbiology for personal use, not for redistribution. The definitive version was published in Applied and Environmental Microbiology 77 (2011): 4303-4312, doi:10.1128/AEM.01886-10.The disruption of host-symbiont interactions through the use of antibiotics can help elucidate microbial functions that go beyond short-term nutritional value. Termite gut symbionts have been studied extensively, but little is known about their impact on the termite’s reproductive output. Here we describe the effect that the antibiotic rifampin has not only on the gut microbial diversity, but also on the longevity, fecundity, and weight of two termite species - Zootermopsis angusticollis and Reticulitermes flavipes. We report three key findings: (i) the antibiotic rifampin, when fed to primary reproductives during the incipient stages of colony foundation, causes a permanent reduction in the diversity of gut bacteria, and a transitory effect on the density of the protozoan community, (ii) rifampin treatment reduces oviposition rates of queens, translating into delayed colony growth and ultimately reduced colony fitness and (iii) the initial dosages of rifampin on reproduction and colony fitness had severe longterm fitness effects on Z. angusticollis survivorship and colony size. Taken together, our findings demonstrate that the antibiotic-induced perturbation of the microbial community associates with prolonged reductions in longevity and fecundity. A causal relationship between these changes in the gut microbial population structures and fitness is suggested by the acquisition of opportunistic pathogens and incompetence of the termites to restore a pre-treatment, native microbiota. Our results indicate that antibiotic treatment significantly alters the termite’s microbiota, reproduction, colony establishment and ultimately, colony growth and development. We discuss the implications for antimicrobials as a new application to the control of termite pest species.This research was funded by the Louis Stokes Minority Program which supported Jessica Dumas, NSF CAREER award DEB 0447316 to Rosengaus RB, and NSF IOS-0852344 and NAI NNA04CC04A to Bordenstein SR

Modeling Risk for Child Abuse and Harsh Parenting in Families with Depressed and Substance-Abusing Parents

Children with substance abusing parents are at considerable risk for child maltreatment. The current study applied an actor–partner interdependence model to examine how father only (n=52) and dual couple (n=33) substance use disorder, as well as their depressive symptomology influenced parents’ own (actor effects) and the partner\u27s (partner effects) overreactivity in disciplinary interactions with their children, as well as their risk for child maltreatment. Parents completed the Center for Epidemiologic Studies Depression Scale (CES-D; Radloff, 1977), the overreactivity subscale from the Parenting Scale (Arnold, O’Leary, Wolff, & Acker, 1993), and the Brief Child Abuse Potential Inventory (Ondersma, Chaffin, Mullins, & LeBreton, 2005). Results of multigroup structural equation models revealed that a parent\u27s own report of depressive symptoms predicted their risk for child maltreatment in both father SUD and dual SUD couples. Similarly, a parent\u27s report of their own depressive symptoms predicted their overreactivity in disciplinary encounters both in father SUD and dual SUD couples. In all models, partners’ depressive symptoms did not predict their partner\u27s risk for child maltreatment or overreactivity. Findings underscore the importance of a parent\u27s own level of depressive symptoms in their risk for child maltreatment and for engaging in overreactivity during disciplinary episodes