A Model for Equity-Oriented PreK-12 Engineering

In this paper, we address the societally important issue of developing a more equitable approach to preK-12 engineering education. Our primary emphasis is on K-8 grades—a time when first impressions of engineering may be developed. Calls for increased participation by all students, including those who have been historically marginalized, motivate the need for theoretically grounded ways of developing and assessing educational programs. This paper draws from sociocultural learning theory and applies four theoretical and empirical analyses to derive design principles for equity that can inform curriculum, instruction, and assessment of preK-12 engineering education programs. We present a model for equity-oriented preK-12 engineering learning and delineate its dimensions and principles, which include socially engaged engineering, authentic engineering practices, asset-oriented pedagogies, and student engineering identity. We illustrate each with examples and discuss ways of implementing equity-oriented engineering curricula

Socially Engaged Engineering: A Framework for K-8 Education

Socially engaged engineering provides for student learning of the design, analysis, and practices of engineering as well as the ways that engineering is situated in sociocultural contexts. This paper provides a conceptual framework regarding socially engaged engineering for K-8 educators, researchers, and curriculum designers. The framework identifies ways to support youth learning of engineering and considerations of technical, social, environmental, and ethical dimensions of engineering. As engineering enters K-8 educational settings, it is important to introduce the discipline in equity-oriented ways. We draw from the field of engineering for social justice to build this framework for examining engineering at the macro-, meso-, and microscales. Situating engineering in sociocultural contexts can be motivating to learners and provide perspectives on the nature of engineering. Our framework was concurrently designed with Youth Engineering Solutions (YES; https://YouthEngineeringSolutions.org) curricular units. To test the applicability of our principles, we applied them to K-8 YES curricula for school and out-of-school environments. Through the coevolution of principles and curricular materials, we developed age-appropriate learning objectives for three levels—lower elementary, upper elementary, and middle school. This paper shares the principles and progression, showing worked examples from curricula to demonstrate how the principles translate into curricular resources. We discuss constraints to the implementation of socially engaged engineering curricula, including those imposed in educational settings and the ideological assumptions about science, engineering, and STEM disciplines

Evaluation of uncomplicated acute respiratory tract infection management in veterans: A national utilization review.

BackgroundAntibiotics are overprescribed for acute respiratory tract infections (ARIs). Guidelines provide criteria to determine which patients should receive antibiotics. We assessed congruence between documentation of ARI diagnostic and treatment practices with guideline recommendations, treatment appropriateness, and outcomes.MethodsA multicenter quality improvement evaluation was conducted in 28 Veterans Affairs facilities. We included visits for pharyngitis, rhinosinusitis, bronchitis, and upper respiratory tract infections (URI-NOS) that occurred during the 2015-2016 winter season. A manual record review identified complicated cases, which were excluded. Data were extracted for visits meeting criteria, followed by analysis of practice patterns, guideline congruence, and outcomes.ResultsOf 5,740 visits, 4,305 met our inclusion criteria: pharyngitis (n = 558), rhinosinusitis (n = 715), bronchitis (n = 1,155), URI-NOS (n = 1,475), or mixed diagnoses (>1 ARI diagnosis) (n = 402). Antibiotics were prescribed in 68% of visits: pharyngitis (69%), rhinosinusitis (89%), bronchitis (86%), URI-NOS (37%), and mixed diagnosis (86%). Streptococcal diagnostic testing was performed in 33% of pharyngitis visits; group A Streptococcus was identified in 3% of visits. Streptococcal tests were ordered less frequently for patients who received antibiotics (28%) than those who did not receive antibiotics 44%; P < .01). Although 68% of visits for rhinosinusitis had documentation of symptoms, only 32% met diagnostic criteria for antibiotics. Overall, 39% of patients with uncomplicated ARIs received appropriate antibiotic management. The proportion of 30-day return visits for ARI care was similar for appropriate (11%) or inappropriate (10%) antibiotic management (P = .22).ConclusionsAntibiotics were prescribed in most uncomplicated ARI visits, indicating substantial overuse. Practice was frequently discordant with guideline diagnostic and treatment recommendations

Developing an international concept-based curriculum for pharmacology education: The promise of core concepts and concept inventories

\ua9 2023 The Authors. British Journal of Clinical Pharmacology published by John Wiley & Sons Ltd on behalf of British Pharmacological Society.Over recent years, studies have shown that science and health profession graduates demonstrate gaps in their fundamental pharmacology knowledge and ability to apply pharmacology concepts in practice. This article reviews the current challenges faced by pharmacology educators, including the exponential growth in discipline knowledge and competition for curricular time. We then argue that pharmacology education should focus on essential concepts that enable students to develop beyond ‘know’ towards ‘know how to’. A concept-based approach will help educators prioritize and benchmark their pharmacology curriculum, facilitate integration of pharmacology with other disciplines in the curriculum, create alignment between universities and improve application of pharmacology knowledge to professional contexts such as safe prescribing practices. To achieve this, core concepts first need to be identified and unpacked, and methods for teaching and assessment using concept inventories developed. The International Society for Basic and Clinical Pharmacology Education Section (IUPHAR-Ed) Core Concepts of Pharmacology (CCP) initiative involves over 300 educators from the global pharmacology community. CCP has identified and defined the core concepts of pharmacology, together with key underpinning sub-concepts. To realize these benefits, pharmacology educators must develop methods to teach and assess core concepts. Work to develop concept inventories is ongoing, including identifying student misconceptions of the core concepts and creating a bank of multiple-choice questions to assess student understanding. Future work aims to develop and validate materials and methods to help educators embed core concepts within curricula. Potential strategies that educators can use to overcome factors that inhibit adoption of core concepts are presented

Versatile routes to selenoether functionalised tertiary phosphines

New selenoether functionalised tertiary phosphines, based on aryl (2a, 2b) or alkyl (4) backbones, have been synthesised and characterised. P,Se-chelation has been achieved upon complexation to square-planar PtII (3a) or PdII (3b) metal centres. For 3a and 3b, weak non-covalent M◊ ◊ ◊ Se contacts were established using single crystal X-ray crystallography

Migration of northern Yellowstone elk: implications of spatial structuring

Migration can enhance survival and recruitment of mammals by increasing access to higher-quality forage or reducing predation risk, or both. We used telemetry locations collected from 140 adult female elk during 2000– 2003 and 2007–2008 to identify factors influencing the migration of northern Yellowstone elk. Elk wintered in 2 semidistinct herd segments and migrated 10–140 km to at least 12 summer areas in Yellowstone National Park (YNP) and nearby areas of Montana. Spring migrations were delayed after winters with increased snow pack, with earlier migration in years with earlier vegetation green-up. Elk wintering at lower elevations outside YNP migrated an average of 13 days earlier than elk at higher elevations. The timing of autumn migrations varied annually, but elk left their summer ranges at about the same time regardless of elevation, wolf numbers, or distance to their wintering areas. Elk monitored for multiple years typically returned to the same summer (96% fidelity, n 5 52) and winter (61% fidelity, n 5 41) ranges. Elk that wintered at lower elevations in or near the northwestern portion of the park tended to summer in the western part of YNP (56%), and elk that wintered at higher elevations spent summer primarily in the eastern and northern parts of the park (82%). Elk did not grossly modify their migration timing, routes, or use areas after wolf restoration. Elk mortality was low during summer and migration (8 of 225 elk-summers). However, spatial segregation and differential mortality and recruitment between herd segments on the northern winter range apparently contributed to a higher proportion of the elk population wintering outside the northwestern portion of YNP and summering in the western portion of the park. This change could shift wolf spatial dynamics more outside YNP and increase the risk of transmission of brucellosis from elk to cattle north of the park

Migration of northern Yellowstone elk: implications of spatial structuring

Migration can enhance survival and recruitment of mammals by increasing access to higher-quality forage or reducing predation risk, or both. We used telemetry locations collected from 140 adult female elk during 2000– 2003 and 2007–2008 to identify factors influencing the migration of northern Yellowstone elk. Elk wintered in 2 semidistinct herd segments and migrated 10–140 km to at least 12 summer areas in Yellowstone National Park (YNP) and nearby areas of Montana. Spring migrations were delayed after winters with increased snow pack, with earlier migration in years with earlier vegetation green-up. Elk wintering at lower elevations outside YNP migrated an average of 13 days earlier than elk at higher elevations. The timing of autumn migrations varied annually, but elk left their summer ranges at about the same time regardless of elevation, wolf numbers, or distance to their wintering areas. Elk monitored for multiple years typically returned to the same summer (96% fidelity, n 5 52) and winter (61% fidelity, n 5 41) ranges. Elk that wintered at lower elevations in or near the northwestern portion of the park tended to summer in the western part of YNP (56%), and elk that wintered at higher elevations spent summer primarily in the eastern and northern parts of the park (82%). Elk did not grossly modify their migration timing, routes, or use areas after wolf restoration. Elk mortality was low during summer and migration (8 of 225 elk-summers). However, spatial segregation and differential mortality and recruitment between herd segments on the northern winter range apparently contributed to a higher proportion of the elk population wintering outside the northwestern portion of YNP and summering in the western portion of the park. This change could shift wolf spatial dynamics more outside YNP and increase the risk of transmission of brucellosis from elk to cattle north of the park

Project MOSI: rationale and pilot-study results of an initiative to help protect zoo animals from mosquito-transmitted pathogens and contribute data on mosquito spatio–temporal distribution change

Mosquito-borne pathogens pose major threats to both wildlife and human health and, largely as a result of unintentional human-aided dispersal of their vector species, their cumulative threat is on the rise. Anthropogenic climate change is expected to be an increasingly significant driver of mosquito dispersal and associated disease spread. The potential health implications of changes in the spatio-temporal distribution of mosquitoes highlight the importance of ongoing surveillance and, where necessary, vector control and other health-management measures. The World Association of Zoos and Aquariums initiative, Project MOSI, was established to help protect vulnerable wildlife species in zoological facilities from mosquito-transmitted pathogens by establishing a zoo-based network of fixed mosquito monitoring sites to assist wildlife health management and contribute data on mosquito spatio-temporal distribution changes. A pilot study for Project MOSI is described here, including project rationale and results that confirm the feasibility of conducting basic standardized year-round mosquito trapping and monitoring in a zoo environment

Stroke Induces Prolonged Changes in Lipid Metabolism, the Liver and Body Composition in Mice

Acknowledgements We would like to thank the Biological Services Facility at the University of Manchester for expert animal husbandry and Karen Davies who helped with the MRI. The Histology Facility equipment that was used in this study was purchased by the University of Manchester Strategic Fund. Special thanks goes to Peter Walker for their help with the histology. Funding information This work was supported by the Kohn Foundation, an Edward Bonham Carter Doctoral Scholarship, an EPSRC/MRC Centre for Doctoral Training in Regenerative Medicine studentship grant (EP/L014904/1), and the Medical Research Council (MR/K501311/1).Peer reviewedPublisher PD

Evaluating Research Centers In Minority Institutions: Framework, Metrics, Best Practices, and Challenges

The NIH-funded Research Centers in Minority Institutions (RCMI) program is currently funding 18 academic institutions to strengthen the research environment and contribution to health disparities research. The purpose of this multiphase mixed-methods study was to establish a uniform evaluation framework for demonstrating the collective success of this research consortium. Methods included discussions of aims and logic models at the RCMI Evaluators’ Workshop, a literature review to inform an evaluation conceptual framework, and a case study survey to obtain evaluation-related information and metrics. Ten RCMIs participated in the workshop and 14 submitted responses to the survey. The resultant RCMI Evaluation Conceptual Model presents a practical ongoing approach to document RCMIs’ impacts on health disparities. Survey results identified 37 common metrics under four primary categories. Evaluation challenges were issues related to limited human resources, data collection, decision-making, defining metrics, cost-sharing, and revenue-generation. There is a need for further collaborative efforts across RCMI sites to engage program leadership and community stakeholders in addressing the identified evaluation challenges and measurement. Program leadership should be engaged to apply the Evaluation Conceptual Framework and common metrics to allow for valid inter-institutional comparisons and consortium-wide evaluations. Stakeholders could ensure evaluation metrics are used to facilitate community impacts