Preparing Tomorrow’s Teachers Using the Teacher Educator Technology Competencies (TETCs)

This article examines the preparation of tomorrow’s teachers by analyzing higher education teacher educators\u27 attitudes towards the Teacher Educator Technology Competencies (TETCs). The study was based on the national education requirements that have been established by the U.S. Department of Education’s Office of Educational Technology, International Society for Technology in Education (ISTE) and the Council for Accreditation of Educator Preparation (CAEP). The study focused on the current assumption that all teacher candidates will leave teacher preparation programs ready and able to use technology effectively in PK-12 classrooms. The researcher administered an online survey to a sample of teacher educators in order to identify their attitudes towards the TETCs. The main questions in this study included: (1) What are the attitudes of teacher educators towards the TETCs?, and (2) What are the professional development needs for teacher educators? The researcher offers various suggestions for future professional development options for teacher educators and teacher preparation programs. Some of these options include developing and administering educational technology workshops, moving away from stand-alone educational technology courses, and integrating technology into all teacher preparation courses

Is Sofosbuvir Safer and More Effective Than Peginterferon for Treatment of Chronic Hepatitis C Virus Infection in Treatment-Naïve Patients?

Objective: The objective of this selective EBM review is to determine whether or not Sofosbuvir plus Ribavirin is safer and more effective than Peginterferon plus Ribavirin for treatment of chronic Hepatitis C Virus infection in treatment-naïve patients. Study Design: Systematic review of three English language primary studies, published in 2013. Data Sources: Three randomized control trials, two of which are open-label, activecontrolled and one that is double-blind, placebo-controlled, comparing Sofosbuvir and Ribavirin versus other chronic HCV modalities found via PubMed in peer-reviewed journals. Outcomes Measured: Safety was measured by self-reported adverse events, routine laboratory tests, physical exams, vital signs, and electrocardiography and graded using the Division of AIDS Table for Grading the Severity of Adult and Pediatric Adverse Events. Efficacy was determined by sustained virological response at 12 or 24 weeks post-treatment (SVR12 and SVR24, respectively), which is classified as a HCV RNA concentration below the limit of detection of 15 IU/mL or 25 IU/mL Results: Gane, et al compared the treatment effects of 400mg Sofosbuvir and Ribavirin (RBV) with that of Sofosbuvir plus RBV and Peginterferon (PEG) for 12 weeks in patients with chronic HCV. Analysis resulted in an equal incidence of SVR24, but with less adverse events in the experimental group. In Lawitz, Lalezari, et al, patients received 12 weeks with either 400mg Sofosbuvir, RBV, and PEG or placebo, PEG, and RBV. SVR24 was higher in the Sofosbuvir group, however more adverse events of fatigue were reported compared to the placebo group. Lawitz, Mangia, et al examined the difference in treatment with 12 weeks of 400mg Sofosbuvir and RBV versus 24 weeks of PEG and RBV. Statistical analysis showed an equal rate of SVR12 between the two groups, yet treatment with Sofosbuvir was safer. Conclusions: It can be deduced from these three RCTs that Sofosbuvir plus RBV is safer, yet, statistically, nearly equal in efficacy to treatment with PEG and RBV. Given that PEG is a weekly injection with many unfavorable side effects, it would be more beneficial to receive treatment with Sofosbuvir and RBV for treatment of chronic HCV infection

Empowering Faculty Using Distance Learning Mentoring Programs

This article discusses the value of developing mentoring programs for the empowerment of distance learning faculty. The paper describes various ways mentoring relationships enhance the development and teaching of distance learning courses. Distance learning faculty mentoring programs consist of a process where a more experienced faculty member assists a newer faculty member in developing a distance learning course. By creating and supporting distance learning faculty mentoring programs, higher education institutions can provide an efficient and valuable way for new distance learning faculty to gain empowerment as well as the skills and knowledge they need to teach online. This article asserts that mentoring programs for faculty interested in teaching online may help transform universities from archaic institutions reliant on paper and pencil into living entities that meet the needs of the modern learner

Crisis Meets Opportunity: Empowering Faculty when Returning to the Higher Education Classroom​

Access the online Pressbooks version of this article here. This article presents information surrounding how the COVID-19 crisis can lead to opportunities for empowering growth in faculty course development and delivery. The authors show how higher education instructors have implemented remote teaching experiences they used during the pandemic to create engaging learning opportunities for students as they are returning to the higher education classroom. The article explores innovative ideas for communication and instruction, equity issues, and inclusive practices. The authors address the overall changing higher education climate and share their personal experiences transitioning from teaching in a face-to-face setting to going fully remote and back again

Diagnostic journey and impact of enzyme replacement therapy for mucopolysaccharidosis IVA: a sibling control study.

BACKGROUND: Mucopolysaccharidosis (MPS) IVA, also known as Morquio A syndrome, is a rare autosomal recessive lysosomal storage disorder caused by a deficiency in the enzyme N-acetylgalactosamine-6-sulfatase. Early recognition, diagnosis, and treatment of this progressive, multisystem disease by enzyme replacement therapy (ERT) can lead to improved outcomes and reduced mortality. METHODS: This report documents the diagnostic journey and treatment with ERT of three siblings with MPS IVA. Clinical outcome measures included growth, endurance, imaging, cardiac, respiratory, ophthalmology, and laboratory evaluations. RESULTS: Three siblings, diagnosed at 14.7, 10.1, and 3.2 years of age, demonstrated clinical improvement with weekly infusions of 2.0 mg/kg elosulfase alfa (Vimizim®, BioMarin Pharmaceutical, Novato, CA, USA). Patient 1 (oldest sibling) and Patient 2 (middle sibling) experienced a diagnostic delay of 8 years 7 months and 4 years after symptom onset, respectively. All three patients demonstrated improvements in growth, 6-min walk distance, joint range of motion, and respiratory function after 30 months of ERT. The treatment was well tolerated without any adverse events. CONCLUSIONS: This case series highlights the importance of early recognition of the clinical and imaging findings that are initially subtle in MPS IVA. Early treatment with ERT is necessary to slow irreversible disease progression and improve patient outcomes. The oldest sibling experienced improvements in mobility despite severe symptoms resulting from a late diagnosis. When evaluating patients with skeletal anomalies, imaging multiple body regions is recommended. When findings such as anterior beaking of vertebrae or bilateral femoral head dysplasia are present, MPS IVA should be included in the differential diagnosis. Newborn screening must be considered for early detection, accurate diagnosis, and initiation of treatment to reduce morbidity

Structural Repertoire of HIV-1-Neutralizing Antibodies Targeting the CD4 Supersite in 14 Donors

The site on the HIV-1 gp120 glycoprotein that binds the CD4 receptor is recognized by broadly reactive antibodies, several of which neutralize over 90% of HIV-1 strains. To understand how antibodies achieve such neutralization, we isolated CD4-binding-site (CD4bs) antibodies and analyzed 16 co-crystal structures –8 determined here– of CD4bs antibodies from 14 donors. The 16 antibodies segregated by recognition mode and developmental ontogeny into two types: CDR H3-dominated and VH-gene-restricted. Both could achieve greater than 80% neutralization breadth, and both could develop in the same donor. Although paratope chemistries differed, all 16 gp120-CD4bs antibody complexes showed geometric similarity, with antibody-neutralization breadth correlating with antibody-angle of approach relative to the most effective antibody of each type. The repertoire for effective recognition of the CD4 supersite thus comprises antibodies with distinct paratopes arrayed about two optimal geometric orientations, one achieved by CDR H3 ontogenies and the other achieved by VH-gene-restricted ontogenies

Higher Education Faculty Members Overcoming Self-Perceived Barriers to Soar in Distance Learning

This is a higher education presentation focusing on self-perceived barriers of distance learning faculty members. During this session, a professor from Saint Peter’s University will present findings from a study along with her personal experiences with teaching from a distance. After sharing the results of the study, the presenter will introduce methods of designing and providing professional development opportunities for higher education faculty members that can assist in the development of high-quality distance learning courses. These opportunities focus on what factors influence faculty satisfaction levels with distance learning as well as what factors influence faculty dissatisfaction levels with distance learning. The presentation will include an open discussion regarding best practices and challenges of designing and teaching effective distance learning courses. Finally, the presenter will ask for recommendations for future study

Increasing elementary school teachers' awareness of gender inequity in student computer usage

This study was designed to increase gender equity awareness in elementary school teachers with respect to student computer and technology usage. Using professional development methods with a group of teachers, the writer attempted to help them become more aware of gender bias in technology instruction. An analysis of the data revealed that teachers who were exposed to gender equity professional development training sessions were more likely to exhibit gender equitable teaching behaviors than they did prior to the sessions. The data also indicated that teachers provided more equitable assistance to their classroom students after being presented with gender equity interventions

Raising the Bar on Instructor Satisfaction: Overcoming Self-Perceived Barriers in Distance Learning

During this presentation, K-12 and higher education participants will discuss and examine various factors that contribute to distance learning instructor satisfaction and dissatisfaction levels as well as ways to overcome certain barriers when teaching online and hybrid courses. A professor from Saint Peter’s University will present findings from a recent study that was conducted on this topic along with her personal experiences with teaching from a distance. The presenter will introduce methods of designing and providing professional development opportunities for distance learning instructors. Also, the presentation will include hands-on guidance related to the design and development of high-quality distance learning courses, which can aid in overcoming certain barriers. Furthermore, the participants will consider suggested tips to overcoming self-perceived barriers that are faced by distance learning instructors. They will study and explore the main factors that influence instructor satisfaction levels with distance learning as well as what factors influence dissatisfaction levels with distance learning. The presentation will include an open discussion regarding best practices and challenges of designing and teaching effective distance learning courses. Finally, the presenter will ask for recommendations for future study

Disappearing in plain sight : an exploratory study of co-occurring eating and substance abuse dis/orders among homeless youth in Vancouver, Canada

How are disordered eating and substance abuse embodied, experienced, and articulated within a context of multi-dimensional marginalization? Existing studies that address this question emphasize medical influences and gather clinical samples, thereby overlooking those for whom structural constraints such as poverty make accessing costly and time-intensive treatment unrealistic. In this study, I fill methodological and empirical gaps in the literature by using qualitative methods to explore the co-occurrence of eating and substance use disorders among homeless youth. This study consists of two parts: (1) semi-structured interviews with youth and (2) structured interviews with key informants employed by low-barrier support services. Results show several indicators of co-occurring disordered eating and substance abuse among homeless youth. There is a strong link between conscious self-starvation due to body image concerns and compensatory substance abuse behaviours, while youth also engage in substance abuse to mitigate the effects of hunger related to food insecurity. Further, there is a significant disparity when comparing youths’ eating disorder and food-related health literacy to their substance use disorder health literacy. Finally, patterned responses among youth and front-line workers suggest that while service providers have several supports in place to assist youth who are engaging in problematic substance use, there is a shortage of existing infrastructure to assist youth who are struggling with disordered eating. I conclude by offering suggestions for further research on co-occurring eating and substance abuse disorders among vulnerable populations.Arts, Faculty ofSociology, Department ofGraduat