A Positioning Theory Analysis of Interaction Surrounding Design Failures in an Elementary Engineering Club

This qualitative study applies Positioning Theory to identify positions that mediate the experiences of design failure within the context of an afterschool engineering club (EC) with elementary students diverse in language, race, ethnicity, gender, and academic abilities. We ask: (1) What kinds of structural design failure and failure responses did participants in EC experience? and (2) What are students’ and teachers’ positions in relation to responses to design failure? Types of positions (e.g., builder, tinkerer, idea-elicitor, director, observer) were identified in relation to children’s and teachers’ actions and speech in response to structural design failure during EC. Participants included 12 third-grade students and four teachers involved in EC for eight weeks. Data sources include audio transcripts, video, and field notes. Twenty-four design failure episodes were identified and transcribed multimodally from video, followed by coding of episodes using a multimodal Positioning Theory analytical framework. Findings discuss the kinds of engineering design actions and associated positionings unfolding in response to failure as well as the positions mediating teacher and student responses to design. We highlight the importance of student and teacher mediation as well as how Positioning Theory can be used to expand our understanding of (re)positionings that can occur within responses to design failure. Specifically, elementary engineering curricular materials must create the context to support the range of positions taken up in response to design failure. This includes explicit modeling of discursive actions surrounding design failure, multiple opportunities for students to experience and respond to design failure with time to improve beyond the design–build–test model, and support for teachers to address the range of students’ responses to design failures knowledgeably and flexibly

Australian University Nursing and Allied Health Students’ and Staff Physical Activity Promotion Preparedness and Knowledge: A Pre-Post Study Using an Educational Intervention

The promotion of physical activity (PA) by health professionals is a key strategy to increase PA levels in the population. In this study, we investigated PA promotion, preparedness, and knowledge among university nursing and allied health students and staff, as well as PA resource usage within curricula, before and after an educational intervention. Students and staff from 13 health disciplines at one Australian university were invited to complete an online survey, and a curriculum audits were conducted before and after PA teaching resources were promoted by academic PA champions (n = 14). A total of 299 students and 43 staff responded to the survey pre-intervention, and 363 and 32 responded to the post-intervention, respectively. PA promotion role perception (≥93%) and confidence to provide general PA advice (≥70%) were high throughout the study. Knowledge of PA guidelines was poor (3–10%). Students of physiotherapy, sport and exercise science, as well as more active students, were more likely to be aware of the PA guidelines (p < 0.05). Over 12 months, PA promotion preparedness and knowledge did not change significantly, nor was there a change in the amount of PA content delivered, despite a significant increase in the use of the teaching resources across a number of disciplines (p = 0.007). Future research should be carried out to investigate the implementation of the resources over time and to develop additional strategies for PA promotion and education scaffolded across curricula

The James Webb Space Telescope Mission

Twenty-six years ago a small committee report, building on earlier studies, expounded a compelling and poetic vision for the future of astronomy, calling for an infrared-optimized space telescope with an aperture of at least $4m$. With the support of their governments in the US, Europe, and Canada, 20,000 people realized that vision as the $6.5m$ James Webb Space Telescope. A generation of astronomers will celebrate their accomplishments for the life of the mission, potentially as long as 20 years, and beyond. This report and the scientific discoveries that follow are extended thank-you notes to the 20,000 team members. The telescope is working perfectly, with much better image quality than expected. In this and accompanying papers, we give a brief history, describe the observatory, outline its objectives and current observing program, and discuss the inventions and people who made it possible. We cite detailed reports on the design and the measured performance on orbit.Comment: Accepted by PASP for the special issue on The James Webb Space Telescope Overview, 29 pages, 4 figure

Clinical Characteristics, Racial Inequities, and Outcomes in Patients with Breast Cancer and COVID-19: A COVID-19 and Cancer Consortium (CCC19) Cohort Study

BACKGROUND: Limited information is available for patients with breast cancer (BC) and coronavirus disease 2019 (COVID-19), especially among underrepresented racial/ethnic populations. METHODS: This is a COVID-19 and Cancer Consortium (CCC19) registry-based retrospective cohort study of females with active or history of BC and laboratory-confirmed severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) infection diagnosed between March 2020 and June 2021 in the US. Primary outcome was COVID-19 severity measured on a five-level ordinal scale, including none of the following complications, hospitalization, intensive care unit admission, mechanical ventilation, and all-cause mortality. Multivariable ordinal logistic regression model identified characteristics associated with COVID-19 severity. RESULTS: 1383 female patient records with BC and COVID-19 were included in the analysis, the median age was 61 years, and median follow-up was 90 days. Multivariable analysis revealed higher odds of COVID-19 severity for older age (aOR per decade, 1.48 [95% CI, 1.32-1.67]); Black patients (aOR 1.74; 95 CI 1.24-2.45), Asian Americans and Pacific Islander patients (aOR 3.40; 95 CI 1.70-6.79) and Other (aOR 2.97; 95 CI 1.71-5.17) racial/ethnic groups; worse ECOG performance status (ECOG PS ≥2: aOR, 7.78 [95% CI, 4.83-12.5]); pre-existing cardiovascular (aOR, 2.26 [95% CI, 1.63-3.15])/pulmonary comorbidities (aOR, 1.65 [95% CI, 1.20-2.29]); diabetes mellitus (aOR, 2.25 [95% CI, 1.66-3.04]); and active and progressing cancer (aOR, 12.5 [95% CI, 6.89-22.6]). Hispanic ethnicity, timing, and type of anti-cancer therapy modalities were not significantly associated with worse COVID-19 outcomes. The total all-cause mortality and hospitalization rate for the entire cohort was 9% and 37%, respectively however, it varied according to the BC disease status. CONCLUSIONS: Using one of the largest registries on cancer and COVID-19, we identified patient and BC-related factors associated with worse COVID-19 outcomes. After adjusting for baseline characteristics, underrepresented racial/ethnic patients experienced worse outcomes compared to non-Hispanic White patients. FUNDING: This study was partly supported by National Cancer Institute grant number P30 CA068485 to Tianyi Sun, Sanjay Mishra, Benjamin French, Jeremy L Warner; P30-CA046592 to Christopher R Friese; P30 CA023100 for Rana R McKay; P30-CA054174 for Pankil K Shah and Dimpy P Shah; KL2 TR002646 for Pankil Shah and the American Cancer Society and Hope Foundation for Cancer Research (MRSG-16-152-01-CCE) and P30-CA054174 for Dimpy P Shah. REDCap is developed and supported by Vanderbilt Institute for Clinical and Translational Research grant support (UL1 TR000445 from NCATS/NIH). The funding sources had no role in the writing of the manuscript or the decision to submit it for publication. CLINICAL TRIAL NUMBER: CCC19 registry is registered on ClinicalTrials.gov, NCT04354701

Inadequate calcium and vitamin D intake and osteoporosis risk in older Americans living in poverty with food insecurities.

Poverty may be a barrier to acquiring adequate nutrient levels for the prevention of osteoporosis. Age and nutritional intake are major factors that contribute to osteoporosis prevalence. This study examined the relationship between markers of poverty with calcium / vitamin D intake and osteoporosis. A cross-sectional analysis of the United States population was performed using National Health and Nutrition Examination Survey (NHANES) data from 2007-2010 and 2013-2014 for older US adults (n = 3,901 participants, 50 years old and older). Odds of inadequate calcium / vitamin D intake and dietary supplement use and risk of probable osteoporosis were calculated in order to determine the relative difference and possible associations between household income, the Family Monthly Poverty Level Index, food security, and participation in the Supplemental Nutrition Assistance Program (SNAP). A sub-analysis of ethnic disparities and biological sex was also performed. In general, women age 50 and older consistently have inadequate calcium intake, regardless of economic level including poverty. While inadequate calcium intake has a larger prevalence among women, markers of poverty increased the risk of inadequate calcium intake in all men and risk of osteoporosis among some subgroups, with the exception of SNAP program participation. Over one fourth of Non-Hispanic black men in the US are below the poverty line. Approximately half of this population has inadequate calcium (58.9%) and vitamin D (46.7%) intake. Typically, osteoporosis risk is relatively low for Non-Hispanic Black males, however considering poverty status, risk is significantly increased (Relative Risk Ratio [RR]: 2.057 ± 0.012) for those with low income suggesting that calcium and vitamin D supplementation may be of benefit for this population

Taking the Long View by Focusing on Description: Examining Bias, Agency, and the Messy Parts of Teaching

Many times, teaching is viewed only in terms of the end product: what a lesson produces in terms of student learning. This all-or-nothing view ignores the many complicated components of teaching. Consider how this idea of teaching as a singular product is communicated. Some common sayings about teachers are: “Teachers are born, not made” or “Those who can, do. Those who can’t, teach.” These sayings and the ideologies behind them suggest that good teaching is an inborn trait or singular action: you’ve either got it or you don’t. But what if teaching were viewed as a layered process like archaeology or an exploded diagram? Such perspectives would no doubt help learners recognize that teaching is a complex, nuanced process that is situated within our own lived histories and embodied experiences.This is a manuscript of a chapter published as McVee, Mary B., Lynn E. Shanahan, H. Emily Hayden, Fenice B. Boyd, and P. David Pearson, "Taking the Long View by Focusing on Description: Examining Bias, Agency, and the Messy Parts of Teaching," in Video Pedagogy in Action: Critical Reflective Inquiry Using the Gradual Release of Responsibility Model (New York, NY: Routledge, 2018), 89-114. Available online at DOI: 10.4324/9781315175638. Posted with permission.</p

Video Pedagogy in Action: Critical Reflective Inquiry Using the Gradual Release of Responsibility Model

Even though there is long-standing use of video in education to develop preservice and inservice teachers' reflective practices, teachers and those requiring teachers to reflect on video (e.g., teacher educators, state departments of education, or school administrators) must be mindful that it is not the video that makes the difference. It is the practice of reflective inquiry and engagement with video by the teacher that makes the difference. We, like many other teacher educators, have realized that at times our preservice and inservice teachers were reflecting at superficial levels—revisiting events but without the deeper perplexity and pondering that Dewey, Schon, and others have long called for teachers to engage in.This is the Table of Contents and Preface of the book published as McVee, Mary B., Lynn E. Shanahan, H. Emily Hayden, Fenice B. Boyd, P. David Pearson; with Jennifer Reichenberg. Video Pedagogy in Action: Critical Reflective Inquiry Using the Gradual Release of Responsibility Model. Routledge, 2018. Available online: https://www.routledge.com/Video-Pedagogy-in-Action-Critical-Reflective-Inquiry-Using-the-Gradual/McVee-Shanahan-Hayden-Boyd-Pearson/p/book/9781138039803 Copyright 2018 Taylor & Francis. Posted with permission

Improving renal patient care without compromising safety: interactive simulated e-learning

The nephrology educators network [NEN] recognised in 2007 that inequities existed in the access and delivery of evidence based renal education programs particularly to nurses in regional and remote areas. To address this, a web-based approach to learning, through the development of peer reviewed, interactive nephrology e-learning programs was adopted. These programs aligned with the tenets of e-learning instructional design and afforded more effective and consistent clinical support and induction for nurses in the renal specialty. The e-learning programs promote a standardised evidence-based approach to nephrology education and were developed by content experts from across Australia and New Zealand. The design methodology avoided the duplication of resources while also encouraging knowledge transfer between participating health organisations. This paper will discuss the development and successful implementation of these e-learning programs across renal healthcare units in Australasia. Implemented packages include: Introduction to Buttonhole Cannulation &ndash; featuring an interactive ultrasound and cannulation application; Introduction to Haemodialysis; Introduction to Peritoneal Dialysis [PD], featuring simulated PD machines, allowing for the teaching of troubleshooting without compromising patient safety. E-learning programs are further supported through interactive case scenarios&nbsp;that present unfolding real world simulations and enable learners to meet different patients and manage their care while learning about key messages relating to renal health. Modules currently in development include; Acute Kidney Injury; Fluid Assessment, Water Quality and Vascular Access. The implementation of these programs assist the facilitation of positive change in teaching and learning practices in nephrology nursing aimed at improving patient outcomes