Developing a New Generation of Alpha Project Managers

Alpha project managers lead more successful projects, because they plan and communicate more. How can we train more project managers to be like them? This paper describes a study to measure students’ emotional intelligence in an undergraduate course in IT project management. The course incorporated active learning exercises in interpersonal communication and emotional intelligence. This study is the second in an emerging and multi-stage research effort that started with new curriculum development at one university last year. In this study, we deployed the curriculum intervention in a second university and with a second group of students at the first university. Additionally, a formal measure of soft skills was adopted from the literature for validation in this context before we launch a broader study. This study is intended to provide empirical and theoretical evidence to support pedagogical interventions to help train the next generation of emotionally intelligent alpha project managers

An Agile Framework for Teaching with Scrum in the IT Project Management Classroom

This paper presents a framework for teaching a complete, semester-long IT project management course with traditional PMI-based content (sans software development) while featuring Scrum as the organizing logic for accomplishing coursework. This framework adapts widely-used Scrum practices from industry for use in the classroom, including how to organize student teams, homework, and activities. Organizing an existing course with Scrum is intended to maximize student learning of traditional project management content, as well as the difficult-to-teach, socially-complex, “soft” skills that lead to Scrum team success. This deep integration of Scrum into a traditional, predictive IT project management course goes well beyond single activities or units without crowding out valuable time and material. A brief overview of the agile philosophy and examples of teaching Scrum in the classroom situate this work in the teaching and learning literature. Classroom-tested Scrum rituals and example artifacts are provided to illustrate how to apply the framework. This group-based, iterative, and hands-on approach equips students to better internalize and understand the complex social interactions involved with a self-organizing team, concepts that are difficult to learn without first-hand experience. The proposed framework will help IS educators implement Scrum practices in their own courses, further addressing industry’s increasing demand for IS professionals with Scrum experience

Fostering Student Authorship

In this essay, we suggest that law schools may provide every student with the opportunity to become involved in the process of producing a publishable paper by establishing on-line repositories for student publications. We describe what such a program, which we call student authorship, might look like and further explore several primary benefits that such a program would confer upon students

High level expression of a glutamate-gated chloride channel gene in reproductive tissues of Brugia malayi may explain the sterilizing effect of ivermectin on filarial worms

AbstractGlutamate-gated chloride channels (GluCl) are targets for avermectin/milbemycin (A/M) anthelmintics such as ivermectin that cause paralysis of somatic and pharyngeal muscles in gastrointestinal nematodes. Ivermectin is useful for onchocerciasis control programs because of its activity against microfilariae that often cause ocular disease and severe dermatitis. However, mechanisms responsible for reduced microfilaria production by adult worms following ivermectin treatment are poorly understood. We synthesized subunit-specific RNA probes for the Brugia malayi GluCl gene avr-14 (BmAVR-14) to localize expression of this gene in adult filarial worms. Both subunits of BmAVR-14 exhibited very similar expression patterns. In female worms, strong expression signals were detected in the ovary, developing embryos and lateral hypodermal chords, with moderate expression in the uterus wall adjacent to stretched microfilariae. These genes were also highly expressed in adult male worms (in spermatogonia, in the wall of the vas deferens, and in the lateral chords, but not in mature spermatozoa). In addition, avr-14 was highly expressed in somatic muscles adjacent to the terminal end of the vas deferens which contains mature sperm. These results show that avr-14 is highly expressed in B. malayi developing embryos and reproductive tissues, and they provide evidence for the involvement of GluCl in gamete production and embryogenesis in filarial worms. This may explain the observed suppression of microfilaria (Mf) production by female worms following treatment with avermectin/milbemycin anthelmintics

Teaching Tip: Socio-Cultural Learning to Increase Student Engagement in Introduction to MIS

Introduction to Management Information Systems (MIS) is a challenging course to teach because of the broad expanse of rapidly-changing material, the centrality of the course to the business curriculum, students’ demand for interactive teaching rather than traditional lecture, and general student disinterest in or lack of familiarity with the subject. Further compounding these problems, faculty may not be adequately comfortable with or trained in active teaching modalities. To address these challenges, we used principles of socio-cultural learning to design a system of class activities to teach the dynamic concepts commonly found in the Introduction to MIS course. Faculty can adapt and customize this system to suit almost any teaching style without significant preparation. Capitalizing on students’ own experiences, we provide ad hoc activities that encourage students to work outside their comfort zone, to communicate and challenge material, to value their own expertise, and to gain confidence working independently. This paper specifically answers the call for more research explaining the “how” of teaching rather than the “what” and will prove useful and immediately actionable for novice and seasoned faculty alike

Socio-Cultural Learning to Increase Student Engagement in Introduction to MIS

Introduction to Management Information Systems (MIS) is a challenging course to teach because of the broad expanse of rapidlychanging material, the centrality of the course to the business curriculum, students’ demand for interactive teaching rather than traditional lecture, and general student disinterest in or lack of familiarity with the subject. Further compounding these problems, faculty may not be adequately comfortable with or trained in active teaching modalities. To address these challenges, we used principles of socio-cultural learning to design a system of class activities to teach the dynamic concepts commonly found in the Introduction to MIS course. Faculty can adapt and customize this system to suit almost any teaching style without significant preparation. Capitalizing on students’ own experiences, we provide ad hoc activities that encourage students to work outside their comfort zone, to communicate and challenge material, to value their own expertise, and to gain confidence working independently. This paper specifically answers the call for more research explaining the “how” of teaching rather than the “what” and will prove useful and immediately actionable for novice and seasoned faculty alike

Antibody responses to Brugia malayi antigens induced by DNA vaccination

BACKGROUND: DNA vaccination is a convenient means of immunizing animals with recombinant parasite antigens. DNA delivery methods are believed to affect the qualitative nature of immune responses to DNA vaccines in ways that may affect their protective activity. However, relatively few studies have directly compared immune responses to plasmids encoding the same antigens after injection by different routes. Therefore, the purpose of this study was to explore the influence of the route of administration on antibody responses to plasmids encoding antigens from the filarial nematode parasite Brugia malayi. METHODS: Four B. malayi genes and partial genes encoding paramyosin (BM5), heat shock protein (BMHSP-70), intermediate filament (BMIF) and a serodiagnostic antigen (BM14) were inserted in eukaryotic expression vectors (pJW4303 and pCR™3.1). BALB/c mice were immunized with individual recombinant plasmids or with a cocktail of all four plasmids by intramuscular injection (IM) or by gene gun-intradermal inoculation (GG). Antibody responses to recombinant antigens were measured by ELISA. Mean IgG1 to IgG2a antibody ratios were used as an indicator of Th1 or Th2 bias in immune responses induced with particular antigens by IM or GG immunization. The statistical significance of group differences in antibody responses was assessed by the non-parametric Kruskal-Wallis test. RESULTS: Mice produced antibody responses to all four filarial antigens after DNA vaccination by either the IM or GG route. Antibody responses to BM5 paramyosin were strongly biased toward IgG1 with lower levels of IgG2a after GG vaccination, while IM vaccination produced dominant IgG2a antibody responses. Antibody responses were biased toward IgG1 after both IM and GG immunization with BMIF, but antibodies were biased toward IgG2a after IM and GG vaccination with BMHSP-70 and BM14. Animals injected with a mixture of four recombinant plasmid DNAs produced antibodies to all four antigens. CONCLUSIONS: Our results show that monovalent and polyvalent DNA vaccination successfully induced antibody responses to a variety of filarial antigens. However, antibody responses to different antigens varied in magnitude and with respect to isotype bias. The isotype bias of antibody responses following DNA vaccination can be affected by route of administration and by intrinsic characteristics of individual antigens

Effectiveness of a Pharmacist-Directed Tdap Immunization Program for a University Campus

Background/Objectives: Despite a slight increase in Tdap immunization rates, the total numbers are still low among adults. The purpose of this study is to determine the impact of a pharmacist-directed immunization program. The primary objective was to assess the increase in vaccination rates among the subjects indicated to receive the Tdap vaccine. The secondary objective was to assess changes in pre and post vaccine knowledge scores.Methods: Employees enrolled in the pharmacist-directed employee wellness clinic on a university campus in Ohio were screened forTdap vaccination at the annual employee health fair during Fall of 2016. Results were cross-referenced with the state vaccination database. Subjects were recruited via email to an educational program. Indicated patients were asked to schedule an appointment with a pharmacist. Assessment data on the educational program was collected before the presentation and after the appointment when the vaccine was administered. The efficacy endpoint for the primary objective was a 20% increase in baseline vaccination rates.Results: Of the 198 subjects recruited, a total of 54 received Tdap vaccination. The baseline vaccination rate of the study populationwas 37.4% and increased by 27.2% after the intervention to a total vaccination rate of 64.6% (p< 0.001). Six knowledge assessmentswere utilized for the secondary objective; however, these results did not show significance.Conclusions: A pharmacist-directed Tdap immunization program is effective at increasing vaccination rates. Even though the changein education assessment data proved more observational, the education provided will empower subjects to make informed healthcaredecisions

Characterization of glycan determinants that mediate recognition of the major Wuchereria bancrofti circulating antigen by diagnostic antibodies

The Global Program to Eliminate Lymphatic Filariasis (GPELF) relies heavily on a rapid diagnostic test (RDT) to a Wuchereria bancrofti circulating filarial antigen (Wb-CFA) to identify endemic areas and for determining when mass drug administration can stop. The antigen contains a carbohydrate epitope that is recognized by monoclonal antibody AD12. Og4C3, a monoclonal antibody that is used in a commercial ELISA for Wb-CFA recognizes the same moiety. Despite its diagnostic importance, little is known about the structure and function of this AD12 epitope . It is also present on other W. bancrofti glycoproteins and on glycoproteins of other filarial worms, but such antigens are not detected in the sera of individuals with most other filarial infections. We report here functional and biochemical analyses that shed light on the interaction between filarial glycoproteins and AD12 and/or Og4C3. Binding of these monoclonal antibodies to a mammalian glycan array suggests the reactive moiety has structural similarity to terminal β-d-glucuronic acid in a 1-3 linkage to other hexoses. However, sera collected from individuals with patent W. bancrofti infection had very low or undetectable serum antibodies to the GlcA-containing array glycans. Unlike other filarial glycoproteins, the Wb-CFA is relatively resistant to protease digestion by pronase and trypsin and completely resistant to the mucinase O-sialoglycoprotein endopeptidase (OSGE). The protease resistance of the Wb-CFA may contribute to its consistent detection in Wb-infected sera

Transcriptomes and pathways associated with infectivity, survival and immunogenicity in Brugia malayi L3

Background: Filarial nematode parasites cause serious diseases such as elephantiasis and river blindness in humans, and heartworm infections in dogs. Third stage filarial larvae (L3) are a critical stage in the life cycle of filarial parasites, because this is the stage that is transmitted by arthropod vectors to initiate infections in mammals. Improved understanding of molecular mechanisms associated with this transition may provide important leads for development of new therapies and vaccines to prevent filarial infections. This study explores changes in gene expression associated with the transition of Brugia malayi third stage larvae (BmL3) from mosquitoes into mammalian hosts and how these changes are affected by radiation. Radiation effects are especially interesting because irradiated L3 induce partial immunity to filarial infections. The underlying molecular mechanisms responsible for the efficacy of such vaccines are unkown. Results: Expression profiles were obtained using a new filarial microarray with 18, 104 64-mer elements. 771 genes were identified as differentially expressed in two-way comparative analyses of the three L3 types. 353 genes were up-regulated in mosquito L3 (L3i) relative to cultured L3 (L3c). These genes are important for establishment of filarial infections in mammalian hosts. Other genes were up-regulated in L3c relative to L3i (234) or irradiated L3 (L3ir) (22). These culture-induced transcripts include key molecules required for growth and development. 165 genes were up-regulated in L3ir relative to L3c; these genes encode highly immunogenic proteins and proteins involved in radiation repair. L3ir and L3i have similar transcription profiles for genes that encode highly immunogenic proteins, antioxidants and cuticle components. Conclusion: Changes in gene expression that normally occur during culture under conditions that support L3 development and molting are prevented or delayed by radiation. This may explain the enhanced immunogenicity of L3ir. Gene Ontology and KEGG analyses revealed altered pathways between L3 types. Energy and "immune pathways" are up-regulated and may be needed for L3i invasion and survival, while growth and development are priorities for L3c. This study has improved our understanding of molecules involved in parasite invasion and immune evasion, potential targets of protective immunity, and molecules required for parasite growth and development