Feedback (F) Fueling Adaptation (A) Network Growth (N) and Self-Organization (S): A Complex Systems Design and Evaluation Approach to Professional Development

This paper reports on the efficacy of a professional development framework premised on four complex systems design principles: Feedback, Adaptation, Network Growth and Self-organization (FANS). The framework is applied to the design and delivery of the first two years of a three-year study aimed at improving teacher and student understanding of computational modeling tools. We demonstrate that structuring a professional development program around the FANS framework facilitates the development of important strategies and processes for program organizers such as the identification of salient system variables, effectively distributing expertise, adaptation and improvement of professional development resources and activities and building technological, human and social capital. For participants, there is evidence to show that the FANS framework encourages: professional goal setting, engagement in a strong professional community and personal autonomy by enabling individualized purpose—all fundamental components in promoting self-organization. We discuss three meta-level themes that may account for the success of the FANS framework: structure vs. agency, exploration vs. exploitation and short-term vs. long-term goals. Each illustrates the tension that exists between competing variables that need to be considered in order to work effectively in real world complex educational systems

Multifunctional and robust composite materials comprising gold nanoparticles at a spherical polystyrene particle surface

The preparation of composite particles comprising gold nanoparticles (4.5–26 nm) assembled at a polystyrene (PS) surface with tunable loading is reported with wide ranging potentials from cellular studies to catalysis.</p

Design features for computer-supported complex systems learning and teaching in high school science classrooms

While research on teaching and learning about complex systems has achieved solid grounding in the learning sciences, few educational studies have focused on articulating design features for classroom implementation that can serve a modular purpose for building curricular and instructional experiences. Furthermore, despite the fact that several studies describe important roles for teachers in constructing successful classroom learning experiences, only a few of them examine how teachers’ instructional practices, knowledge, and beliefs influence student learning outcomes and the extent to which teachers are interested and willing to teach through complex systems approaches. Furthermore, we do not know what supports teachers themselves say that they need to teach about complex systems in their classrooms. In this study, we present a curriculum and instruction framework that outlines how teaching and learning about complex systems in high school science classroom contexts can be done. We articulate the features of the framework and provide examples of how the framework is translated into practice. We follow with evidence from an exploratory study conducted with 10 teachers and over 300 students aimed at understanding change in teachers’ instructional practices; the extent to which students learned from the activities; what teachers’ perceptions were in terms of utility and usability; and what other supports teachers needed

Impacts on student understanding of scientific practices and crosscutting themes through an NGSS–designed computer-supported curriculum and instruction project

This paper presents a curriculum intervention intentionally designed to align with Next Generation Science Standards in the high-school biology classroom. The project emphasizes learning about complex systems through an agent-based modeling tool called StarLogo Nova. Five curricular units have been developed on the topics of enzymes, ecology, protein synthesis, gene regulation, and sugar transport. In this exploratory study we were interested in understanding the extent to which students demonstrated understanding and skills in NGSS areas as they were designed. Evidence is gleaned from classroom observations and interviews with 50 students selected from the larger population of 352 students who worked with project resources during the 2013-2014 school year. Findings revealed that students demonstrated understanding and skills in all NGSS scientific practices and crosscutting themes particularly in the areas of developing and using models, analyzing and interpreting data, cause and effect, and systems and system models

Designing curriculum and instruction for computer-supported complex systems teaching and learning in high school science classrooms

While research on teaching and learning about complex systems has achieved solid grounding in the learning sciences, few educational studies have focused on articulating design features for classroom implementation that can serve a modular purpose for building curricular and instructional experiences. Furthermore, despite the fact that several studies describe important roles for teachers in constructing successful classroom learning experiences, only a few of them examine how teachers’ instructional practices, knowledge, and beliefs influence student learning outcomes and the extent to which teachers are interested and willing to teach through complex systems approaches. Furthermore, we do not know what supports teachers themselves say that they need to teach about complex systems in their classrooms. In this study, we present a curriculum and instruction framework that outlines how teaching and learning about complex systems in high school science classroom contexts can be done. We articulate the features of the framework and provide examples of how the framework is translated into practice. We follow with evidence from an exploratory study conducted with 10 teachers and over 300 students aimed at understanding change in teachers’ instructional practices; the extent to which students learned from the activities; what teachers’ perceptions were in terms of utility and usability; and what other supports teachers needed

Teaching about complex systems is no simple matter: building effective professional development for computer-supported complex systems instruction

The recent next generation science standards in the United States have emphasized learning about complex systems as a core feature of science learning. Over the past 15 years, a number of educational tools and theories have been investigated to help students learn about complex systems; but surprisingly, little research has been devoted to identifying the supports that teachers need to teach about complex systems in the classroom. In this paper, we aim to address this gap in the literature. We describe a 2-year professional development study in which we gathered data on teachers’ abilities and perceptions regarding the delivery of computer-supported complex systems curricula. We present results across the 2 years of the project and demonstrate the need for particular instructional supports to improve implementation efforts, including providing differentiated opportunities to build expertise and addressing teacher beliefs about whether computational-model construction belongs in the science classroom. Results from students’ classroom experiences and learning over the 2 years are offered to further illustrate the impact of these instructional supports.National Science Foundation (U.S.). Discovery Research K– 12 (Grant 1019228

Probing the Intermediate-Age Globular Clusters in NGC 5128 from Ultraviolet Observations

We explore the age distribution of the globular cluster (GC) system of the nearby elliptical galaxy NGC 5128 using ultraviolet (UV) photometry from Galaxy Evolution Explorer (GALEX) observations, with UV - optical colors used as the age indicator. Most GCs in NGC 5128 follow the general trends of GCs in M31 and Milky Way in UV - optical color-color diagram, which indicates that the majority of GCs in NGC 5128 are old similar to the age range of old GCs in M31 and Milky Way. A large fraction of spectroscopically identified intermediate-age GC (IAGC) candidates with ~ 3-8 Gyr are not detected in the FUV passband. Considering the nature of intermediate-age populations being faint in the far-UV (FUV) passband, we suggest that many of the spectroscopically identified IAGCs may be truly intermediate in age. This is in contrast to the case of M31 where a large fraction of spectroscopically suggested IAGCs are detected in FUV and therefore may not be genuine IAGCs but rather older GCs with developed blue horizontal branch stars. Our UV photometry strengthens the results previously suggesting the presence of GC and stellar subpopulation with intermediate age in NGC 5128. The existence of IAGCs strongly indicates the occurrence of at least one more major star formation episode after a starburst at high redshift.Comment: 8 pages, 3 figures, accepted for ApJ Lette

Safety Findings in Pediatric Patients During Long-Term Treatment With Teduglutide for Short-Bowel Syndrome-Associated Intestinal Failure : Pooled Analysis of 4 Clinical Studies

Background This analysis assessed combined safety data from 4 clinical studies of teduglutide in pediatric patients with short-bowel syndrome-associated intestinal failure (SBS-IF). Methods Safety data from teduglutide-treated patients in 4 clinical trials were pooled. The completed 12-week and 24-week phase 3 core studies (NCT01952080/EudraCT 2013-004588-30 and NCT02682381/EudraCT 2015-002252-27) enrolled children aged 1-17 years with SBS-IF. Patients could elect to enroll in ongoing open-label extensions (NCT02949362/EudraCT 2016-000863-17 and NCT02954458/EudraCT 2016-000849-30). Interim data from ongoing studies were included. Results Safety data are reported for 89 pediatric patients treated with teduglutide for a median (range) of 51.7 (5.0-94.7) weeks. Adverse events (AEs) were reported in all patients; the most common were vomiting (51.7%), pyrexia (43.8%), upper respiratory tract infection (41.6%), and cough (33.7%). Thirty-five patients (39.3%) had AEs considered related to teduglutide treatment; abdominal pain and vomiting were most frequent (5.6% each). Three serious AEs in 3 patients (3.4%) were considered related to teduglutide treatment: ileus, d-lactic acidosis, and gastrointestinal obstruction due to hard stools. All 3 events resolved. One cecal polyp was detected, which was not biopsied or found on repeat colonoscopy. No cases of neoplasia occurred. Conclusion Based on integrated data from 4 clinical studies, including long-term follow-up forPeer reviewe

Making the Most of Mealtimes (M3): protocol of a multi-centre cross-sectional study of food intake and its determinants in older adults living in long term care homes

Background: Older adults living in long term care (LTC) homes are nutritionally vulnerable, often consuming insufficient energy, macro-and micronutrients to sustain their health and function. Multiple factors are proposed to influence food intake, yet our understanding of these diverse factors and their interactions are limited. The purpose of this paper is to fully describe the protocol used to examine determinants of food and fluid intake among older adults participating in the Making the Most of Mealtimes (M3) study. Methods: A conceptual framework that considers multi-level influences on mealtime experience, meal quality and meal access was used to design this multi-site cross-sectional study. Data were collected from 639 participants residing in 32 LTC homes in four Canadian provinces by trained researchers. Food intake was assessed with three-days of weighed food intake (main plate items), as well as estimations of side dishes, beverages and snacks and compared to the Dietary Reference Intake. Resident-level measures included: nutritional status, nutritional risk; disease conditions, medication, and diet prescriptions; oral health exam, signs of swallowing difficulty and olfactory ability; observed eating behaviours, type and number of staff assisting with eating; and food and foodservice satisfaction. Function, cognition, depression and pain were assessed using interRAI LTCF with selected items completed by researchers with care staff. Care staff completed a standardized person-directed care questionnaire. Researchers assessed dining rooms for physical and psychosocial aspects that could influence food intake. Management from each site completed a questionnaire that described the home, menu development, food production, out-sourcing of food, staffing levels, and staff training. Hierarchical regression models, accounting for clustering within province, home and dining room will be used to determine factors independently associated with energy and protein intake, as proxies for intake. Proportions of residents at risk of inadequate diets will also be determined. Discussion: This rigorous and comprehensive data collection in a large and diverse sample will provide, for the first time, the opportunity to consider important modifiable factors associated with poor food intake of residents in LTC. Identification of factors that are independently associated with food intake will help to develop effective interventions that support food intake.Canadian Institutes of Health Research (CIHR) , The PI is an endowed research chair with the Schlegel-University of Waterloo Research Institute for Aging; half of her salary is provided by this non-profit organizatio