Preschool Parents’ Preferred Method to Communicate with Their Child’s Teacher

This ex-post facto research was conducted to identify preschool parents’ preferred method to utilize when communicating with their child’s teacher. It also was conducted to determine if the preferred method differed based on socioeconomic status. The researcher tracked the primary ways families chose to communicate most frequently by recording how many times emails, phone calls, handwritten notes, and texting through applications such as Remind, ClassDojo, and Facebook Messenger were sent by parents. Data analyzed through a Friedman Test, a Wilcoxon Signed-Rank Test, and a Mann-Whitney U Test revealed parents significantly communicated more through texting applications. The findings did not differ based on socioeconomic status of the families

Determination of MIC and Disk Diffusion Quality Control Guidelines for Meropenem–Vaborbactam, a Novel Carbapenem/Boronic Acid β-Lactamase Inhibitor Combination

Meropenem–vaborbactam is a carbapenem/cyclic boronic acid β-lactamase inhibitor combination primarily active against Gram-negative bacilli, including those harboring class A serine carbapenemases such as Klebsiella pneumoniae carbapenemase (KPC). A Clinical and Laboratory Standards Institute M23-A4 (Tier 2) quality control study established broth microdilution and disk diffusion ranges for reference strains. Two KPC-producing K. pneumoniae ATCC strains are recommended for quality control testing

Factors of acceptance of digital tools: the example of the 3DEXPERIENCE platform in the context of collaborative projects

In face of the omnipresence of digital technology in all aspects of life, education and training players are encouraged to adapt to digital tools. This should enable learners to grasp and take advantage of the potential it offers, while developing the various dimensions of digital skills. However, the introduction of digital tools in education and training environments still raises many challenges, especially because any new technology requires from all actors, teachers and learners in particular, a change in their habits and postures. This action research takes as a theoretical analysis framework the model of instrumental acceptance applied to information and communication technologies developed by Caron and Heutte (2017). It focuses on the factors of acceptance and use of a digital tool in general, in particular the 3DExperience platform, by learners involved in applied collaborative projects. It is based on several experiments carried out with students from ISAE-Supméca, a French engineering school, and other students from partner institutions as part of the EXAPP_3D educational research project. With a methodology that focuses on interpretative phenomenological analysis (Restivo et.al., 2018), it provides scientific support for the sometimes complex challenges of integrating new tools in engineering schools

Engineering schools facing the thorny issue of training students in collaborative skills: feedback from the field

In a context of transformation and increasing complexity of work due to the development of information technologies, communication and digital networks, the question of the acquisition and development of collaborative skills of engineers in training arises with a particular sharpness. Achieving their acquisition in practice is a major challenge. In France, although included in the training programs for students, the world of training is struggling to find the teaching and learning adapted and capable of developing collaborative skills in engineering students. Thus, the practices and methods implemented are different from one institution to another. It goes without saying that the acquisition and development of collaborative skills that are highly sought after on the labor market are unequally distributed among graduates of the major engineering schools. Thanks to a recombination of theoretical approaches, a qualitative and quantitative study conducted at ISAE-Supméca, a French engineering school, in order to obtain an overview of the collaborative skills developed by the students during specific problem- and project-based learning modules, and also in order to provide a critical analysis and feedback about the development of collaborative skills into the students' training program through these applied professional projects that immerse them in work contexts close to the future professional realities. The results show a strong gap between skills development and a focus on the development of skills from the “Process – Deliberation” category

Herstellung hochreflektierender AlGaN/AlN-DBR- und UV-VCSEL-Strukturen mittels plasmaunterstützter Molekularstrahlepitaxie

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