Intrauterine fetal demise with caudal regression syndrome, a case report

Background: The causes of intrauterine fetal demise are varied and not entirely well-understood. Multiple observational studies have shown that both perinatal and infant mortality rates are increased in children of diabetic mothers when compared to those of nondiabetic mothers. Case: We present a case involving a 22-year-old G4P0120 with poorly controlled type 1 diabetes mellitus and a complex medical history including two first trimester fetal losses, and second trimester intrauterine fetal demise who presented during the second trimester for care and was found to have a fetus with ultrasound findings consistent with caudal regression syndrome. When she presented in labor at term intrauterine fetal demise was identified. Discussion: Infants and fetuses of diabetic mothers are at a higher risk for congenital anomalies, one of which is the potentially devastating caudal regression syndrome. However, it appears that this risk may be lowered with strict glycemic control both before and during pregnancy

Examining transformative faculty development factors to advance technology adoption and diffusion at a campus-based institution

The purpose of this mixed-method research, in the context of a case study was to examine faculty concerns with integrating technologies and the influences and motivations that lead to technology adoption and diffusion in the classroom. Specifically, the study examined the conceptual frameworks of Rogers’ Innovation Diffusion Theory (IDT) and Concerns-based Adoption Model (CBAM) to identify factors that would support the creation of a professional development program. This study examines factors that are significant for motivating and influencing faculty to accept, adopt and diffuse technology into classroom instruction. The population for this study consisted of 1,472 tenured and tenure-track faculty at a Carnegie Research university in the northeastern United States. Four hundred thirty five faculty members responded to the survey. However, the number of responders to each survey question varies as reported. The quantitative data was collected from members of the faculty population using a Likert-style survey on SurveyMonkey.com. Descriptive statistics, including frequencies, means, and standard deviations were computed for all factors using SPSS. Hypothesized relationships were evaluated using Pearson-product moment correlation coefficients, t-tests, analysis of variance procedures, and bivariate linear regression. The qualitative results were compiled from case-study interviews and identified patterns of language and speech regarding technology integration and adoption using NVivo software and hand-coding.The ethnographic explorations of individual and institutional culture and grounded theory exploration of individual experiences were used to identify common themes and codes. The narrative research exploration of individual stories was used to describe the lives of the faculty members who were represented in this study. Non-intervention, quantitative methods were correlational. A Likert-style survey was used to collect data and demographic information for random sampling.The results revealed that the faculty members’ integration of technology into the classroom was related to the content taught in the context of this University’s culture. Faculty who taught content in the sciences were most likely to integrate technology into classroom instruction. The arts and humanities disciplines reported a lower extent of integrating innovative technology into their teaching strategies. This data indicates a statistically significant relevance to the departmental influence on the faculty member’s level of technology usage and a likely conclusion that there is a linkage between the integration of technology into classroom instruction and the content taught. The quantitative data reported that individual motivators for faculty, as a collective community, were related to perceptions within the department. However, case studies of individual faculty members suggests otherwise. The qualitative results conclude that the strongest influence on faculty members’ personal beliefs about effective teaching and levels of technology use are the individual’s disposition rather than department perceptions and expectations.Faculty’s motivation to integrate technology into classroom instruction was influenced by the usefulness of the technology and the obvious benefits to their work habits and activities. The results also revealed that faculty members, as a collective group, were concerned with how integrating technology into the classroom would distract from their principle work responsibilities and add more work to their busy schedule. Faculty were also concerned with how their job responsibilities would change if they integrated technology into classroom instruction. The results of the case study revealed that leadership and organizational support from University administration was not a significant factor for motivating faculty to integrate technology into the classroom. The factors of influence for the case study group included the rate of efficiency and the experience of learning how to use the technology. Faculty from the case study group also communicated overall resistance without explanation.By understanding the fundamental principles that influenced faculty’s technology adoption practices and behaviors, education administrators, instructional designers, and technology engineers can develop support initiatives for faculty from holistic and experiential perspectives. With the implementation of the McKissic Transformative Professional Development Model, which is based on the framework of Rogers Innovation Diffusion Theory and the Concerns-based Adoption Model collectively, organizational and individual adoption perspectives of emerging technology will facilitate engaging and stimulating experiences for students and teachers alike.Ed.D., Educational Leadership and Management -- Drexel University, 201

Bad Times Honors Forum with Gene McKissic

Gene McKissic, from Pine Bluff, Arkansas, speaks about his experience as an undergraduate at the University of Arkansas

Imagination in Action Zine

zine handout for session, Imagination in Action: Cultivating Creativity in the Library & Classroom at ARLIS/NA 2023 in Mexico City, Mexico. physical description: 8-pages (printed on 11x17 paper), color

Contents Full Article Content List Abstract Methods Results Discussion Conclusions Acknowledgements References Figures & Tables Article Metrics Related Articles Cite Share Request Permissions Explore More Download PDF Lessons Learned About Motivation From a Pilot Physical Activity Intervention for African American Men

African American men are less likely than White men to meet physical activity recommendations, and few physical activity interventions have focused on the unique needs of African American men. Because health is not more important to men than fulfilling the role of a provider or other socially important roles, one of the biggest challenges in creating interventions for African American men is helping them identify reasons that they should prioritize both health and life goals. In a recent pilot physical activity intervention for 30- to 70-year-old African American men, we used self-determination theory and motivational interviewing principles to create worksheets that helped men identify their core values and life goals and asked them to describe how their values and goals were related to health and physical activity. We used basic statistics and thematic analysis to identify and examine key sources of motivation for men to be healthier and more physically active. We found that being healthy, a good Christian, a good spouse/partner, disciplined, and successful were among men’s most important life goals. This article highlights a strategy for identifying key sources of motivation in African American men’s lives and key themes that can be used in to enhance future interventions.https://doi.org/10.1177/152483991561480

Comparison Of Shaking Versus Baking: Further Understanding The Energetics Of A Mechanochemical Reaction

Using a mechanically driven Diels-Alder reaction we were able to characterize the chemical energetics of a SPEX 8000M mixer/mill. Our results demonstrate that the conditions produced by this type of mill are similar to those produced when performing the same reaction at 90 °C in solution. Discrete element models and in situ temperature logging were used to analyse the energetics of this system. These models indicate that the yields obtained using a SPEX 8000M mill are best correlated to the velocity of the media and number of non-zero force collisions. © 2014 The Royal Society of Chemistry

Fatal Disseminated Mouse Adenovirus Type 1 Infection in Mice Lacking B Cells or Bruton's Tyrosine Kinase

Mouse adenovirus type 1 (MAV-1) infection of B-cell-deficient and Bruton's tyrosine kinase (Btk)-deficient mice resulted in fatal disseminated disease resembling human adenovirus infections in immunocompromised patients. Mice lacking B cells or Btk were highly susceptible to acute MAV-1 infection, in contrast to controls and mice lacking T cells. To our knowledge, this is the first demonstration that mice with an X-linked immunodeficiency phenotype (Btk deficient) are susceptible to virus-induced disease. Mice lacking B cells or Btk on a C57BL/6 background succumbed with encephalomyelitis, hepatitis, and lymphoid necrosis. Mice lacking B cells on a BALB/c background succumbed with enteritis and hepatitis. Survival of acute MAV-1 infection correlated with early T-cell-independent neutralizing antibody and T-cell-independent antiviral immunoglobulin M. Treatment of MAV-1-infected Btk(−/−) mice 4 to 9 days postinfection with antiserum harvested 6 to 9 days postinfection from MAV-1-infected Btk(+/+) mice was therapeutic. Our findings implicate a critical role for B-cell function in preventing disseminated MAV-1 infection, particularly production of early T-cell-independent antiviral immunoglobulin M