Sustainable faculty development: issues in technology for teacher education

This dissertation centers around research and development on faculty preparation for integration of technology for teacher education. Chapter 1 is the general introduction in which the background and the significance of the research topics are addressed. Chapter 2, Chapter 3, and Chapter 4 consist of three published or publishable papers. Chapter 5 is the general conclusion. Chapter 2 summarizes the literature related to one-on-one technology mentoring programs in higher education and K--12 institutions nation wide, and identifies themes contributing to a successful mentoring program. Chapter 3 describes the pedagogical shift of an exemplary technology-using teacher educator through her eight-year journey with a one-on-one technology mentoring program. A grounded theory approach was used to relate and integrate the stages experienced by an exemplary technology-using teacher educator who moved from limited knowledge and use of technology to learning to apply basic applications in the classroom and on to integrating innovative technology. In Chapter 4, results from an online survey on the issues of sustainability of faculty\u27s use and integration of technology in teacher education programs are presented. Based on the findings of a pilot case study, the survey was developed to gather quantitative data from 60 teacher education faculty members from 31 higher education institutions. The purpose of the survey study was to investigate how to encourage faculty members who have made significant use of technology to continue to use technology in their teacher preparation courses and to sustain efforts in making technology an essential component across the curriculum in teacher education programs. In addition, the survey results helped to identify effective faculty development practices and provided information on breaking down barriers to faculty\u27s continued technology integration.;Taken together, the three studies in this dissertation provided insights in effective faculty development practice for supporting faculty integration of technology into their teaching. Results from all three studies suggested the importance of forming a community of faculty members working to integrate technology. In addition, all three studies provided evidence for the effectiveness of the one-one-one mentoring approach to faculty development in this area

English for Specific Purposes, English Proficiency, and Academic Achievement in English-Medium Instruction: A Mediation Analysis

The implementation of English-Medium Instruction (EMI) at higher education institutions pose challenges for the students in achieving content mastery and improving English proficiency as the two most expected outcomes. English for Specific Purposes (ESP) is designed to provide English and learning support for EMI students in achieving the EMI “dual benefits.” This study aimed to examine the relationship between ESP, English proficiency, and academic achievement of EMI students at a university in Indonesia and the mediating effect of English proficiency on the relationship between ESP and academic achievement. This quantitative study employed empirical institutional data about ESP course grades, English proficiency scores, and the overall grade point average of 246 EMI students at a faculty of social science at a state university in Indonesia. A regression analysis using a process by Hayes was performed as the analytical tool. It was found that ESP positively predicted both EMI students’ academic achievement and English proficiency. English proficiency was shown to partially mediate the relationship between ESP and the academic achievement of the EMI students. Both ESP and English proficiency is crucial in enhancing the EMI students’ disciplinary knowledge understanding. Recommendations for more collaborations and language and learningsupports and further studies are provided. Keywords: English for Specific Purposes, English proficiency, academic achievement, English-Medium Instruction, higher educatio

Exploring Taiwanese EFL Graduate Students Learning Academic Writing

Much has been done to explore the successful tips for scholarly publication in higher education, and has revealed the challenges facing periphery scholars; few studies, however, discussed the enculturation of learning how to write their theses in English as a Foreign Language (EFL) contexts from graduate students’ standpoints. This study aims to bridge the gaps in the extant literature on academic writing and yield insights into how research space is created by graduate students from the perspective of community of practice (CoP). In particular, this paper addressed what graduate students might encounter in terms of graduate students’ beliefs and attitudes toward academic writing and their multidimensional engagement in the academic community. Four graduate students were involved in the study via homogeneous sampling from four universities in Taiwan. To obtain rich data, semi-structured interviews were adopted, audio-recorded, transcribed, and re-constructed. The results highlighted graduate students’ needs for systematic training of research paper writing. The participants believe that they may benefit more from thorough academic training, whereas they found their academic writing training and writing proficiency insufficient. This study concludes with pedagogical implications for rigorous course design and training for English for Academic Purposes (EAP) writing professionals to improve the quality of EFL academic writing

Fostering the Development of Social Capital to Enrich Student Experiences Through After-School Digital Tutoring Programs

Historically, tutoring has been considered an effective way of assisting academically challenged students. After-school digital tutoring programs that foster the development of social capital could provide academic and social support for struggling students in remote areas. However, research on how after-school digital tutoring programs can foster social capital development is sparse. In this study, we used the perspective of social capital theory to examine the factors that shaped student-learning experiences in an E-Tutor Program. Specific attention was given to the types of and the strategies for developing social capital. The study utilized a case study approach to analyze data collected from interviews, documents, and observations. The findings carry programmatic implications that emphasize the importance of care pedagogy and adult connection to support student growth in similar programs

Polycythemia vera as a presentation of renal angiomyolipoma: a case report

<p>Abstract</p> <p>Introduction</p> <p>Angiomyolipoma is a common benign renal tumor composed of thick-walled blood vessels, smooth muscle, and adipose tissue. It may be found incidentally during workup for suspected renal disease. Although angiomyolipoma may present as a palpable, tender renal mass with flank pain and gross or microscopic hematuria, many patients are asymptomatic. Erythrocytosis is an unusual presentation, and malignant transformation may be suspected. This report describes a rare case of a woman diagnosed with renal angiomyolipoma and polycythemia vera. The report discusses the differential diagnosis using erythropoietin, erythropoietin-receptor and Janus kinase 2.</p> <p>Case presentation</p> <p>A 79-year-old Chinese woman was diagnosed with erythrocytosis according to World Health Organization criteria. An upper left renal pole angiomyolipoma was successfully ablated after multiple phlebotomy treatments. Red cell count immediately returned to normal, but gradually increased after 4 months. Polycythemia vera was finally diagnosed by positive mutation of Janus kinase 2 and negative erythropoietin protein expression. Her clinical symptoms improved with regular phlebotomy and hydroxyurea treatment.</p> <p>Conclusion</p> <p>Concurrent occurence of angiomyolipoma and polycythemia vera is rare. Polycythemia vera can be easily missed. Polycythemia vera can be confirmed with high specificity and sensitivity by the acquired somatic mutation. Surgical intervention for this renal tumor should be avoided unless malignancy or renal cell carcinoma is suspected or to prevent spontaneous rupture of larger tumors.</p

Clinical Efficacy and Post-Treatment Seromarkers Associated with the Risk of Hepatocellular Carcinoma among Chronic Hepatitis C Patients

This follow-up study enrolled chronic hepatitis C patients to evaluate the treatment efficacy and to identify post-treatment seromarkers associated with risk of hepatocellular carcinoma (HCC) among patients with a sustained virological response (SVR) or nonsustained virological response (NSVR). A total of 4639 patients who received pegylated interferon and ribavirin during 2004–2013 were followed until December 2014. HCC was confirmed through health examinations and data linkage with a national database. A total of 233 HCC cases were reported after 26,163 person-years of follow-up, indicating an incidence of 8.9 per 1000 person-years: 6.9 for SVR and 21.6 for NSVR per 1000 person-years. The associated risk of HCC in patients with SVR was 0.37 (0.22–0.63) for those without cirrhosis and 0.54 (0.31–0.92) for those with cirrhosis compared with their respective counterparts with NSVR. Among patients with SVR, advanced age, male gender, cirrhosis, decreased platelet count, and increased aspartate aminotransferase and α-fetoprotein levels were associated with HCC (p < 0.001). The treatment of chronic hepatitis C patients before they developed cirrhosis showed a higher efficacy than did the treatment of those who had already developed cirrhosis. Patients with SVR may still have a risk of HCC and need to be regularly monitored

Visualizing chemical states and defects induced magnetism of graphene oxide by spatially-resolved-X-ray microscopy and spectroscopy

[[abstract]]This investigation studies the various magnetic behaviors of graphene oxide (GO) and reduced graphene oxides (rGOs) and elucidates the relationship between the chemical states that involve defects therein and their magnetic behaviors in GO sheets. Magnetic hysteresis loop reveals that the GO is ferromagnetic whereas photo-thermal moderately reduced graphene oxide (M-rGO) and heavily reduced graphene oxide (H-rGO) gradually become paramagnetic behavior at room temperature. Scanning transmission X-ray microscopy and corresponding X-ray absorption near-edge structure spectroscopy were utilized to investigate thoroughly the variation of the C 2p(π*) states that are bound with oxygen-containing and hydroxyl groups, as well as the C 2p(σ*)-derived states in flat and wrinkle regions to clarify the relationship between the spatially-resolved chemical states and the magnetism of GO, M-rGO and H-rGO. The results of X-ray magnetic circular dichroism further support the finding that C 2p(σ*)-derived states are the main origin of the magnetism of GO. Based on experimental results and first-principles calculations, the variation in magnetic behavior from GO to M-rGO and to H-rGO is interpreted, and the origin of ferromagnetism is identified as the C 2p(σ*)- derived states that involve defects/vacancies rather than the C 2p(π*) states that are bound with oxygen-containing and hydroxyl groups on GO sheets.[[notice]]補正完

Genome-Wide Association Study and Functional Characterization Identifies Candidate Genes for Insulin-Stimulated Glucose Uptake

Distinct tissue-specific mechanisms mediate insulin action in fasting and postprandial states. Previous genetic studies have largely focused on insulin resistance in the fasting state, where hepatic insulin action dominates. Here we studied genetic variants influencing insulin levels measured 2 h after a glucose challenge in \u3e55,000 participants from three ancestry groups. We identified ten new loci (P \u3c 5 × 10-8) not previously associated with postchallenge insulin resistance, eight of which were shown to share their genetic architecture with type 2 diabetes in colocalization analyses. We investigated candidate genes at a subset of associated loci in cultured cells and identified nine candidate genes newly implicated in the expression or trafficking of GLUT4, the key glucose transporter in postprandial glucose uptake in muscle and fat. By focusing on postprandial insulin resistance, we highlighted the mechanisms of action at type 2 diabetes loci that are not adequately captured by studies of fasting glycemic traits

Sustainable faculty development: issues in technology for teacher education

This dissertation centers around research and development on faculty preparation for integration of technology for teacher education. Chapter 1 is the general introduction in which the background and the significance of the research topics are addressed. Chapter 2, Chapter 3, and Chapter 4 consist of three published or publishable papers. Chapter 5 is the general conclusion. Chapter 2 summarizes the literature related to one-on-one technology mentoring programs in higher education and K--12 institutions nation wide, and identifies themes contributing to a successful mentoring program. Chapter 3 describes the pedagogical shift of an exemplary technology-using teacher educator through her eight-year journey with a one-on-one technology mentoring program. A grounded theory approach was used to relate and integrate the stages experienced by an exemplary technology-using teacher educator who moved from limited knowledge and use of technology to learning to apply basic applications in the classroom and on to integrating innovative technology. In Chapter 4, results from an online survey on the issues of sustainability of faculty's use and integration of technology in teacher education programs are presented. Based on the findings of a pilot case study, the survey was developed to gather quantitative data from 60 teacher education faculty members from 31 higher education institutions. The purpose of the survey study was to investigate how to encourage faculty members who have made significant use of technology to continue to use technology in their teacher preparation courses and to sustain efforts in making technology an essential component across the curriculum in teacher education programs. In addition, the survey results helped to identify effective faculty development practices and provided information on breaking down barriers to faculty's continued technology integration.;Taken together, the three studies in this dissertation provided insights in effective faculty development practice for supporting faculty integration of technology into their teaching. Results from all three studies suggested the importance of forming a community of faculty members working to integrate technology. In addition, all three studies provided evidence for the effectiveness of the one-one-one mentoring approach to faculty development in this area.</p