Curriculum Integration: The Use Of Technology To Support Learning

Our understanding of how people learn is continually changing. Howard Gardner’s Theory of Multiple Intelligences revolutionized the field education, because it accounts for a broader range of human potential in children and adults and suggests that individuals learn in a multitude of ways. Gardner’s theory suggests there are a variety of possibilities to facilitate learning. People with heightened verbal, linguistic skills are often referred to as word smart. Verbal, linguistic students learn best through the comprehension of language which includes speaking, writing, reading, and listening. Students with verbal linguistic intelligences can easily access information through worldwide databases and computer networks. Any subject content can be enhanced, enriched, and updated from a variety of easily accessed sources which allow students to master the use of technology to access and share information. Students with logical mathematical intelligence are individuals who are number smart and have innate skills which involve logical, problem solving abilities, creative and manipulative skills, and are adept visual learners. Educators can enhance logical-mathematical intelligence through challenging and innovative multimedia technology. With innovative multimedia technology, students learn at all levels and effectively gain knowledge through a variety of different software programs that offer immediate feedback. Learners with visual-spatial intelligence are aesthetically oriented and may have a greater capacity for learning certain sciences like anatomy or topology. They are skillful when it comes to visualization and memory, but may be challenged with auditory memory. Learning for visual-spatial students takes place all at once, with large chunks of information grasped in intuitive leaps. Many people have an innate kinesthetic ability, as well as a natural sense of how their body should react in physical situations. Students with bodily-Kinesthetic intelligence learn best through tactile learning experiences. Bodily-kinesthetic proficiency can be enhanced for students through the use of the whole body to express ideas and feelings. Gardner proposed that musical intelligence almost parallels linguistic intelligence. The person with interpersonal is able to collaborate, understand and work effectively with others. They are aware of their interactions with others and usually take notice of and react to the feelings of others. The interpersonal learner learns best in group situations and structured class settings. Learners with intrapersonal intelligence have accurate self-understanding and are skilled in problem-solving. There is a multitude of different ways to integrate technology into our classrooms and all should focus on learning theory and educational practices. The use of technology should not occur without thinking about how people learn best. To actively engage diverse learners in higher education, the instructor should have a good understanding of the overall nature and purpose of the group, as well as the ability to interact well within the learner’s unique world. The instructor must also be able to structure learning activities to meet their learning needs. The use of Howard Gardner’s Theory of Multiple Intelligences, coupled with an understanding of how effective technology can enhance the learning community, can meet the diverse learning needs of all students.  &nbsp

Intranasal Delivery of Human Umbilical Cord Stromal Cell Conditioned Media Improves Alveolar Growth and Vascular Remodeling In Experimental Bronchopulmonary Dysplasia

Introduction: Bronchopulmonary dysplasia (BPD) is a lung disease with high morbidity and mortality in premature neonates exposed to mechanical ventilation and oxygen support. Preclinical studies demonstrate mesenchymal stromal cell (MSC) conditioned media (CdM) improves histologic changes in BPD via the release of paracrine factors. Current modes of administration include intratracheal or intraperitoneal routes with CdM cultured in ambient air. Objectives: The objective of this study was twofold: (i) assess the efficacy of intranasal delivery of CdM, and (ii) determine whether hypoxic preconditioning stimulates the therapeutic potential of CdM. Methods: Newborn rat pups were randomly assigned to four groups: (1) room air treated with αMEM vehicle (RA+Veh), (2) four days of hyperoxia (BPD+Veh), (3) BPD treated with CdM from normoxic MSCs (BPD+CdM), and (4) BPD treated with CdM from hypoxic preconditioned (1% O2) MSCs (BPD+hypoCdM). Twenty μL of human mesenchymal stromal cell CdM or hypoxic CdM (hypoCdM) was administered intranasally to rat pups on days 4, 10, and 20. Mean linear intercept, medial wall thickness, and vascular density were used to assess alveolarization, pulmonary remodeling, and vascular growth, respectively. Gene expression of cytokines and growth factors in animal lungs and CdM were measured. Results and Discussion: Intranasal CdM, but not hypoxic CdM, improved lung alveolarization. Both CdM and hypoCdM improved pulmonary vascular remodeling; however, only hypoCdM restored vascular density. CdM upregulated the expression of genes involved in wound healing and inflammation. Conclusion: Intranasal delivery of CdM/hypoCdM restored lung development in a BPD rat model. Mechanisms by which umbilical cord-derived stem cell CdM provides pulmonary benefit points toward wound repair and immunomodulation. Future directions include: (i) optimizing the timing, volume, frequency, and concentration of the CdM and (ii) improving the preconditioning approach for MSCs to enhance the therapeutic efficacy. Acknowledgements: Data were generated in the Flow Cytometry Shared Resource Facility, which is supported by UTHSCSA, NIH-NCI P30 CA054174-20 (Cancer Therapy and Research Center at UTHSCSA) and UL1 TR001129 (Clinical and Translational Science Award). Our gratitude extends to the Pathology Core at UTHSCSA

Potent and broad HIV-neutralizing antibodies in memory B cells and plasma.

CAPRISA, 2017.Abstract available in pdf

The hermeneutic cycle: A new angle to qualitative research design

Qualitative research methods devoid of a rigid structure may wreak havoc on a researcher as they struggle to design an adequate and effective research study. In addition to guiding principles of the method, the hermeneutic cycle and its philosophical underpinnings offer a unique approach to building a comprehensive research design. Gadamer (1982) explains that historical consciousness or our entire realm of understanding is based on our cultural, spiritual, and ancestral experiences, continuously influences our interpretation and decisions. Intentionally applying the hermeneutic cycle to the research design stage allows the researcher to explore their presuppositions from various angles. This workshop employs a cyclical hermeneutic approach that encompasses the researcher and their historical consciousness into developing a research design. Through reflexive exercises, the researcher will explore the strengths, weaknesses, affinities, and biases that make up their comfort zone. Participants will examine how the HP cycle can support research design, assess researcher values and biases that may unconsciously influence the research structure and design, and identify areas of improvement within the researcher\u27s study development process. Identifying the researcher’s presuppositions about the research process through the hermeneutic cycle can critically inform our choices and help us reach beyond the somewhat institutionalized tactics to building a research design

Process Evaluation of the Project SHINE Intervention for African American Families: An Integrated Positive Parenting and Peer Monitoring Approach to Health Promotion

This study describes the process evaluation of Project SHINE, a randomized family-based health promotion intervention that integrated parenting and peer monitoring for improving sedentary behavior, physical activity, and diet in African American families. Adolescent-parent dyads (n = 89) were randomized to a 6-week behavioral, positive parenting, and peer monitoring skills intervention or a general health education comparison condition. Process evaluation included observational ratings of fidelity, attendance records, psychosocial measures, and qualitative interviews. Results indicated that the intervention was delivered with high fidelity based on facilitator adherence (>98% of content delivered) and competent use of theoretically based behavior change and positive parenting skills (100% of ratings >3 on a 1-4 scale). Although only 43% of peers attended the "bring a friend" session, overall attendance was high (4.39 ± 1.51 sessions) as was the retention rate (88%). Parents in the intervention condition reported significant improvements in communication related to adolescents' engagement in health behaviors both on their own and with peers. These findings were supported by qualitative themes related to improvements in family communication and connectedness. This study provides an innovative example of how future family-based health promotion trials can expand their process evaluation approaches by assessing theoretically relevant positive parenting variables as part of ongoing monitoring