Preparing 21st Century English Teachers: Using Young Adult Literature to Challenge Stereotyping and Reduce Stigma of Marginalized Populations

Panelists shared strategies for using young adult (YA) literature to address stereotyping and reduce stigma associated with two frequently marginalized populations: those with mental illness, and those in the LGBTQ community. A recent study (Pytash, Morgan, and Batchelor, 2013) found that reading young adult literature helped preservice teachers “recognize how instances of gossip, rumors, or attention to physical attributes can make a person feel insecure or threatened.” Presenters argue that YA literature is a perfect tool for helping preservice teachers address real-life issues and teach empathy

Fusaproliferin production and its effects on two lepidopteran pests of maize

Species of fungi in the genus Fusarium infect a variety of commercially important crops, including maize. Many of these species also produce a variety of secondary metabolites (mycotoxins), which have been implicated in numerous human and livestock illnesses. Fusaproliferin is one such compound that has this potential because it is produced by F. proliferatum and F subglutinans, species that commonly infect maize. To identify optimal conditions for fusaproliferin production and to elucidate the relationship between fusaproliferin and deacetyl fusaproliferin, another secondary metabolite produced by F. subglutinans, three strains of F subglutinans were cultured for 6 weeks at 200C and 250C on solid maize kernels. Fusaproliferin production and the ratio of fusaproliferin to deacetyl fusaproliferin were both dependent on temperature and fungal strain. Fusaproliferin production was greatest at 250C, with ITEM 2404(4342 [Mu]g/g) and ISU93277 (3898[Mu]g/g) exhibiting the greatest production. Deacetyl fusaproliferin production was higher at 200C (mean concentration = 3614 [Mu]g/g), but its concentration did not substantially increase until after week 3. The ratio of fusaproliferin to deacetyl fusaproliferin decreased over time but was always \u3e1 at 250C for ITEM 2404 and ISU93277, a trend not seen at 200C. Therefore, 250C was a superior incubation temperature in terms of overall fusaproliferin production and the ratio of fusaproliferin to deacetyl fusaproliferin. Fusaproliferin and beauvericin were incorporated into artificial diets to study the developmental effects of two lepidopteran pests of maize, the European corn borer, Ostrinia nubilalis and fall armyworm, Spodoptera frugiperda, from the larval to adult stages. The use of methanol as the solvent affected the larval and pupal development of S. frugiperda but not 0. nubilalis. Neither mycotoxin affected the overall development of 0. nubilalis. The development of S. frugiperda was also not affected by consumption of either mycotoxin, although some non-dose related developmental effects were seen. Larval and pupal mortality of either insect were not significantly affected by treatment. The lack of oral toxicity of beauvericin to the two insect species, combined with previous data, suggests that beauvericin is not a potent insect toxin. This is the first report regarding the potential activity of fusaproliferin as an insect toxin and helped to further characterize its toxic nature

“Practicing What We Teach in Writing Methods: Crossover Strategies for Preparing Elementary and Secondary English Language Arts Teachers”

Panelists shared writing methods assignments (digital documentaries, field journals, collaborative presentations, annotated bibliographies) that featured Graham and Perin’s (2007) 11 elements of effective writing instruction. Participants critiqued the assignments and discuss how pre-service teachers’ understandings of effective elementary and secondary writing instruction are transformed

Maintaining Privacy and Security in Cyberspace: What Everyone Needs to Know

The growth of technology will always outpace legal and ethical understanding concerning maintaining privacy and security in cyberspace. Remote network security breaches are a common method for taking sensitive information from companies, K-12 school districts, institutions of higher learning, and from social media accounts. Parents, university/college personnel, teachers and other adults working in the K-12 systems are held accountable to higher standards when determining levels of technology infusion especially with distance education

Improving Community Advisory Board Engagement In Precision Medicine Research To Reduce Health Disparities

Community Advisory Boards (CABs) are used in efforts to reduce health disparities; however, there is little documentation in the literature regarding their use in precision medicine research. In this case study, an academic-CAB partnership developed a questionnaire and patient educational materials for two precision smoking cessation interventions that involved use of genetic information. The community-engaged research (CEnR) literature provided a framework for enhancing benefits to CAB members involved in developing research documents for use with a low-income, ethnically diverse population of smokers. The academic partners integrated three CEnR strategies: 1) in-meeting statements acknowledging their desire to learn from community partners, 2) in-meeting written feedback to and from community partners, and 3) a survey to obtain CAB member feedback post-meetings. Strategies 1 and 2 yielded modifications to pertinent study materials, as well as suggestions for improving meeting operations that were then adopted, as appropriate, by the academic partners. The survey indicated that CAB members valued the meeting procedure changes which appeared to have contributed to improvements in attendance and satisfaction with the meetings. Further operationalization of relevant partnership constructs and development of tools for measuring these aspects of community-academic partnerships is warranted to support community engagement in precision medicine research studies

Developing and Implementing an Online Course Framework

Integration of technology tools and resources is imperative when working with today’s students as many are expecting to encounter various apps and media-based software in the curriculum. It is important, however, to have a clear purpose for integrating technology into the classroom; technology should not be integrated into the curriculum simply for the sake of doing so! To assist with purposeful integration, faculty members from Nova Southeastern University and St. Thomas University created a Technology Integration Learning Community (TILC); an online professional learning community where members teach each other about the latest and greatest technological tools and share ideas for integration into the curriculum. Anytime an instructor is thinking of integrating technology into a classroom, it is important to use a model or framework as a guide to enhance the objectives or outcomes as well as ensure accessibility for all students. Therefore, the TILC developed The TILC Online Course Framework (TOCF), based on the ASSURE model (Smaldino, Lowther, Russell, & Mims, 2016), to guide this technology integration

Coming Together during COVID-19: A Mixed Methods Exploratory Study on Collective Efficacy in a State Developmental Disabilities Network

Background: Collective efficacy (CE) is a group’s shared belief that through their united efforts they can overcome challenges to achieve common goals (Bandura, 1993; 1997). CE has been shown to be related to professional growth, stress reduction, and overall collaborative impact in studies of groups responding to ongoing challenges as well as unforeseen circumstances (i.e. teachers, first-responders, and community responses to natural disasters) (Benight, 2004; Donohoo, 2016; Prati et al., 2011). COVID-19 has forced organizations serving individuals with disabilities to come together to adapt and change the ways in which they serve the disability community. Objective: This study examines reported attributes of CE as experienced by Arizona Developmental Disability Network (ADDN) members and their partners. This study respectively examines CE prior to COVID-19, currently, and predicted likelihood of CE attributes continuing in the future. Method: This mixed-method study involves data collected through a questionnaire and qualitative data collected through interviews with ADDN members and their partners. Results: The questionnaire results describe and compare the attributes of CE using sub-domains of social cohesion and trust, group competence, and enabling structures in three-time frames: prior to COVID-19, currently, and prediction of six months from now. The interviews provide narrative description of specific ADDN activities, roles, and perceptions; thus, adding a valuable dimension to interpreting the results. Conclusion: ADDN members and their partners have persisted and quickly adapted to COVID-19. These connections made during this time are likely to remain and help better serve Arizona’s disability community

Developing and Implementing an Online Course Framework

Integration of technology tools and resources is imperative when working with today’s students as many are expecting to encounter various apps and media-based software in the curriculum. It is important, however, to have a clear purpose for integrating technology into the classroom; technology should not be integrated into the curriculum simply for the sake of doing so! To assist with purposeful integration, faculty members from Nova Southeastern University and St. Thomas University created a Technology Integration Learning Community (TILC); an online professional learning community where members teach each other about the latest and greatest technological tools and share ideas for integration into the curriculum. Anytime an instructor is thinking of integrating technology into a classroom, it is important to use a model or framework as a guide to enhance the objectives or outcomes as well as ensure accessibility for all students. Therefore, the TILC developed The TILC Online Course Framework (TOCF), based on the ASSURE model (Smaldino, Lowther, Russell, & Mims, 2016), to guide this technology integration

Building an Online Learning Community for Technology Integration in Education

Our professional learning community (PLC), or the Technology Integration Learning Community (TILC), consists of nine professors from the Fischler College of Education at Nova Southeastern University who embody a wide range of knowledge and skills related to instruction, research, and technology. Our TILC provides a supportive, collaborative, safe, and non-judgmental environment for sharing that knowledge (and questions) about technology tools and ideas that can be used to enhance both instruction and learning. Through a self-study, the TILC developed a framework for members to improve their own effectiveness when working with students enrolled in their courses at both the graduate and undergraduate levels

Angiogenesis inhibitor therapies for advanced renal cell carcinoma: Toxicity and treatment patterns in clinical practice from a global medical chart review

The aim of this study was to assess the treatment patterns and safety of sunitinib, sorafenib and bevacizumab in real-world clinical settings in US, Europe and Asia. Medical records were abstracted at 18 community oncology clinics in the US and at 21 tertiary oncology centers in US, Europe and Asia for 883 patients ≥18 years who had histologically/cytologically confirmed diagnosis of advanced RCC and received sunitinib (n=631), sorafenib (n=207) or bevacizumab (n=45) as first‑line treatment. No prior treatment was permitted. Data were collected on all adverse events (AEs) and treatment modifications, including discontinuation, interruption and dose reduction. Treatment duration was estimated using Kaplan-Meier analysis. Demographics were similar across treatment groups and regions. Median treatment duration ranged from 6.1 to 10.7 months, 5.1 to 8.5 months and 7.5 to 9.8 months for sunitinib, sorafenib and bevacizumab patients, respectively. Grade 3/4 AEs were experienced by 26.0, 28.0 and 15.6% of sunitinib, sorafenib and bevacizumab patients, respectively. Treatment discontinuations occurred in 62.4 (Asia) to 63.1% (US) sunitinib, 68.8 (Asia) to 90.0% (Europe) sorafenib, and 66.7 (Asia) to 81.8% (US) bevacizumab patients. Globally, treatment modifications due to AEs occurred in 55.1, 54.2 and 50.0% sunitinib, sorafenib and bevacizumab patients, respectively. This study in a large, global cohort of advanced RCC patients found that angiogenesis inhibitors are associated with high rates of AEs and treatment modifications. Findings suggest an unmet need for more tolerable agents for RCC treatment