Five Good Reasons for Engineering as the Focus for Technology Education

The article presents information on a paper which discusses why engineering design should be the focus for technology education. Technology education is still viewed as a non-essential instructional program and this is because school administrators and counselors have inadequate understanding of it. Even general populace have inadequate understanding concerning technology education. The pervasiveness of technology literally affects every living creature in our society. Therefore, it is of critical importance that the educational system includes and supports the study of technology in the general curricula. The deficiency within the technology education profession to formulate a clear and defined target for the curriculum that has both an understood goal and value. According to the author by organizing the technology education high school curriculum around the study of engineering design, the goal of technological literacy can be attained. Engineering design is more understood and valued than technology education by the general populace and it elevates the field of technology education to higher academic and technological levels. It also provides a solid framework to design and organize curriculum

Teacher Challenges to Implement Engineering Design in Secondary Technology Education (Third in a Three Part Series)

This descriptive study examined the current status of technology education teacher practices with respect to engineering design. This article is the third article in a three-part series presenting the results of this study. The first article in the series titled Examination of Engineering Design Curriculum Content highlighted the research findings regarding engineering design curriculum content delivered by technology education teachers. The second article in the series titled Examination of Assessment Practices for Engineering Design Projects in Secondary Technology Education reported technology education teachers’ assessment practices when implementing engineering design projects in the classroom. The sample for this study was drawn from the current International Technology Education Association (ITEA) membership database. This article will present the research findings that identified challenges faced by technology educators when seeking to implement engineering design

Examination of Assessment Practices for Engineering Design Projects in Secondary Education (First in a Three Part Series)

The following descriptive study was designed to determine the national status of secondary technology education curriculum content and assessment practices as they relate to engineering design. The results of this study were divided into a three-part article series. Although this study focused on the larger construct of the national status of the infusion of engineering design into technology education, three separate sub-constructs emerged. The three sub-constructs were: a) status of engineering design curriculum content; b) the status of assessment practices of engineering design projects, and c) what selected challenges are identified by secondary technology educators in teaching engineering design

Curricular Value and Instructional Needs for Infusing Engineering Design into K-12 Technology Education

An overarching objective of Technology Education in the U.S. is to improve technological literacy among K-12 students (DeVore, 1964; Savage and Sterry, 1990; International Technology Education Association, 1996, 2000, 2003). This is addressed in part through a focus on end-product technology and the use and importance of various technologies in society (Savage and Sterry, 1990). While such a focus is certainly necessary, it may not be sufficient if the objective is to infuse engineering into the technology education field. Current efforts at the University of Georgia propose adjusting the focus of Technology Education to a defined emphasis on engineering design and the general process by which technology is developed. Such an emphasis has the potential for providing a framework to: 1) increase interest and improve competence in mathematics and science among K-12 students by providing an arena for synthesizing mathematics and science principles, and 2) improve technological literacy by exposing students to a more comprehensive methodology that generates the technology. This will inherently raise mathematics and science requirements for technology teachers and technology teacher educators. Moreover, general textbook and instructional material needs for teaching technology education with an engineering design focus will undergo change

Integrating Engineering Design into Technology Education: Georgia\u27s Perspective

This descriptive research study reported on Georgia’s secondary level (grades 6-12) technology education programs capability to incorporate engineering concepts and/or engineering design into their curriculum. Participants were middle school and high school teachers in the state of Georgia who currently teach technology education. Participants completed a Likert-type online-survey which reported on technology education teacher’s (a) current instructional practices to teach engineering-based instruction, (b) curricular value placed on engineering-based instruction, and (c) instructional needs to teach engineering-based topics. General demographic information was collected from all participants. The results from the study aided in informing the educational community on the perspective of the values, needs, and instructional practices associated with an engineering design focus for technology education. A summary of the five main recommendations are reported

Examination of Assessment Practices for Engineering Design Projects in Secondary Education (Part 1)

The following descriptive study was designed to determine the national status of secondary technology education curriculum content and assessment practices as they relate to engineering design. The results of this study were divided into a three-part article series. Although this study focused on the larger construct of the national status of the infusion of engineering design into technology education, three separate sub-constructs emerged. The three sub-constructs were: a) status of engineering design curriculum content; b) the status of assessment practices of engineering design projects, and c) what selected challenges are identified by secondary technology educators in teaching engineering design

Examination of Assessment Practices for Engineering Design Projects in Secondary Education (Part 1)

The following descriptive study was designed to determine the national status of secondary technology education curriculum content and assessment practices as they relate to engineering design. The results of this study were divided into a three-part article series. Although this study focused on the larger construct of the national status of the infusion of engineering design into technology education, three separate sub-constructs emerged. The three sub-constructs were: a) status of engineering design curriculum content; b) the status of assessment practices of engineering design projects, and c) what selected challenges are identified by secondary technology educators in teaching engineering design

Establishment and characterization of a new human pancreatic adenocarcinoma cell line with high metastatic potential to the lung

<p>Abstract</p> <p>Background</p> <p>Pancreatic cancer is still associated with devastating prognosis. Real progress in treatment options has still not been achieved. Therefore new models are urgently needed to investigate this deadly disease. As a part of this process we have established and characterized a new human pancreatic cancer cell line.</p> <p>Methods</p> <p>The newly established pancreatic cancer cell line PaCa 5061 was characterized for its morphology, growth rate, chromosomal analysis and mutational analysis of the K-<it>ras</it>, EGFR and p53 genes. Gene-amplification and RNA expression profiles were obtained using an Affymetrix microarray, and overexpression was validated by IHC analysis. Tumorigenicity and spontaneous metastasis formation of PaCa 5061 cells were analyzed in pfp^-/-/rag2^-/-mice. Sensitivity towards chemotherapy was analysed by MTT assay.</p> <p>Results</p> <p>PaCa 5061 cells grew as an adhering monolayer with a doubling time ranging from 30 to 48 hours. M-FISH analyses showed a hypertriploid complex karyotype with multiple numerical and unbalanced structural aberrations. Numerous genes were overexpressed, some of which have previously been implicated in pancreatic adenocarcinoma (GATA6, IGFBP3, IGFBP6), while others were detected for the first time (MEMO1, RIOK3). Specifically highly overexpressed genes (fold change > 10) were identified as EGFR, MUC4, CEACAM1, CEACAM5 and CEACAM6. Subcutaneous transplantation of PaCa 5061 into pfp^-/-/rag2^-/-mice resulted in formation of primary tumors and spontaneous lung metastasis.</p> <p>Conclusion</p> <p>The established PaCa 5061 cell line and its injection into pfp^-/-/rag2^-/-mice can be used as a new model for studying various aspects of the biology of human pancreatic cancer and potential treatment approaches for the disease.</p

Curriculum Focus for Technology Education

This paper was presented at the Technology Education Isues Symposium, Maui, Hawaii, in June 1996. 71 knowledge of practice (specific technological applications), and (c) impacts of technology on society and the environment (Wright, 1992). With this as a basis for the field, curriculum development can begin. As development of curriculum is considered, disagreement arises. Here is where the curricular friction begins to take place and be noticed. For much of the profession the current curriculum framework is little different from the old vocational models used in years past that concentrate on the technical aspects of selected tools and materials. It is packaged differently, modules are used instead of unit shops, computers and robots are used instead of jack planes and handsaws, but the philosophical basis remains the same. Educators concentrate the majority of their efforts on the technical procedures used to create artifacts and give the processes used by technologists and the impacts of technology on society only cursory attention. Students sometimes gain knowledge about the technological processes and the impacts of technology as a by-product of the curriculum. These outcomes occur in a haphazard way, however, rather than through a coordinated curriculum that shares the stage with the major elements of the technology education curriculu