bluuebunny/crossref_metadata_2025 huggingface dataset:
ADrosophilamodel of insulin resistance associated with the human Trib3 Q/R polymorphism
Authors: Fischer Zachary , Das Rahul , Shipman Anna , Fan Jin-Yuan , Pence Laramie , Bouyain Samuel , Dobens Leonard L.
Published: October 2017

Members of the Tribbles family of proteins are conserved pseudokinases with diverse roles in cell growth and proliferation. Both Drosophila Tribbles (Trbl) and vertebrate Trib3 proteins bind to Akt kinase to block its phosphorylation-activation and reduce downstream insulin-stimulated anabolism. A single nucleotide polymorphism (SNP) variant in human Trib3, which results in a glutamine (Q) to arginine (R) missense mutation in a conserved motif at position 84, confers stronger Akt binding resulting in reduced Akt phosphorylation and is associated with a predisposition to Type II diabetes, cardiovascular disease, diabetic nephropathy, chronic kidney disease and leukemogenesis. Here we used a Drosophila model to understand the importance of the conserved R residue in several Trbl functions. In the fly fat body, misexpression of a site-directed Q mutation at position R141 resulted in weakened binding to dAkt, leading to increased levels of phospho-dAkt, increased cell and tissue size and increases in levels of stored glycogen and triglycerides. Consistent with the functional conservation of this arginine in modulating Akt activity, mouse Trib3R84 misexpressed in the fly fat body blocked dAkt phosphorylation with a strength similar to wild type (WT) Trbl. Limited mutational analysis shows that the R141 site dictates the strength of Akt binding but does not affect other Trbl-dependent developmental processes, suggesting a specificity that may serve as drug target for metabolic diseases.
Sirtuins regulate proteomic responses near thermal tolerance limits in the blue mussels Mytilus galloprovincialis and Mytilus trossulus
Authors: Vasquez M. Christina , Beam Michelle , Blackwell Shelley , Zuzow Marcus J. , Tomanek Lars
Published: October 2017

The blue mussels Mytilus galloprovincialis and M. trossulus are competing species with biogeographical ranges set in part by environmental exposure to heat and hyposalinity. The underlying cellular mechanisms influencing interspecific differences in stress tolerance are unknown, but are believed to be under regulation by sirtuins, NAD-dependent deacylases that play a critical role in the cellular stress response. A comparison of the proteomic responses of M. galloprovincialis and M. trossulus to an acute heat shock in the presence and absence of the sirtuin inhibitor suramin (SIRT1, 2 and 5), showed that sirtuins affected molecular chaperones, oxidative stress proteins, metabolic enzymes, cytoskeletal and signaling proteins more in the heat-sensitive M. trossulus than in the heat-tolerant M. galloprovincialis. Interactions between sirtuin inhibition and changes in the abundance of proteins of β-oxidation and oxidative stress in M. trossulus suggest a greater role of sirtuins in shifting metabolism to reduce the production of reactive oxygen species near thermal limits. Furthermore, RNA-binding proteins initiating and inhibiting translation were affected by suramin in M. galloprovincialis and in M. trossulus, respectively. Western blot analysis showed that the levels of mitochondrial sirtuin 5 (SIRT5) were generally three times higher and increased with acute heat stress in response to sirtuin inhibition in M. trossulus but not in M. galloprovincialis, suggesting a possible feedback response in the former species and a greater reliance on SIRT5 for its stress response. Our findings suggest that SIRT5 plays an important role in setting interspecific differences in stress tolerance in Mytilus by affecting the stress proteome.
Laboratory growth of denitrifying water column microbial consortia from deep-sea shipwrecks in the northern Gulf of Mexico
Authors: Haridas Dhanya , Biffinger Justin C. , Boyd Thomas J. , Fulmer Preston A. , Hamdan Leila J. , Fitzgerald Lisa A.
Published: October 2017

Background: Shipwrecks serve as a rich source for novel microbial populations that have largely remained undiscovered. Low temperatures, lack of sunlight, and the availability of substrates derived from the shipwreck’s hull and cargo may provide an environment in which microbes can develop unique metabolic adaptations.  

Methods: To test our hypothesis that shipwrecks could influence the microbial population involved in denitrification when a consortium is grown in the laboratory, we collected samples proximate to two steel shipwrecks in the northern Gulf of Mexico. Then under laboratory conditions, we grew two independent denitrifying microbial consortia. Each consortium was grown by using the BART assay system and analyzed based on growth kinetics, ion chromatography and 16S amplicon sequencing.

Results: Both denitrifying consortia were different from each other based on varied growth profiles, rates of nitrate utilization and 16S amplicon sequencing.

Conclusions: Our observations conclude that the laboratory grown water column microbial consortia from deep-sea shipwrecks in the Gulf of Mexico are able to undergo aggressive denitrification.
Evaluation of electrochemiluminescence immunoassays for immunosuppressive drugs on the Roche cobas e411 analyzer
Authors: Fung Angela W.S. , Knauer Michael J. , Blasutig Ivan M. , Colantonio David A. , Kulasingam Vathany
Published: October 2017

Background: Therapeutic drug monitoring of immunosuppressant drugs are used to monitor drug efficacy and toxicity and to prevent organ transplantation rejection. This study evaluates the analytical performance of semi-automated electrochemiluminescence immunoassays (ECLIA) for cyclosporine (CSA), tacrolimus (TAC) and sirolimus (SRL) on the Roche cobas e 411 analyzer at a major transplant hospital to identify method suitability and limitations.

Methods:Residual whole blood samples from patients undergoing immunosuppressant therapy were used for evaluation. Experiments included imprecision, linearity, functional sensitivity, method comparisons and lot-to-lot assessments.

Results:Total imprecision ranged from 3.3 to 7.1% for CSA, 3.9 to 9.4% for TAC, and 4.6 to 8.2% for SRL. Linearity was verified from 30.0 to 960.9 μg/L for CSA, from 1.1 to 27.1 μg/L for TAC, and from 0.5 to 32.3 µg/L for SRL. The functional sensitivity met the manufacturer’s claims and was determined to be <6.5 μg/L for CSA, 1.1 μg/L for TAC, and <0.1 µg/L for SRL (CV≤20%). Deming regression analysis of method comparisons with the ARCHITECT immunoassay yielded slopes of 0.917 (95%CI: 0.885-0.949) androf 0.985 for CSA, 0.938 (95%CI: 0.895-0.981) androf 0.974 for TAC, and 0.842 (0.810-1.110) androf 0.982 for SRL. Deming regression analysis of comparisons with the LC–MS/MS method yielded slopes of 1.331 (95%CI: 1.167-1.496) androf 0.969 for CSA, 0.924 (95%CI: 0.843-1.005) androf 0.984 for TAC, and 0.971 (95%CI: 0.913-1.030) androf 0.993 for SRL.

Conclusions:The cobas e 411 ECLIA for CSA, TAC, and SRL have acceptable precision, linearity, and functional sensitivity. The method comparisons correlated well with the ARCHITECT immunoassay and LC–MS/MS and is fit for therapeutic drug monitoring.
Body image in women practicing yoga or other forms of fitness
Authors: Bąk-Sosnowska Monika , Urban Anna
Published: October 2017

Aim of the study

The aim of the study was to compare the body image of women practicing yoga and other forms of fitness.

Subject or material and methods

112 adult women practicing group forms of fitness (yoga - group A, other - group B) were examined using: Body-Esteem Scale (BES), Figure Rating Scale (FRS), The International Physical Activity Questionnaire (IPAQ).

Results

High scores in the IPAQ were present in the majority of both group and the difference between groups was not statistically significant. In all the subscales of BES (sexual attractiveness, weight concern, physical condition) high scores predominated in group A, and low in group B. Differences between the groups were statistically significant for each subscale of BES (p < 0,01). In FRS, group A achieved lower score for the current silhouette as well as for an ideal silhouette. A statistically significant difference was observed in the current silhouette (p < 0,001).

Discussion

Physical activity influences the body image, but the specific result may depends on form of this activity.

Conclusions

Women practicing yoga have greater body esteem, less discrepancy between the real and the ideal silhouette and perceive their current silhouette as better in comparison to women practicing other forms of fitness.
Relationship with siblings as a predictor of empathy and humor styles in early adulthood
Authors: Walęcka-Matyja Katarzyna
Published: October 2017

Aim of the study

The issue of relationships with siblings in early adulthood is relatively rarely explored by researchers. The purpose of the presented research was to characterize this relationship and to define its importance for the interpersonal function of young adults.

Subject or material and methods

The study included 100 participants at an average age of 27.08 years (SD=4.38). In the surveyed group 60% were women (n=60) and 40% men (n=40). The following methods were used in the study: Adult Siblings Relationships Questionnaire – Short Form, the Empathic Sensitiveness Scale and Humour Styles Questionnaire.

Results

The results of the research revealed that sisters have the relationships with siblings based on Warmth, achieve higher average results in Empathic Care and Personal Distress and lower average results in Self-defeating humour than brothers. Relational variables with predictive value for empathy and humour styles were identified in both groups. In the group of brothers, they explained a higher percentage of variance in results.

Discussion

The presented results indicate that the quality of relationships with adult siblings significantly influences selected dimensions of interpersonal functioning.

Conclusions

The results of the study broaden the psychological knowledge of family psychology and have application aspect.
Comparison of white blood cells parameters
in patients with acute schizophrenia, unipolar
depression and bipolar disorder
Authors: Wysokiński Adam , Margulska Aleksandra
Published: October 2017

Aim of the study

We compared white blood cells parameters (total white blood cells (WBC), lymphocytes count (LYMPH#) and percentage (LYMPH%), monocytes count (MONO) and percentage (MONO%), basophils count (BASO#) and percentage (BASO%), eosinophils count (EO#) and percentage (EO%), neutrophils count (NEUT#) and percentage (NEUT%)) in patients with schizophrenia (SHZ), unipolar depression (UD) and bipolar disorder (BIP): bipolar depression (BD) and mania (BM).

Subject or material and methods

This was a retrospective, cross-sectional, naturalistic study of 2381 patients (SHZ n=1244; UD n=794; BIP n=343, BD n=259, BM n=84). WBC as well as differential leukocytes count were measured using automated hematology analyzer.

Results

There were significant differences between study groups (WBC, p=0.02; LYMPH# p=0.03; LYMPH% p=0.008; EO% p <0.001). Age and sex affected various white blood cells parameters.

Discussion

Highest WBC was in the schizophrenia and bipolar mania groups, while patients with BM had lowest LYMPH%. Highest frequency of below or above normal WBC was found in patients with BM.

Conclusions

There are differences in white blood cells between study groups.
FROM EDITORS
Authors: Cyranka Katarzyna
Published: October 2017

In a few months the 11th version of the ICD will become officially revealed. It will bring about significant changes in the divisions and definitions of diagnostic categories and the classification of mental health disorders that affect the way psychopathology is considered. These changes have been gradually announced for several years in papers published in psychiatric journals, such as included in this issue work "From anxiety to compulsivity - a review of changes to OCD classification in DSM-5 and ICD-11". Changes in the perception of the nature of health disorders will also influence the way their psychotherapy is understood.
This important process of developing our therapeutic knowledge and practice requires paying a special attention to publications that justify changes in the understanding of disorders as well as reflection on the appropriateness and usefulness of these changes
Impact of Supplemental Instruction on Business Courses: A Statistical Study
Authors: Mitra Sinjini , Goldstein Zvi
Published: October 2017

Many students in quantitative business courses are struggling. One technique designed to support such students is Supplemental Instruction (SI), which is most popular in the science, technology, engineering, and mathematics (STEM) disciplines. In this paper, we show the positive impact of SI on student performance in two bottleneck business courses in a large university. Our evaluation results establish that (i) SI has a statistically significant effect on students’ likelihood of passing both courses (after controlling for background variables), (ii) SI is more helpful for students identified as at risk than for those who are not, and (iii) it is important to consistently attend SI sessions for greater success. We also present models to predict consistent student attendance based on background factors with 90% accuracy and conclude with a brief qualitative study about students’ self-perception of SI and the professional development attained by SI leaders.
I don’t know, I just like it: Exploring how design students think about criticism
Authors: Thiessen Myra
Published: October 2017

Critique, criticism and critical thinking are essential tools for design. Not only do they inform design process but they also provide a means to make sense of the designed objects, environments and communication embedded in the way we live. However, traditional education models that compartmentalize and separate design theory and practice may be making it difficult for students to see how the practice of thinking about design informs the practice of doing design, and vice versa. This has led to a misunderstanding of what criticism is, slowed skill and knowledge development necessary to do criticism, and impeded the ability of students to recognize the value of criticism to design practice. This article reports on data collected and analysed as part of an exploratory study examining how design students understand and think about criticism and whether they value it as part of their practice.
Design studio discourse in architecture in Australia: The role of formative feedback in assessment
Authors: Ardington Angela , Drury Helen
Published: October 2017

Studio-based teaching is a central component of the curriculum in architecture where designs are discussed, critiqued and challenged in the assessment of students’ creative works. Drawing on Dannels’ genre framework and a holistic approach to assessment, this article presents an analysis of design studio discourse based on non-participant records of observations of design studio presentations/crits and audio recordings of student focus groups and interviews with design studio tutors. Aspects of design studio pedagogy explored are the studio as context of learning and the discourse of guidance and feedback. Findings reveal the tension between providing explicit guidance that may constrain the freedom required for creative works, the difficulty of providing transparent feedback and the centrality of the subjective in design assessment. The studio as context of learning remains a challenging forum, in which the subjective nature of design is openly negotiated in discourse based, to a considerable extent, on tacit discipline understandings.
Higher education fine art in the United Kingdom and Spain since 1992: A study in perceptions of change by staff in two universities
Authors: Journeaux Jill , Montero Pilar , Mottram Judith
Published: October 2017

This article explores the perceptions of a small sample of academic staff from a university in Spain and another in the United Kingdom towards changes in fine art higher education (HE) in both countries over the last 25 years. The authors sought to understand if, and how, the changing HE context had influenced the provision of fine art in each university, and considered it useful to address whether there was any comparability across the two institutions in terms of the responses to the broad changes in resourcing and quality assurance. They used a series of semi-structured interviews with eight respondents, four in each country, aimed at eliciting staff views. These perceptions were considered alongside available data on student numbers, enrolments, graduation and gender, in order to explore the reactions of teaching staff to shifts in context over the period. The study concludes that the stance of criticality adopted by many fine art academics, who value their academic freedom and autonomy and prioritize the practice of their discipline, is being challenged by many of the recent changes in HE. As a result, staff who are being asked to undertake a wider range of activities are having to adapt their view of the nature of fine art HE.
Mind the Gap! Working Papers On Practice Based Doctoral Research in the Creative Arts and Media, Desmond Bell (ed.) (2016)
Authors: Swinson James , Chorpening Kelly
Published: October 2017

Mind the Gap! Working Papers On Practice Based Doctoral Research in the Creative Arts and Media, Desmond Bell (ed.) (2016)

Dublin: Distillers Press in association with the National College of Art and Design, 267 pp.,

ISBN: 978-1-870225-02-1, p/bk, £12

A Different Kind of Black and White: Visual Thinking as Epistemic Development in Professional Education, Prue Bramwell-Davis (2015)

Newcastle-upon-Tyne: Cambridge Scholars Publishing, Lady Stephenson Publishing, 346 pp.,

ISBN (10): 1443877093;

ISBN (13): 9781443877091, £26.99
Role of the nurse in preventing or reducing increase intracrani-al pressure following craniotomy
Authors: Abdelmowla Rasha , Essa Abdelhakeem , Abdelmaged Esmat
Published: October 2017

Background: Increase intracranial pressure following craniotomy is common and different measures should be taken to prevent or treat it promptly. Aim: Preventing or reducing increase intracranial pressure following craniotomy. Research design: Quasi-experimental.Subjects and methods: All nurses (26) in neurosurgery department at Assiut Neurological, Psychiatric and Neurosurgery University Hospital, in addition to a sample of 124 patients after craniotomy. Control group (62 adult patients before implementing the nursing     educational program) and study group (62 adult patients after implementing the nursing educational program). Nurses’ knowledge and practice were assessed before and after implementation of the nursing educational program. Tools: Structured questionnaire to assess nurses` demographic data and knowledge about intracranial pressure, observation checklist for nurses` practice, patients’ assessment sheet, and teaching booklet for nurses about postoperative increase intracranial pressure. Results: Highly significant differences were found as regarding nurses` knowledge and nurses` practice pre and post implementing the nursing educational program. Significant difference was found between study and control groups as regarding increase intracranial pressure following craniotomy. Conclusion: Nursing educational program had a significant effect on preventing or reducing postoperative increase intracranial pressure.Recommendation: Nurses should have continuous education through programs, workshops, seminars and/or training courses to maintain high quality care.
The INSITE Project: Engaging Students in International Team Collaborations to Create a Web 2.0 Tool Repository
Authors: Newby Timothy J. , Ertmer Peggy A. , Kenney Erin M.
Published: October 2017

There is a growing need to engage our undergraduate students in international, cross-cultural experiences. In an effort to engage every education student in an international experience, we explored the idea of using a shared wiki to enable students in a required, core course to interact with international peers. In this paper, we describe the evolution of this project including the initial design decisions made, the participants and context, the constraints encountered, as well as the subsequent design decisions. This design case focuses on the experience from the perspective of the American students and project participants. We end with a reflection on insights we have gleaned from the process.
Designing a PBL Environment Using the 3C3R Method
Authors: Tawfik Andrew A. , Trueman Rebecca J , Lorz Mathew M
Published: October 2017

With the growing emphasis being placed upon situated learning theory, designs increasingly implement problem-based learning (PBL) in various educational contexts. However, some of the difficulties instructional designers face include interweaving elements such as breadth, depth, and situated knowledge in a contextualized learning task. This design case details how the 3C3R method was systematically employed to design a PBL learning environment that highlights the effects of environmental toxins on human fertility. We also discuss how a case library learning environment (CLLE) was implemented and designed to support the decision-making process. This design case examines the challenges involved, such as misunderstandings between the SMEs and instructional designer as we contextualized complex issues related to human biology.  A discussion of how we designed for multiple solution paths is also included. Lastly, we discuss the challenges of interweaving the ill-structured problem with multiple narratives found in a case library.
Iterating Alone over a Method and Tool to Facilitate Equitable Assessment of Group Work
Authors: Modell Micah Gideon
Published: October 2017

As an instructor employing group projects, my students and I have been frustrated by my inability to allocate credit for individuals’ contributions to a group’s projects. This design case details my efforts to design a method of equitably grading group work and addressing student concerns with respect to distribution of effort and, in tandem, to develop a tool that implements a substantial portion of that method. The method asks students involved in group projects to report the contributions of group members, including themselves, on a weekly basis. The web-based tool reminds students via email to enter numbers or use sliders to represent effort. Reported values are interdependent, meaning a low contribution from one member must be balanced by high contributions from others. As the sole designer and developer on this project, I found little distinction between design and development activities. The design of the method evolved rapidly as it met with the reality of the tool being developed to support it. While the tool was initially considered for summative assessment purposes, the result focuses on formative assessment capabilities. Conflicting goals resulted in a functional prototype that would serve me for testing acceptance of the method and usefulness of the data, but the tool itself would not evolve further. This prototype uncovered avenues for research and the second iteration begins my exploration of some of these questions while addressing weaknesses. The decisions in the next iteration will focus on implementation of the method and related research resulting in a product that is easier to work with.
Planning to Learn: The Role of Interior Design in Educational Settings
Authors: Kaup Migette L. , Kim Hyung-Chan , Dudek Michael
Published: October 2017

This design case is about re-engaging with the fundamental role of the built environment in order to support the educational process and overall learning experience in a private Catholic school.  Advanced level interior design students were provided an opportunity to work with a school whose administrator had requested assistance in setting priorities for needed changes to their grade school facility. The current building presented limitations in reflecting the high quality curriculum teachers delivered to their students, and they sought ideas for improvements that would support their goals. The design case describes a sequence of pedagogically based steps that were strategically employed through a service-learning project to help students explore user experience, apply theory, and develop design solutions using an evidence-based research framework. The goal was to plan learning spaces for pre-kindergarten through third grade school children. The interior design students first explored the theoretical perspectives of early childhood education and the role of the built environment as a significant component of the educational process. They then analyzed the existing conditions to create priorities for change, verifying this information with multiple user-groups.  A comprehensive design program was developed from this information. Finally, student teams prepared design solutions that visually represented potential answers to the identified problems. Student, faculty, and client perceptions of the design process are presented in text and audio formats. Outcomes of the case study are discussed in the context of the benefits to the various user groups and participants, as well as the value of returning to the fundamentals of the educational experience through the human perceptual and physical interactions with the built environment.
K-12 Campus, LA-style: The Campbell Hall Arts & Education Center
Authors: Johnston Charrisse
Published: October 2017

Campbell Hall is an independent, coeducational K-12 day school in Los Angeles that sits on a triangular-shaped piece of land between the Ventura Freeway and the Tujunga Wash, a Los Angeles river tributary.  Having increased its population to over 1,000 students, the school recently acquired land to expand the campus. Gensler and its multidisciplinary design team helped Campbell Hall reconfigure the campus’ existing traffic circulation to improve safety and encourage walking.  The team also developed a holistic, phased plan for future building development.  The first building phase, and the primary topic of this article, included a new 175-car, two-level underground parking structure and a 37,000 square foot two-story Arts & Education Center. A future Phase II will include a 650-seat theater immediately adjacent to the Center; and finally, a 45,000 square foot gymnasium will cap off Phase III. This design case will discuss the process that led to the Arts & Education Center design in general, as well as how the design team approached several specific project issues. First, the team faced a design program that exceeded the project’s site, whose vehicular access was problematic.  Secondly, a significant existing feature that impacted many of team’s design decisions was the bar-shaped classroom buildings designed by noted mid-century modernist architect A. Quincy Jones.  The shape and arrangement of these buildings formed the basis of the Arts & Education Center’s “interstitial” outdoor spaces—flexible learning, socializing and circulation areas that promote informal interaction among students and faculty while forming a physical and symbolic link between the new and old parts of the campus.  Third, the project’s landscape design was ultimately shaped by “value engineering” or cost cutting measures. Through the strength of multidisciplinary collaboration, the design team overcame these hurdles and produced a solution yielding a safer, denser campus with a greater sense of community than had existed before.
The Story of Verb™: Innovative Design Fit for Education’s 21st Century Learning Needs
Authors: Scott-Webber Lennie
Published: October 2017

People learn differently. This fact is at the heart of an educational practice revolution; active learning is at the core. Solving for active learning in the formal learning place – the classroom – became the quest of this design case’s author along with her Steelcase Education Solutions team. Active learning suggests people actually move in a classroom. Currently, classrooms are not designed for this type of activity as the modus operando is passive learning or an instructor stand and deliver situation. Much is changing in education from kindergarten through higher education. Therefore, figuring out how best to support an environment addressing active learning is important. This case shares the discovery of environmental supports for active learning and details the results of a six-step evidence-based research process that led to both the development of a furniture product that became Verb™ and a series of interior setting concept ideas for the formal learning environment.
Synchromodal Classes: Designing for Shared Learning Experiences Between Face-to-Face and Online Students
Authors: Bell John , Sawaya Sandra , Cain William
Published: October 2017

This paper introduces the efforts of the CEPSE/COE Design Studio at Michigan State University to design and implement synchromodal classes for the Educational Psychology and Educational Technology (EPET) Ph.D. program. Synchromodal classes refer to classes in which online and face-to-face students interact during shared synchronous sessions. Our efforts stem from the introduction of a hybrid Ph.D. program in the summer of 2010. In this paper, we describe the antecedents that led to the development of synchromodal classes. We then describe our strategy of a repeated cycle of designing, implementing, and adjusting our realization of synchromodal classes. We conclude by discussing the significance of synchromodal learning in the context of this case and possible future directions for our work.
Engaging Multiple Teams to Design a Blended Learning Course
Authors: Tracey Monica W. , Grzebyk Tamme Quinn
Published: October 2017

In the following design case, a blended learning program was designed and developed for parents interested in improving their parenting skills with their children. Numerous design teams developed the program, consisting of both synchronous live events and asynchronous web-based instruction. Teams were comprised of novice students, professors, and expert designers. This design case explores the design space and design decisions made in light of varied and unique stakeholder involvement. It also illustrates the products developed.
Creating Minimalist Instruction
Authors: Carroll John M.
Published: October 2017

The early 1980s were disruptive for computing. In many countries, the set of persons who regularly used computing expanded rapidly from a tiny and homogeneous set of data processing professionals to include nearly everyone. The dawn of the “new user” entrained challenges for training and instructional design: the economics of smaller systems ruled out vendor-provided, face-to-face training, which was succeeded by the paradigm of self-instruction. Our group at IBM’s Watson Research Center was in the cross hairs of this challenge: IBM wanted to expand office systems toward microcomputer platforms, and to enter the personal computing business. Our initial studies focused on office workers using standard self-instruction materials to learn these new systems. We identified key problems in self-instruction, and created alternative designs, such as the Minimal Manual and the Training Wheels Displaywriter, to address them. Our “minimalist” designs sought to leverage user initiative and prior knowledge, instead of controlling it through warnings and ordered steps. It emphasized that users typically bring much expertise and insight to this learning, for example, knowledge about the task domain, and that such knowledge could be a resource to instructional designers. Minimalism leveraged episodes of error recognition, diagnosis, and recovery, instead of attempting to merely forestall error. It framed troubleshooting and recovery as learning opportunities instead of as aberrations.
Expert Systems and Knowledge-Based Engineering (1984-1991): Implications for Instructional Systems Research
Authors: Oravec Jo Ann
Published: October 2017

Expert system technologies are varieties of artificial intelligence (AI) approaches in which decision-making knowledge is codified and modeled. This design case has the challenging task of characterizing this set of technologies during a particularly important period in its development (1984-1991), with an emphasis on a particular system that was used in food production environments by Campbell Soup. It analyzes the social and research impacts of early, pioneering information elicitation and processing strategies that focused on the distillation of the knowledge or know-how of individuals construed as experts in particular arenas, approaches broadly labeled as “knowledge-based engineering” (KBE). Widely-publicized notions of “thinking machines” and “canned experts” provided motivation for a good deal of early expert systems development (Feigenbaum & McCorduck, 1986), with accusations of “hype” often levied (Blair, 2002). This article historically situates these technological strategies in the period from 1984 though 1991, then links them with current instructional systems approaches that more fully involve collaborative elements as well as contextual perspectives. The motivation for this article is to explore how larger technological and social trends and assumptions can influence particular research efforts, especially in the richly interdisciplinary area of information systems. The article also explores the circumstances and consequences of “failures” of system development, with expert systems providing widely-discussed exemplars (Gill, 1995; Oravec & Plant, 1992). This article is rooted in the assumption that historically-informed perspectives can provide some underpinnings to the building of humane and sustainable research projects, particularly in areas that have human subjects and volatile contexts as essential elements. This article also addresses the continuing legacy of university curricula and business training initiatives that were shaped to accommodate expert system and KBE approaches in past decades. Discourse about human expertise generated by expert system efforts in 1984 through 1991 holds insights for current research and development, as well as signals potential sources of dysfunction of, and opposition to, future instructional system initiatives.
Framing, Reframing, and Teaching: Design Decisions Before, During and Within a Project-based Unit
Authors: Svihla Vanessa , Reeve Richard , Field Jamie , Lane Wendell , Collins Jamie , Stiles Abigail
Published: October 2017

This design case follows the instructional planning and decision making before and during a nine-week project-based unit co-taught by three of the authors at a not-for-profit charter high school in the American Southwest. The school serves students who have not been well served by traditional schooling. The teachers partner with industry professionals to create authentic learning projects. The project detailed in this design case aimed to have students design and test temporary shelters for people who were homeless, and later learn about semi-permanent shelters. Students consistently sought to design longer-term solutions to homelessness, rather than shorter-term solutions for individual homeless clients. An embedded researcher documented project implementation and design conversations—including formal planning prior to and emergent conversations during teaching. Analysis of these conversations reveals that many design decisions made prior to instruction were guided by learning objectives, constraints and opportunities, whereas those made during teaching practice were focused directly on supporting learning. Analysis also made clear that students played a role in steering the project to focus more on solutions to long-term homelessness; based on student interests, the final project included writing letters to government representatives about their ideas for solutions. The design case concludes with reflections by the teachers on the design decisions and attendant learning. This case helps to clarify how context and timing influenced design decisions and provides an exemplar of teacher-designed complex instruction, illustrating how learners might take part in reframing a problem about which they are learning.
Makerspace Classrooms: Where Technology Intersects With Problem, Project, and Place-Based Design in Classroom Curriculum
Authors: McKay Christian , Banks Tarrence D. , Wallace Scott
Published: October 2017

In considering the integration of technology in the classroom it is necessary to factor in the ways in which teachers design for their use. Makerspaces and their use of digitally-based rapid prototyping tools such as laser cutters and 3D printers are serving as new models for technology integration in learning environments. While there has been some research on the educational affordances of such technologies little research has been done to understand their use in the traditional classroom environment by teachers. This paper explores the design of curricular and instructional activities by two teachers who have been re-designing their class into a makerspace-oriented classroom.
Establishing a Virtual Makerspace for an Online Graduate Course: A Design Case
Authors: Oliver Kevin M. , Moore Robert L. , Evans Michael A.
Published: October 2017

This design case discusses key steps taken to establish a virtual makerspace for students enrolled in an online graduate course on informal learning. Two key design decisions are elaborated around (a) the selection of appropriate projects and packaged materials that distance education students can receive by mail to participate in making, and (b) the choice of an online platform for distance education students to document their design processes for assessment purposes and peer interaction and learning. This design case is relevant to a variety of online communities who may wish to engage in maker activities as well as isolated face-to-face communities or individuals who may not have local mentors to support informal making and could, therefore, benefit from online connectivity to an expert or peer support. To promote replication of the design, materials and community tools to support making among geographically dispersed makers are detailed.
DigiFab Kits: Mini Mobile Makerspace Design in the Arts Curriculum
Authors: Knochel Aaron D.
Published: October 2017

Artist educators work in a great diversity of locations from informal community spaces to formal learning spaces in schools and museums. Art educators are exploring modes of transdisciplinary curriculum connecting art to science, technology, engineering, and math (STEAM) to meet the diverse challenges of making and learning. One of the roadblocks to maker forms of education is access to digital fabrication technologies such as 3D printers. To bring digital fabrication to a wider range of arts learning contexts, I designed a mini mobile makerspace that focused on 3D printing that I am calling a DigiFab Kit. As an extension of the concept of the FabLab Classroom model, I share my design decisions and experience of 3D printing in a mobile framework. My development of DigiFab Kits is an exploration of curated object collections that deploy as mobile makerspaces with adaptable curricular concepts appropriate to technology that can be used anywhere there is electricity.
MakerSpace to Capstone: Plans and Progress Towards an Integrated K-12 Design Thinking and STEAM Curriculum
Authors: Henderson Tamarah , Vogel Peter , Campagna Meghan
Published: October 2017

Berkeley Preparatory School is dedicated to preparing students for an ever-changing future. From the MakerSpace in Lower Division, to the Elder Digital Lab and the Smith Fabrication Studio in Middle Division, to the Best Design Studio and Lasher Design Studio in the Upper Division, we are focused on providing opportunities for students to imagine, design and create. Our school’s vision statement of “Berkeley puts people in the world who make a positive difference” is being weaved into all elements of learning. Technology, making, and design thinking are all valuable skills in creating a mindset to achieve this goal.
The effect of group guidance activities at improving friendship relationships to adolescents’ friendship relationships
Arkadaşlık ilişkilerini geliştirmeye yönelik grup rehberliği etkinliklerinin ergenlerin arkadaşlık ilişkilerine etkisi
Authors: Demir Yasin , Kutlu Mustafa
Published: October 2017

In this study, it is studied the effect of group guidance activities which consists of eight sessions and prepared to improve friendship relationships on adolescents’ friendship relationships. The study group consists of 32 adolescents. As a research design, it was used pretest-posttest model with control and placebo groups. The data analysis was made with SPSS 18 packet program, and Anova and Ancova tests were used in the analysis. Friendship relation levels of the participants were measured with Peer Relationships Scale. After the pretest measurement, group guidance activities consisted of eight sessions and intended to improve friendship relationships was applied to experimental group adolescents. Within this period, no procedure was performed with the individuals in the control group, and 3 session presentations about the vocational guidance and examination system were made to the individuals in the placebo group. After the sessions, posttest measurement was given. In the data analysis, two factored variance analysis was used for mixed designs. According to the findings from the study, group guidance program aimed at improving the friendship relationships is effective to improve friendship relationships of adolescents. The findings were discussed taking the literature results into consideration, and the suggestions were made in accordance with the results from this study.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetBu araştırmada, sekiz oturumdan oluşan ve arkadaşlık ilişkilerini geliştirmeye yönelik hazırlanan grup rehberliği etkinliklerinin ergenlerin arkadaşlık ilişkileri üzerindeki etkisi incelenmiştir. Araştırmanın çalışma grubu 32 ergenden oluşmuştur. Araştırma deseni olarak kontrol ve plasebo gruplu ön-test son-test model kullanılmıştır. Verilerin analizinde Anaova ve Ancova testleri kullanılmıştır. Katılımcıların arkadaşlık ilişkileri düzeyleri Akran İlişkileri Ölçeği ile ölçülmüştür. Ön-test ölçümünün ardından deney grubunda yer alan ergenlere sekiz oturumdan oluşan arkadaşlık ilişkilerini geliştirmeye yönelik grup rehberliği etkinlikleri uygulanmıştır. Bu süre içerisinde kontrol grubundaki bireylerle hiçbir işlem yürütülmemiştir. Plasebo grubundaki üyelere ise sadece üç oturumluk mesleki rehberlik ve sınav sistemi ile ilgili sunumlar yapılmıştır. Oturumların sona ermesinden sonra son-test ölçümleri alınmıştır. Elde edilen verilerin analizinde karışık desenler için iki faktörlü varyans analizi tekniği kullanılmıştır. Araştırmadan elde edilen bulgular, arkadaşlık ilişkilerini geliştirmeye yönelik uygulanan grup rehberliği etkinliklerinin ergenlerin arkadaşlık ilişkilerini geliştirmede etkili olduğunu göstermektedir. Bulgular literatür sonuçları dikkate alınarak tartışılmış ve araştırmadan elde edilen sonuçlar doğrultusunda önerilerde bulunulmuştur.
Fat graft – the natural choice for reconstructive, regenerative and aesthetic surgery
Authors: Ibrahim Samir , Rybacka-Mossakowska Joanna , Michalak Sławomir
Published: October 2017

The search for appropriate filler, which can be used for aesthetic and reconstructive operations is currently one of challenges for plastic surgery. The application of absorbable and permanent artificial fillers may cause adverse events. Thus, autologous fat grafting can be a safe alternative. Moreover, fat tissue is rich in adipose-derived stem cells (ASC), which can be successfully used for regenerative procedures. The paper reviews reports on fat grafting procedures, which indicate risks and their possible prophylactic.

Adipose tissue is a much more prolific source of ASCs than bone marrow. Basically, ASC are characterized by a spectrum of markers: CD11b-CD45-CD13+CD73+CD90+, which can be widened by CD36+CD-106-CD10+CD26+CD49d+CD49e+CD3-D49f -PODXL- to improve phenotyping. It is suggested to use at least two negative markers and two positive markers during the same phenotyping analysis. Fat transfer requires appropriate approach, planning and technique to make it clinically successful.

Fat grafting fulfills the expectations for ideal injectable agent, which can be used for aesthetic and reconstructive surgery. To improve the survival of fat graft, careful decisions on donor site, local anesthetic administration, liposuction method, processing and placement methods need to be made. Moreover, fat is the source of adipose-derived stem cells which can be used for regenerative procedures. A proper transformation and identification of those cells is required to improve clinical effects.
Can iron work for pigs as a booster?
Authors: Urbaniak Olga , Spyrka Paweł , Rząsa Anna
Published: October 2017

Iron deficiency is a common health problem in mammals, especially in growing piglets hence iron administration to suckling piglets is a routine practice in swine production.

A total number of 160 weaners were allotted to two experimental groups according to body weight (I – cachectic underweight piglets; II – piglets with appropriate weaning body weight). Additionally, each group was divided into two subgroups, with iron administered to piglets in subgroups IA and IIA on the first day of the experiment. In order to monitor the weight gains in pigs, they were weighed twice. To estimate the haematological status, blood samples were taken on the weaning day from selected piglets (10 in each subgroup). Haematological analyses were conducted using Hb, Ht, RBC, MCV, MCH, MCHC as early anaemia indicators. Additionally plasma iron (PI) and total iron-binding capacity (TIBC) were assessed as parameters of the actual and potential circulating extracellular iron.

The aim of the study was to investigate the effect of additional postweaning Fe supplementation on production results. A lower concentration of PI was noted in weaker piglets (Group IA and IB). Throughout the experiment higher daily gains were noted in Group II; differences between Group IIA and IA as well as IB were statistically confirmed at p≤ 0,01.

It might be expected that an additional Fe dose applied in weaning piglets can be used as a growth promoter. On the other hand, in case of cachectic animals toxicity of supplemental iron must be taken into consideration.