bluuebunny/crossref_metadata_2025 huggingface dataset:
Scaphoid Nonunion With Poor Prognostic Factors
Authors: Chaudhry Tahseen , Uppal Lauren , Power Dominic , Craigen Michael , Tan Simon
Published: August 2016

Background: To report on the results of free medial femoral condyle (MFC) vascularized bone graft for scaphoid nonunions with 1 or more poor prognostic factors. Methods: We have used the free MFC vascularized bone graft for scaphoid nonunions that have 1 or more factors associated with a poor prognosis. These were, a delay in presentation of over 5 years, a proximal pole nonunion, the presence of avascular necrosis (AVN), or previous nonunion surgery. We used this technique on 20 patients over a 4.5-year period. Results: Our overall union rate was 88.5% (17 of 19 patients), with 1 patient failing to attend for follow-up. Our mean union time was 7 months (2-18). All patients had at least 1 poor prognostic factor and over half had 2 or more. Of those with AVN with or without other factors, the union rate was 85% (11 of 13). There were 2 donor site complications that required a further procedure and 2 patients with residual wrist pain that required a scapho-trapezio-trapezoid joint fusion and a radial styloidectomy, respectively. Both nonunions were offered further surgery, and 1 elected to undergo successful revision surgery. Conclusions: Overall, this technique showed good results, in a subgroup of patients that typically have poorer outcomes, with a low incidence of donor site morbidity. Our union rate compares favorably with other techniques for this difficult subset of patients with 1 or more poor prognostic factors, although results are clearly not as good as those of studies using the MFC graft for all scaphoid nonunions. We continue to reserve this technique for nonunions with 1 or more poor prognostic factors, and we believe that this technique should at least be considered in these patients.
Direct sac puncture versus transarterial embolization of type II endoleaks: An evaluation and comparison of outcomes
Authors: Yang Roy Y , Tan Kong T , Beecroft J Robert , Rajan Dheeraj K , Jaskolka Jeffrey D
Published: August 2016

Purpose

To determine the outcomes of type II endoleak embolization with aneurysm sac obliteration and whether the approach – direct sac puncture or transarterial – affects outcome.

Methods

A retrospective review of patients who underwent endovascular aneurysm repairs and subsequent type II endoleak embolization over 10 years was performed. Twenty-three patients (median age: 73 years, range: 40–88 years) underwent 35 embolizations. Embolization was performed with the goal of obliterating both the endoleak sac and feeding vessels. Embolization agents used include cyanoacrylate glue only (48%), glue and coils (36%), coils only (13%), and other (3%).

Results

Mean follow-up was 21.8 months. Patients underwent an average of 1.5 embolizations, with 35% requiring more than one. Technical success rate was 89%. Freedom from aneurysm sac expansion was achieved in 91%. Freedom from type II endoleak was accomplished in 70%. There were no ruptured aneurysms during the follow-up period. Direct sac puncture and transarterial approaches had similar incidences of aneurysm sac growth ( p = 0.74), persistent type II endoleak ( p = 0.32), and complications ( p = 0.64). However, direct sac puncture had significantly shorter fluoroscopy ( p < 0.001) and total procedure times ( p < 0.001) than transarterial embolizations.

Conclusion

Direct sac puncture and transarterial embolization of type II endoleak with aneurysm sac obliteration are similarly effective for the prevention of aneurysm sac growth. However, direct sac puncture is our preferred approach given its significantly shorter fluoroscopic and procedural times.
Emotional Intelligence in Organizations: Bridging Research and Practice
Authors: Lopes Paulo N.
Published: August 2016

Although theory and research on emotional intelligence (EI) in the workplace has generated high expectations and promising findings, the gap between research and practice looms large. Several lines of inquiry point to the potential benefits of EI for leaders, teams, and organizations. Yet, assessing EI remains challenging, and research focusing on group and organizational levels of analysis is still scarce. In this review, I seek to bridge the gap between research and practice by considering a broader view of EI and discussing research findings with a focus on implications for assessment and training. In particular, I discuss strategies to enhance the impact of EI and leadership training, and to drive results through well-integrated organizational development initiatives.
Clinical practice guidelines for the foot and ankle in rheumatoid arthritis: a critical appraisal
Authors: Hennessy Kym , Woodburn James , Steultjens Martijn
Published: August 2016

Background

Clinical practice guidelines are recommendations systematically developed to assist clinical decision‐making and inform healthcare. In current rheumatoid arthritis (RA) guidelines, management of the foot and ankle is under‐represented and the quality of recommendation is uncertain. This study aimed to identify and critically appraise clinical practice guidelines for foot and ankle management in RA.

Methods

Guidelines were identified electronically and through hand searching. Search terms ‘rheumatoid arthritis', ‘clinical practice guidelines' and related synonyms were used. Critical appraisal and quality rating were conducted using the Appraisal of Guidelines for Research and Evaluation (AGREE) II instrument.

Results

Twenty‐four guidelines were included. Five guidelines were high quality and recommended for use. Five high quality and seven low quality guidelines were recommended for use with modifications. Seven guidelines were low quality and not recommended for use. Five early and twelve established RA guidelines were recommended for use. Only two guidelines were foot and ankle specific. Five recommendation domains were identified in both early and established RA guidelines. These were multidisciplinary team care, foot healthcare access, foot health assessment/review, orthoses/insoles/splints, and therapeutic footwear. Established RA guidelines also had an ‘other foot care treatments' domain.

Conclusions

Foot and ankle management for RA features in many clinical practice guidelines recommended for use. Unfortunately, supporting evidence in the guidelines is low quality. Agreement levels are predominantly ‘expert opinion’ or ‘good clinical practice’. More research investigating foot and ankle management for RA is needed prior to inclusion in clinical practice guidelines.
Efficient generation of hepatic cells from mesenchymal stromal cells by an innovative bio-microfluidic cell culture device
Authors: Yen Meng-Hua , Wu Yuan-Yi , Liu Yi-Shiuan , Rimando Marilyn , Ho Jennifer Hui-Chun , Lee Oscar Kuang-Sheng
Published: August 2016

Background

Mesenchymal stromal cells (MSCs) are multipotent and have great potential in cell therapy. Previously we reported the differentiation potential of human MSCs into hepatocytes in vitro and that these cells can rescue fulminant hepatic failure. However, the conventional static culture method neither maintains growth factors at an optimal level constantly nor removes cellular waste efficiently. In addition, not only is the duration of differentiating hepatocyte lineage cells from MSCs required to improve, but also the need for a large number of hepatocytes for cell therapy has not to date been addressed fully. The purpose of this study is to design and develop an innovative microfluidic device to overcome these shortcomings.

Methods

We designed and fabricated a microfluidic device and a culture system for hepatic differentiation of MSCs using our protocol reported previously. The microfluidic device contains a large culture chamber with a stable uniform flow to allow homogeneous distribution and expansion as well as efficient induction of hepatic differentiation for MSCs.

Results

The device enables real-time observation under light microscopy and exhibits a better differentiation efficiency for MSCs compared with conventional static culture. MSCs grown in the microfluidic device showed a higher level of hepatocyte marker gene expression under hepatic induction. Functional analysis of hepatic differentiation demonstrated significantly higher urea production in the microfluidic device after 21 days of hepatic differentiation.

Conclusions

The microfluidic device allows the generation of a large number of MSCs and induces hepatic differentiation of MSCs efficiently. The device can be adapted for scale-up production of hepatic cells from MSCs for cellular therapy.
How Many Lymph Nodes Are Enough? Assessing the Adequacy of Lymph Node Yield for Papillary Thyroid Cancer
Authors: Robinson Timothy J. , Thomas Samantha , Dinan Michaela A. , Roman Sanziana , Sosa Julie Ann , Hyslop Terry
Published: August 2016

Purpose

Patients who undergo surgery for papillary thyroid cancer with only a limited lymph node examination are thought to be at risk for potentially harboring occult disease. However, this risk has not been objectively quantified and may have implications for subsequent management and surveillance.

Methods

Data from the National Cancer Database (1998 to 2012) were used to characterize the distribution of nodal positivity of adult patients diagnosed with localized ≥ 1-cm papillary thyroid cancer who underwent thyroidectomy with one or more lymph nodes (LNs) examined. A β-binomial distribution was used to estimate the probability of occult nodal disease as a function of total number of LNs examined and pathologic tumor stage.

Results

A total of 78,724 patients met study criteria; 38,653 patients had node-positive disease. The probability of falsely identifying a patient as node negative was estimated to be 53% for patients with a single node examined and decreased to less than 10% when more than six LNs were examined. To rule out occult nodal disease with 90% confidence, six, nine, and 18 nodes would need to be examined for patients with T1b, T2, and T3 disease, respectively. Sensitivity analyses limited to patients likely undergoing prophylactic central neck dissection resulted in three, four, and eight nodes needed to provide comparable adequacy of LN evaluation.

Conclusion

To our knowledge, our study provides the first empirically based estimates of occult nodal disease risk in patients after surgery for papillary thyroid cancer as a function of primary tumor stage and number of LNs examined. Our estimates provide an objective guideline for evaluating adequacy of LN yield for surgeons and pathologists in the treatment of papillary thyroid cancer, and especially intermediate-risk disease, for which use of adjuvant radioactive iodine and surveillance intensity are not currently standardized.
Contemporary Update of a Multi-Institutional Predictive Nomogram for Salvage Radiotherapy After Radical Prostatectomy
Authors: Tendulkar Rahul D. , Agrawal Shree , Gao Tianming , Efstathiou Jason A. , Pisansky Thomas M. , Michalski Jeff M. , Koontz Bridget F. , Hamstra Daniel A. , Feng Felix Y. , Liauw Stanley L. , Abramowitz Matthew C. , Pollack Alan , Anscher Mitchell S. , Moghanaki Drew , Den Robert B. , Stephans Kevin L. , Zietman Anthony L. , Lee W. Robert , Kattan Michael W. , Stephenson Andrew J.
Published: August 2016

Purpose

We aimed to update a previously published, multi-institutional nomogram of outcomes for salvage radiotherapy (SRT) following radical prostatectomy (RP) for prostate cancer, including patients treated in the contemporary era.

Methods

Individual data from node-negative patients with a detectable post-RP prostate-specific antigen (PSA) treated with SRT with or without concurrent androgen-deprivation therapy (ADT) were obtained from 10 academic institutions. Freedom from biochemical failure (FFBF) and distant metastases (DM) rates were estimated, and predictive nomograms were generated.

Results

Overall, 2,460 patients with a median follow-up of 5 years were included; 599 patients (24%) had a Gleason score (GS) ≤ 6, 1,387 (56%) had a GS of 7, 244 (10%) had a GS of 8, and 230 (9%) had a GS of 9 to 10. There were 1,370 patients (56%) with extraprostatic extension (EPE), 452 (18%) with seminal vesicle invasion (SVI), 1,434 (58%) with positive surgical margins, and 390 (16%) who received ADT (median, 6 months). The median pre-SRT PSA was 0.5 ng/mL (interquartile range, 0.3 to 1.1). The 5-yr FFBF rate was 56% overall, 71% for those with a pre-SRT PSA level of 0.01 to 0.2 ng/mL (n = 441), 63% for those with a PSA of 0.21 to 0.50 ng/mL (n = 822), 54% for those with a PSA of 0.51 to 1.0 ng/mL (n = 533), 43% for those with a PSA of 1.01 to 2.0 ng/mL (n = 341), and 37% for those with a PSA > 2.0 ng/mL (n = 323); P < .001. On multivariable analysis, pre-SRT PSA, GS, EPE, SVI, surgical margins, ADT use, and SRT dose were associated with FFBF. Pre-SRT PSA, GS, SVI, surgical margins, and ADT use were associated with DM, whereas EPE and SRT dose were not. The nomogram concordance indices were 0.68 (FFBF) and 0.74 (DM).

Conclusion

Early SRT at low PSA levels after RP is associated with improved FFBF and DM rates. Contemporary nomograms can estimate individual patient outcomes after SRT in the modern era.
Safety, Antitumor Activity, and Immune Activation of Pegylated Recombinant Human Interleukin-10 (AM0010) in Patients With Advanced Solid Tumors
Authors: Naing Aung , Papadopoulos Kyriakos P. , Autio Karen A. , Ott Patrick A. , Patel Manish R. , Wong Deborah J. , Falchook Gerald S. , Pant Shubham , Whiteside Melinda , Rasco Drew R. , Mumm John B. , Chan Ivan H. , Bendell Johanna C. , Bauer Todd M. , Colen Rivka R. , Hong David S. , Van Vlasselaer Peter , Tannir Nizar M. , Oft Martin , Infante Jeffrey R.
Published: August 2016

Purpose

Interleukin-10 (IL-10) stimulates the expansion and cytotoxicity of tumor-infiltrating CD8+ T cells and inhibits inflammatory CD4+ T cells. Pegylation prolongs the serum concentration of IL-10 without changing the immunologic profile. This phase I study sought to determine the safety and antitumor activity of AM0010.

Patients and Methods

Patients with selected advanced solid tumors were treated with AM0010 in a dose-escalation study, which was followed by a renal cell cancer (RCC) dose-expansion cohort. AM0010 was self-administered subcutaneously at doses of 1 to 40 μg/kg once per day. Primary end points were safety and tolerability; clinical activity and immune activation were secondary end points.

Results

In the dose-escalation and -expansion cohorts, 33 and 18 patients, respectively, were treated with daily subcutaneous injection of AM0010. AM0010 was tolerated in a heavily pretreated patient population. Treatment-related adverse events (AEs) included anemia, fatigue, thrombocytopenia, fever, and injection site reactions. Grade 3 to 4 nonhematopoietic treatment-related AEs, including rash (n = 2) and transaminitis (n = 1), were observed in five of 33 patients. Grade 3 to 4 anemia or thrombocytopenia was observed in five patients. Most treatment-related AEs were transient or reversible. AM0010 led to systemic immune activation with elevated immune-stimulatory cytokines and reduced transforming growth factor beta in the serum. Partial responses were observed in one patient with uveal melanoma and four of 15 evaluable patients with RCC treated at 20 μg/kg (overall response rate, 27%). Prolonged stable disease of at least 4 months was observed in four patients, including one with colorectal cancer with disease stabilization for 20 months.

Conclusion

AM0010 has an acceptable toxicity profile with early evidence of antitumor activity, particularly in RCC. These data support the further evaluation of AM0010 both alone and in combination with other immune therapies and chemotherapies.
Society of Surgical Oncology–American Society for Radiation Oncology–American Society of Clinical Oncology Consensus Guideline on Margins for Breast-Conserving Surgery With Whole-Breast Irradiation in Ductal Carcinoma In Situ
Authors: Morrow Monica , Van Zee Kimberly J. , Solin Lawrence J. , Houssami Nehmat , Chavez-MacGregor Mariana , Harris Jay R. , Horton Janet , Hwang Shelley , Johnson Peggy L. , Marinovich M. Luke , Schnitt Stuart J. , Wapnir Irene , Moran Meena S.
Published: August 2016

Background

Controversy exists regarding the optimal negative margin width for ductal carcinoma in situ (DCIS) treated with breast-conserving surgery and whole-breast irradiation (WBRT).

Methods

A multidisciplinary consensus panel used a meta-analysis of margin width and ipsilateral breast tumor recurrence (IBTR) from a systematic review of 20 studies including 7883 patients and other published literature as the evidence base for consensus.

Results

Negative margins halve the risk of IBTR compared with positive margins defined as ink on DCIS. A 2 mm margin minimizes the risk of IBTR compared with smaller negative margins. More widely clear margins do not significantly decrease IBTR compared with 2 mm margins. Negative margins less than 2 mm alone are not an indication for mastectomy, and factors known to impact rates of IBTR should be considered in determining the need for re-excision.

Conclusion

The use of a 2 mm margin as the standard for an adequate margin in DCIS treated with WBRT is associated with low rates of IBTR and has the potential to decrease re-excision rates, improve cosmetic outcome, and decrease health care costs. Clinical judgment should be used in determining the need for further surgery in patients with negative margins < 2 mm.
A Systematic Review and Meta-Analysis of the Global Burden of Chronic Pain Without Clear Etiology in Low- and Middle-Income Countries: Trends in Heterogeneous Data and a Proposal for New Assessment Methods
Authors: Jackson Tracy , Thomas Sarah , Stabile Victoria , Shotwell Matthew , Han Xue , McQueen Kelly
Published: August 2016

BACKGROUND:

The global burden of chronic pain is projected to be large and growing, in concert with the burden of noncommunicable diseases. This is the first systematic review and meta-analysis of the prevalence of chronic pain without clear etiology in general, elderly, and working populations of low- and middle-income countries (LMICs).

METHODS:

We collected and reported data using Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines, excluding acute pain or pain associated with a concurrent medical condition. One hundred nineteen publications in 28 LMICs were identified for systematic review; the 68 reports that focused on general adult populations (GP), elderly general populations (EGP), or workers (W) were evaluated using mixed-effects regression meta-analysis.

RESULTS:

Average chronic pain prevalence is reported as a percentage of the population, with 95% confidence interval for each pain type and population (GP, EGP, and W; NA is equal to not available): unspecified chronic pain (34[26–42], 62[41–81], and NA); low back pain (21[15–27], 28[16–42], and 52[26–77]); headache (42[27–58], 30[19–43], and 51[13–88]); chronic daily headache (5[3–7], 5[1–12], and 10[0–33]); chronic migraine (GP 12[6–19]); chronic tension type headache (GP 8[3–15]); musculoskeletal pain (25[19–33], 44[28–62], and 79[60–94]); joint pain (14[11–18], 34[16–54], and NA); chronic pelvic/prostatitis pain (GP 4[0–14]); temporomandibular disorder (35[4–78], 8[0–24], and NA); abdominal pain (EGP 17[6–32]); fibromyalgia (Combined GP, EGP, W 6[5–7]); and widespread pain (7[1–18], 19[8–32], and NA). Chronic low back pain and musculoskeletal pain were 2.50 (1.21–4.10) and 3.11 (2.13–4.37) times more prevalent among W, relative to a GP. Musculoskeletal, joint, and unspecified pain were 1.74 (1.03–2.69), 2.36 (1.09–4.02), and 1.83 (1.13–2.65) times more prevalent among the EGP, relative to a GP. There was significant heterogeneity among studies for all pain types (I
2 > 90%).

CONCLUSIONS:

Chronic pain is prevalent in LMICs, and where there was sufficient evidence, generally more prevalent in EGP and W. This meta-analysis reveals the spectrum of chronic pain without clear etiology in LMICs. Steps should be taken to reduce heterogeneity in the assessment of global chronic pain. Possible actions may include standardization of chronic pain definition, widespread adoption of validated questionnaires across cultures, attention to inequitably burdened populations, and inclusion of queries regarding known associations of chronic pain with social and psychological factors that, in combination, increase the global burden of noncommunicable disease and disability.
Failure to Extend Epidural Labor Analgesia for Cesarean Delivery Anesthesia: A Focused Review
Authors: Mankowitz Suzanne K. W. , Gonzalez Fiol Antonio , Smiley Richard
Published: August 2016

Extension of epidural labor analgesia for cesarean delivery anesthesia may fail. There are a number of factors associated with labor epidural catheter failure. This focused review discusses these associations and anesthetic options when faced with inadequate surgical epidural anesthesia for cesarean delivery.
PICK1 Regulates the Expression and Trafficking of AMPA Receptors in Remifentanil-Induced Hyperalgesia
Authors: Wang Zhifen , Yuan Yuan , Xie Keliang , Tang Xiaohong , Zhang Linlin , Ao Jiying , Li Nan , Zhang Yu , Guo Suqian , Wang Guolin
Published: August 2016

BACKGROUND:

Remifentanil is used widely in clinical anesthesia because it induces more rapid and more common hyperalgesia than other opioid analgesics. Activation of N-methyl-d-aspartate (NMDA) receptors takes a pivotal part in remifentanil-induced hyperalgesia. Like NMDA receptors, the α-amino-3-hydroxy-5-methyl-4-isoxazolepropionic acid receptors (AMPARs) are excitatory ion glutamate receptors in postsynaptic membrane, which are involved in the transmission of both acute and chronic pain. Protein interacting with C kinase 1 (PICK1) plays an important role in NMDA receptor-mediated internalization of glutamate receptor 2 (GluR2)-containing AMPARs and contributes to the induction and maintenance of inflammation-induced pain. This study aimed to test the hypothesis that PICK1 contributes to remifentanil-induced hyperalgesia by regulating AMPAR expression and trafficking in the spinal cord.

METHODS:

Using a rat model of remifentanil-induced hyperalgesia by intravenous infusion of remifentanil, we first measured changes in mechanical and thermal hyperalgesia at 24 hours before remifentanil infusion and 2, 6, 24, and 48 hours after infusion. PICK1 mRNA and protein expression and AMPAR subunit expression and trafficking in the spinal cord were then detected by reverse transcription–qualitative polymerase chain reaction, immunohistochemistry, and Western blot. In addition, we knocked down PICK1 expression by intrathecal administration of PICK1 antisense oligodeoxynucleotide to investigate the effects of PICK1 deficiency on remifentanil-induced hyperalgesia and the expression and trafficking of AMPARs.

RESULTS:

A significant time–group interaction was found for nociceptive thresholds (paw withdrawal threshold and paw withdrawal latency; all P < .0001). Remifentanil infusion induced distinct hyperalgesia at different time points (P < .0001), which was partly reversed by PICK1 knockdown (P < .007). Besides, remifentanil infusion increased the expression of PICK1 mRNA and protein (P < .0001) and the membrane GluR1 and GluR2 internalization in spinal dorsal horn neurons (P < .0011). More importantly, PICK1 deficiency could attenuate remifentanil-induced GluR2 internalization in the spinal cord dorsal horn (P < .01) but had no effect on remifentanil-induced membrane GluR1 expression (P ≥ .985).

CONCLUSIONS:

These results indicate that PICK1 deficiency might reverse remifentanil-induced hyperalgesia through regulating GluR2-containing AMPAR expression and trafficking in the spinal cord dorsal horn.
Satellite cell depletion prevents fiber hypertrophy in skeletal muscle
Authors: Egner Ingrid M. , Bruusgaard Jo C. , Gundersen Kristian
Published: August 2016

The largest mammalian cells are the muscle fibers, and they have multiple nuclei to support their large cytoplasmic volumes. During hypertrophic growth, new myonuclei are recruited from satellite stem cells into the fiber syncytia, but it was recently suggested that such recruitment is not obligatory: overload hypertrophy after synergist ablation of the plantaris muscle appeared normal in transgenic mice in which most of the satellite cells were abolished. When we essentially repeated these experiments analyzing the muscles by immunohistochemistry and in vivo and ex vivo imaging, we found that overload hypertrophy was prevented in the satellite cell-deficient mice, in both the plantaris and the extensor digitorum longus muscles. We attribute the previous findings to a reliance on muscle mass as a proxy for fiber hypertrophy, and to the inclusion of a significant number of regenerating fibers in the analysis. We discuss that there is currently no model in which functional, sustainable hypertrophy has been unequivocally demonstrated in the absence of satellite cells; an exception is re-growth, which can occur using previously recruited myonuclei without addition of new myonuclei.
An unrecognized function for COPII components in recruiting the viral replication protein BMV 1a to the perinuclear ER
Authors: Li Jianhui , Fuchs Shai , Zhang Jiantao , Wellford Sebastian , Schuldiner Maya , Wang Xiaofeng
Published: August 2016

Positive-strand RNA viruses invariably assemble their viral replication complexes (VRCs) by remodeling host intracellular membranes. How viral replication proteins are targeted to specific organelle membranes to initiate VRC assembly remains elusive. Brome mosaic virus (BMV), whose replication can be recapitulated in Saccharomyces cerevisiae, assembles its VRCs by invaginating the outer perinuclear endoplasmic reticulum (ER) membrane. Remarkably, BMV replication protein 1a (BMV 1a) is the only viral protein required for such membrane remodeling. We show that ER-vesicle protein of 14 kD (Erv14), a cargo receptor of coat protein complex II (COPII), interacts with BMV 1a. Moreover, the perinuclear ER localization of BMV 1a is disrupted in cells lacking ERV14 or expressing dysfunctional COPII coat components (Sec13, Sec24 or Sec31). The requirement of Erv14 for the localization of BMV 1a is bypassed by addition of a Sec24-recognizable sorting signal to BMV 1a or by overexpressing Sec24, suggesting a coordinated effort by both Erv14 and Sec24 for the proper localization of BMV 1a. The COPII pathway is well known for being involved in protein secretion; our data suggest that a subset of COPII coat proteins have an unrecognized role in targeting proteins to the perinuclear ER membrane.
Using Dropbox as an Electronic Portfolio in ESL Classrooms
Authors: Pullen Mark , Snow Charles
Published: August 2016

The use of online sharing tools such as Box or Dropbox has been developing in education as well as in other contexts. This poster presentation showcases the use of Dropbox as an electronic portfolio that affords creating individual folders, sharing them with faculty or with peers. The presentation focuses on the implementation process of Dropbox, different uses of this tool, challenges faced by faculty and students, advantages of using this tool, as well as students’ reflections on the use of this tool in an educational context. The presenters will also describe their experiences using this tool as opposed to using traditional portfolios and Blackboard in ESL courses. Faculty across the disciplines who attend this presentation will learn about this alternative way of archiving students’ work digitally, giving them feedback on their work, and helping them develop new skills as learners.
Dynamic written corrective feedback: A Tool to improve multilingual student writing
Authors: Miller Laurie , Habib Anna Sophia , Michiels Paul
Published: August 2016

With Mason’s increasing population of multilingual students, faculty in writing intensive courses at the undergraduate and graduate level are often looking for innovative, efficient approaches to providing feedback on student writing.This session will provide an overview of dynamic written corrective feedback (Hartshorn et. al, 2010; Ferris,1999), a strategy that allows faculty to look past errors in accuracy by prioritizing attention to student efforts towards complexity. We use this model in English composition classes to help multilingual students become more reflective, self-reliant writers in terms of their idea development, critical analysis and language accuracy. During the session composition and language faculty from INTO-Mason’s undergraduate and graduate program will explain the research behind the technique, provide examples of this feedback approach and engage participants in a discussion of its potential use in their classes.  This method can be used to support all students across a variety of disciplines that require writing assignments. References:Ferris, D. (1999). The case of grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8(1), 1-11.Hartshorn, K. J., Evans, N. W., Merrill, P. F., Sudweeks, R. R., Strong-Krause, D., & Anderson, N. J. (2010). Effects of dynamic corrective feedback on ESL writing accuracy. TESOL Quarterly, 44(1), 84–109.
“Personalized learning: Lessons taken from healthcare."
Authors: Brown Steve
Published: August 2016

Both education and healthcare are going through rapid changes in their delivery.   Adapting the concepts from the TED talk, “Health care should be a team sport”, by Eric Dishman, this presentation focuses on his bold and creative ideas in reinventing healthcare and applies them to education.  Adapting Dishman’s concepts would lead to a world of “learning anywhere; learning networking; and learning customization”, with a focused role of the responsible student at the center.   The learning technologies of today can make this a reality. Participants can use these concepts and will be shown practical steps to integrate these strategies in to their own courses, and/or reflect upon and shape their own teaching philosophy.
Learning to realize a more sustainable world
Authors: Sklarew Dann
Published: August 2016

The United Nations Sustainable Development Goals (2015)  established 17 targets — such as “no hunger,” “clean water” and “climate action” — to unite humanity in pursuit of a shared, prosperous future. These diverse global goals provide a universal agenda to enlist today’s learners in creatively ensuring our collective well-bring throughout their careers. How can higher education foster effective, intentional learning across courses and curricula to prepare our students to realize these global goals? George Mason University has established a diverse set of over 130 “green leaf” courses, along with regular co-curricular activities, to help our students develop their sustainability skills and practical expertise. These span a new 18-credit “sustainability pathway” through our Mason Core general education requirements and a score of undergraduate and graduate academic programs. Together, these curricula – and others Mason faculty might opt to deliver — permit students to move from first year through accelerated graduate programs while continuously building their sustainability understanding, reflection and intentionality. Meanwhile, co-curricular activities like Mason Earth Month, organic food gardening and Patriot Green Fund projects provide students opportunities to develop and apply “critical doing” skills far beyond the classroom as well.
Using quizzes to improve exam scores
Authors: McElroy Patrick
Published: August 2016

This session will begin with an overview of the testing effect, i.e., the phenomena of retrieval having a positive effect on long-term memory, the testing effect has been demonstrated in a variety of different classroom settings across a range of disciplines. Multiple studies have found that quizzing generally improves long-term retention, and this effect can be enhanced by different quiz formats. Specifically, fill-in-the-blank quizzes result in higher multiple-choice exam scores than multiple-choice quizzes on the same material (examples include McDaniel, Anderson, Derbish, and Morrissette, 2007; Birenbaum, 2007; and Roediger & Marsh, 2005). We will then report on research we’ve conducted at George Mason University on the effect of an intermediate quiz type – fill-in with word bank. The session will continue with a discussion of possible new directions for the current study. The session will conclude with a discussion of the ways instructors from multiple disciplines can incorporate quizzes into their own classes to help their students retain and recall information more effectively. Birenbaum, M. (2007). Assessment and instruction preferences and their relationship with test anxiety and learning strategies. Higher Education, 53(6), 749-768. McDaniel, M.A., Anderson, J.L., Derbish, M.H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19(405), 494-513. Roediger III, H.L., & Marsh, E.J. (2005). The Positive and Negative Consequences of Multiple-Choice Testing. Journal of Experimental Psychology, 31(5), 1155-1159.
SENCER “Do-Now” KQED social media in the classroom
Authors: Wood Thomas C
Published: August 2016

By developing opportunities for students to learn through compelling current events, learning environments are improved.   Inspired students discover relevance to their lives, create dialogue and gain confidence in their ability to expand civic capacity.   Social media has been used to provide an experimental venue for this enhanced learning in selected courses nationally through project SENCER (Science Education for New Civic Engagement and Reform), an NSF sponsored national education reform initiative.   In the fall of 2015, the New Century College course Mysteries of Migration was one of six courses selected nationally for the inaugural SENCER collaboration with KQED in San Francisco, where social media blogs called “Do Now” are flourishing.  In this session, I will discuss the implementation of “Do Now” blogs into Mystery of Migration’s semester–long case study assignment.   This course is interdisciplinary in scope, integrating the biology and ecology of migratory organisms with public policy.   In this session I will discuss the student reactions and evidence of learning through the use of “Do Now” and the merits of implementing social media into existing courses.
Using Form + Theme + Context (FTC) to Enhance Student Engagement in Critical Thinking Across Disciplines
Authors: Sandell Renee
Published: August 2016

Faculty will learn to use Form+Theme+Context (FTC)™ as an interdisciplinaryapproach that rebalances and integrates learning content for deeper studentengagement in critical thinking for diverse forms of literacy. As a visual organizerthat balances formal, thematic, and contextual considerations of any discipline,the FTC Palette can be used to decode and encode any learning content, rangingfrom a work of art, piece of writing, product design, or even a cultural institutionsuch as a museum. Faculty will be engaged in an interactive FTC demonstration tointerpret a famous work of art, collectively making discoveries informed by directvisual experience. Immediately following the FTC demonstration, faculty (groupedby different fields/colleges) will collaboratively utilize a generic FTC Palette as acreative tool for specifically helping their students make stronger interdisciplinaryconnections while advancing critical thinking skills within their home branch oflearning.
Experimenting With Imagination
Authors: Hudson Seth Andrew , Keohane Jennifer A , Miklancie Margaret A
Published: August 2016

Three participants from the Center for Teaching and Faculty Excellence’s 2016 reading group discuss past strategies for using creativity and imagination to promote deep thinking in students and discuss how they have tried new strategies as a result of the reading group.  Approaching instruction from the seemingly disparate disciplines of rhetoric, game writing, and nursing, the presenters will focus on some specific strategies borrowed from Engaging Imagination: Helping Students Become Creative and Reflective Thinkers (James & Brookfield, 2014). The presenters will share the results of these “experiments” in the classroom and reflect on how framing/re-framing some aspects of their pedagogy in terms of imagination towards reflection has affected their teaching.Takeaway: Attendees will participate in versions of these classroom “experiments” and be allowed to judge the effectiveness/utility of such strategies informed with hands-on experience.  Presented by faculty from disparate disciplines, attendees will see firsthand the common ties for any teaching occasion where deep reflection and engagement are a goal, leaving with ideas for new or augmented activities that benefit students and provide new challenges for instructors.
Teaching and collaborating via video conference
Authors: Sanders Christina
Published: August 2016

Our office manages videoconference and TelePresence technology for George Mason University as well as several options for desktop conferencing that are interoperable with our room systems. Currently we are using these different technologies as a means for teaching courses collaboratively with other universities both nationally and internationally, for students who are located across the different Mason campuses, for faculty who are living abroad, and research collaboration with external entities.            CVT would like to host a compact session and participate in the poster session. We would explain the technology, how it is being used at Mason to advance opportunities for our faculty and students and have a faculty member present to discuss their experience.            This technology is an excellent tool in Mason’s mission to be a “university for the world.” Our technology affords the faculty and students a creative solution to connect with institutions and organizations on a global level and collaborate in ways they were not previously able to.
Diagramming prior knowledge in the classroom
Authors: Conroy Arthur Thomas
Published: August 2016

Engaging the student’s prior knowledge is considered by educational researchers to be an important part of constructing a strong foundation for new learning. Diagrams are one technique used in the classroom. Jill Larkin and Herbert Simon described the computational advantages of diagrams over text when used to communicate information in their 1987 article entitled “Why a Diagram is (Sometimes) Worth Ten Thousand Words.” This presentation describes a novel abstract diagramming technique designed to be facilitated in the classroom. Using paper and crayons, the participants create three diagrams that represent the externalization of their own prior knowledge of concepts in a domain of study. The presentation illustrates how differences in prior knowledge can be visualized using diagrams with greater speed in less time than the traditional use of text-based descriptions. The student diagrams were shown to contain a hidden conceptual topology, one that is described by Egenhofer in his 1991 article entitled “Reasoning About Binary Topological Relations.” This topology is recommended as a framework for structuring and facilitating student collaboration and sharing of prior knowledge and new learning.
Ready-Made Technologies: Incorporating Universal Design into Everyday Activities
Authors: Smith Lesley , Evmenova Anya , Zirkle Kara , Shewak Courtney , Singleton Korey
Published: August 2016

Universal Design for Learning is the scientifically valid framework for developing educational practices that provides flexibility in how information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students engage in learning. Instructors who adopt UDL principles in their teaching can reduce barriers and support all students regardless of their abilities, needs, and learning preferences. This presentation will focus on ways to establishing UDL environments in higher education courses through "ready-mades," hi-tech platforms with low-tech learning curves, while simultaneously energizing learning and nurturing collaborations.Attendees will learn to provide three principles of UDL, which include multiple means of:Representation: Screenchomp, Jing, Video presentationsAction and expression: Voki, Glogster, Popplet,Engagement: Dipity timeline, Voice Thread, PrimaryPadSuch ready-mades also energize collaboration between students. To demonstrate the flexibility of ready-mades, we shall execute an interactive presentation via some of these tools and challenge participants to a hands-on application of these tools to their own learning goals.
Conference & Planning Committee Information
Authors: Lukes Laura
Published: August 2016

Theme: Signature Learning ExperiencesSeptemer 19, 2014 Conference Director:Laura Lukes (Center for Teaching & Faculty Excellence) Advisory & Selection Committee:Jan ArminioKimberly EbyKat HithcockMichelle LaFranceSusan LawrenceJessica MatthewsJanette MuirSteve NodineDiane SmithJoy TaylorBethany Usher Logistical Coordination:Ashleen Gayda (Center for Teaching and Faculty Excellence)Tamara Day (Office of Events Management) Logistical Support:Events ProductionSamira LloydLindsey LowenburgDenise Nazaire Conference Proceedings:Laura LukesEmily LambackChyna Staten (Retroactive) Sponsors: Blackboard, Inc.; 4-VA; University Libraries; Cengage Learning; Center for the Arts; College of Education and Human Development; College of Health and Human Services; College of Humanities and Social Sciences; College of Science; College of Visual and Performing Arts; Division of Instructional Technology; Graduate Student Life; Higher Education Program; Hylton Performing Arts Center; Mason Athletics; Mason Bookstore; O ce of Distance Education; Office of Student Scholarship, Creative Activities, and Research; School for Confiict Analysis and Resolution; School of Business; School of Policy, Government, and International Affairs; University Life; Volgenau School of Engineering; Writing Across the Curriculum; and The Writing Center. Session Hosts & Volunteers: Sarah Davis Randy Gabel Ariel Goldenthal Caitlin HolmesMichelle Hughes David KravitzMichelle LaFrance Shawn Lee Jamie LesterLindsey LowenbergJames Merrifield Janette MuirJeff OffuttJulie Owen PsycheReadyEsperanza Roman-MendozaDanielle RudesBob Sachs Lesley Smith Christine SpillsonJoy TaylorBethany UsherShannon Williams
Cultivating a global collaborative classroom experience: An international exploration of homelessness
Authors: Tompkins Catherine , Ihara Emily , Purnell-Sayle Richena , Reo Rick , Hazel Stephanie
Published: August 2016

The main collaborative student project compares and contrasts different aspects of homelessness both in Fairfax and in New Delhi, using Photovoice as the research methodology.  Forty-four Mason students enrolled in SOCW 472 RS, Integrative Methods in Social Action and Social Change, and forty Jamia students enrolled in MSW-SII-09 Social Work Research, collaborate together in a primarily asynchronous environment with the opportunity of participating in three synchronous sessions.  The Mason/Jamia team created small online groups of two Mason students and two Jamia students in order to facilitate these personal interactions and provided the PB Works and Blackboard platforms as communication tools. As part of the process, students were able to incorporate their favorite communication technologies including Facebook and WhatsApp. In addition to reaching the student outcomes and course objectives, the course design of this GCC involved intensive work and partnership between the Office of Global Strategy, IT Learning Support Services, Instructional Assessment and the classroom faculty. Lessons learned and best practices will be presented.
Exploring Visioning as a Tool for Instruction
Authors: Parsons Seth , Merz Sydney , Nuland Leila
Published: August 2016

This poster presentation highlights three complementary research studies that examined preservice and inservice teachers' visions for teaching. The studies applied Duffy's (2002) definition for teacher vision: "a personal stance on teaching that rises from deep within the inner teacher and fuels independent thinking" (p. 334). Accordingly, we have our students write vision statements articulating what they are passionate about as future and current educators. The theory is that this vision will allow them to persevere in the difficult and low-status profession of teaching (Duffy 2002). We have found that teachers' visions influence their teaching decisions. However, teachers' biases and classroom contexts can serve as obstacles to implementing research-based instructional practices. Whether teaching in a specific content area or working with culturally and linguistically diverse students, visioning provides educators with the opportunity to reflect and further acknowledge their students through an introspective approach of why one teaches. The results from the studies not only further our understanding of future and current PK-12 teachers, but also provide a reflective stance for those teaching in the academy to consider.
Creating a sense of place and belonging in the classroom: An example of place-based education from the foothills of the Himalayas
Authors: Hernandez Doug
Published: August 2016

Educators engaging in the critical assessment of teaching and learning have often considered the importance of the physical environment (classroom). This poster presentation offers that “place” is more than a context for discovering curriculum. When we have access to the history and experiences of our places, we have the possibility of creating holistic learning environments rich with democracy and inclusivity. As our learning spaces have become increasingly homogenized and standardized, greater importance on reacquainting learners with their own environments and constructing new meaningful places is paramount. This poster presentation highlights teaching practices from village schools (Balwadis) in the foothills of the Himalayas. These practices were documented in a case study that the presenter coauthored and will offer that place, and learning, are inextricably intertwined. Using narratives, photos, and artifacts from the Balwadi teachers, participants will experience the multiple dimensions of place and environment and how these can be transformative agents for creating learning communities with a sense of place and belonging.  Participants will learn how to apply these strategies to their own classes to create a sense of place and belonging for their students.
From the cockpit to the classroom: leveraging failure as a reflective learning opportunity
Authors: McGregor Bree , McGregor Brett
Published: August 2016

Marine Corps fighter pilots and multilingual and first-generation college students share several commonalities as learners: they have overcome extraordinary challenges to earn hard-fought positions within their respective communities; they work within syllabus-driven, high-stakes learning environments; and they face immense pressure to succeed, yet they also need to be well-equipped to cope with failure. In this session, presenters will introduce lessons learned as an activity that supports failure as a valuable component in the reflective learning process  (Cannon, & Edmondson, 2005; Kapur, 2008) in two very different, yet complementary, learning communities.Lessons learned is a pedagogical tool employed in Marine Corps fighter squadrons in which a group of highly trained, competitive fighter pilots are required to self-identify, critically examine, and discuss their recent failures in the aircraft. In a community where 80% of mishaps are at least partially caused by human error (Shappell & Wiegmann, 1996), these roundtable conversations create an environment without stigma or repercussion, enabling participants to examine the root cause of failure and how to prevent its recurrence. In doing so, lessons learned becomes a valuable tactic (de Certeau, 2004) that empowers instructors and students alike (Matson, 1991; Schunk, 1984). In this session participants will engage in a lessons learned activity, and acquire tactics and resources for leveraging failure as an opportunity for self-reflection and community building in their own pedagogical practices.