bluuebunny/crossref_metadata_2025 huggingface dataset:
Using Distance Learning to Prepare International Students for the Classroom
Authors: Debeerst Birgit , Galvin Michael
Published: August 2016

The Office of International Programs and Services uses two online tools (the iCenter@Mason and the International Student Launchpad) to better prepare incoming international students for their study at Mason. These tools serve as a pre-arrival guide and educate students about important policies and processes. Current international students have asked for additional instructional modules, such as US classroom culture and academic expectations. Additionally, faculty have expressed that there are certain definitions, standards, and common understanding that they would like international students to have before they arrive in the classroom. During this poster session, the presenters will demonstrate the current online tools. Participants will have an opportunity to contribute to the development of an additional online module based on their experiences with international students. The new module will be launched in spring 2016.
Curriculum creation: Reflection as a tool for enhancement
Authors: Harris Cameron J. , Brown Jackie D.
Published: August 2016

Reflection plays an important role in the development of new courses and curriculum. Professional skills development is the focus of two newly developed and required courses, one of which uses reflection as a primary pedagogical practice. These foundational courses are scaffolded by design. The scope of this presentation will be on the first of these two courses, designed for students entering the university environment and serving as early exposure to the field.  Presenters will share the role that reflection played, and continues to play, in the development of these courses. One assignment, a product of this reflection, will serve as a focus of this presentation. It was developed to challenge students to consider past experiences and how they might apply to the development of their professional skills, both now and in the future. Peer review and feedback sessions serve as another instructional tool to facilitate this critical thinking process.The first focus of this presentation will be on continual instructor reflection on course and curriculum design as a method for enhancing the pedagogical approach, instruction, and assignments, and it will continue to play a role in the assessment of course outcomes. The second focus will be on the role that critical reflection plays as a pedagogical practice in course design and classroom instruction. Session attendees will be asked to reflect on their pedagogical practice and the role reflection has played in their approach to classroom learning.
From face-to-face to online and back again: How Mason’s Online Course Development Institute Can Help You!
Authors: Harris Constance , Olesova Larisa , Brown Stephen
Published: August 2016

Over the last decade many faculty members have taken their traditional face-to-face class and created a version that is offered in a purely on-line environment. This practice has created a need to implement faculty development initiatives that help develop the skills, experience, and confidence to successfully teach online. In response, George Mason University has implemented a multifaceted approach to support faculty members’ online teaching practice. One component of Mason’s approach is the Online Course Development Institute (OCDI), a cohort-based program implemented by the Mason instructional design team. The OCDI incorporates evidence-based practices for technology-enhanced teaching and focuses on helping faculty members’ build competencies that enable them to enhance the quality and delivery of their courses. During this session, a faculty member and two instructional designers will outline the best practices for online teaching and discuss how the OCDI can help support faculty in implementing these practices. Creative strategies for effectively using these practices in blended or traditional face-to-face courses will also be discussed. The target audience for this presentation are faculty, and others, who want to learn about using online elements in their teaching and how OCDI can help them in online teaching--whether they intend to transition their class to a 100% online format, or to adapt online techniques to their traditional face-to-face class.
Interactive online activities for increasing students' discipline-specific career knowledge and readiness
Authors: Ramos Larissa
Published: August 2016

As the number of mobile phone users grows and social networking sites like Linkedin.com expand their educational content and e-learning applications, faculty have the opportunity to use M-learning (mobile learning) more actively as a tool to boost student’s major industry knowledge and career readiness.  This interactive teaching demonstration presents an innovative assignment that engages students by using LinkedIn.com as a mobile learning (M-Learning) tool. It provides strategies for students to enhance their career readiness by asking them to research, read, consume, and interact with current industry-specific intelligence and news relevant to their major or field(s) of study.  This assignment also supports research skills by encouraging students to critically consume mobile intelligence. This assignment is informed by best practices in assignment design by Writing Across the Curriculum expert John Bean, author of Engaging Ideas, as well as the Gateway Course Institute, sponsored by the Bill and Melinda Gates Foundation Transformational Planning Grant, in which the author participated.  A recent paper (not yet published) by Dr. Farrokh Alemi, Professor of Health Informatics at George Mason University, on collecting insights that inform curriculum innovation through Linkedin also informs this presentation.  Participants will be able to use this type of assignment and its associated mobile platform across disciplines.
Teaching and Learning: What's the Connection?
Authors: Ambrose Susan
Published: August 2016

There is a plethora of research about how students learn, information that can help us design more effective courses, educational materials and activities, and classroom pedagogy. However, it is a relatively recent phenomenon that this research has found its way into college and university education. In this session, we will focus on seven principles that impact learning and discuss how we as teachers can more effectively influence the learning process.
Stressed, Sedentary, or Centered? How to Create a Culture of Well-Being in Your Classroom with Centered Well-Being Breaks
Authors: Carmack Suzanne
Published: August 2016

The CenteredBeing method (Carmack, 2008, 2011, 2014) has been called a "new office habit" by the Washington Post (2012) and has been practiced by over 30,000 practitioners worldwide, including the Pan American/World Health Organization. This session, led by creator Suzie Carmack, PhD, MFA, MEd, ERYT (a Mason graduate and current adjunct faculty member), will teach attendees how to bring the evidence-based CenteredBeing method into their classrooms and also into their day as a "centering" well-being break. Specifically, attendees will learn how basic yoga therapy exercises can improve functional health by fighting the 28 different health outcomes that have been linked to stress and sedentarism (Booth, 2001). Attendees will learn how to link these movements with easy-to-follow mindfulness and relaxation practice techniques and positive communication strategies, in ways that simultaneously foster physical, mental, social, and comprehensive well-being. The session, which has been shared with over 100 organizations previously, is delivered in an experiential learning style, culminating with the opportunity for participants to share the method in a small group practice. Attendees will complete the session (1) able to practice the CenteredBeing method to sustain their own well-being and (2) empowered to lead CenteredBeing (centered well-being) breaks in their classrooms.
Why and how to support students in team assignments
Authors: Stevenson Judith
Published: August 2016

Once employed, our graduates will be judged on their ability to be effective team players. In some professions, people’s safety and even survival may depend on good teamwork. Yet teamwork assignments in university courses are not generally a popular option. Team projects are often viewed as a difficult and frustrating requirement, by students and faculty alike. Few instructors receive any formal training on how to create effective team assignments or on ways to educate their students about strategies for success in their team activities. In this session, we discuss ways to educate students about the value of team experiences in their courses, so that they are motivated to improve their teamwork skills. We examine the dynamics of both face-to-face and virtual teamwork, in workplace environments and in a college setting, so as to understand the underlying reasons for the challenges inherent in team activities. Then finally we explore some techniques that instructors can use to design and deliver team assignments that support a positive student experience.
Engaging Students with the DICE Model: Design Thinking, Innovation, Creativity, and Entrepreneurship
Authors: Seshaiyer Padmanabhan , Peixoto Nathalia , Suh Jennifer
Published: August 2016

DICE: Design, Innovation, Creativity, and Entrepreneurship is a new interdisciplinary Provost-level university course that is collaboratively developed by faculty from three colleges (COS, VSE, and CEHD) with a goal to engage students at Mason. Creativity and innovation require free thinking and a combination of top-down support and grass-roots innovation propelled by passion to make a deep impact. The focus of this course is on creating the next generation STEAM (Science, Technology, Engineering, Arts, and Mathematics) scholars with (1) social/human focus, (2) interdisciplinary interest, and (3) entrepreneurial streak, who are empowered to break down disciplinary boundaries for solutions of deep impact on pressing human needs. Furthermore, the next generation STEAM students need to use "design thinking" to harness the state-of-the-art capabilities to innovate and multidisciplinary STEAM or similar approaches to solve real-world challenges which is a focus of this course. Student engagement in 21st century skills including communication, collaboration, creativity, and critical thinking is an integral part of the course. In this session, we will share the implementation of this course that helped engage a group of students from Mason working with students from POSTECH University in South Korea to collaboratively work on global problem solving using DICE. We will explain how the DICE model can be modified and used in other settings/courses.
Learning assistant program
Authors: Nord Julia Ann , Seshaiyer Padmanabhan , Nelson Mary , Davis Claudette , Ewell Mary , Jones Rebecca , Knight Kelly , Pettigrew Kathy , Schwebach James Reid
Published: August 2016

Following the model of the University of Colorado at Boulder Learning Assistant (LA) program, the College of Science (COS) at Mason began its own LA program in 2012. The program is a key segment of the STEM Accelerator program, and is a keystone for retaining students in COS and enabling them to graduate in a timely manner. COS STEM Accelerator has now supported over 300 undergraduate LA’s since it's inception through both internal and external funding. The LA program is very successful in increasing grades, engaging students in large lecture classes, enabling faculty to better utilize the ALT classroom, increasing retention in sciences and also increasing confidence and GPA’s for the undergraduate LA’s.  The cornerstones of the LA program are student mentoring by the faculty sponsor, a required seminar in pedagogical techniques, and face-to-face time with students in the classroom. This interactive presentation will include information about the program in COS. Faculty and students will demonstrate examples of how LA’s are integrated into different learning environments and across disciplines.  Examples will include LA’s in the ALT classroom, in large and small lectures, in lab, in orals, and on-line.  Disciplines include Biology, Chemistry, Forensic Science, Geography, Geology, Math and Physics.  Attendees will understand the program and it’s key concepts, discuss how an LA could work in their classroom and discipline, and understand how COS is working to enable your students to conquer their MATH and Mason Core Science classes.
The effects of an online program and test format on student performance
Authors: Lippi Stephen
Published: August 2016

The testing effect is a phenomenon that predicts increased retention of material when individuals are tested on soon-to-be-recalled information (McDaniel, Anderson, Derbish, & Morrisette, 2007). Although this effect is well documented in numerous studies, no study has looked at the impact that computer-based quizzes or online companion tools in a course can have on test performance. In addition to the use of online programs, it is important to understand whether or not the presentation of different question types can lead to increased or decreased student test performance. Although other pedagogical studies have looked at question order on student performance (Norman, 1954; Balch, 1989), none has looked at whether students exposed to questions in short answer format (testing free recall) before taking a multiple choice test (recognition memory) can lead to increased exam scores. The present study sought to understand how use of an online learning system (MindTap, Cengage) and test format order could affect final test scores. There were 5 exams (consisting of separate short answer and multiple choice sections) given to each set of Physiological Psychology students at George Mason University; each exam being worth 150 points. Results indicate that testing order (whether short-answer sections or multiple choice sections were taken first) impacts student test performance and this effect may be mediated by whether or not an online computer program is required. This research has implications for course organization and selection of test format, which may improve student performance.
Teaching Naked: How Moving Technology Out of Your College Classroom will Improve Student Learning
Authors: Bowen Jose
Published: August 2016

Technology is changing higher education, but the greatest value of a physical university will remain its face-to-face (naked) interaction between faculty and students. The most important benefits to using technology occur outside of the classroom. New technology can increase student preparation and engagement between classes and create more time for the in-class dialogue that makes the campus experience worth the extra money it will always cost to deliver. Students already use online content but need better ways to interact with material before every class. By using online quizzes and games, rethinking our assignments and course design, we can create more class time for the activities and interactions that most spark the critical thinking and change of mental models we seek.
Faculty and Student Perspectives on Redesigned Learning Spaces at Mason
Authors: Eby Kimberly , Lukes Laura , Hazel Stephanie , Zhang Zicheng
Published: August 2016

Mason is reimagining learning spaces on our campuses to foster active and collaborative student learning. This commitment is part of our strategic plan goals for innovative learning and supporting teaching and scholarship excellence. While we currently have 12 classrooms intentionally designed to support active learning, both the Peterson Health Sciences Building and the Robinson rebuild offer significant opportunities for increasing the number of these learning spaces. As part of this initiative we have created an iterative design and implementation process that leverages faculty and student experience feedback. This poster will highlight preliminary findings (e.g., satisfaction, sense of community and connectedness, types of learning experiences, etc.) from both our faculty and student surveys from the 2015-2016 academic year.
Course management strategies for first time online instructors
Authors: Biggs Regina
Published: August 2016

The presentation examines the practice of teacher presence from students’ perspectives.  It is based upon a comparison of student feedback from the first and second fully online deliveries of a required course entitled, Education Law.  While a review of the literature reveals that teacher presence is created through degrees of active engagement, instructors new to online teaching may misinterpret learners’ perceptions of what constitutes an acceptable degree of presence. Student feedback, from the first delivery, suggested the expectation for teacher presence was higher because the course design featured a number of collaborative, project based learning activities. Instructional planning that gives balanced attention to content mastery and course management by reframing the functions of the instructor’s role will assure that learners’ enthusiasm and engagement are not casualties of the context. A review of the course evaluations from the Summer 2015 semester revealed that an intentional contemplation of communication variables including timing, interpersonal and inter-group messaging must be purposefully planned to minimize the potential for confusion.  This suggests changes for the Summer 2016 semester, including the use of proactive course management strategies to increase student satisfaction, facilitate the display of metacognition, and extend creative problem solving skills to authentic applications.  Faculty will learn about how the initiation of these changes in course management impact students’ perceptions of teacher presence.
Active Learning Classroom Effectiveness Compared to Traditional Lecture
Authors: Djordjevic Branislav , Dworzecka Maria , Kinser Jason
Published: August 2016

Beginning with the fall 2013 semester, George Mason University began teaching first-semester (PHYS 160) and second-semester (PHYS 260) calculus-based physics courses in an ALT (active learning with technology) environment simultaneously with traditional lectures. Previous results of students' performance comparisons consistently showed that ALT courses were more effective means for students' learning than traditional lecturing. Average final grades as well as the average exam grades in ALT courses regularly surpassed grades in traditional courses by 10-15%. We also cross-compared performance of our students in the PHYS 260 course in all four combinations of students coming from traditional PHYS 160 and cross-compared the ALT course to either style of the PHYS 260 courses. We did our analysis for all available pairs of consecutive semesterss starting from fall 2013 and ending with spring 2015. Results from this analysis clearly indicate that students' performance is greatly improved through the ALT experience.
The freedom to teach: Using open educational resources in your courses
Authors: Holland Claudia
Published: August 2016

Open educational resources (OER) are “high-quality, openly licensed, online educational materials that offer an extraordinary opportunity for people everywhere to share, use, and reuse knowledge” (William and Flora Hewlett Foundation, n.d.). These materials range from full courses and course materials (including textbooks) to streaming videos and software.Innovative educators recognize that OER offer an exciting alternative to restrictive (and expensive) textbooks by allowing them the freedom to select quality content that better fits their pedagogy. Students benefit from more engaged learning, lower costs, and the ability to revise and remix these materials as assigned by their instructor. The virtual sky is the limit!The 4-VA Collaborative at George Mason University recently announced a competitive grants pilot program (February, 2016) to incentivize Mason instructional faculty to identify existing, or create new, open digital content and incorporate it into their course(s). The proposed interactive presentation session will build on the Mason 4-VA pilot program. A team of four faculty members from Mason and J. Sargeant Reynolds Community College will lead the session. Discussion topics to be covered include defining OER, describing Creative Commons licenses, strategies for integrating OER in courses, and identifying quality materials. Participants should bring a laptop as they will be divided into small groups during the session to familiarize themselves with websites that aggregate OER content applicable to their discipline(s).By the end of this session, participants will be able to:Define OER,Understand Creative Commons licenses,Outline the first steps in planning an OER project, andIdentify some online sources for discipline-specific OER.We anticipate that OER collaborations will emerge from this session. ReferencesMason 4-VA Collaborative. (February, 2016). Course Redesign: Using Open Educational Resources. Retrieved from http://4va.gmu.edu/call-for-proposals William and Flora Hewlett Foundation. (n.d.) Open Educational Resources. Retrieved from http://www.hewlett.org/programs/education/open-educational-resources
The STEM Accelerator Program
Authors: Seshaiyer Padmanabhan , Davis Claudette , Ewell Mary , Nelson Mary , Schwebach Reid , Nord Julia , Knight Kelly
Published: August 2016

In this work, we will describe the STEM Accelerator program in the College of Science that is tasked with four major goals of increasing the number of STEM majors, improving retention rates of STEM students, reducing their time to graduation, and helping them join the STEM workforce or continue their education upon completion of their Bachelor's degree in STEM disciplines. Created as an interdisciplinary unit, this division consists of faculty members from multiple departments who have special responsibilities besides teaching that include coordinating and promoting STEM activities that help achieve the four primary goals. Specifically, the STEM Accelerator program now runs initiatives at all levels, including STEM camps for elementary and middle school students, mentored research for high school students and undergraduate students, STEM boot camp for incoming freshmen, the Undergraduate Learning Assistants (LA) Program, discipline-based education research for faculty, and STEM teacher professional development programs for teacher educators. The program was recently awarded the 2015 Program That Works Award that is given to exemplary programs in the state for making a positive impact on student or teacher learning.
Flipping a Large Lecture Class
Authors: Boyette Joanna
Published: August 2016

Flipped and active learning classrooms are becoming more common as technology has allowed us to move traditional lecture outside the class and onto students' phones, tablets, and computers. But many of us are still assigned to teach large courses which assume a traditional lecture model. The presenter describes her experience flipping a large (90 person) lecture course in mathematics and discusses some tips, tricks, and methods for classroom management in the flipped setting.
Engaging Imagination: How (and why) Creativity and play are essential to university learning
Authors: James Alison
Published: August 2016

In the higher education sector, the word “creativity” has become increasingly popular in terms of defining how we want people to think, perform their roles, approach challenges, and explore ideas. How we investigate and expand our creativity may be using methods and approaches that originate with the arts or by importing others from various domains: business, sociology, psychology, and many more. There is therefore a multidirectional flow of traffic around and between the disciplines in terms of where pedagogic practices have come from. While creativity and innovation may be terms that we aspire to and are comfortable with in our different subject areas, a closely-allied notion—that of play—appears to be more problematic. Some of us are persuaded that play is vital to human learning and discovery at any age; others believe it to be too trivial or childish for tertiary level-study. In this talk, I will focus on my use of creative, playful, and three-dimensional approaches to wrestle with complex topics presented by learning, teaching, and research issues and professional relationships/structures. Examples will include critical reflection, threshold concepts in the discipline, student exchanges, doctoral research, corporate strategy, team identity, functioning, and many others. I will argue that our conceptions of play within a tertiary setting must be broadened and deepened, while the contribution of creative, imaginative, and playful pedagogies across the disciplines needs to be better understood. This dual goal is essential not only to motivate and engage our students but to re-invigorate our practice as teachers.
Positive student response to engaging lecture videos with embedded activities implemented in hybrid online course, Biostatistics for Biology Majors
Authors: Kester Marieke Elise
Published: August 2016

Lecture videos were developed for use in a hybrid online section of Biostatistics for Biology Majors (BIOL214-DL) piloted during the spring 2016 semester. Lecture videos were based on recordings of the face-to-face lecture course completed with the help of GMU TV in a classroom fitted with 5 cameras including one on the document camera to record course materials. During fall 2015, 22 class sessions were recorded. Video editing software was used to cut original 75 minute videos into shorter chunks by topic. Activities were added as still PowerPoint slides to present the activity, followed by a slide reading “Did you really try the activity” followed by a video explanation of the correct answer. Final videos were on average 13.5 ± 0.73 (SEM) minutes and ranged from 3 to 21 minutes. Videos had an average of 2.62 ± 0.27 (SEM) activities. In a mid-term assessment completed by 18 students, 44% “Strongly agreed” that the embedded activities helped them learn class material, 44% “Agreed” and the other 11% responded “Neither Agree nor Disagree”. Sixty one percent of students ranked lecture activities in the top two “aspects of the course that are helpful to your learning”. Current challenges of embedding lecture video activities will be discussed along with future solutions offered by Kaltura media.
A Comparison of Students' Learning Outcomes in a Writing-Intensive Course Taught in Both Face-to-Face and Fully-Online Settings
Authors: Ravi Chaitanya , Kuo Ying-Ying
Published: August 2016

Most educators are interested in whether online teaching is at least as good as classroom-based courses in terms of students' learning outcomes, including academic achievement and learning satisfaction. This research study compared two sections of an upper-level, undergraduate, writing-intensive environmental policy course, which were taught in spring 2014 by the same instructor. The f2f session had a blended format with in class-lectures complemented by substantial online resources, while the 100% online course included documentaries, pre-recorded lecture videos, various readings, discussions, and online environmental games.A total of 39 students from both sections voluntarily participated in this research study by taking a course survey online. Both qualitative and quantitative data and students' final grades were collected. The findings revealed no significant statistical difference in students' final grades and learning satisfaction. However, students' overall satisfaction level in the f2f class was higher than the online course. Also, their satisfaction level was associated with (1) receiving valuable feedback from instructor and (2) students' motivation to learn in the course.Our research indicates that the quality of an online course can be equivalent to a f2f course if instructors can support students with regular feedback and keep motivating them to learn.
Relationship between selected factors of motivation, employee engagement and employee performance among nurses at adventist hospital
Authors: Ferinia Rolyana , Yuniarsi Tjutju , Disman H.
Published: August 2016

This study examined the relationship between selected factors of motivation, employee engagement and employee performance among nurses at Adventist Hospital. The quantitative research method of collecting data was used. The questionnaire was distributed nurses at Adventist Hospitals using cluster sampling. And Taro Yamane formula. A sample of 435 nurses was selected to fill the questionnaire. The findings showed that [1] the need for achievement significantly and positively influenced by satisfaction (Î²=0. 29), [2] need for achievement significantly and positively influenced by performance (Î²=0.15), [3] satisfaction significantly and positively influenced by advocacy (Î²=0.84) and [4] advocacy significantly and positively influenced by performance (Î²=0.60).
Age‐ and sex‐related changes in rat renal function and pathology following neonatal hyperoxia exposure
Authors: Sutherland Megan R. , Béland Chanel , Lukaszewski Marie‐Amélie , Cloutier Anik , Bertagnolli Mariane , Nuyt Anne Monique
Published: August 2016

Preterm neonates are prematurely exposed to high oxygen levels at birth which may adversely impact ongoing renal development. The aim of this study was to determine the effects of neonatal hyperoxia exposure on renal function and morphology with aging. Sprague Dawley rat pups were raised in a hyperoxic environment (80% oxygen) from P3 to P10 during ongoing postnatal nephrogenesis. Control litters were kept in room air (n = 6–8 litters/group; one male, one female/litter/age). Kidney function (urine and plasma creatinine, sodium, and protein) and morphology (renal corpuscle size, glomerulosclerosis, fibrosis, and glomerular crescents) were assessed at 1, 5, and 11 months of age. Neonatal hyperoxia exposure had no impact on body or kidney weights. Creatinine clearance was significantly reduced following hyperoxia exposure at 5 months; there was no significant effect on renal function at 1 or 11 months. The percentage of crescentic glomeruli (indicative of glomerular injury) was markedly increased in 11 month hyperoxia‐exposed males. Renal corpuscle size, glomerulosclerosis index, and renal fibrosis were not affected. Findings suggest that exposure to high oxygen levels during development may impact renal functional capacity and increase susceptibility to renal disease in adulthood depending on age and sex.
MANAGEMENT OF ENDOCRINE DISEASE: Isolated maternal hypothyroxinemia during pregnancy: knowns and unknowns
Authors: Dosiou Chrysoula , Medici Marco
Published: August 2016

Isolated maternal hypothyroxinemia (IMH) during pregnancy is defined as a low maternal T4in the absence of TSH elevation. As IMH is common, with a prevalence of 1–2% in iodine-sufficient populations, and early research has suggested adverse effects on fetal neurodevelopment, it has been the focus of many studies in the last decade. In the current review, we first discuss the significance of IMH based on data from animal models and recent discoveries regarding the role of thyroid hormone on neurodevelopment. We address issues surrounding the definition and prevalence of this entity and discuss new insights into the etiologies, clinical consequences and management of IMH. A number of large cohort studies have investigated the effects of IMH on the risk of various pregnancy complications and child neurodevelopment. We review these studies in detail and describe their limitations. We discuss the available research on management of IMH, including two recent randomized controlled trials (RCTs). Finally, we delineate the remaining uncertainties in this field and emphasize the need for a sufficiently powered, placebo-controlled RCT on the treatment of IMH early in the first trimester of pregnancy.
Cord blood leptin and gains in body weight and fat mass during infancy
Authors: Chaoimh Carol ní , Murray Deirdre M , Kenny Louise C , Irvine Alan D , Hourihane Jonathan O’B , Kiely Mairead
Published: August 2016

Objectives

Low early-life leptin concentrations may promote faster weight gain in infancy. We aimed to examine the associations between cord blood leptin concentrations and changes in weight and body composition during infancy.

Design and methods

Serum leptin was measured at 15 weeks gestation, in umbilical cord blood collected at delivery and at 2 years in 334 children from the Cork Baseline Birth Cohort Study. Body composition was measured at 2 days and 2 months using air displacement plethysmography. Conditional change in weight standard deviation scores over a number of age intervals in the first 2 years and conditional change in fat mass index (FMI) and fat-free mass index (FFMI) (kg/(length)m2) between birth and 2 months were calculated and associations with cord blood leptin were examined using linear regression.

Results

At birth, cord blood leptin was positively correlated with FMI (r = 0.48, P < 0.001) and showed a weaker correlation with FFMI (r = 0.12, P = 0.05). After adjustment for confounders, higher cord blood leptin (per ng/mL) was associated with slower conditional weight gain between birth and 2 months (β (95% CI): −0.024 (−0.035, −0.013), P < 0.001) but not over subsequent age intervals. Cord blood leptin was also inversely associated with conditional change in FMI (−0.021 (−0.034, −0.007, P = 0.003) but not FFMI between birth and 2 months.

Conclusions

These are the first data to show that associations between higher cord blood leptin and slower weight gain during infancy are driven by lower increases in adiposity, at least in early infancy.
Synthetic lethality: the road to novel therapies for breast cancer
Authors: Dhillon Kiranjit K , Bajrami Ilirjana , Taniguchi Toshiyasu , Lord Christopher J
Published: August 2016

When theBRCA1andBRCA2tumour suppressor genes were identified in the early 1990s, the immediate implications of mapping, cloning and delineating the sequence of these genes were that individuals in families with aBRCAgene mutation could be tested for the presence of a mutation and their risk of developing cancer could be predicted. Over time though, the discovery ofBRCA1andBRCA2has had a much greater influence than many might have imagined. In this review, we discuss how the discovery ofBRCA1andBRCA2has not only provided an understanding of the molecular processes that drive tumourigenesis but also reignited an interest in therapeutically exploiting loss-of-function alterations in tumour suppressor genes.
Differences in the cellular composition of small versus large uterine fibroids
Authors: Holdsworth-Carson Sarah J , Zhao Dong , Cann Leonie , Bittinger Sophie , Nowell Cameron J , Rogers Peter A W
Published: August 2016

Uterine fibroids are clonally derived from a single cell; however, despite being monoclonal, the cellular phenotypes that make up uterine fibroids are heterogeneous consisting of predominantly smooth muscle cells (SMC) and fibroblasts. This raises the question as to when clonal cell differentiation occurs during fibroid development, and does this information provide clues about possible mechanisms regulating the growth process that leads to fibroids of symptom-causing size? This study investigated the differences in the cellular composition of fibroids by immunohistochemistry (IHC). A tissue microarray (n = 21 hysterectomy cases) was used for the investigation of large uterine fibroids and normal myometrium. An investigation of small fibroids (≤ 5mm) used a separate group of samples (n = 7 hysterectomy cases, total ofn = 17 fibroids). A panel of cell phenotypic markers was selected based on our previousin situinvestigations and included aldehyde dehydrogenase 1 (ALDH1A1) and vimentin for different fibroblast sub-populations, smooth muscle actin (SMA) as a marker for SMCs, CD31 for endothelial cells and CD45 for leucocytes. Proliferating cell nuclear antigen (PCNA) was also studied to identify proliferating cells. The cellular composition of small fibroids differs significantly from large fibroids. Small fibroids are more cellular (increased cells/mm2) than large fibroids, have more blood vessels and also have a higher ratio of SMC to fibroblasts than large fibroids. Large fibroids have more cell proliferation (measured by PCNA) and fewer leucocytes (measured by CD45) than adjacent myometrium, whereas small fibroids are less proliferative and have similar number of leucocytes to myometrium. Different cellular composition between fibroids of different sizes may provide important clues as to the mechanisms that drive fibroid growth.
Gait Disturbance as the Presenting Symptom in Young Children With Anti-NMDA Receptor Encephalitis
Authors: Yeshokumar Anusha K. , Sun Lisa R. , Klein Jessica L. , Baranano Kristin W. , Pardo Carlos A.
Published: August 2016

This case series demonstrates a novel clinical phenotype of gait disturbance as an initial symptom in children <3 years old with anti–N-methyl-D-aspartate receptor (anti-NMDAR) encephalitis. Anti-NMDAR encephalitis is one of the most common causes of encephalitis in children, more common than any of the viral encephalitides and the second most common autoimmune cause after acute disseminated encephalomyelitis. Anti-NMDAR encephalitis in children often presents with disrupted speech and sleep patterns followed by progression to motor dysfunction, dyskinesias, and seizures. Because this condition can present initially with vague symptoms, diagnosis and treatment of anti-NMDAR encephalitis are often delayed. Although nearly 40% of all reported patients are <18 years old, few infants and toddlers have been reported with this disease. Four children <3 years old were diagnosed with anti-NMDAR encephalitis at our institution. Interestingly, each child presented initially with the chief concern of gait disturbance. One child presented with unsteady walking and slurred speech, suggestive of cerebellar ataxia, and 3 had inability to bear weight on a unilateral lower extremity, resulting in unsteady gait. Two of these children had seizures at the time of hospital presentation. All developed classic behavioral changes, insomnia, dyskinesias, or decreased speech immediately before or during hospitalization. When seen in the setting of other neurologic abnormalities, gait disturbance should raise the concern for anti-NMDAR encephalitis in young children. The differential diagnosis for gait disturbance in toddlers and key features suggestive of anti-NMDAR encephalitis are reviewed.
Functional Defecation Disorders and Excessive Body Weight: A Systematic Review
Authors: Koppen Ilan J.N. , Kuizenga-Wessel Sophie , Saps Miguel , Di Lorenzo Carlo , Benninga Marc A. , van Etten–Jamaludin Faridi S. , Tabbers Merit M.
Published: August 2016

CONTEXT:

Several studies have suggested an association between functional defecation disorders (FDDs) and overweight/obesity in children.

OBJECTIVE:

To synthesize current evidence evaluating the association between FDDs and overweight/obesity in children.

DATA SOURCES:

PubMed, Medline, and Embase were searched from inception until January 25, 2016.

STUDY SELECTION:

Prospective and cross-sectional studies investigating the association between FDDs and overweight/obesity in children 0 to 18 years were included.

DATA EXTRACTION:

Data generation was performed independently by 2 authors and quality was assessed by using quality assessment tools from the National Heart, Lung, and Blood Institute.

RESULTS:

Eight studies were included: 2 studies evaluating the prevalence of FDDs in obese children, 3 studies evaluating the prevalence of overweight/obesity in children with FDDs, and 3 population-based studies. Both studies in obesity clinics revealed a higher prevalence of functional constipation (21%–23%) compared with the general population (3%–16%). In 3 case-control studies, the prevalence of overweight (12%–33%) and obesity (17%–20%) was found to be higher in FDD patients compared with controls (13%–23% and 0%–12%, respectively), this difference was significant in 2/3 studies. One of 3 population-based studies revealed evidence for an association between FDDs and overweight/obesity. Quality of 7/8 studies was rated fair or poor.

LIMITATIONS:

Due to heterogeneity of the study designs, we refrained from statistically pooling.

CONCLUSIONS:

Although several studies have revealed the potential association between FDDs and excessive bodyweight in children, results across included studies in this review differ strongly and are conflicting. Therefore, this systematic review could not confirm or refute this association.
Komplikationen und Prognose von zervikalen Sialozelen beim Hund bei Anwendung des lateralen chirurgischen Zugangs
Authors: Thiel Cetina , Kramer Martin , Peppler Christine , Kaiser Susanne
Published: August 2016

Gegenstand und Ziel: Evaluierung von intra- und postoperativen Komplikationen sowie Prognose von zervikalen Sialozelen beim Hund bei Anwendung des lateralen chirurgischen Zugangs zur Exstirpation der Glandula mandibularis und sublingualis monostomatica. Material und Methoden: Die Patientenakten von 16 Hunden mit 19 Sialozelen wurden retrospektiv ausgewertet und die Besitzer bzw. Haustierärzte anhand eines Fragebogens zum Langzeitverlauf telefonisch befragt. Die chirurgische Technik wird in detaillierten Abbildungen darge stellt. Ergebnisse: Es handelte sich um elf Rüden und fünf Hündinnen (jeweils zwei Tiere kastriert) unterschiedlicher Rassen. Ihr mittleres Alter betrug 5,6 Jahre (1–13 Jahre), das mittlere Gewicht 19,1 kg (6,5–33,6 kg). Hauptvorstellungsgrund war eine zervikale Schwellung, die bei drei Tieren ein Jahr oder länger, bei acht Tieren über einen Monat und bei fünf Tieren zwischen einem Tag und einem Monat bestand. Zwölf Patienten waren zum Zeitpunkt der Vorstellung vorbehandelt. Drei Hunde zeigten initial bzw. zeitverzögert eine bilaterale Sialozele. In allen Fällen konnte sonographisch die korrekte Diagnose einer Sialozele gestellt werden. Intraoperativ traten keine Komplikationen auf, postoperativ kam es bei einem Patienten zu einer Blutung und bei zwei Hunden zu einem Serom. Ein Patient entwickelte 14 Wochen nach der Operation eine Ranula. Schlussfolgerung und klinische Relevanz: Der laterale Zugang ist zur chirurgischen Versorgung isolierter zervikaler Sialozelen gut geeignet, komplikationsarm und mit einer sehr guten Prognose verbunden. Die konservative Therapie mittels Punktion oder Drainage eignet sich zur Behandlung von Speicheldrüsenzysten nicht. Sialozelen können bereits initial oder zeitversetzt bilateral auftreten.
Problems of Integration of Family and School’s Educational Powers
Authors: Barkauskaitė Marijona
Published: August 2016

Education system’s change regulating documents and researches as a main objective for personality development identify intellectual, creative, dignified and happy human’s (self-) education. To realize this objective Lithuanian educational system, which lays a sustainable basis for “ambitious and independent person, who responsibly and solidary generates his own, country and world’s future” (Valstybinė švietimo 2013–2022 metų strategija, 2013), must create certain conditions. The future-oriented (self-) education process organization in the school is exclusively influenced by the student’s family and relatives, who transfer their experiences to the child in all areas: language, culture, economy, etc., which the school continues to develop or correct. However, success of (self-) education is largely dependent on how the school and the family integrate and interact by combining the educational powers of two institutions, while planning and reaching for a mutual goal in all aspects of the educational process.

The research aims to find out the school and family’s collaboration abilities, highlighting the teachers, parents, students and heads of schools’ approach to their cooperation, to identify the factors for successful communication, educational powers’ integration forms, involving parents in active, creative pedagogical process.

The research uses quantitative and qualitative (standardized interview) methods. 315 students (6–10 forms), 134 teachers, 124 parents and 9 heads of schools were surveyed.

The research showed that approach of respondents of all groups to family and school cooperation forms is positive, if it satisfies their main expectations: for the teachers the most important is to convey the information (journals, meetings); for parents – only the mandatory forms (journal); for learners - an electronic journal and meetings, where would be much more pleasant moments and no disclosing of information about them; for heads of schools – as little as possible meetings with parents. It was found in the research that families and schools’ reasons for insufficient amount of communication among the teachers and parents are the same: no one has the time, desire, extra work, negative information, etc. From learners’ point of view, there is a lack of mutual respect and responsibility, meaningful activities, the desire to help each other.

While improving communication and integrating the family and school’s educational powers, the purposeful joint planning of activities, exchange of information and responsibility are necessary.
The Integration of Open Educational Resources to the Mathematics Curriculum: Experiences of Students and Teachers of Secondary Education in Mexico
Authors: López Martínez Edson , García Mejía Irma Antonia , Gómez Zermeño Marcela Georgina
Published: August 2016

This research studied the educational context of a Mexican private secondary school to determine the requirements that open learning environments and Learning Objects Repositories must fulfill to contribute to the Mathematics curriculum. A qualitative methodology was used with a case study design. For data recollection, semi-structured interviews were administrated to the students and teachers of a private secondary school to recollect information about their experiences with the virtual repository. The implementation of digital contents repository was initially a pilot project for the subject of Mathematics, and with the results it is expected to provide a wider panorama of the students’ needs and to reach the school’s vision to implement the repository to other subjects. The results show that students feel motivated to learn with interactive digital resources, and they feel safety, tranquility and reassurance because the repository provides a space that contributes to their learning process; meanwhile, teachers showed evidence of their experience to plan, design, implement and monitor the activities of Mathematics.
Influence of Planting Depth and Application Timing onS-metolachlor Injury in Sesame (Sesamum indicumL.)
Authors: Sperry Benjamin P. , Ferrell Jason A. , Leon Ramon G. , Rowland Diane L. , Mulvaney Michael J.
Published: August 2016

Two experiments were conducted in 2015 at multiple locations in Florida to evaluate the effects of planting depth and application timing onS-metolachlor injury in sesame. In both studies, sesame responded negatively to increases inS-metolachlor rate. Altering sesame planting depth did not provide increased safety to PRES-metolachlor applications. Sesame establishment declined with increased planting depth, likely because of the physical inability of the small seed to emerge from the 3.8-cm depth. Delaying applications ofS-metolachlor by 3 or 6 d after planting (DAP) consistently improved sesame establishment. Applications 3 and 6 DAP resulted in 89 to 92% seedling emergence at 2 wk after planting (WAP), relative to 55 to 63% emergence whenS-metolachlor was applied the day of planting (0 DAP) or 3 days before (−3 DAP), respectively. Applications 3 DAP resulted in 21 and 2% plant stunting when evaluated 3 and 6 WAP, respectively, whereas all other timings caused 25 to 51% stunting. Yield was reduced 22 and 33% by the −3 DAP and 0 DAP application timings, respectively, whereas no reduction in yield was observed by the delayed application timings. Therefore, delaying applications ofS-metolachlor by 3 to 6 days will likely result in improved sesame seedling establishment and total seed yield.