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Nitrogen-coordinated metal sites (MNx) in metal- and nitrogen-co-doped carbon (M-N-C) catalysts are known for their versatile and promising electrocatalytic activity. However, the synthesis of MNx moieties with desired configuration and catalytic property is still quite challenging using the conventional high-temperature treatment approach. In this study, we demonstrate the solution-phase synthesis of Co-N-C catalysts via the formation of CoNx moieties at metal vacancy-Nx (MVNx) sites on nitrogen-doped carbon (N-C) templated by alkali metals, including sodium and potassium. The formation of CoNx sites is confirmed via a combined approach of various physical characterization techniques, elemental analysis, and electrochemical analysis. For each series of Co-N-C catalysts templated by the same alkali metal (e.g., Na or K), there is a correlation between the CoNx content and the electrocatalytic activity for the oxygen reduction reaction (ORR). Moreover, the correlation of CoNx content with ORR activity also depends on the type of sacrificial alkali metals, suggesting the role of sacrificial metals in creating MVNx sites with a diverse coordination environment. These findings may further guide the future development of M-N-C electrocatalysts with abundant and versatile MNx moieties through this solution-phase coordination approach.

Platinum group metal-free catalysts based on transition metal and nitrogen co-doped carbon materials are gaining attention for their applications in electrocatalysis. Nitrogen-coordinated metal sites (MNx) have been identified as the main active sites in PGM-free catalysts. Current synthetic approaches rely on the high-temperature treatment to introduce targeted electroactive MNx sites into the carbon matrix. In this study, we demonstrated the formation of MNx sites on Ni- and N-co-doped carbon templates via the solution-phase coordination with target metal ions, including Fe2+, Fe3+, and/ Co2+. The formation of MNx sites was confirmed via a combined approach of various physical characterization techniques, elemental analysis, and electrochemical analysis. The results indicate that the metal-vacancy-Nx sites in the template can coordinate with target ions to form electrochemically active MNx sites. By varying heat-treatment temperature, the amount of FeNx sites formed via coordination with Fe2+ ion can be tuned and correlated with the change of activity toward oxygen reduction reaction. The amount of MNx sites formed via solution-phase coordination with various ions followed the sequence of Co2+ > Fe2+ > Fe3+. These findings may further guide the future development of MNx-C electrocatalysts through this solution-phase coordination approach.

The skills and strategies of effective communication are at the heart of literacy teaching and learning; engaging with digital technologies to communicate puts new demands on teachers and students. The communication tools of the 21st century require a rethinking of our 19th century educational approach to fully integrate digital tools into the classroom. We must help pre-service teachers learn how to leverage technology to build students’ communication skills across the curriculum. The authors describe two different Digital Strategy Backpacks that were integrated into a pre-service teacher education instructional technology class. The backpacks illustrate how learners apply communication skills and strategies with a range of technologies. The authors acknowledge that the Digital Strategy Backpacks are just a taste of this technique, however, we contend that they demonstrate how teachers and teacher educators can put communication goals at the front and center of teaching with technology.

Contemporary research shows that a significant proportion of American K-12 teachers feel that they are inadequately prepared for the challenges of applying new and unfamiliar technology to existing curricula and using technology as part of their daily practice in classrooms (Tondeur et al., 2012). In this chapter, the authors examine how they motivate a group of in-service teachers to use emerging technology tools for teaching and learning through their educational technology courses. For a few semesters in their educational technology courses, the authors have experimented with different ways to help both pre-service and in-service teachers overcome their challenges. Through trial and error, the authors have found strategies to help these digital immigrants to “learn, unlearn, and relearn” (Toffler, 1973) their acquired misconceptions and habits regarding technology. This inquiry is a distillation of these strategies.

The appendiceal diseases, particularly appendicitis, are the most common disorders in the digestive system localized at the right lower quadrant area. However, appendiceal carcinoma with vesico-appendiceal fistula is a rare clinical phenomenon. Lacking specific symptoms, appendiceal carcinomas with fistula formations are often misdiagnosed as acute appendicitis cases. The purpose of this study is to increase awareness of appendiceal neoplasms and appendicovesical fistulas. We reported our experiences in three complex cases related to digestive and urological systems, and reviewed the literature on diagnosis with various X-ray imaging techniques for this lesion. In this report, the first case failed to be diagnosed. The other two patients with appendicovesical fistulas secondary to appendiceal adenocarcinomas were successfully detected with computed tomography (CT) and cystoscopy. The patients recovered after right hemicolectomies and en bloc partial cystectomies and survived without tumor metastasis up to 7-year follow-up. In conclusion, a combined use of CT imaging and endoscopy techniques provides an accurate diagnostic alternative for appendicovesical fistula secondary to appendiceal adenocarcinoma.

Increasingly, the traditional professional development (PD) model at 4-year institutions fails to meet the evolving needs of faculty. The traditional model of PD faces unique implementation challenges, including developing offerings that appeal to a wide range of disciplines and topics, dealing with limited faculty availability, physical/campus location barriers, and limited training staff. This article discusses a collaborative initiative across five State University of New York (SUNY) colleges and universities to develop a web-based, on-demand, self-directed PD opportunity that can easily be shared and replicated throughout SUNY and the world under a Creative Commons BY-NC-SA 2.5 license. The Tools of Engagement Project: On-demand Discovery Learning Professional Development (hereafter referred to as TOEP) allows faculty to explore emerging technologies and Web 2.0 tools at their own pace through a variety of rich media and textual tutorials. As a part of the grant research, the interactive community of TOEP learners also reflect on how they could incorporate emerging technologies and Web 2.0 tools into their pedagogy, thereby creating a knowledge base of technology implementation.

OBJECTIVE To discuss the pathologic characteristics and the prognosis of neuroendocrine carcinoma of the bladder (NECB) in order to assist in making a precise diagnosis and to effectively treat the disease. METHODS Clinicopathologic features of the 6 cases with NECB were analyzed retrospectively. The personal data of the patients and the pathologic and immunohistochemical characteristics of the tumor were investigated. The follow-up of these patients was conducted over a time period ranging from 3 months to 9 years. RESULTS Transurethral resection of the bladder tumor was performed in all 6 patients. Based on the results of the pathologic examination, 4 of the cases were diagnosed as small cell neuroendocrine carcinoma and the other 2 were diagnosed as atypical carcinoid tumor. On immunohistochemical staining all tumors expressed neuroendocrine markers including neuronspecific enolase (CD56), synaptophysin (Syn) and chromogranin (CgA). In patients receiving partial cystectomy followed by postoperative chemotherapy, relapse was found in 4 of the 6 cases on follow up. CONCLUSION NECB is a rare entity and a tumor with high malignant potential and characteristic pathologic features. Hematuria is the cardinal symptom of NECB. Metastasis may occur at an early stage and the prognosis of the disease is poor. Final diagnosis of NECB depends on histopathologic examination and immunohistochemical assays. Surgical excision combined with radiotherapy and chemotherapy is considered an effective treatment.

University and college students are fully immersed in a participatory, interactive, digital culture that permeates every aspect of their lives. Today’s educators must find ways to integrate educational technology into their curriculum to fully engage their students in the learning process. The difficulty for educators is vetting educational technologies for pedagogical effectiveness and devoting time to work with them prior to classroom integration. Those responsible for creating faculty professional development training opportunities will find self-directed online learning modules coupled with a virtual learning community an effective training tool. Structured inquiry-based learning, which relies on self-direction, curiosity, and knowledge creation, serves as the framework for such professional development efforts. Faculty and staff from 10, public institutions in New York State created an inquiry-based, self-directed, learning community called Tools of Engagement Project (TOEP). The goal was to help faculty and staff identify and master Web 2.0 tools relevant to their teaching needs for integration into their skill set. Approximately 300 faculty and staff from across these 10 institutions met in a virtual environment during a four-month period to actively engage in a collegial, online community where they were encouraged by mentors and fellow participants to learn about Web 2.0 tools. Results of pre- and post-surveys and participants’ comments have shown this self-directed format to be an effective professional development training tool. The pace of TOEP and the differential teaching and learning aspect of the modules have helped faculty and staff who struggle to find the time to integrate these pervasive technologies into their teaching practice.