BackgroundThe purpose of this study was  to identify demographic, clinical, psychosocial, physical and environmental factors that are associated with participation in and adherence to a combined resistance and endurance exercise program among cancer survivors, shortly after completion of primary cancer treatment. Data from the randomized controlled Resistance and Endurance exercise After ChemoTherapy (REACT) study were used for this study.MethodsThe participants of the REACT study were randomly allocated to either a high intensity (HI) or low-to-moderate intensity (LMI) exercise program. Patients’ participation rate was defined as the cancer survivors’ decision to participate in the REACT study. Exercise adherence reflected participants’ attendance to the scheduled exercise sessions and their compliance to the prescribed exercises. High session attendance rates were defined as attending at least 80 % of the sessions. High compliance rates were defined as performing at least of 90 % of the prescribed exercise across all sessions. Correlates of exercise adherence were studied separately for HI and LMI exercise. Demographic, clinical, and physical factors were assessed using self-reported questionnaires. Relevant clinical information was extracted from medical records. Multivariable logistic regression analyses were applied to identify correlates that were significantly associated with participation, high session attendance, high compliance with resistance and high compliance with endurance exercises.ResultsParticipants were more likely to have higher education, be non-smokers, have lower psychological distress, higher outcome expectations, and perceive more exercise barriers than non-participants. In HI exercise, higher self-efficacy was significantly associated with high session attendance and high compliance with endurance exercises, and lower psychological distress was significantly associated with high compliance with resistance exercises. In LMI exercise, being a non-smoker was significantly associated with high compliance with resistance exercises and higher BMI was significantly associated with high compliance with resistance and endurance exercises. Furthermore, breast cancer survivors were less likely to report high compliance with resistance and endurance exercises in LMI exercise compared to survivors of other types of cancer. The discriminative ability of the multivariable models ranged from 0.62 to 0.75.ConclusionSeveral demographic, clinical and psychosocial factors were associated with participation in and adherence to exercise among cancer survivors. Psychosocial factors were more strongly associated with adherence in HI than LMI exercise.Trial registrationThis study was registered at the Netherlands Trial Register [NTR2153] on the 5th of January 2010.

Purpose Investing in Industry 4.0 is an important consideration for manufacturing firms who strive to remain competitive in this global economy, but the uncertainty and complexity of where to focus technology investments is a problem facing many manufacturers. The purpose of this paper is to highlight a region of manufacturing firms in the Midwest USA to investigate the role of firm size, access to funds and industry type on decision to invest in and deploy various Industry 4.0 technologies. Design/methodology/approach A survey was developed, piloted, and deployed to manufacturing companies located in the Midwest USA, specifically, Indiana, USA. A total of 138 manufacturing firms completed the full survey. The survey participants were requested to rank order the various technology categories with respect to previous historical spending, workforce capabilities and anticipated return on investment. The survey was supplemented with publically available data. Due to the use of rank-order data to identify Industry 4.0 priorities, a non-parametric analysis was completed using the Kruskall Wallis test. Findings The findings suggest that manufacturers with less than 20 employees and/or less access to funds (sales less than $10m) prioritize digital factory floor technologies (e.g. technology directly impacting productivity, quality and safety of manufacturing processes). Larger manufacturers with 20 or more employees and/or access to more funds (sales greater than or equal to $10m) prioritize enterprise support operations technologies. Originality/value Research studies and reports tend to lump manufacturing’s perspective of Industry 4.0 into one homogenous group, and rarely acknowledge the limited participation of “smaller” Small and medium-sized enterprises, which account for the far majority of manufacturing firms in the USA. The value of this study is on the “novelty of approach,” in that the data collection and analysis focuses on heterogeneity of manufacturing firms with respect to size, access to funds and industry type. The findings and recommendations are beneficial and relevant to organizations supporting Industry 4.0 efforts through workforce development and economic development initiatives.

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Within the United States solar energy industry, there is a general motto of “set it and forget it” with solar energy. This notion is derived from much of the research and reliability studies around the photovoltaic (PV) panels themselves, not necessarily the PV system as a whole (including the inverter and other components). This implies that maintenance and regular monitoring is not needed. Yet many things can go wrong to cause the actual performance to deviate from the expected performance. If failures and/or unanticipated degradation issues go undetected, they will lead to reduced energy generation (and associated electricity credits) and/or potential loss of component warranty because of manufacturer turnover. Given the size of the problem and gaps with current solutions, the authors propose that PV system owners need an unbiased third-party off-the-shelf system-level predictive maintenance tool to optimize return-on-investment and minimize time to warranty claim in PV installations. This paper reviews the literature highlighting challenges, current approaches, and opportunities for PV predictive maintenance. The paper concludes with a call to action for establishing a collaborative agenda toward prioritizing PV predictive maintenance.

Higher education provides plenty of opportunity for theory and in many cases, even the ability to apply theory in a laboratory setting. Yet, there remains limited opportunity for students to learn by doing through participation in authentic learning experiences. The purpose of this paper is to provide one potential solution for integrating authentic learning into the engineering classroom by cultivating the entrepreneurial mindset. As entrepreneurship serves as an integral part of the economy, developing an entrepreneurial mindset through authentic learning experiences is essential for engineers. While online discussion prompts represent a useful way for educators to facilitate student learning, less is known about how to facilitate online discussions in a way that truly cultivates an entrepreneurial mindset for engineering students. In this paper, the key intentions of entrepreneurially-minded learning are reviewed, and a guide for creating online discussions applicable to any engineering course is presented. Example online discussion prompts incorporating the entrepreneurial mindset are then shared from an Introduction to Engineering course. Results from a mixed methods survey instrument suggests positive impacts towards student perceptions of online discussions and development of the entrepreneurial mindset. Recommendations for effectively and efficiently facilitating online discussions for entrepreneurially-minded learning in the engineering classroom are offered.

There is a growing recognition of the need for science, technology, engineering, and mathematics (STEM) workers who provide diverse perspectives enabling companies to keep up with the demands of the 21st-century workforce. Creating a diverse workforce requires improving access to STEM education for historically underrepresented students, including low-income students and first-generation students. However, significant challenges and barriers exist. The purpose of this paper is to showcase an innovative approach to mentoring historically underrepresented STEM students which integrates photovoice and photo-elicitation. This new approach in mentoring takes student participation one step further by asking students to document and share their lived experiences through photographs (e.g., photovoice). Then, photo-elicitation is used to further engage students in discussing what led to their subsequent empowerment in leveraging successes or overcoming barriers. The study was conducted with 19 participants who were primarily American Indian students attending a small college in Wisconsin, USA. The findings suggest students benefited from the mentoring program and perceived it as an enriching learning experience which aided in goal development, accountability, and an opportunity to learn more about strategies for student success. The implementation of this new approach and the results gathered from this study are important as they may inform educational leaders and postsecondary institutions serving historically underrepresented STEM students on supports and strategies that could be carried out on their campuses.

Entrepreneurship is an important aspect of the U.S. and global economy. As such, developing an entrepreneurial mindset is crucial for both engineering students and practicing engineers. The purpose of this paper is investigate the role of online discussions, as a pedagogical approach, in the development of the entrepreneurial mindset, and explore a variety of approaches to assess student learning outcomes. Online discussions prompts were created for environmental engineering courses using the Kern Engineering Entrepreneurial Network (KEEN) framework. The framework proposes that an entrepreneurial mindset can be fostered in students by promoting curiosity, encouraging connections, and creating value. This paper describes the methodology and rationale that served as the foundation for this exploratory study. Examples are provided for online discussion prompts developed and administered in two different environmental engineering undergraduate courses: Introduction to Environmental Engineering (three credit, undergraduate, online course offered during two different summer sessions) and Seminar in Environmental Engineering (one credit, undergraduate level, face-to-face course offered during one semester). Quantitative and qualitative methods were used to analyze and assess potential impacts of online discussion prompt use. The findings provide lessons learned for applying the KEEN framework in an engineering classroom via online discussions.