Design Exposition with Literate Visualization

We propose a new approach to the visualization design and communication process, literate visualization, based upon and extending, Donald Knuth’s idea of literate programming. It integrates the process of writing data visualization code with description of the design choices that led to the implementation (design exposition). We develop a model of design exposition characterised by four visualization designer architypes: the evaluator, the autonomist, the didacticist and the rationalist. The model is used to justify the key characteristics of literate visualization: ‘notebook’ documents that integrate live coding input, rendered output and textual narrative; low cost of authoring textual narrative; guidelines to encourage structured visualization design and its documentation. We propose narrative schemas for structuring and validating a wide range of visualization design approaches and models, and branching narratives for capturing alternative designs and design views. We describe a new open source literate visualization environment, litvis, based on a declarative interface to Vega and Vega-Lite through the functional programming language Elm combined with markdown for formatted narrative. We informally assess the approach, its implementation and potential by considering three examples spanning a range of design abstractions: new visualization idioms; validation though visualization algebra; and feminist data visualization. We argue that the rich documentation of the design process provided by literate visualization offers the potential to improve the validity of visualization design and so benefit both academic visualization and visualization practice

Preparing Information Literate Teachers: A Review of the Literature

Ye

Preparing Information Literate Teachers: A Review of the Literature

Ye

Patient-based mobile alerting systems- requirements and expectations

Patients with chronic conditions are not well supported by technical systems in managing their conditions. However, such systems could help patients to self-reliantly comply with their treatment. This help could be rendered in the form of alerting patients about condition-relevant issues, transmitting relevant parameters to healthcare providers and analysing these parameters according to guidelines specified by both patients and healthcare staff. If necessary, this analysis of condition parameters triggers the alerting of patients and healthcare providers about actions to be taken. In this paper, we present the results of a survey we have undertaken to verify and extend requirements we have identified for the design of a Mobile Alerting System for patients with chronic conditions. First of all, the results show that a Mobile Alerting System is desired by patients. Moreover, due to the inter- and intra-user variance of patients and healthcare staff, the system has to work in a context-aware manner and allow for personalised parameters in order to be adaptable to every user’s needs

Australian coder workforce survey 2002 - managers’ responses

In 1994–5, the Health Information Management Association of Australia (HIMAA) Ltd conducted a nation-wide survey of clinical coders working in Australian hospitals. The survey (National Coder Workforce Issues Project (NCWIP) funded by the then Commonwealth Department of Human Services and Health) provided baseline data about the coder workforce in terms of its size, the educational backgrounds of coders, circumstances relating to their employment and their needs in terms of continuing support and training. Importantly, the survey was conducted before casemix-based classification and funding had been implemented by all states and territories. It has now been nearly eight years since the original survey was conducted and casemix is in use in some form in all states and territories

Evaluating diabetes mobile applications for health literate designs and functionality, 2014

INTRODUCTION: The expansion of mobile health technologies, particularly for diabetes-related applications (apps), grew exponentially in the past decade. This study sought to examine the extent to which current mobile apps for diabetes have health literate features recommended by participants in an Institute of Medicine Roundtable and compare the health literate features by app cost (free or not). METHODS: We used diabetes-related keywords to identify diabetes-related apps for iOS devices. A random sample of 110 apps (24% of total number of apps identified) was selected for coding. The coding scheme was adapted from the discussion paper produced by participants in the Institute of Medicine Roundtable. RESULTS: Most diabetes apps in this sample addressed diabetes management and therapeutics, and paid apps were more likely than free apps to use plain language strategies, to label links clearly, and to have at least 1 feature (a “back” button) that helps with the organization. CONCLUSION: Paid apps were more likely than free apps to use strategies that should be more useful and engaging for people with low health literacy. Future work can investigate ways to make free diabetes mobile apps more user-friendly and accessible

Mediators of Inequity: Online Literate Activity in Two Eighth Grade English Language Arts Classes

This comparative case study, framed by Cultural Historical Activity Theory and sociocultural understandings of literacy, investigated students’ online literate activity in two eighth grade English Language Arts classes taught by the same teacher - one with a scripted literacy curriculum and the other without. During a year-long research project, we used ethnographic methods to explore the nature of middle school students’ literate activity in each of these classes, with particular attention to the mediators evident as students engaged in online literate activity. Specifically, this article addresses the following research question: What mediators were evident within and across each of the classes and how did these mediators influence students’ online literate activity? In addressing this question, we illustrate how particular configurations of mediators – even those operating within the context of the same school and same teacher – significantly influenced the nature of students’ online literate activity and the literate identities available to students. This study reinforces the importance of attending to the influence of offline mediators in school settings. Without such attention, students’ formal education is likely to be transferred online rather than transformed online

Prenatal Care Providers’ Perspectives and Practices: Informed Consent for HIV Screening among Latinas with Limited English Proficiency in South Carolina

Abstract The rapid increase in Latinos in South Carolina that has occurred within the past 15 years is associated with both in-migrationand high birth rates. Limited ethnic-specific data and communication barriers betweenLatinas with limited English proficiency have contributed to difficulties in assessing theprovision of recommended routine prenatal HIV screening among this vulnerablepopulation. This qualitative descriptive study examined providers\u27 perceptions andpractices related to obtaining informed consent for routine HIV screening for pregnantLatinas with limited English proficiency. Findings indicate the need for focused educational interventionswith providers and patients and implementation of culturally and linguistically tailoredpractice guidelines to improve patient understanding and acceptance of prenatal HIVscreening options

Macrostructure and microstructure in narratives of Spanish/English bilingual children with and without language impairment (LI)

There is limited research on character mention and noun phrase elaboration in the narratives of Spanish-English kindergarten and first graders. The current study was designed to determine whether typically developing (TD) Spanish- English bilingual children differed from children with language impairment (LI) in their use of character mentions, noun phrase elaboration, and noun modifier agreement in their English and Spanish narrative productions at kindergarten and first grade. The current study is a longitudinal study including 16 children with LI and 16 TD peers who were matched on age, sex, nonverbal IQ and language exposure. In kindergarten and first grade, the children retold a narrative using a wordless picture book in both Spanish and English. The findings revealed that the ability groups (LI and TD) significantly differed in their use of English character mention, English and Spanish noun phrase elaboration, use of Spanish type of noun phrase elaboration (level I), and noun-modifier agreement in narrative retells. Children in both groups (TD, LI) retold more complex narratives that vii included more characters and noun phrase elaboration at first grade than kindergarten. Despite these significant findings, the two groups did not develop character mention or noun phrase elaboration in their Spanish or English narratives at different rates across the two years. In the children’s Spanish retells, the children with LI committed more noun modifier agreement errors than the TD children; however, the two ability groups (LI, TD) did not develop noun modifier agreement at different rates. Similarity between the TD and the LI groups on character mention and noun phrase elaboration development may be due to the fact that both children were only beginning to incorporate noun phrase elaboration (i.e. adjectives, ENP) in their narrative retells.Communication Sciences and Disorder