Flexible learning : the complementary dimension in future education

Challenges facing higher education and training institutions in an information society are highlighted. The psychosocial aspects of learning are analysed in relation to the use of ICT. Fundamental shortcomings of collaborative virtual learning environments are discussed and the need to adopt ‘Blended’ approaches when introducing technology-enhanced learning experiences is suggested. Neurocognitive characteristics of young learners immersed in a digital culture are reviewed to identify underlying principles for an innovative pedagogy - ‘Flexible Learning’. The characteristics of Flexible Learning are discussed and an innovative ‘Programme in Flexible Learning’ is proposed. Using the SWOT analysis model, a concluding section discusses the strategy to be adopted for promoting ‘Flexible Learning’ as a solution to the challenges encountered by Institutions of Higher Learning.peer-reviewe

Guarding Whiteness: Disability, Eugenics, and Rhetorical Agency in Southern Renaissance Fiction

This project explores fiction from white authors in the Southern Renaissance, specifically William Faulkner, Flannery O’Connor, and Carson McCullers. By examining their work alongside some of the performers that appeared historically in freak shows of the South, chapter one investigates how physically enfreaked individuals (usually phenotypically white) have access to power and the powers of whiteness. Chapter 2 interrogates how the South pathologizes promiscuity as mental illness with words such as moronic or feeble-mindedness, and the ramifications it has for the stratification on class divides among Southern elites and “White Trash.” The chapter seeks to answer the question of why, for a short period in the 1940s, white women were more likely to be punished with forced sterilization than Black women. Chapter 3 uncovers the rhetorical agency used by Benjy in Faulkner’s The Sound and the Fury, looking at how he resists the powers of whiteness through crip time and his trauma responses to his family that seeks to reinsert the Antebellum South. Using an intersectional approach of critical whiteness studies, disability studies, crip theory, and queer theory, relies on a variety of scholars including, but not limited to; David Mitchell and Sharon Snyder, Rosemarie Garland-Thompson, Richard Dyer, Matt Wray, Jasbir Puar, Ellen Samuels, and Allison Kafer. The primary works examined include promotional materials of historical freaks, McCullers’ The Ballad of a Sad Café, William Faulkner’s The Hamlet and The Sound and the Fury, and Flannery O’Connor short stories “Good Country People” and “A Temple of the Holy Ghost.

A connectivist approach to smart city learning : Valletta city case-study

A connectivist approach will be adopted to design and evaluate learning in technology-enhanced open spaces in Valletta city. Learning is considered as a process of creating connections between learner’s inner cognitive and affective systems with the external physical and social worlds. These interactions are organised within a model comprising dimensions and levels of interactions. The experience for a learner in a technology-enhanced historical place will be designed considering interactions with the content domain (history, botany, art), the technological dimension (interaction between handheld devices and the available signals such as 3/4G, Wifi or GNSS) and the social dimension comprising interactions with fellow learners /citizens and domain experts. The levels of interactions are related to learner’s experience within the subject domain, with technology and one’s status or role in learning community or community of practice. Thus learning experiences have to be designed considering acquisition level for novice learners, participatory learning for more experience learners and contributory learning for highly competent learners. This connectivist model will be applied to identified places of historical or educational interest in Valletta city to design different modes of learning mediated through interactive technologies. The concept of Personal Learning Environments in Smart cities [1] will be used to provide technology-enhanced experiences in Playful learning, Seamless learning, Geo-learning, Citizen enquiry and Crowd learning. A number of these technology-enhanced learning experiences, developed in collaboration with CYBERPARKS ACTION’s WG1, will be contextualized in Valletta city. University of Malta will provide the domain content and resources, together with the pedagogical strategy for each learning experience. Researchers from WG1 will design and develop the technological model and infrastructure, mainly the Android-based Way-Cyberparks App that will integrate GNSS-based learning, Augmented Reality, Navigation tracing and other functionalities used for specific tasks and type of data collection. An interactions-based methodology will be used to evaluate learning along the identified dimensions.Funded by the Horizon 2020 Framework Programme of the European Union.peer-reviewe

The integration of an augmented reality module within the Way- Cyberparks app. : the case study of Valletta city

Latest improvements on mobile devices capabilities are changing the way people interact with their surroundings. Nowadays, devices are able to sense the environment and user’s location, enabling the user to experience improved digital services. This is a key aspect of public spaces enhancement, which plays a pivotal role for the improvement of public spaces; a key to make public locations more accessible, interactive and enjoyable. One of the most powerful technologies enabling this innovative set of services is known as Augmented Reality (AR). More in depth, AR allows users to visualise in real time virtual information about the physical objects of the real world, directly on the display of their own devices. AR provides innovative way-finding widgets and context-awareness services. Along with the aims of the COST Action Cyberparks, our aim is to improve the App delivered during the first stages of the project (Way-Cyberparks) with AR functionalities, by developing a location-based AR module tailored to be integrated within Way-Cyberparks. The AR section will link virtual geo-tagged annotations as an interface to (geo) spatial and attribute data, allowing users to quick access digital sensory inputs. The overarching idea is to populate the App with virtual signage fostering the fruition of public spaces by allowing users to experience new ways of moving within specific places. Thanks to that, on one hand, the App works as an interactive path-finder tool, heading visitors towards the most interesting locations or landmarks within a specific area (Points of Interest or POIs). On the other, users are enabled to create their own contents and upload them into the network of available POIs, enabling a true participative community. The city of Valletta has been chosen as first case study; here the AR module will be tested to identify historical locations and heritage buildings, acting as contextual objects for the Way- Cyberparks App.Funded by the Horizon 2020 Framework Programme of the European Union.peer-reviewe

Post-intervention Status in Patients With Refractory Myasthenia Gravis Treated With Eculizumab During REGAIN and Its Open-Label Extension

OBJECTIVE: To evaluate whether eculizumab helps patients with anti-acetylcholine receptor-positive (AChR+) refractory generalized myasthenia gravis (gMG) achieve the Myasthenia Gravis Foundation of America (MGFA) post-intervention status of minimal manifestations (MM), we assessed patients' status throughout REGAIN (Safety and Efficacy of Eculizumab in AChR+ Refractory Generalized Myasthenia Gravis) and its open-label extension. METHODS: Patients who completed the REGAIN randomized controlled trial and continued into the open-label extension were included in this tertiary endpoint analysis. Patients were assessed for the MGFA post-intervention status of improved, unchanged, worse, MM, and pharmacologic remission at defined time points during REGAIN and through week 130 of the open-label study. RESULTS: A total of 117 patients completed REGAIN and continued into the open-label study (eculizumab/eculizumab: 56; placebo/eculizumab: 61). At week 26 of REGAIN, more eculizumab-treated patients than placebo-treated patients achieved a status of improved (60.7% vs 41.7%) or MM (25.0% vs 13.3%; common OR: 2.3; 95% CI: 1.1-4.5). After 130 weeks of eculizumab treatment, 88.0% of patients achieved improved status and 57.3% of patients achieved MM status. The safety profile of eculizumab was consistent with its known profile and no new safety signals were detected. CONCLUSION: Eculizumab led to rapid and sustained achievement of MM in patients with AChR+ refractory gMG. These findings support the use of eculizumab in this previously difficult-to-treat patient population. CLINICALTRIALSGOV IDENTIFIER: REGAIN, NCT01997229; REGAIN open-label extension, NCT02301624. CLASSIFICATION OF EVIDENCE: This study provides Class II evidence that, after 26 weeks of eculizumab treatment, 25.0% of adults with AChR+ refractory gMG achieved MM, compared with 13.3% who received placebo

Minimal Symptom Expression' in Patients With Acetylcholine Receptor Antibody-Positive Refractory Generalized Myasthenia Gravis Treated With Eculizumab

The efficacy and tolerability of eculizumab were assessed in REGAIN, a 26-week, phase 3, randomized, double-blind, placebo-controlled study in anti-acetylcholine receptor antibody-positive (AChR+) refractory generalized myasthenia gravis (gMG), and its open-label extension

Mother-Child Spiritual Discourse: A Mixed Methods Study

Parents and children, starting at very young ages, discuss religious and spiritual issues¿where we come from, what happens to us after we die, is there a God, and so on. Unfortunately, few studies have analyzed the content and structure of parent-child conversation about religion and spirituality (Boyatzis & Janicki, 2003; Dollahite & Thatcher, 2009), and most studies have relied on self-report with no direct observation. The current study examined mother-child (M-C) spiritual discourse to learn about its content, structure, and frequency through a survey inventory in combination with direct video observation using a novel structured task. We also analyzed how mothers¿ religiosity along several major dimensions related to their communication behaviors within both methods. Mothers (N = 39, M age = 40) of children aged 3-12 completed a survey packet on M-C spiritual discourse and standard measures of mothers¿ religious fundamentalism, intrinsic religiosity, sanctification of parenting (how much the mother saw herself as doing God¿s work as a parent), and a new measure of parental openness to children¿s spirituality. Then, in a structured task in our lab, mothers (N = 33) and children (M age = 7.33) watched a short film or read a short book that explored death in an age-appropriate manner and then engaged in a videotaped conversation about the movie or book and their religious or spiritual beliefs. Frequency of M-C spiritual discourse was positively related to mothers¿ religious fundamentalism (r = .71, p = .00), intrinsic religiosity (r = .77, p = .00), and sanctification of parenting (r = .79, p = .00), but, surprisingly, was inversely related to mothers¿ v openness to child¿s spirituality (r = -.52, p = .00). Survey data showed that the two most common topics discussed were God (once a week) and religion as it relates to moral issues (once a week). According to mothers their children¿s most common method of initiating spiritual discourse was to repeat what he or she has heard parents or family say about religious issues (M = 2.97; once a week); mothers¿ most common method was to describe their own religious/spiritual beliefs (M = 2.92). Spiritual discourse most commonly occurred either at bedtime or mealtime as reported by 26% of mothers, with the most common triggers reported as daily routine/random thoughts (once a week) and observations of nature (once a week). Mothers¿ most important goals for spiritual discourse were to let their children know that they love them (M = 3.72; very important) and to help them become a good and moral person (M = 3.67; very important). A regression model showed that significant variance in frequency of mother-child spiritual discourse (R2 = .84, p = .00) was predicted by the mothers¿ importance of goals during discourse (ß = 0.46, p = .00), frequency that the mother¿s spirituality was deepened through spiritual discourse (ß = 0.39, p = .00), and the mother¿s fundamentalism (ß = 0.20, p = .05). In a separate regression, the mother¿s comfort in the structured task (ß = 0.70, p = .00), and the number of open-ended questions she asked (ß = -0.26, p = .03) predicted the reciprocity between mother and child (R2 = .62, p = .00). In addition, the mother¿s age (ß = 0.22, p = .059) and comfort during the task (ß = 0.73, p = .00) predicted the child¿s engagement within the structured task. Other findings and theoretical and methodological implications will be discussed