Mobile technology to support coherent story telling across freely explored outdoor artworks

Museum professionals create exhibitions that tell stories about museum objects. The exhibits are usually arranged to reveal the relationships between them and to highlight the story being told. But sometimes objects are in fixed places and cannot be re-positioned. This paper presents a solution to the problem of how to tell conceptually coherent stories across a set of fixed artworks within the grounds of a museum and to reveal relationships between them. A study was conducted in which QR codes were used to provide access, through mobile devices, to online information about artworks. A notion of conceptual coherence and coverage of artworks was used to construct online story trails linking artworks to each other based on overlap of key story features such as setting, people and themes. Visitors were free at all times to follow their own path through the museum grounds and choose which objects they wanted to stop and engage with. The QR code trail was evaluated on an outdoor art trail at the Irish Museum of Modern Art (IMMA). Analytics of page access were used to identify how often visitors scanned QR codes and to what extent, once they had visited the online information about an artwork, they were likely to follow the story links

Orchestrating learning activities using the CADMOS learning design tool

This paper gives an overview of CADMOS (CoursewAre Development Methodology for Open instructional Systems), a graphical IMS-LD Level A & B compliant learning design (LD) tool, which promotes the concept of “separation of concerns” during the design process, via the creation of two models: the conceptual model, which describes the learning activities and the corresponding learning resources, and the flow model, which describes the orchestration of these activities. According to the feedback from an evaluation case study with 36 participants, reported in this paper, CADMOS is a user-friendly tool that allows educational practitioners to design flows of learning activities using a layered approach

Experiencing brain cancer : what physicians should know about patients

During the last 20 years, numerous studies have highlighted the need to consider Quality of Life (QoL) issues in the treatment of brain cancer. However, gaps in scientific knowledge are still present as we have poor data surrounding the whole experience in patients and regarding their needs. The present study was aimed at evaluating QoL in brain cancer patients and correlated aspects. In particular, we aimed to assess QoL, mood state, and emotional issues in order to describe the patients\u2019 experience to find out the critical aspects involved. Methods: We obtained data from 85 patients during chemotherapy treatment at the National Neurological Institute \u2018C. Besta\u2019 of Milan, Italy. We used standardised questionnaires to assess different aspects of patients\u2019 QoL. In particular, the functional assessment of cancer therapy-brain (FACT-Br) and the Hamilton scale were used. We also performed a semi-structured ad hoc interview in order to collect \uadnarrative data about patients\u2019 experience. Results: Our data depict a difficult adjustment process to the illness, even though positive elements emerged. Indeed, patients reported a satisfying self-perceived QoL, although specific concerns are still present. Further, even if many patients report depressive symptoms, only a minority have a severe condition. Conclusion: Brain cancer may heavily affect patients\u2019 QoL and well being. However, some element of the context may improve the \uadadjustment to the disease. In particular, we found that most patients found psychosocial resources to cope with cancer and that spiritual well being also seems to play a key role. These issues deserve further studies in order to obtain significant clinical recommendations

Comparing the effects of two inhaled glucocorticoids on allergen-induced bronchoconstriction and markers of systemic effects, a randomised cross-over double-blind study

<p>Abstract</p> <p>Background</p> <p>Inhaled glucocorticoids are efficient in protecting against asthma exacerbations, but methods to compare their efficacy vs systemic effects have only been attempted in larger multi-centre studies. The aim of the current study was therefore to directly compare the effects of two separate inhaled glucocorticoids, mometasone and budesonide, to compare the effects on the early and late asthmatic responses to inhaled allergen in patients with mild allergic asthma, and sputum eosinophils, and to relate the clinical positive effects to any systemic effects observed.</p> <p>Methods</p> <p>Twelve patients with documented early and late asthmatic responses (EAR and LAR) to inhaled allergen at a screening visit were randomized in a double-blind fashion to treatment with mometasone (200 μg × 2 or 400 μg × 2), budesonide (400 μg × 2) or placebo in a double-blind crossover fashion for a period of seven days. Challenge with the total allergen dose causing both an EAR and LAR was given on the last day of treatment taken in the morning. Lung function was assessed using FEV1, and systemic glucocorticoid activity was quantified using 24 h urinary cortisol.</p> <p>Results</p> <p>Mometasone and budesonide attenuate both EAR and LAR to allergen to a similar degree. No significant dose-related effects on the lung function parameters were observed. Both treatments reduced the relative amount of sputum eosinophils (%) after allergen. At the dose of 800 μg daily, mometasone reduced 24 h urinary cortisol by approximately 35%. Both drugs were well tolerated.</p> <p>Conclusions</p> <p>Mometasone and budesonide are equieffective in reducing early and late asthmatic responses induced by inhaled allergen challenge. Mometasone 800 μg given for seven days partially affects the HPA axis.</p

Development of a Multivariate Prediction Model for Early-Onset Bronchiolitis Obliterans Syndrome and Restrictive Allograft Syndrome in Lung Transplantation.

Chronic lung allograft dysfunction and its main phenotypes, bronchiolitis obliterans syndrome (BOS) and restrictive allograft syndrome (RAS), are major causes of mortality after lung transplantation (LT). RAS and early-onset BOS, developing within 3 years after LT, are associated with particularly inferior clinical outcomes. Prediction models for early-onset BOS and RAS have not been previously described. LT recipients of the French and Swiss transplant cohorts were eligible for inclusion in the SysCLAD cohort if they were alive with at least 2 years of follow-up but less than 3 years, or if they died or were retransplanted at any time less than 3 years. These patients were assessed for early-onset BOS, RAS, or stable allograft function by an adjudication committee. Baseline characteristics, data on surgery, immunosuppression, and year-1 follow-up were collected. Prediction models for BOS and RAS were developed using multivariate logistic regression and multivariate multinomial analysis. Among patients fulfilling the eligibility criteria, we identified 149 stable, 51 BOS, and 30 RAS subjects. The best prediction model for early-onset BOS and RAS included the underlying diagnosis, induction treatment, immunosuppression, and year-1 class II donor-specific antibodies (DSAs). Within this model, class II DSAs were associated with BOS and RAS, whereas pre-LT diagnoses of interstitial lung disease and chronic obstructive pulmonary disease were associated with RAS. Although these findings need further validation, results indicate that specific baseline and year-1 parameters may serve as predictors of BOS or RAS by 3 years post-LT. Their identification may allow intervention or guide risk stratification, aiming for an individualized patient management approach

Differences in allergen-induced T cell activation between allergic asthma and rhinitis: Role of CD28, ICOS and CTLA-4

<p>Abstract</p> <p>Background</p> <p>Th2 cell activation and T regulatory cell (Treg) deficiency are key features of allergy. This applies for asthma and rhinitis. However with a same atopic background, some patients will develop rhinitis and asthma, whereas others will display rhinitis only. Co-receptors are pivotal in determining the type of T cell activation, but their role in allergic asthma and rhinitis has not been explored. Our objective was to assess whether allergen-induced T cell activation differs from allergic rhinitis to allergic rhinitis with asthma, and explore the role of ICOS, CD28 and CTLA-4.</p> <p>Methods</p> <p>T cell co-receptor and cytokine expressions were assessed by flow cytometry in PBMC from 18 house dust mite (HDM) allergic rhinitics (R), 18 HDM allergic rhinitics and asthmatics (AR), 13 non allergic asthmatics (A) and 20 controls, with or without anti-co-receptors antibodies.</p> <p>Results</p> <p>In asthmatics (A+AR), a constitutive decrease of CTLA-4+ and of CD4+CD25+Foxp3+ cells was found, with an increase of IFN-γ+ cells. In allergic subjects (R + AR), allergen stimulation induced CD28 together with IL-4 and IL-13, and decreased the proportion of CTLA-4+, IL-10+ and CD4+CD25+Foxp3+ cells. Anti-ICOS and anti-CD28 antibodies blocked allergen-induced IL-4 and IL-13. IL-13 production also involved CTLA-4.</p> <p>Conclusions</p> <p>T cell activation differs between allergic rhinitis and asthma. In asthma, a constitutive, co-receptor independent, Th1 activation and Treg deficiency is found. In allergic rhinitis, an allergen-induced Treg cell deficiency is seen, as well as an ICOS-, CD28- and CTLA-4-dependent Th2 activation. Allergic asthmatics display both characteristics.</p

Effect of magnesium and vitamin B6 supplementation on mental health and quality of life in stressed healthy adults: Post‐hoc analysis of a randomised controlled trial

Magnesium status and vitamin B6 intake have been linked to mental health and/or quality of life (QoL). In an 8‐week Phase IV randomised controlled study in individuals with low magnesemia and severe/extremely severe stress but who were otherwise healthy, greater stress reduction was achieved with magnesium combined with vitamin B6 than with magnesium alone. We present a previously unreported secondary analysis of the effect of magnesium, with and without vitamin B6, on depression, anxiety, and QoL. Adults with Depression Anxiety Stress Scales (DASS‐42) stress subscale score >18 were randomised 1:1 to magnesium + vitamin B6 combination (Magne B6®; daily dose 300 and 30 mg, respectively) or magnesium alone (Magnespasmyl®; daily dose 300 mg). Outcomes included changes from baseline in DASS‐42 depression and anxiety scores, and QoL (Short Form‐36 Health Survey). DASS‐42 anxiety and depression scores significantly improved from baseline to week 8 with both treatments, particularly during the first 4 weeks. Improvement in QoL continued over 8 weeks. Participants' perceived capacity for physical activity in daily life showed greater improvement with magnesium + vitamin B6 than magnesium alone (Week 4). In conclusion, magnesium supplementation, with or without vitamin B6, could provide a meaningful clinical benefit in daily life for individuals with stress and low magnesemia

Beauty and Precision: Weaving Complex Educational Technology Projects with Visual Instructional Design Languages

instructional design and technology products result from many options and constraints. on the one hand, solutions should be creative, effective and flexible; on the other hand, developers and instructors need precise guidance and details on what to do during development and implementation. communication of and about designs is supported by design languages, some of which are conceptual and textual, and others more formal and visual. in this article we analyze a case in which both a creative solution (beauty) and clear-cut details (precision) are sought. To contribute to the final beauty of the product we apply a narrative approach that outlines the general structure of the design solution. To provide the necessary precision, we employ a more formal visual design language to specify design details for development and implementation. We claim that a mix of design languages at different layers of abstraction and formalization can be used effectively as complementary tools for creating aesthetic and successful design solutions through progressive refinement. Introduction imagine the moment a fashion designer gets an idea for a new evening dress -inspired by the beauty of the woman who will wear it, by the feeling of the event that makes that dress necessary, or by another similarly inciting detail. in the very next moment, the designer will turn to the astonishing number of detailed decisions that need to be made in order to transform that idea into the final, tangible product: questions of materials, measures, techniques, etc. knowledge and mastery of development details is what distinguishes a pure theoretician, critic, or failed artist from a professional designer; the compelling idea that generates the grand view is what makes a designer more than a good technician The design of technology-based teaching and learning experiences -like instructional design in general -is a complex process that often lacks the proper consistency between the idea and the implementation even before communication becomes an issue, the design process is filled with complicating factors that require representation systems to support thinking about them. some of these factors are connected directly to the instructional content, some with the organizational or societal structures in which the learning environment is embedded, some with the practicalities of delivery, and some with the constraints and affordances of the available technologies. These can be considered the technical factors, that is, those that can be identified and analyzed to some extent as long as the necessary information is available. other factors are more difficult to identify and resistant to rational analysis, like those relating to the desires and goals of learners, the creative powers of the design and development team to generate effective design ideas, and how these might interact with other factors and each other to determine how content and instructional activities will be expressed. For any design project, and for instructional design projects in particular, this complex design space requires abilities and tools for working comfortably within both the soft focus of desires and creativity and the sharp focus of technical detail. The tension created in shifting focus is one of the greatest challenges to instructional designers and one of the most significant sources of conflict within design teams