Zapp: learning about the distant landscape

A successful application area of mobile technology for learning has been to provide location-based guides that inform students or tourists about their immediate surroundings. In this paper we extend this location-based learning to the distant landscape, so that a visitor to an unfamiliar area can ask “what can I see over there?”, or can annotate the landscape by taking photos of distant features and adding text or audio notes that are the automatically located as points on a digital map. We describe a system, named Zapp, for learning about the distant landscape. It uses a line of sight algorithm computed over a digital surface model stored on a smartphone to determine which distant feature is showing in the centre of the smartphone camera screen. In ‘query’ mode the system can inform the user about pre-stored elements of a landscape such as names of rock formations. In ‘capture’ mode the user can store a note about a distant feature, linked to a photo and to its map coordinates. A trial of the system with university students has demonstrated its usability and usefulness in interpreting the geology of a rural landscape

Comparison of the t vs. Wilcoxon Signed-Rank Test for Likert Scale Data and Small Samples

The one sample t-test is compared with the Wilcoxon Signed-Rank test for identical data sets representing various Likert scales. An empirical approach is used with simulated data. Comparisons are based on observed error rates for 27,850 data sets. Recommendations are provided

Mobile capture of remote points of interest using line of sight modelling

Recording points of interest using GPS whilst working in the field is an established technique in geographical fieldwork, where the user’s current position is used as the spatial reference to be captured; this is known as geo-tagging. We outline the development and evaluation of a smartphone application called Zapp that enables geo-tagging of any distant point on the visible landscape. The ability of users to log or retrieve information relating to what they can see, rather than where they are standing, allows them to record observations of points in the broader landscape scene, or to access descriptions of landscape features from any viewpoint. The application uses the compass orientation and tilt of the phone to provide data for a line of sight algorithm that intersects with a Digital Surface Model stored on the mobile device. We describe the development process and design decisions for Zapp present the results of a controlled study of the accuracy of the application, and report on the use of Zapp for a student field exercise. The studies indicate the feasibility of the approach, but also how the appropriate use of such techniques will be constrained by current levels of precision in mobile sensor technology. The broader implications for interactive query of the distant landscape and for remote data logging are discussed

Augmenting the landscape scene: students as participatory evaluators of mobile geospatial technologies

This paper provides a two-phase study to compare alternative techniques for augmenting landscape scenes on geography fieldtrips. The techniques were: a pre-prepared acetate overlay; a custom-designed mobile field guide; locative media on a smartphone; virtual globe on a tablet PC; a head-mounted virtual reality display, and a geo-wand style mobile app. In one field exercise the first five techniques were compared through analysis of interviews and student video diaries, combined with direct observation. This identified a particular challenge of how to direct user attention correctly to relevant information in the field of view. To explore this issue in more detail, a second field exercise deployed ‘Zapp’, a bespoke geo-wand-style app capable of retrieving information about distant landscape features. This was evaluated using first-person video and spatial logging of in-field interactions. This paper reflects upon the relative merits of these approaches and highlights particular challenges of using technology to mimic a human field guide in pointing out specific aspects of the landscape scene. We also explore the role of students acting as design informants and research co-participants, which can be mutually beneficial in promoting a critical appreciation of the role of technology to support learning about the landscape

TechXcite: Discover Engineering—A New STEM Curriculum

TechXcite is an engineering-focused, discovery-based after-school science, technology, engineering, and math (STEM) program. The free curriculum is downloadable from http://techxcite.pratt.duke.edu/and is comprised of eight Modules, each with four to five 45-minute activities that exercise the science and math learned in school by using engineering principles to build products or learn processes that improve the quality of life. Ninety-eight percent of TechXcite instructors indicated that students learned and demonstrated improved competence in science and engineering. TechXcite Modules include building prosthetic arms, infrared remote controls, solar-powered cars, harvesting rain water, and imaging biological systems

Essential role for proteinase-activated receptor-2 in arthritis

Using physiological, pharmacological, and gene disruption approaches, we demonstrate that proteinase-activated receptor-2 (PAR-2) plays a pivotal role in mediating chronic inflammation. Using an adjuvant monoarthritis model of chronic inflammation, joint swelling was substantially inhibited in PAR-2-deficient mice, being reduced by more than fourfold compared with wild-type mice, with virtually no histological evidence of joint damage. Mice heterozygous for PAR-2 gene disruption showed an intermediate phenotype. PAR-2 expression, normally limited to endothelial cells in small arterioles, was substantially upregulated 2 weeks after induction of inflammation, both in synovium and in other periarticular tissues. PAR-2 agonists showed potent proinflammatory effects as intra-articular injection of ASKH95, a novel synthetic PAR-2 agonist, induced prolonged joint swelling and synovial hyperemia. Given the absence of the chronic inflammatory response in the PAR-2-deficient mice, our findings demonstrate a key role for PAR-2 in mediating chronic inflammation, thereby identifying a novel and important therapeutic target for the management of chronic inflammatory diseases such as rheumatoid arthritis

Lessons Learned in Applying the U.S. EPA Proposed Cancer Guidelines to Specific Compounds

An expert panel was convened to evaluate the U.S. Environmental Protection Agency’s “Proposed Guidelines for Carcinogen Risk Assessment” through their application to data sets for chloroform (CHCl3) and dichloroacetic acid (DCA). The panel also commented on perceived strengths and limitations encountered in applying the guidelines to these specific compounds. This latter aspect of the panel’s activities is the focus of this perspective. The panel was very enthusiastic about the evolution of these proposed guidelines, which represent a major step forward from earlier EPA guidance on cancer-risk assessment. These new guidelines provide the latitude to consider diverse scientific data and allow considerable flexibility in dose-response assessments, depending on the chemical’s mode of action. They serve as a very useful template for incorporating state-of-the-art science into carcinogen risk assessments. In addition, the new guidelines promote harmonization of methodologies for cancer- and noncancer-risk assessments. While new guidance on the qualitative decisions ensuing from the determination of mode of action is relatively straightforward, the description of the quantitative implementation of various risk-assessment options requires additional development. Specific areas needing clarification include: (1) the decision criteria for judging the adequacy of the weight of evidence for any particular mode of action; (2) the role of mode of action in guiding development of toxicokinetic, biologically based or case-specific models; (3) the manner in which mode of action and other technical considerations provide guidance on margin-of-exposure calculations; (4) the relative roles of the risk manager versus the risk assessor in evaluating the margin of exposure; and (5 ) the influence of mode of action in harmonizing cancer and noncancer risk assessment methodologies. These points are elaborated as recommendations for improvements to any revisions. In general, the incorporation of examples of quantitative assessments for specific chemicals would strengthen the guidelines. Clearly, any revisions should retain the emphasis present in these draft guidelines on flexibility in the use of scientific information with individual compounds, while simultaneously improving the description of the processes by which these mode-of-action data are organized and interpreted

31st Annual Meeting and Associated Programs of the Society for Immunotherapy of Cancer (SITC 2016) : part two

Background The immunological escape of tumors represents one of the main ob- stacles to the treatment of malignancies. The blockade of PD-1 or CTLA-4 receptors represented a milestone in the history of immunotherapy. However, immune checkpoint inhibitors seem to be effective in specific cohorts of patients. It has been proposed that their efficacy relies on the presence of an immunological response. Thus, we hypothesized that disruption of the PD-L1/PD-1 axis would synergize with our oncolytic vaccine platform PeptiCRAd. Methods We used murine B16OVA in vivo tumor models and flow cytometry analysis to investigate the immunological background. Results First, we found that high-burden B16OVA tumors were refractory to combination immunotherapy. However, with a more aggressive schedule, tumors with a lower burden were more susceptible to the combination of PeptiCRAd and PD-L1 blockade. The therapy signifi- cantly increased the median survival of mice (Fig. 7). Interestingly, the reduced growth of contralaterally injected B16F10 cells sug- gested the presence of a long lasting immunological memory also against non-targeted antigens. Concerning the functional state of tumor infiltrating lymphocytes (TILs), we found that all the immune therapies would enhance the percentage of activated (PD-1pos TIM- 3neg) T lymphocytes and reduce the amount of exhausted (PD-1pos TIM-3pos) cells compared to placebo. As expected, we found that PeptiCRAd monotherapy could increase the number of antigen spe- cific CD8+ T cells compared to other treatments. However, only the combination with PD-L1 blockade could significantly increase the ra- tio between activated and exhausted pentamer positive cells (p= 0.0058), suggesting that by disrupting the PD-1/PD-L1 axis we could decrease the amount of dysfunctional antigen specific T cells. We ob- served that the anatomical location deeply influenced the state of CD4+ and CD8+ T lymphocytes. In fact, TIM-3 expression was in- creased by 2 fold on TILs compared to splenic and lymphoid T cells. In the CD8+ compartment, the expression of PD-1 on the surface seemed to be restricted to the tumor micro-environment, while CD4 + T cells had a high expression of PD-1 also in lymphoid organs. Interestingly, we found that the levels of PD-1 were significantly higher on CD8+ T cells than on CD4+ T cells into the tumor micro- environment (p < 0.0001). Conclusions In conclusion, we demonstrated that the efficacy of immune check- point inhibitors might be strongly enhanced by their combination with cancer vaccines. PeptiCRAd was able to increase the number of antigen-specific T cells and PD-L1 blockade prevented their exhaus- tion, resulting in long-lasting immunological memory and increased median survival

Learning on field trips with mobile technology

Educational field trips are a part of the curriculum for many subject areas and with different age groups. The purpose of the field trip is generally to remove students from their normal, everyday, classroom setting and put them into an environment that enables them to have experiences which they otherwise might not. Some broad objectives of field trips include the acquisition of knowledge through observing, interpreting and modelling; the development of technical skills such as the use of specific equipment through recording, testing and analysis; the creation of new perspectives though experiencing, interpreting, reflection and evaluation; and the development of transferrable skills suited to the workplace (Clark, 1996)