Pretravel plans and discrepant trip experiences among travelers attending a tertiary care centre family travel medicine clinic

Background International travel can expose travelers to a number of health risks. Pretravel consultation (PC) helps mitigate risk and prepare travelers for health concerns that might arise. The assessment of risk, mitigation strategies, and relevance of pretravel advice is dependent on how closely travelers adhere to their planned travel itinerary and activities. We determined the proportion of returned travelers whose completed travel experiences differed from their stated travel itineraries, and identified discrepancies that significantly altered the traveler\u27s health risk and would have required alternative counseling during their PC. Methods We conducted a prospective cohort study at the SickKids\u27 Family Travel Clinic between October 2014 and November 2015. Returned travelers who completed a post-travel survey were included. Pretravel consultation assessments and post-trip surveys were compared to identify discrepant trip experiences. Results A total of 389 travelers presented to the clinic for a PC during the study period and 302 (77.6%) were enrolled. Post-travel surveys were received from 119 (39.4%) participants, representing 101 unique itineraries. The median participant age was 36.3 years (IQR 26.6- 47.5) and there were 73 female travelers (61%). Most participants (n = 87,73%) were healthy as well as Canadian born (n = 84, 71%). A quarter of travelers were visiting friends and relatives (VFR) (n = 30, 25.2%). The vast majority of returned travelers (n = 109, 92%) reported discrepant trip experiences involving trip duration, countries visited, accommodations, environmental surroundings and/or activities. Almost two thirds of these individuals (n = 68, 62%) would have required alternative pretravel counseling. We did not identify any demographic or planned trip characteristics that predicted discrepant trip experiences requiring alternative pretravel counseling. Conclusions The majority of travelers reported discrepant trip experiences and the discrepancies often affected health risk. Therefore, clinicians should consider providing broader counselling during the PC as discrepancies from planned travel are common

Remodeling of secretory lysosomes during education tunes functional potential in NK cells

Inhibitory signaling during natural killer (NK) cell education translates into increased responsiveness to activation;however, the intracellular mechanism for functional tuning by inhibitory receptors remains unclear. Secretory lysosomes are part of the acidic lysosomal compartment that mediates intracellular signalling in several cell types. Here we show that educated NK cells expressing self-MHC specific inhibitory killer cell immunoglobulin-like receptors (KIR) accumulate granzyme B in dense-core secretory lysosomes that converge close to the centrosome. This discrete morphological phenotype is independent of transcriptional programs that regulate effector function, metabolism and lysosomal biogenesis. Meanwhile, interference of signaling from acidic Ca2+ stores in primary NK cells reduces target-specific Ca2+-flux, degranulation and cytokine production. Furthermore, inhibition of PI (3,5) P-2 synthesis, or genetic silencing of the PI(3,5) P-2-regulated lysosomal Ca2+-channel TRPML1, leads to increased granzyme B and enhanced functional potential, thereby mimicking the educated state. These results indicate an intrinsic role for lysosomal remodeling in NK cell education

Information Systems Education Journal In this issue: 4. Full Flip, Half Flip and No Flip: Evaluation of Flipping an Introductory Programming Course The Relative Efficacy of Video and Text Tutorials in Online Computing Education 44. Use of Failure in IS De

The Information Systems Education Journal (ISEDJ) is a double-blind peer-reviewed academic journal published reviewed published by ISCAP, Information Systems and Computing Academic Professionals. The first year of publication was 2003. ISEDJ is published online (http://isedj.org). Our sister publication, the Proceedings of EDSIGCon (http://www.edsigcon.org) features all papers, panels, workshops, and presentations from the conference. The journal acceptance review process involves a minimum of three double-blind peer reviews, where both the reviewer is not aware of the identities of the authors and the authors are not aware of the identities of the reviewers. The initial reviews happen before the conference. At that point papers are divided into award papers (top 15%), other journal papers (top 30%), unsettled papers, and non-journal papers. The unsettled papers are subjected to a second round of blind peer review to establish whether they will be accepted to the journal or not. Those papers that are deemed of sufficient quality are accepted for publication in the ISEDJ journal. Currently the target acceptance rate for the journal is under 40%. Information Systems Education Journal is pleased to be listed in the 1st Edition of Cabell's Directory of Publishing Opportunities in Educational Technology and Library Science, in both the electronic and printed editions. Questions should be addressed to the editor at [email protected] or the publisher at [email protected]. Special thanks to members of AITP-EDSIG who perform the editorial and review processes for ISEDJ. AITP Education Special Interest Group (EDSIG) Board of Directors Abstract This paper discusses how cloud computing can be leveraged to add value to academic programs in information systems and other fields by improving financial sustainment models for institutional technology and academic departments, relieving the strain on overworked technology support resources, while adding richness and improving pedagogical delivery of course content. A literature review on cloud definitions and how cloud paradigms are being implemented in academia is conducted. The author suggests that for smaller programs and institutions, cloud hosting of applications, services and platforms in support of information systems programs may be the only financially viable solution to course technology requirements. The impact of transitioning core information systems courses to a cloud paradigm is discussed, and examples of how the transition can improve course content and delivery are provided. Finally, details are presented on how a transition to the cloud is being accomplished in the information systems program of the school of continuing studies at the author's small liberal arts university

2017 AITP Education Special Interest Group (EDSIG) Board of Directors Information Systems Education Journal Editors 2016 ISEDJ Editorial Board Programming in the IS Curriculum: Are Requirements Changing for the Right Reason?

Abstract All curricula for any given academic discipline evolves over time. This is also true for the Information Systems (IS) model curriculum. Curriculum evolution is driven by several factors, such as changes in technologies, industry shifts to meet customer needs, and perceived student deficiencies. One outcome of such factors has been a change in the entry point into the IS major due to the perception that IS majors need a different method of entry from other computing majors (e.g., Computer Science (CS)). The current entry point for many IS majors is a programming course, often taken by a variety of majors. This paper addresses the question: is there a difference in performance in this initial programming course for students of different majors? More precisely, does major differentiate performance in the first programming course, such as CS1? The data clearly show this is not the case when there is a level playing field. The paper demonstrates that non-computing majors perform as well as computing majors given equal preparation. It is a misconception that changes to the IS curriculum are necessary when based on the belief that IS majors, as compared to other computing majors, need a different entry point. The data presented in this paper suggest the underlying presuppositions for IS curricular changes are misguided -supporting the need for preparation prior to a first programming course

The Application of Writing Across the Curriculum (WAC) Techniques in a Systems Analysis & Design Flipped Classroom 35. Themed Learning with Music and Technology 45. Assessing Faculty Perceptions and Techniques to Combat Academic Dishonesty in Online Cours

The Information Systems Education Journal (ISEDJ) is a double-blind peer-reviewed academic journal published reviewed published by ISCAP, Information Systems and Computing Academic Professionals. The first year of publication was 2003. ISEDJ is published online (http://isedj.org). Our sister publication, the Proceedings of EDSIGCon (http://www.edsigcon.org) features all papers, panels, workshops, and presentations from the conference. The journal acceptance review process involves a minimum of three double-blind peer reviews, where both the reviewer is not aware of the identities of the authors and the authors are not aware of the identities of the reviewers. The initial reviews happen before the conference. At that point papers are divided into award papers (top 15%), other journal papers (top 30%), unsettled papers, and non-journal papers. The unsettled papers are subjected to a second round of blind peer review to establish whether they will be accepted to the journal or not. Those papers that are deemed of sufficient quality are accepted for publication in the ISEDJ journal. Currently the target acceptance rate for the journal is under 40%. Information Systems Education Journal is pleased to be listed in the 1st Edition of Cabell's Directory of Publishing Opportunities in Educational Technology and Library Science, in both the electronic and printed editions. Questions should be addressed to the editor at [email protected] or the publisher at [email protected]. Special thanks to members of AITP-EDSIG who perform the editorial and review processes for ISEDJ. AITP Education Special Interest Group (EDSIG) Board of Directors Abstract Research utilizing the Theory of Planned Behavior to understand behavior should first elicit beliefs about the phenomenon from the target population. In order to understand the reasons why students choose to major or not major in Management Information Systems (MIS), we elicited beliefs from 136 students attending university in the United States and in Zambia. We employed a questionnaire with open-ended questions to elicit beliefs about majoring in MIS. The gender split of study participants was 52%-48% with a female majority and their ages ranged from 19 to 35. Using content analysis of the generated qualitative data, we identified 11, 5 and 9 categories of behavioral, normative and control beliefs respectively. The results of our study indicate that student beliefs about the MIS major and profession have changed over the past decade; students now favorably perceive the MIS job market and attach importance to the opinions of industry professionals when making the decision to major in MIS. Analysis of the ranked elicited beliefs shows that most students believe that the MIS degree grants them competitive advantage in the employment marketplace