An Approach for Realistic Simulation of Real Road Condition in a Moving Base Driving Simulator

With today's advanced measurement equipment for monitoring road condition, it is possible to measure road geometry at high precision within a large span of wavelengths. Detailed information about the roads' longitudinal and lateral profiles, including macro texture, would in theory be sufficient for a realistic reproduction of road induced vibration and noise in a driving simulator. Especially, it would be possible to create a direct connection between the visual information of the road condition and the ride experience, which would increase the level of realism in the simulation. VTI has, during three years, performed an internal project called SHAKE with the aim to develop and implement models in VTI driving simulator III that use measured road data for generating realistic vibrations and audible road noise connected to the visual impression presented on the projection screen. This has indeed resulted in a more realistic driving experience, and a validation study with test persons driving both in the simulator and in the field has been undertaken. The OpenDRIVE standard is used as a framework for describing the road properties (e.g., visual, vibrations, and noise). For this purpose, some augmentations to the OpenDRIVE standard had to be made. This paper describes the technical implementations in the driving simulator, along with results from test drives on the implemented road sections

Autoantibodies to Killer Cell Immunoglobulin-Like Receptors in Patients With Systemic Lupus Erythematosus Induce Natural Killer Cell Hyporesponsiveness

Natural killer (NK) cell cytotoxicity toward self-cells is restrained by the inhibitory HLA class I-binding receptors CD94/NKG2A and the killer cell immunoglobulin-like receptors (KIRs). CD94/NKG2A and KIRs are also essential for NK cell education, which is a dynamic functional maturation process where a constitutive binding of inhibitory receptors to cognate HLA class I molecules is required for NK cells to maintain their full cytotoxic capacity. Previously, we described autoantibodies to CD94/NKG2A in patients with systemic lupus erythematosus (SLE). In this study we analyzed sera from 191 patients with SLE, 119 patients with primary Sjogren's syndrome (pSS), 48 patients with systemic sclerosis (SSc), and 100 healthy donors (HD) for autoantibodies to eight different KIRs. Anti-KIR autoantibodies were identified in sera from 23.0% of patients with SLE, 10.9% of patients with pSS, 12.5% of patients with SSc, and 3.0% of HD. IgG from anti-KIR-positive SLE patients reduced the degranulation and cytotoxicity of NK cells toward K562 tumor cells. The presence of anti-KIR-autoantibodies reacting with >3 KIRs was associated with an increased disease activity (p < 0.0001), elevated serum levels of IFN-alpha (p < 0.0001), nephritis (p = 0.001), and the presence of anti-Sm (p = 0.007), and anti-RNP (p = 0.003) autoantibodies in serum. Together these findings suggest that anti-KIR autoantibodies may contribute to the reduced function of NK cells in SLE patients, and that a defective NK cell function may be a risk factor for the development of lupus nephritis

Improving the realism in the VTI driving simulators : Shake final report

Väg- och transportforskningsinstitutet (VTI) har tre avancerade körsimulatorer med rörelsesystem. Syftet med detta projekt var att utveckla och implementera nya modeller för grafik, vibrationer och buller, allt i syfte att öka realismen för föraren i simulatorn. Vidare skulle en valideringsstudie genomföras. Inom ramen för projektet uppnåddes följande: Utveckling av ett nytt grafiskt programpaket \u95Förbättring av modellerna för vibrationer på grund av däck/väg \u95Förbättring av rörelsesystemet genom förskjutning av rotationscentrum \u95Förbättring av modulen för buller, genom återskapande av däck- och vägbuller. \u95Synkronisering mellan vägytans grafiska presentation, buller och vibrationer . Modellernas validitet testades i VTI:s simulator III. Statistisk testning av skillnader mellan verklig bil och simulator indikerade absolut validitet för subjektiva bedömningar av vägytans jämnhet och tysthet och för det objektiva måttet hastighet, med undantag av områden där hastighetsgränsen ändrades. I dessa områden erhölls endast relativ validitet eftersom både accelerationer och retardationer var snabbare i simulatorn än i verklig bil. Relativ validitet indikerades också för det subjektiva måttet generell komfort. Resultaten från de olika valideringarna visar att förbättringarna har varit framgångsrika och föraren i simulatorn kan nu se, höra och känna ojämnheter i vägbanan exakt när hjulen träffar dessa. Fortfarande återstår dock många möjligheter till ytterligare förbättringar i simulatormodellerna.The Swedish Road and Transport Research Institute (VTI) has three advanced moving base driving simulators. The aim of this project was to develop and implement new models concerning vibration, noise and graphics in order to improve the realism in the simulators. Moreover, a validation study was to be conducted. Within the frame of the project the following were achieved: improvement of the tyre/road vibration models, \u95improvement of the motion system by changing the rotation centre, \u95improvement of the noise module facilitating reproduction of noise from tyre/road, \u95synchronization of the impressions from graphics, noise and vibrations caused by the road surface. The validity of the models was tested in the VTI Simulator III. Statistical testing of differences between the car and the simulator indicated absolute validity for the subjective ratings of evenness and noise level and the objective measure speed, with the exception of areas surrounding speed limit signs where only relative validity was found. Relative validity was also indicated for the variable overall comfort. The results from the different validations show that the improvements have been successful and the driver in the simulator can now see, hear and feel the sensation of any road surface irregularities exactly when the wheels hit that part of the road. However, several improvements in the simulator models can still be desired

Piloting Systematic Implementation of Educational Technology in Swedish K-12 Schools : Two-Years-In Report

Halfway through a four-year research project supported by implementation science and the Active Implementation Frameworks (AIF), this article reports on the status of the initial two implementation stages. Our research investigates the impact of systematically preparing educators and educational institutions to integrate digital learning materials and learning analytics dashboards to enrich teaching practices and improve student performance outcomes. Furthermore, it seeks to establish a foundation for the use of innovative and validated educational technology (EdTech) through sustainable implementation strategies, evidence-based evaluation, and continuous redesign of digital learning materials. By adopting this comprehensive approach, we aim to enhance the knowledge base regarding effective digital innovation integration within educational environments. We argue that applying implementation science in educational settings facilitates the adoption of effective innovations, promotes evidence-based decision-making, and helps identify and address obstacles to change. Our ongoing research underscores the transformative impact of implementation science in education. Thus far, we have highlighted the crucial role of teacher perspectives and the necessity of co-designing technology aligned with teaching and learning objectives. This nuanced approach refutes the notion of a one-size-fits-all solution or a quick fix achievable in a single academic year. Instead, it advocates a dynamic, collaborative model that acknowledges the multifaceted nature of implementation. Our journey has reaffirmed the dedication of teachers, showcasing their readiness to invest time and effort when their professionalism is respected, and their input is genuinely valued and acted upon.Bibliografiskt granskadUtbildningsteknologi i grundskola

Digital transformation in schools of two southern regions of Sweden through implementation-informed approach : A mixed-methods study protocol

Background: The enhancement of–or even a shift from–traditional teaching and learning processes to corresponding digital practices has been rapidly occurring during the last two decades. The evidence of this ongoing change is still modest or even weak. However, the adaptation of implementation science in educational settings, a research approach which arose in the healthcare field, offers promising results for systematic and sustained improvements in schools. The aim of this study is to understand how the systematic professional development of teachers and schools principals (the intervention) to use digital learning materials and learning analytics dashboards (the innovations) could allow for innovative and lasting impacts in terms of a sustained implementation strategy, improved teaching practices and student outcomes, as well as evidence-based design of digital learning material and learning analytics dashboards. Methods: This longitudinal study uses a quasi-experimental cluster design with schools as the unit. The researchers will enroll gradually 145 experimental schools in the study. In the experimental schools the research team will form a School Team, consisting of teachers/learning-technologists, school principals, and researchers, to support teachers’ use of the innovations, with student achievement as the dependent variable. For the experimental schools, the intervention is based on the four longitudinal stages comprising the Active Implementation Framework. With an anticipated student sample of about 13,000 students in grades 1–9, student outcomes data are going to be analyzed using hierarchical linear models. Discussion: The project seeks to address a pronounced need for favorable conditions for children’s learning supported by a specific implementation framework targeting teachers, and to contribute with knowledge about the promotion of improved teaching practices and student outcomes. The project will build capacity using implementation of educational technology in Swedish educational settings