Cloud computing and adult literacy: How cloud computing can sustain the promise of adult learning

Cloud Computing and Adult Literacy is the final report of an Alpha Plus Project to examine How cloud computing can sustain the promise of Adult Learning. The report includes a review of recent literature on cloud computing, on the role of technology in literacy, and on the characteristics of the Adult Literacy in Canada.AlphaPlus, Athabasca Universit

RGS Proteins in Heart: Brakes on the Vagus

It has been nearly a century since Otto Loewi discovered that acetylcholine (ACh) release from the vagus produces bradycardia and reduced cardiac contractility. It is now known that parasympathetic control of the heart is mediated by ACh stimulation of Gi/o-coupled muscarinic M2 receptors, which directly activate G protein-coupled inwardly rectifying potassium (GIRK) channels via Gβγ resulting in membrane hyperpolarization and inhibition of action potential (AP) firing. However, expression of M2R–GIRK signaling components in heterologous systems failed to recapitulate native channel gating kinetics. The missing link was identified with the discovery of regulator of G protein signaling (RGS) proteins, which act as GTPase-activating proteins to accelerate the intrinsic GTPase activity of Gα resulting in termination of Gα- and Gβγ-mediated signaling to downstream effectors. Studies in mice expressing an RGS-insensitive Gαi2 mutant (G184S) implicated endogenous RGS proteins as key regulators of parasympathetic signaling in heart. Recently, two RGS proteins have been identified as critical regulators of M2R signaling in heart. RGS6 exhibits a uniquely robust expression in heart, especially in sinoatrial (SAN) and atrioventricular nodal regions. Mice lacking RGS6 exhibit increased bradycardia and inhibition of SAN AP firing in response to CCh as well as a loss of rapid activation and deactivation kinetics and current desensitization for ACh-induced GIRK current (IKACh). Similar findings were observed in mice lacking RGS4. Thus, dysregulation in RGS protein expression or function may contribute to pathologies involving aberrant electrical activity in cardiac pacemaker cells. Moreover, RGS6 expression was found to be up-regulated in heart under certain pathological conditions, including doxorubicin treatment, which is known to cause life-threatening cardiotoxicity and atrial fibrillation in cancer patients. On the other hand, increased vagal tone may be cardioprotective in heart failure where acetylcholinesterase inhibitors and vagal stimulation have been proposed as potential therapeutics. Together, these studies identify RGS proteins, especially RGS6, as new therapeutic targets for diseases such as sick sinus syndrome or other maladies involving abnormal autonomic control of the heart

Cloud computing and adult literacy: How cloud computing can sustain the promise of adult learning

Adult literacy in Canada consists of a patchwork of large and small adult education providers: many of them are autonomous community societies, some are school boards, and others are community college based, as well as a range of independent community-based groups. Funding for adult literacy comes from several pockets: from different provincial and/or federal government departments and from charitable organizations. Much of the federal funding is short term in response to shifting government priorities. Indeed, Crooks et al. [1] suggest that the ongoing funding search, with the attendant application and reporting activities, detracts from the ability to provide more effectively planned and sustainable adult education programs. A major challenge for adult literacy providers is that while their client base has significant human and economic potential, low-literacy adults are not perceived as large contributors to the economy, and thus, much of the funding is intermittent—from project to project.Alpha Adult Literacy Ontari

NEXT GENERATION: TRANSFORMATION TO A 21ST CENTURY UNIVERSITY VIA CORE STRATEGIC PROJECTS

thabasca University (AU) is recreating itself as a 21st century university. As an open and distance learning (ODL) university, its mandate is to remove barriers to university-level education. This is the vision and institutional context for any changes. Herein, we describe a series of projects with particular focus on two recent major initiatives that challenged our capacity to deal with large complex programs. An analysis of the effect of the start-up and operation of these two major programs with particular emphasis on project management, organizational change, acceptance by the academy, and absorbing the additional work is given. We offer, in the form of lessons learned, our experience for successful systematic integration of ICTs within an open university. These lessons, we believe are relevant for technology integration at any large educational organization

Budesonide/formoterol or budesonide/albuterol as anti-inflammatory reliever therapy for asthma

Overuse of reliever as short-acting beta-agonist and associated underuse of controller as inhaled corticosteroid (ICS) administered via separate inhalers results in worse asthma outcomes. Such discordance can be obviated by combining both controller and reliever in the same inhaler. So-called anti-inflammatory reliever (AIR) therapy comprises the use of a single inhaler containing an ICS such as budesonide (BUD) in conjunction with a reliever as either albuterol (ALB) or formoterol (FORM), to be used on demand, with variable dosing driven by asthma symptoms in a flexible patient-centered regimen. Global guidelines now support the use of BUD-ALB as AIR therapy to reduce exacerbations, either on its own in mild asthma or in conjunction with fixed-dose maintenance ICS-long-acting beta-agonist in moderate to severe asthma. Using BUD-FORM on its own allows patients to seamlessly move in an intuitive flexible fashion between AIR and maintenance and reliever therapy, by stepping up and down the dosing escalator across a spectrum of asthma severities. Head-to-head clinical studies are indicated to compare BUD-FORM versus BUD-ALB as AIR in mild asthma, and also BUD-FORM as maintenance and reliever therapy versus BUD-ALB as AIR plus maintenance ICS-long-acting beta-agonist in moderate to severe asthma. Patients should be encouraged to make an informed decision in conjunction with their health care professional regarding the best therapeutic option tailored to their individual needs, which in turn is likely to result in long-term compliance and associated optimal asthma control.</p

Budesonide/formoterol or budesonide/albuterol as anti-inflammatory reliever therapy for asthma

Overuse of reliever as short-acting beta-agonist and associated underuse of controller as inhaled corticosteroid (ICS) administered via separate inhalers results in worse asthma outcomes. Such discordance can be obviated by combining both controller and reliever in the same inhaler. So-called anti-inflammatory reliever (AIR) therapy comprises the use of a single inhaler containing an ICS such as budesonide (BUD) in conjunction with a reliever as either albuterol (ALB) or formoterol (FORM), to be used on demand, with variable dosing driven by asthma symptoms in a flexible patient-centered regimen. Global guidelines now support the use of BUD-ALB as AIR therapy to reduce exacerbations, either on its own in mild asthma or in conjunction with fixed-dose maintenance ICS-long-acting beta-agonist in moderate to severe asthma. Using BUD-FORM on its own allows patients to seamlessly move in an intuitive flexible fashion between AIR and maintenance and reliever therapy, by stepping up and down the dosing escalator across a spectrum of asthma severities. Head-to-head clinical studies are indicated to compare BUD-FORM versus BUD-ALB as AIR in mild asthma, and also BUD-FORM as maintenance and reliever therapy versus BUD-ALB as AIR plus maintenance ICS-long-acting beta-agonist in moderate to severe asthma. Patients should be encouraged to make an informed decision in conjunction with their health care professional regarding the best therapeutic option tailored to their individual needs, which in turn is likely to result in long-term compliance and associated optimal asthma control.</p

Perspectives on Open and Distance Learning: Open Educational Resources: Innovation, Research and Practice

Open Educational Resources (OER) – that is, teaching, learning and research materials that their owners make free to others to use, revise and share – offer a powerful means of expanding the reach and effectiveness of worldwide education. Those resources can be full courses, course materials, modules, textbooks, streaming videos, software, and other materials and techniques used to promote and support universal access to knowledge. This book, initiated by the UNESCO/COL Chair in OER, is one in a series of publications by the Commonwealth of Learning (COL) examining OER. It describes the movement in detail, providing readers with insight into OER’s significant benefits, its theory and practice, and its achievements and challenges. The 16 chapters, written by some of the leading international experts on the subject, are organised into four parts by theme: OER in Academia – describes how OER are widening the international community of scholars, following MIT’s lead in sharing its resources and looking to the model set by the OpenCourseWare Consortium OER in Practice – presents case studies and descriptions of OER initiatives underway on three continents Diffusion of OER – discusses various approaches to releasing and “opening” content, from building communities of users that support lifelong learning to harnessing new mobile technologies that enhance OER access on the Internet Producing, Sharing and Using OER – examines the pedagogical, organisational, personal and technical issues that producing organisations and institutions need to address in designing, sharing and using OER Instructional designers, curriculum developers, educational technologists, teachers, researchers, students, others involved in creating, studying or using OER: all will find this timely resource informative and inspiring.Sponsors, whose grants have helped in the realization of this book, include: the Ministry of Advanced Education and Technology of Alberta, Canada; the Canadian Foundation for Innovation; the William and Flora Hewlett Foundation; and the Technology Enhanced Knowledge Research Institute (TEKRI) at Athabasca University