2018: Art & Mobilities Network Inaugural Symposium Instant Journal (Peter Scott Gallery)

"Mobilities has been gaining momentum through networks, conferences, books, special issues, exhibitions and in the practices of artists, writers and curators. In recognition of this activity we are forming an Art & Mobilities network through which to consolidate, celebrate and develop this work.Inspired by the recent foregrounding of Mobility and the Humanities (Pearce & Merriman, 2018) and drawing on last November's successful Mobile Utopia Exhibition amongst others, the Centre for Mobilities Research (CEMORE) at Lancaster University are pleased to hold a UK Art & Mobilities Network Inaugural Symposium 2018 on the 3rd of July 2018. The aim of the symposium is to bring together people in the UK who are active in the field of mobilities and art in order to discuss the distinctive contribution that art makes to mobilities research and vice versa. We would be delighted if you can join us for this one-day event to help shape the network, particularly in the context of a fast-changing world, not just socio-politically but in terms of the place of art in the academy and vice versa. There are nearly 30 key international artists and researchers gathered on this day both locally and via Skype. We invite all participants in the symposium to bring with them an artwork, artefact, written statement or quote that can be displayed as a ‘pop up’ exhibition. These artefacts will be used during the day to focus discussion around different facets of mobilities and art." (Jen Southern, Kai Syng Tan, Emma Rose, Linda O'Keeffe Editors

Common Variable Immunodeficiency Non-Infectious Disease Endotypes Redefined Using Unbiased Network Clustering in Large Electronic Datasets

Common variable immunodeficiency (CVID) is increasingly recognized for its association with autoimmune and inflammatory complications. Despite recent advances in immunophenotypic and genetic discovery, clinical care of CVID remains limited by our inability to accurately model risk for non-infectious disease development. Herein, we demonstrate the utility of unbiased network clustering as a novel method to analyze inter-relationships between non-infectious disease outcomes in CVID using databases at the United States Immunodeficiency Network (USIDNET), the centralized immunodeficiency registry of the United States, and Partners, a tertiary care network in Boston, MA, USA, with a shared electronic medical record amenable to natural language processing. Immunophenotypes were comparable in terms of native antibody deficiencies, low titer response to pneumococcus, and B cell maturation arrest. However, recorded non-infectious disease outcomes were more substantial in the Partners cohort across the spectrum of lymphoproliferation, cytopenias, autoimmunity, atopy, and malignancy. Using unbiased network clustering to analyze 34 non-infectious disease outcomes in the Partners cohort, we further identified unique patterns of lymphoproliferative (two clusters), autoimmune (two clusters), and atopic (one cluster) disease that were defined as CVID non-infectious endotypes according to discrete and non-overlapping immunophenotypes. Markers were both previously described {high serum IgE in the atopic cluster [odds ratio (OR) 6.5] and low class-switched memory B cells in the total lymphoproliferative cluster (OR 9.2)} and novel [low serum C3 in the total lymphoproliferative cluster (OR 5.1)]. Mortality risk in the Partners cohort was significantly associated with individual non-infectious disease outcomes as well as lymphoproliferative cluster 2, specifically (OR 5.9). In contrast, unbiased network clustering failed to associate known comorbidities in the adult USIDNET cohort. Together, these data suggest that unbiased network clustering can be used in CVID to redefine non-infectious disease inter-relationships; however, applicability may be limited to datasets well annotated through mechanisms such as natural language processing. The lymphoproliferative, autoimmune, and atopic Partners CVID endotypes herein described can be used moving forward to streamline genetic and biomarker discovery and to facilitate early screening and intervention in CVID patients at highest risk for autoimmune and inflammatory progression

Systematic review of tools to measure outcomes for young children with autism spectrum disorder

Background: The needs of children with autism spectrum disorder (ASD) are complex and this is reflected in the number and diversity of outcomes assessed and measurement tools used to collect evidence about children's progress. Relevant outcomes include improvement in core ASD impairments, such as communication, social awareness, sensory sensitivities and repetitiveness, skills such as social functioning and play, participation outcomes such as social inclusion, and parent and family impact. Objectives: To examine the measurement properties of tools used to measure progress and outcomes in children with ASD up to the age of 6 years. To identify outcome areas regarded as important by people with ASD and parents. Methods: The MeASURe (Measurement in Autism Spectrum disorder Under Review) research collaboration included ASD experts and review methodologists. We undertook systematic review of tools used in ASD early intervention and observational studies from 1992 to 2013, systematic review, using the COSMIN checklist (Consensus-based Standards for the selection of health Measurement Instruments) of papers addressing the measurement properties of identified tools in children with ASD, and synthesis of evidence and gaps. The review design and process was informed throughout by consultation with stakeholders including parents, young people with ASD, clinicians and researchers. Results: The conceptual framework developed for the review was drawn from the International Classification of Functioning, Disability and Health, including the domains 'Impairments', 'Activity Level Indicators', 'Participation', and 'Family Measures'. In review 1, 10,154 papers were sifted - 3091 by full text - and data extracted from 184, in total, 131 tools were identified, excluding observational coding, study-specific measures and those not in English. In review 2, 2665 papers were sifted and data concerning measurement properties of 57 (43%) tools were extracted from 128 papers. Evidence for the measurement properties of the reviewed tools was combined with information about their accessibility and presentation. Twelve tools were identified as having the strongest supporting evidence, the majority measuring autism characteristics and problem behaviour. The patchy evidence and limited scope of outcomes measured mean these tools do not constitute a 'recommended battery' for use. In particular,there is little evidence that the identified tools would be good at detecting change in intervention studies. The obvious gaps in available outcome measurement include well-being and participation outcomes for children, and family quality-of-life outcomes, domains particularly valued by our informants (young people with ASD and parents). Conclusions: This is the first systematic review of the quality and appropriateness of tools designed to monitor progress and outcomes of young children with ASD. Although it was not possible to recommend fully robust tools at this stage, the review consolidates what is known about the field and will act as a benchmark for future developments. With input from parents and other stakeholders, recommendations are made about priority targets for research. Future work: Priorities include development of a tool to measure child quality of life in ASD, and validation of a potential primary outcome tool for trials of early social communication intervention. Study registration: This study is registered as PROSPERO CRD42012002223. Funding: The National Institute for Health Research Health Technology Assessment programme

Revisiting the Digital Divide(s) : Technology-enhanced English Language Practices at a University in Pakistan

With the rapid penetration of technology in the lives of students, it has become important for educators to look for opportunities to enhance students’ engagement and achievement by integrating technology in education. However, deciding which technologies should be included is a big challenge for higher education institutes, particularly in developing countries with limited financial resources, such as Pakistan. As students’ non-educational use of technologies shapes their academic use of technology and learning process (Swanson & Walker, 2015), integrating students’ preferred technologies can help fulfil their educational needs and expectations. This paper investigates the digital practices of undergraduate students in a public university in Pakistan and examines the impact of gender, study major and medium of education on the use of digital devices by students. The data is drawn from 316 responses to an online survey, administered online. The results of the study reveal that although a substantial proportion of the students had access to digital tools such as smartphones and computers, there was limited use of them for educational purposes. The technology most extensively accessed by undergraduate students for this purpose was mobile phones. Use of university-provided computers and bringing their own computers/laptops to campus were much less popular choices. Further, most students were not sufficiently comfortable with their digital skills to use their devices for educational purposes, although many were interested in getting training in how they could do this

Digital equity for ESOL students in a New Zealand secondary school analysed with Davis’ Arena frame-work

Research set in New Zealand, where English for Speakers of Other Languages (ESOL) is recognised as a priority for equitable inclusion, suggests that ESOL teachers find digital inclusion for migrant and refugee students in secondary schools challenging, requiring teacher initiative and energy. The challenges and complexities of these contexts are presented with an analysis of a case of one ESOLteacher, classified as an innovator using Rogers (2003) adoption of innovations categories. This anal-ysis is set within Davis’ (2018) Arena framework of the co-evolution of education and digital technolo-gies to identify the digital tools used to support migrant and refugee students’ learning and teachingand related challenges. This case study illustrates the challenges faced by one ESOL teacher whochose to use technology in his context. The most important finding of this study is that in ESOL con-texts digital tools can support teachers to individualise their teaching to increase inclusion, equity,and access in secondary schools. However, this is only possible with great effort from the teachersand support from their schools and communities

Digital equity for ESOL students in a New Zealand secondary school analysed with Davis’ Arena frame-work

Research set in New Zealand, where English for Speakers of Other Languages (ESOL) is recognised as a priority for equitable inclusion, suggests that ESOL teachers find digital inclusion for migrant and refugee students in secondary schools challenging, requiring teacher initiative and energy. The challenges and complexities of these contexts are presented with an analysis of a case of one ESOLteacher, classified as an innovator using Rogers (2003) adoption of innovations categories. This anal-ysis is set within Davis’ (2018) Arena framework of the co-evolution of education and digital technolo-gies to identify the digital tools used to support migrant and refugee students’ learning and teachingand related challenges. This case study illustrates the challenges faced by one ESOL teacher whochose to use technology in his context. The most important finding of this study is that in ESOL con-texts digital tools can support teachers to individualise their teaching to increase inclusion, equity,and access in secondary schools. However, this is only possible with great effort from the teachersand support from their schools and communities

Digital equity for ESOL students in a New Zealand secondary school analysed with Davis’ Arena frame-work

Research set in New Zealand, where English for Speakers of Other Languages (ESOL) is recognised as a priority for equitable inclusion, suggests that ESOL teachers find digital inclusion for migrant and refugee students in secondary schools challenging, requiring teacher initiative and energy. The challenges and complexities of these contexts are presented with an analysis of a case of one ESOLteacher, classified as an innovator using Rogers (2003) adoption of innovations categories. This anal-ysis is set within Davis’ (2018) Arena framework of the co-evolution of education and digital technolo-gies to identify the digital tools used to support migrant and refugee students’ learning and teachingand related challenges. This case study illustrates the challenges faced by one ESOL teacher whochose to use technology in his context. The most important finding of this study is that in ESOL con-texts digital tools can support teachers to individualise their teaching to increase inclusion, equity,and access in secondary schools. However, this is only possible with great effort from the teachersand support from their schools and communities