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Tolosa-Hunt syndrome is a rare cause of painful ophthalmoplegia, most commonly presenting with retro-orbital pain and eye motor nerve palsy, most often affecting a single eye. The condition is characterised by an idiopathic process causing granulomatous inflammation to the cavernous sinus affecting, one or multiple cranial nerves that pass therein. The mechanism underlying the inflammation is not well understood, but patients have been observed to respond to steroids during a flare. We present this as a unique case where a multidisciplinary team diagnosed Tolosa-Hunt syndrome despite non-specific MRI findings in the cavernous sinus 1 day following an initially normal MRI.

This chapter emphasizes teaching roles, signature pedagogies, and the pedagogical challenges of online teaching. It lists some basic teaching competencies and preferred attributes as found in the literature. It aligns those competencies and attributes with the Seven Principles for Good Practice in Undergraduate Education and the Community of Inquiry theoretical framework. It suggests that instructors focus on those general principles on the basis that such principles can generate actions appropriate to any teaching situation, including online instruction. It explains the concept of signature pedagogies with their surface, deep, and implicit structures and describes their application in the arts, in the music disciplines, and in online instruction. Among pedagogical challenges, it cites compliance with accreditation standards and active engagement online. It describes some active learning techniques that can be successful online and ways to modify content and pedagogical techniques for the online environment.

This chapter describes issues related to teaching music education online and presents experiences with various types of online music education instruction in narratives provided by professors teaching music education online. It provides background on the development of the music education profession and its pedagogy at undergraduate and graduate levels, including a significant symposium on the future of music education with implications for online instruction. It describes the nature of music education studies at undergraduate and graduate levels and explains the signature pedagogies relevant to those levels. It reviews the state of the practice, including influential publications on undergraduate and graduate music education, and the status of online music education as reported in two national surveys and individual research reports. It features three professors who describe their online teaching experiences: master of music degree online, music education master’s programs and online Community Music Graduate Certificate, and virtual mentoring of preservice music teachers. Each professor offers suggestions for prospective online music education teachers, and the chapter concludes with some lessons drawn from the field.

This chapter describes issues related to teaching applied music online and presents experiences with online applied music instruction in narratives provided by professors engaged in this practice. It provides background on the challenges of online applied music teaching and the nature of applied music study, and it explains the signature pedagogy of applied music, a master–apprentice model. It reviews the state of the practice of online applied music instruction at various levels and asks how instructors might teach applied music effectively online. It features three professors who describe their online teaching experiences: applied piano using specialized equipment at various levels and in various contexts, wind instrument instruction via desktop videoconferencing, and iPad-based instrumental music instruction in a music education methods course. Each professor offers suggestions for prospective online teachers of applied music, and the chapter concludes with some lessons drawn from the field.

This chapter reviews the sudden shift to emergency remote teaching due to the coronavirus pandemic and emphasizes that remote teaching is not online learning. It reiterates ideas expressed in earlier chapters that effective online teaching takes time and careful planning to develop content and pedagogical techniques and to build an online learning community. Based on recent research reports, it suggests that online instruction and associated faculty development efforts will become increasingly important. It recommends that music instructors evaluate courses they developed for emergency remote teaching and build on elements that proved effective. Looking to the future, it reminds instructors to be prepared for the unexpected and offers encouragement that the experience with emergency remote teaching will be useful in the case of any future disruptions.

This chapter summarizes suggestions from the professors who contributed their online teaching experiences in applied music, music theory, music history/musicology, music appreciation, and music education. Topics include keeping efforts small and simple, allowing sufficient development time, and using the same signature pedagogy used in face-to-face classes but delivering it differently online. It synthesizes the lessons from each field, reprising themes from earlier chapters, including topics related to the Seven Principles for Good Practice in Undergraduate Education and the Community of Inquiry theoretical framework. It explores the idea of online teaching as simply teaching but in a different environment and with different tools. Finally, it offers an action plan for easing into online teaching viewed as an expansion of a professor’s current teaching repertoire with the instructor in the central role of director of learning.

This chapter summarizes the status of online learning as published in some recent national reports and the status of online learning in music as reported in a national survey of online courses in music. It offers an objective perspective on similarities and differences between face-to-face and online teaching and learning. It cites the “no significant difference” phenomenon while acknowledging the special challenges imposed on infrastructure by online music instruction. It highlights accreditation standards relevant to online music teaching and learning as well as quality standards for online education. It reviews some fundamental principles that apply to learning generally as well as to online learning in any discipline. Finally, it describes a theoretical framework for online learning that has implications for teaching personas and online pedagogy.

This chapter describes issues related to teaching music theory online and presents experiences with online music theory instruction in narratives provided by professors teaching music theory online. It provides background on music theory pedagogy and the nature of music theory study. It lists accreditation standards for the study of music theory and explains its signature pedagogy. It reviews the state of the practice, including the status of music theory curricula and online music theory instruction as reported in several surveys. It features four professors who describe their online teaching experiences: development, evolution, and teaching of a fully online music fundamentals course; asynchronous music theory courses; and music theory pedagogy in flipped classrooms. Each professor offers suggestions for prospective online music theory teachers, and the chapter concludes with some lessons drawn from the field.

This chapter describes issues related to teaching music history/musicology online and presents experiences with online music history instruction in narratives provided by professors teaching music history online. It provides background on music history pedagogy and the nature of music history study. It lists accreditation standards for the study of music history and explains its signature pedagogy. It reviews the state of the practice, including the status of online music history instruction as reported in several surveys, and asks how instructors might teach music history effectively online. It features four professors who describe their online teaching experiences: music history online, a constructivist approach to teaching music history online, a flipped music history classroom, and a digital mapping project. Each professor offers suggestions for prospective online music history teachers, and the chapter concludes with some lessons drawn from the field.

This chapter describes issues related to teaching music appreciation online and presents experiences with online music appreciation instruction in narratives provided by professors teaching music appreciation online. It provides background on music appreciation pedagogy, including significant conferences on music in general studies. It describes the nature of music appreciation study as rooted in the disciplines of music theory and musicology, lists accreditation standards for music in general studies, and explains its signature pedagogy. It reviews the state of the practice, including pedagogical innovations as reported in the literature and the status of online music appreciation instruction as reported in a national survey. It features two professors who describe their online teaching experiences: music appreciation online for a diverse audience and music appreciation online for adult learners. Each professor offers suggestions for prospective online music appreciation teachers, and the chapter concludes with some lessons drawn from the field.

This chapter explores various facets of teacher identity: college teacher identity, online teacher identity, teaching persona, online teaching persona, and teacher roles in the online environment. It emphasizes expanding an instructor’s existing teaching repertoire to enhance current teacher identity with an evolving online teacher persona. It describes online teaching presence and its subcategories of design/organization, facilitation, and direct instruction as defined in the Community of Inquiry theoretical framework. It further explores the roles implied by those categories: course designer/curator, facilitator as “sage on the stage” or “guide on the side,” and scholar. Drawing on surveys of both online students and online teachers, it offers their perspectives on teaching presence. Finally, it emphasizes the central role of the instructor as director of learning, an overarching role that includes all the others.

Liquid crystalline elastomers (LCEs) are shape-changing materials that exhibit large deformations in response to applied stimuli. Local control of the orientation of LCEs spatially directs the deformation of these materials to realize spontaneous shape change in response to stimuli. Prior approaches to shape programming in LCEs utilize patterning techniques that involve the detailed inscription of spatially varying nematic fields to produce sheets. These patterned sheets deform into elaborate geometries with complex Gaussian curvatures. Here, we present an alternative approach to realize shape-morphing in LCEs where spatial patterning of the crosslink density locally regulates the material deformation magnitude on either side of a prescribed interface curve. We also present a simple mathematical model describing the behavior of these materials. Further experiments coupled with the mathematical model demonstrate the control of the sign of Gaussian curvature, which is used in combination with heat transfer effects to design LCEs that self-clean as a result of temperature-dependent actuation properties.

Objectives To quantify the predicted occlusal contact outcomes compared with the clinically achieved occlusal contacts following treatment using the Invisalign aligner appliance. Materials and Methods The occlusal contacts of 33 adult patients presenting with a Class I mild-to-moderate malocclusion (spacing Results The mean (standard deviation) difference between the achieved occlusal contact was significantly less than that predicted for overall occlusal contact and posterior occlusal contact (P < .0025). The achieved posterior occlusal contact was also less than pretreatment initial posterior occlusal contact. There was no difference in anterior occlusal contact between the predicted and achieved outcomes (P > .05). The central and lateral incisors displayed no statistically significant difference between the predicted and achieved occlusal contact. The patients with prescribed overcorrection demonstrated a statistically significant difference in predicted occlusal contact compared with those with nonprescribed overcorrection (P ≤ .0025), but no statistically significant difference in achieved occlusal contact. Conclusions Treatment by the Invisalign appliance in Class I mild-to-moderate malocclusion resulted in a decrease in posterior occlusal contact. Further research is required to account for the deficiencies between the predicted and achieved clinical outcome related to occlusal contact and to determine the corrective changes required in the treatment protocols.

IJRP 13: Full Issue Table of Contents Sarah Lynne Bowman, William J. White, and Evan Torner, "Editorial: Transformative Play Seminar 2022: Education,Personal Development, and Meaning Making” This special issue is the first of a two-part series collecting the short articles presented during the Transformative Play Initiative Seminar, held at Uppsala University Campus Gotland in Visby, Sweden on October 20-21, 2022. Maryanne Cullinanand Jennifer Genova, “Gaming the Systems: A Component Analysis Frameworkfor the Classroom Use of RPGs” This article presents guidelines for constructing educational experiences with learning role-playing games (LRPGs) based on specific learning objectives, including academic skills, social emotional skills, and executive functioning skills. Josefin Westborg, “The Educational Role-Playing Game Design Matrix:Mapping Design Components onto Types of Education” This article offers categories for understanding different facets of learning and role-playing games, including setting, purpose, framing, type of processing, and learning objectives. Types of games categorized include leisure, stand-alone educational RPGs, RPGs in education, and Educational RPGs. Aditya Anupam, "Playing the Belly of the Beast: Games for Learning Strategic Thinking in Tech Ethics" This article discusses the design of an interactive digital narrative the author is developing called Lights Out Warehouse, which is geared toward engineering students in universities. The game explores ethical issues around automated labor and organizing. Xiong Shuo,Ruoyu Wen, andHuijuan Zheng, “The Player Category Research of Murder Mystery Games” This article introduces the development process of Jubensha in China. Inspired by Bartle’s (1996) Player Taxonomy the authors build a model of a player typology for MMG, including the professor, braggart, conqueror, detective, actor, politician, socializer, and viewer. Miguel Angel BastarracheaMagnani, “A Coin with Two Sides:Role-Playing Games as Symbolic Devices” This article explores RPGs through the lens of philosophy and depth psychology. He discusses their ritual and mythic nature and how these elements converge as symbols. Ayça Durmus andSedef Topcuoglu, “Self Arcana: A Self-Reflective, Story-Based Tarot Game” This article discusses the development of Self Arcana, a role-playing game involving drawing one’s own tarot cards and engaging in storytelling in order to achieve greater self-insight. The authors offer a duoethnography featuring their experiences designing and playing the game. Giuseppe Femia, “A Reparative Play in Dungeons & Dragons” This article highlights RPGs’ potential for reparative play in which participants can express queer identities. The author includes an autoethnographic account of his experiences in Dungeons & Dragons, which allowed him to express his assexuality in meaningful ways. Albert R. Spencer, “The Vampire Foucault:Erotic Horror Role-Playing Games as a Technologies of the Self” This article describes the potential of erotic horror role-playing games such as in the World of Darkness to provide opportunities for transformative bleed.

Editorial - Transformative Play Seminar 2022: Education, Meaning Making, and Personal Development

Outdoor recreation is one of the most widely recognized ecosystem services provided by forests and grasslands in the world. This paper examined the influence of factors not related to landscape values, such as ethnicity and gasoline prices, on individual participation in outdoor recreation in the southeastern region of the U.S. The model results showed that there were no significant (p > 0.05) differences between the race groups (Caucasians and non-Caucasians) for participation in the different activities either between racial groups or among National Forest (NF). This may be due to the very high proportion of Caucasian participants in the study. The results also revealed that travel costs negatively influence the number of NF visits. The number of NF visits decreases if the gasoline price increases by 20% and more. The results of this study have practical importance for different entities such as stakeholders, tourism operators, the United States Department of Agriculture (USDA) Forest Service, and local authorities.

The role played by research scholars in the dissemination of scientific knowledge on social media has always been a central topic in social media metrics (altmetrics) research. Different approaches have been implemented to identify and characterize active scholars on social media platforms like Twitter. Some limitations of past approaches were their complexity and, most importantly, their reliance on licensed scientometric and altmetric data. The emergence of new open data sources such as OpenAlex or Crossref Event Data provides opportunities to identify scholars on social media using only open data. This paper presents a novel and simple approach to match authors from OpenAlex with Twitter users identified in Crossref Event Data. The matching procedure is described and validated with ORCID data. The new approach matches nearly 500,000 matched scholars with their Twitter accounts with a level of high precision and moderate recall. The data set of matched scholars is described and made openly available to the scientific community to empower more advanced studies of the interactions of research scholars on Twitter.

A course-based undergraduate research experience (CURE) is described, both in its original, field-based and in-person design, as well as its adaptation to online delivery during the COVID-19 pandemic. The CURE experience was centered around the topic of microbes attaching to ocean plastic debris, and included connecting nontraditional undergraduate students attending a primarily teaching institution to personnel of a research-intensive institution. The CURE was implemented in nonmajors and majors’ general biology laboratory courses, as well as in an introductory microbiology lab course for health majors. Student perception of the CURE was assessed quantitatively through self-administered retrospective surveys, and qualitatively using open-ended survey questions and focus group interviews. Survey questions were grouped into four themes: (1) research at the research institution, (2) research at the teaching institution, (3) laboratory skills, and (4) interest in science. To assess impact of the CURE by modality, major and course level, theme scores were analyzed using ANOVAs (α = 0.05). Changes in student perception of learning were measured by comparing the “before” and “after” survey scores in each theme. The main source of variation in the model was time, followed by theme and major, while modality had a negligible effect. Overall, there were increases in student perception of learning across all themes across modality, major, and course level; however, not all were statistically significant. Highest gains were observed among nonmajors, while those of the majors’ upper division courses were the lowest. On the other hand, majors’ overall scores were the highest. Health majors’ survey gains were mostly between those of nonmajors and majors. Qualitative data contextualized the quantitative results. The online adaptation was a valuable alternative, especially for nonmajors, as it expanded the range of students reached, with results similar to the in-person alternative. Preliminary data show a positive effect of the CURE in student success majoring in biology.

Type 1 von Willebrand disease (VWD) is associated with a reduction in qualitatively normal von Willebrand factor (VWF). Current diagnostic guidelines only take into consideration the contribution of basal VWF levels, despite a lack of correlation with bleeding severity. Defects in stimulated VWF release, which occurs after hemostatic challenge, may contribute to bleeding in type 1 VWD, but the pathogenic mechanisms are poorly defined. In this study, a layered multiomic approach including messenger RNA (mRNA) and microRNA (miRNA) sequencing was used to evaluate transcriptome-wide differences between type 1 VWD- and control-derived endothelial colony forming cells (ECFCs) during basal and stimulated VWF release. ECFCs from 8 patients with type 1 VWD and 4 other patients were included in this study as controls. VWF protein analysis revealed heterogenous responses to stimulation among type 1 VWD and control ECFCs. During basal VWF release, 64 mRNAs and 7 miRNAs were differentially regulated between type 1 VWD and control ECFCs, and 65 putatively pathogenic miRNA-mRNA interactions were identified. During stimulated VWF release, 190 mRNAs and 5 mRNAs were differentially regulated between type 1 VWD and control ECFCs, and 110 putatively pathogenic miRNA-mRNA interactions were identified. Five gene ontology terms including coagulation, regulation of cell shape, and regulation of cell signaling were also differentially regulated in type 1 VWD ECFCs during stimulated release. To our knowledge, we have shown for the first time that transcriptome-wide differences exist between type 1 VWD and control ECFCs. These differences may contribute to bleeding in type 1 VWD, and further investigation may reveal novel biomarkers and therapeutic targets.

Approximately one-third of people with chronic Trypanosoma cruzi infection develop Chagas cardiomyopathy, which carries a poor prognosis. Accurate prediction of which individuals will go on to develop Chagas cardiomyopathy remains elusive. We performed a systematic review of literature comparing characteristics of individuals with chronic Chagas disease with or without evidence of cardiomyopathy. Studies were not excluded on the basis of language or publication date. Our review yielded a total of 311 relevant publications. We further examined the subset of 170 studies with data regarding individual age, sex, or parasite load. A meta-analysis of 106 eligible studies indicated that male sex was associated with having Chagas cardiomyopathy (Hedge’s g: 1.56, 95% CI: 1.07–2.04), and a meta-analysis of 91 eligible studies indicated that older age was associated with having Chagas cardiomyopathy (Hedge’s g: 0.66, 95% CI: 0.41–0.91). A meta-analysis of four eligible studies did not find an association between parasite load and disease state. This study provides the first systematic review to assess whether age, sex, and parasite load are associated with Chagas cardiomyopathy. Our findings suggest that older and male patients with Chagas disease are more likely to have cardiomyopathy, although we are unable to identify causal relationships due to the high heterogeneity and predominantly retrospective study designs in the current literature. Prospective, multidecade studies are needed to better characterize the clinical course of Chagas disease and identify risk factors for progression to Chagas cardiomyopathy.

Current methods to identify cardiac implantable electronic devices (CIED) lead failure include post-approval studies, which may be limited in scope, participant numbers, and attrition; studies relying on administrative codes, which lack specificity; and voluntary adverse event reporting, which cannot determine incidence or attribution to the lead.To determine whether adjudicated remote monitoring (RM) data can address these limitations and augment lead safety evaluation.Among 48,191 actively monitored patients with CIEDs, we identified RM transmissions signifying incident lead abnormalities and, separately, identified all leads abandoned or extracted between 4/1/19-4/1/21. We queried electronic health record (EHR) and Medicare fee-for-service claims data to determine if patients had administrative codes for lead failure. We verified lead failure through manual EHR review.Of 48,191 patients, 1170 (2.4%) had incident lead abnormalities detected on RM. Of these, 409 patients had administrative codes for lead failure, and 233 (57.0%) of these patients had structural lead failure verified through chart review. Among the 761 patients without administrative codes, 167 (21.9%) had structural lead failure verified through chart review. Thus, 400 (66.7%) total patients with RM transmissions suggestive of lead abnormalities had structural lead failure. In addition, 200 patients without preceding abnormal remote transmissions had leads abandoned or extracted for structural failure. Patients with isolated right atrial or left ventricular lead failure were less likely to have lead replacement and administrative codes reflective of lead failure.Remote monitoring may strengthen real-world assessment of lead failure, particularly for leads where patients do not undergo replacement.

The citrus industry in Florida faces a destructive endemic disease, known as huanglongbing (HLB), associated with Candidatus Liberibacter asiaticus (CLas), a phloem-limited bacterium, and transmitted by the Asian citrus psyllid (ACP). Rootstocks are regarded as critical to keep citrus production commercially viable and help trees cope with the disease. Although most scions are susceptible, some rootstocks are HLB-tolerant and may influence ACP infestation and CLas colonization and therefore the grafted tree tolerance. This study aimed to elucidate the relative influence of rootstock and scion on insect vector infestation and CLas colonization under natural HLB-endemic conditions. Seven commercial rootstock cultivars with different genetic backgrounds were grafted with ‘Valencia’ sweet orange (Citrus sinensis) or were self-grafted (non-‘Valencia’) and planted in an open field where ACP and CLas were abundant. ACP infestation was determined weekly during periods of leaf flushing, and leaves and roots were analyzed every 3 months to determine CLas titers. Trees with ‘Valencia’ scion were more attractive to the psyllids than non-‘Valencia’ scions. This was also associated with a higher number of bacteria and a larger abundance of foliar HLB symptoms. The influence of the rootstock on the psyllid attraction of grafted ‘Valencia’ scion was less evident, and leaf CLas titers were similar regardless of the rootstock. Among the non-‘Valencia’ scions, Carrizo had the lowest and US-942 the highest leaf CLas titers. Root CLas titers also varied among cultivars, and standard sour orange roots harbored more bacteria than some trifoliate orange hybrid rootstocks such as US-942. In some trees, CLas was detected first in the roots 4 months after planting, but root CLas titers remained low throughout the study. In contrast, leaf CLas titers increased over time and were considerably higher than root titers from 7 months until the end of the study, 15 months after planting. Overall, the results of this study demonstrate a greater relative influence of the scion than the rootstock on ACP infestation and CLas colonization during the early stages of infection. This suggests that other cultivar-specific traits, such as the ability to tolerate other stresses and to absorb water and nutrients more efficiently, along with influences on the scion phenology, may play a larger role in the rootstock influence on the grafted tree tolerance during the later stages of HLB progression.

COVID-19 highlights preexisting inequities that affect health outcomes and access to care for Black and Brown Americans. The Marion County Public Health Department in Indiana sought to address inequities in COVID-19 testing by using surveillance data to place community testing sites in areas with the highest incidence of disease. Testing site demographic data indicated that targeted testing reached populations with the highest disease burden, suggesting that local health departments can effectively use surveillance data as a tool to address inequities. (Am J Public Health. 2021;111(S3):S197–S200. https://doi.org/10.2105/AJPH.2021.306421 )

Rapid genomic sequencing (rGS) is being increasingly used in neonatal and paediatric intensive care units. While there is emerging evidence of clinical utility and cost-effectiveness, concerns have been raised regarding the impact of delivering genomic results in an acute care setting. To help investigate these concerns, we analysed survey data collected from caregivers whose children had received rGS through a national rapid genomic diagnosis program. The impact of rGS on families was assessed through the PedsQL2.0 Family Impact Module and the State-Trait Anxiety Inventory (STAI-6). Sixty-one parents/carers completed the survey during the study period (response rate 48%; 61/128). Mean parent and family functioning was reduced in this sample, reflecting the stressful conditions facing families with critically unwell children. We found caregivers whose children had received a diagnostic result through rGS reported a reduced family relationships score compared to caregivers of children who did not receive a diagnosis. These findings have implications for genetic counselling practice in this setting. ispartof: EUROPEAN JOURNAL OF HUMAN GENETICS vol:30 issue:9 pages:1036-1043 ispartof: location:England status: published

The March 18, 2020, Mw 5.7 Magna earthquake was the largest earthquake in Utah since the 1992 ML 5.8 St. George earthquake. The Magna earthquake occurred in the northwest corner of the Salt Lake Valley, home to 1.2 million people. Immediately following the earthquake, the Utah Geological Survey organized teams to collect perishable field data on the geologic effects of ground shaking near the epicenter, as well as establish a web-based digital clearinghouse to collect, distribute, and archive data related to the earthquake. This earthquake also coincided with the beginning of the COVID-19 global pandemic, which added extra challenges to our earthquake response. Teams used a small, unmanned aircraft system to obtain aerial photos and videos of geologic effects to supplement ground-based reconnaissance. The observed geologic effects of ground motions from the Magna earthquake include liquefaction in the form of sand boils, tension cracks, lateral spreading, and localized subsidence. No primary surface fault rupture was observed. The areas with the highest observed concentration of liquefaction features were close to the shore of Great Salt Lake and near the epicenter, northeast of the town of Magna. Photos and other documentation of the geologic effects associated with this earthquake are critical in helping to understand the hazards associated with moderate magnitude earthquakes in the Wasatch Front region. The earthquake sequence and associated geologic effects were well documented, due to the proximity to a major metropolitan area and the mainshock and aftershocks occurring within the densest part of the Utah Regional Seismic Network. In the two years since the earthquake, numerous studies have been published documenting and interpreting data to characterize the Magna event and discuss how new data add to what is known about seismic hazards along the Wasatch Front.

Scheduling factors such as a visiting team playing a game back-to-back against a rested home team can affect the win probability of the teams for that game and potentially affect teams unevenly throughout the season. This study examines schedule inequity in the National Basketball Association (NBA) for the seasons 2000–01 through 2018–19. By schedule inequity, we mean the effect of a comprehensive set of schedule factors, other than opponents, on team success and how much these effects differ across teams. We use a logistic regression model and Monte Carlo simulations to identify schedule factor variables that influence the probability of the home team winning in each game (the teams playing are control variables) and construct schedule inequity measures. We evaluate these measures for each NBA season, trends in the measures over time, and the potential effectiveness of broad prescriptive approaches to reduce schedule inequity. We find that, although schedule equity has improved over time, schedule differences disproportionately affect team success measures. Moreover, we find that balancing the frequency of schedule variables across teams is a more effective method of mitigating schedule inequity than reducing the total frequency, although combining both methods is the most effective strategy.