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Many universities in the UK have recently started offering their staff and students free wireless Internet access through Wireless Local Area Network (WLAN) technologies, such as Wi-Fi. Based on a small empirical study of WLAN deployment in a university setting, the article explores adoption processes of the new technology by both the organisation and individuals, and considers factors behind the decision to offer wireless and how students as well as teachers appear to have responded so far. Despite technologists' enthusiasm for the new learning opportunities created by the technology, wireless availability does not appear to result in, or be linked to, a coherent m-learning strategy. Furthermore, the findings suggest that too little attention has been paid to understanding students' social contexts of use and attitudes towards the technology, which are seen as pivotal to the development of wireless pedagogical uses.

The factor structure, internal consistency, and convergent validity of the Autism Diagnostic Interview-Revised (ADI-R) algorithm items were examined in a sample of 226 youngsters with pervasive developmental disabilities. Exploratory factor analyses indicated a three-factor solution closely resembling the original algorithm and explaining 38% of the variance, with one significant discrepancy: Unlike the algorithm, all nonverbal communication items were associated with the Social factor. Internal consistencies of domain scores ranged from 0.54 to 0.84. Correlations between ADI-R domain and total scores and instruments assessing adaptive behavior, psychopathology, and autism were examined. They indicated some similarities between constructs, but also that the ADI-R measures autism in a unique fashion.

Background and Purpose: Conventional MRI measures of multiple sclerosis (MS) disease severity, such as lesion volume and brain atrophy, do not provide information about microstructural tissue changes, which may be driving physical and cognitive progression. Myelin damage in normal‐appearing white matter (NAWM) is likely an important contributor to MS disability. Myelin water fraction (MWF) provides quantitative measurements of myelin. Mean MWF reflects average myelin content, while MWF standard deviation (SD) describes variation in myelin within regions. The myelin heterogeneity index (MHI = SD/mean MWF) is a composite metric of myelin content and myelin variability. We investigated how mean MWF, SD, and MHI compare in differentiating MS from controls and their associations with physical and cognitive disability. Methods: Myelin water imaging data were acquired from 91 MS participants and 31 healthy controls (HC). Segmented whole‐brain NAWM and corpus callosum (CC) NAWM, mean MWF, SD, and MHI were compared between groups. Associations of mean MWF, SD, and MHI with Expanded Disability Status Scale and Symbol Digit Modalities Test were assessed. Results: NAWM and CC MHI had the highest area under the curve:.78 (95% confidence interval [CI]:.69,.86) and.84 (95% CI:.76,.91), respectively, distinguishing MS from HC. Conclusions: Mean MWF, SD, and MHI provide complementary information when assessing regional and global NAWM abnormalities in MS and associations with clinical outcome measures. Examining all three metrics (mean MWF, SD, and MHI) enables a more detailed interpretation of results, depending on whether regions of interest include areas that are more heterogeneous, earlier in the demyelination process, or uniformly injured. [ABSTRACT FROM AUTHOR]

Objective: The current study evaluated the long-term effectiveness of a peer delivered suicide prevention gatekeeper training program for college students. Participants: 1,345 undergraduate students (Mage = 20.24, SD = 3.27; 89.6% White) received the peer led training during a single class-period. Method: Participants completed pre- post- and 3-month follow-up surveys assessing knowledge, perceived intervention skills, willingness to intervene, and self-efficacy. Engagement in gatekeeper behaviors were assessed at follow-up. Two open-ended questions provided data for qualitative analysis. Results: Both quantitative and qualitative data indicated that participants showed substantial increases in all outcomes from pre- to post-training, and these gains were maintained at follow-up. Participants reported engaging in gatekeeper intervention behaviors at follow-up and qualitative results provide evidence this was due to the training. Conclusion: Peer led suicide prevention gatekeeper training is feasible, appears to be effective, and can enhance campus' capacity to provide sustainable suicide prevention programming on campus. [ABSTRACT FROM AUTHOR]