Search

BackgroundFacial expressions require the complex coordination of 43 different facial muscles. Parkinson disease (PD) affects facial musculature leading to “hypomimia” or “masked facies.” ObjectiveWe aimed to determine whether modern computer vision techniques can be applied to detect masked facies and quantify drug states in PD. MethodsWe trained a convolutional neural network on images extracted from videos of 107 self-identified people with PD, along with 1595 videos of controls, in order to detect PD hypomimia cues. This trained model was applied to clinical interviews of 35 PD patients in their on and off drug motor states, and seven journalist interviews of the actor Alan Alda obtained before and after he was diagnosed with PD. ResultsThe algorithm achieved a test set area under the receiver operating characteristic curve of 0.71 on 54 subjects to detect PD hypomimia, compared to a value of 0.75 for trained neurologists using the United Parkinson Disease Rating Scale-III Facial Expression score. Additionally, the model accuracy to classify the on and off drug states in the clinical samples was 63% (22/35), in contrast to an accuracy of 46% (16/35) when using clinical rater scores. Finally, each of Alan Alda’s seven interviews were successfully classified as occurring before (versus after) his diagnosis, with 100% accuracy (7/7). ConclusionsThis proof-of-principle pilot study demonstrated that computer vision holds promise as a valuable tool for PD hypomimia and for monitoring a patient’s motor state in an objective and noninvasive way, particularly given the increasing importance of telemedicine.

Good teachers are a major predictor of students' success in school and beyond it. Finding ways to increase the quality of teaching has been a concern for educational systems across various income contexts and, particularly, in the Global South. This paper discusses the iterative design of an online teacher professional development program geared to improving teachers' English language instruction by means of implementing early literacy software. The program was implemented in various modes (face-to-face, blended and online) with early primary teachers scattered throughout Kenya during the pandemic school closures and after reopening. Relying on the blended learning approach, a potentially effective technology-driven TPD offers multifaceted content, has adaptive and flexible design, and is ongoing until mastery of core concepts is achieved. Further, such solution develops motivational dispositions of teachers about teaching with early literacy software so that its perceived value and the likelihood of success are high, and the benefits outweigh the costs of implementation. The next step of this research is to learn about the specific outcomes of the blended TPD, including changes in literacy instruction and subsequent improvements in student literacy skills.

To align with Kenya 2030 Vision of education for self-reliance, there is a growing need for classroom instruction that develops students' capacity to be in control of their learning. This paper reports a two-year study that tested feasibility of implementing ePEARL, an e-portfolio, in the context of Kenyan public schools. By design, the digital portfolio supports the key learning processes though the phases of self-regulated learning--forethought, performance, and self-reflection. In this study, students (N=137) from four secondary classrooms used the tool as part of classroom instruction to complete their project assignments. Repeated measures analyses revealed that, over-time, students who demonstrated fuller use of ePEARL made significantly higher gains and reported higher level of self-regulated strategies compared to their classmates who hardly used the tool. The results suggest that in order to yield important benefits, the tool should be meaningfully integrated into classroom instruction.

This paper reports a case of implementing the free web-based interactive literacy software, ABRACADBRA, in early childhood education classes of Mombasa County, Kenya. A comprehensive model of training and support was offered to classroom teachers to help them integrate the software in preschool English Language instruction for three terms in 2019. The recorded changes in teaching suggest improvements in young students' foundational reading ability and computer skills among others. A combination of teacher resilience and school leadership drove successful implementation of ABRACADBRA. Avenues for future research include studying the effects of the software on a range of preschoolers' learning outcomes and examining the training and support model for optimal, sustainable, and scalable effects on instruction.

This paper explores factors to increase the likelihood that the implementation of ABRACADABRA, a technology-based approach to teaching and learning literacy, endures and expands beyond the initial research. Started as a pilot study in 12 classrooms, the implementation spread to more than 500 primary classrooms over six years in five areas of Kenya. Drawing from research about scalability and sustainability of educational interventions and value-expectancy-cost theory, an exploratory survey was designed to interview a range of actors involved in the software implementation. We used a combination of an a priori and data-driven coding approaches to analyse the narratives. We then built a model exploring the relationship between expectancy-value-cost beliefs and the factors associated with implementation and sustainability. The model explained an important portion of variance in the self-reported intent to use the software with the most significant contributions from policies, professional development, and students. These findings may be useful in the context of low- and medium-income countries where no research-proven principles exist to building sustainable and scalable educational interventions.

This study investigated the effectiveness of ABRACADABRA (ABRA), a web-based literacy program, developed by the Center for the Study of Learning and Performance at Concordia University, in facilitating the literacy attainment of third-grade primary school students in an area of rural China. Researchers shared the experiences of localizing ABRA to make it more readily accepted by the regional teachers. Ten schools (five experimental, five control) with 339 students participated in a one-year-long matched control study; participants in both groups took pre- and post-intervention tests. The treatment group outperformed the controls on all six key reading outcomes: Phonological Awareness (ES = +0.64), Phonemic Awareness (ES = +0. 57), Early Literacy Skills (ES = +0.70), Initial Letter Sound Fluency (ES = +0.38), Segmenting (ES = +0.81), and Non-word Reading (ES = +0.92). These outcomes suggest ABRA is effective in a context where English is used as a foreign language, and the learning resources are limited. ABRA is useful in facilitating the integration of information and communication technologies (ICTs) into the course syllabus.

Edited by Rahman Dag and Ozgur Tufekci Lexington Book, 2023, 240 pages, [pounds sterling]35.00, ISBN: 9781666914115 The expansive region stretching from the Baltic states to Central Asia has become a [...]

Purpose: This study explores the effectiveness of a A Balanced Reading Approach for Children Always Designed to Achieve Best Results for All (ABRACADABRA; hereinafter, ABRA)--a web-based literacy program designed by Concordia University in Canada--on third-grade students in Nanjing, China. Design/Approach/Methods: Participants comprised 999 students from three treatment schools (N = 711) and three control schools (N = 288). Three different approaches were used in the treatment schools: namely, a computer laboratory once a week, noontime study after lunch, and single-game instruction (SG) during every English lesson. Interviews were also conducted with teachers, producing qualitative data. Findings: Following 20 weeks of intervention, the overall effect size was +0.05. The SG group reflected the smallest effect size (d = -0.52). The noontime study group produced an effect size of 0.39, and the laboratory group an effect size of 0.55. This study conducted interviews with teachers to gain a qualitative understanding of the differential impacts. In doing so, this study found that teachers in the SG group were poorly motivated due to a lack of school support and heavy workload, resulting in passive roles and low ABRA program intensity. Originality/Value: The results of this study indicate that ABRA is an effective means of improving Chinese students' English literacy skills. Results also underscore the need for critical measures to encourage teachers to actively participate in the program.

ABRACADABRA (abbreviated as ABRA) is a software developed by Concordia University in Canada that focuses on natural spelling and aims to improve English reading ability. This research is based on 129 first graders, 213 second graders, and 275 third graders in the elementary school of Lianyungang Ganyu Huajie Bilingual School. We carried out a one-semester pre-and post-test and quasi-natural experimental research design to explore the effect of ABRA on students of different grades. The study results showed that ABRA improved students' abilities in all grades to varying degrees, but the impact of the first graders got the most significant. The results of classroom observations and interviews with teachers showed that teachers needed to apply systematic teaching strategies and the control of class attention play a key role in it. To improve students' English ability, teachers need to effectively improve their ability to apply information technology, especially in English class. Particularly in low-grade classrooms, attention should be paid to the management of class discipline to maintain its efficiency.

This study was undertaken to learn about the impact of using the web-based Inquiry Strategies for the Information Society of the Twenty-First Century (ISIS-21), software developed by the authors, to improve the information literacy (IL) skills of late elementary students (10-12 years). Using a series of multi-media and learning strategies design principles, ISIS-21 was designed to be used in late elementary classrooms given the gap in children's IL skills and the increasing importance for individuals to be critical consumers of information, particularly when using Internet-based environments. An exploratory, two-phase field trial was conducted in English schools in a central province of Canada. In both phases the research design was a one-group, pretest-posttest where data were collected from 150 students at the baseline and after the use of ISIS-21 for completion of an inquiry project. Teacher self-reports were also collected. The results were encouraging as we were able to establish the feasibility and importance of using ISIS-21 in classrooms to promote the development of IL skills in late elementary students.

Abstract SARS-CoV-2 infection requires Spike protein-mediated fusion between the viral and cellular membranes. The fusogenic activity of Spike depends on its post-translational lipid modification by host S-acyltransferases, predominantly ZDHHC20. Previous observations indicate that SARS-CoV-2 infection augments the S-acylation of Spike when compared to mere Spike transfection. Here, we find that SARS-CoV-2 infection triggers a change in the transcriptional start site of the zdhhc20 gene, both in cells and in an in vivo infection model, resulting in a 67-amino–acid-long N-terminally extended protein with approx. 40 times higher Spike acylating activity, resulting in enhanced fusion of viruses with host cells. Furthermore, we observed the same induced transcriptional change in response to other challenges, such as chemically induced colitis and pore-forming toxins, indicating that SARS-CoV-2 hijacks an existing cell damage response pathway to optimize it fusion glycoprotein.

The respiratory mucus, a viscoelastic gel, effectuates a primary line of the airway defense when operated by the mucociliary clearance. In chronic respiratory diseases (CRDs), such as asthma, chronic obstructive pulmonary disease (COPD), and cystic fibrosis (CF), the mucus is overproduced and its solid content augments, changing its structure and viscoelastic properties and determining a derangement of essential defense mechanisms against opportunistic microbial (virus and bacteria) pathogens. This ensues in damaging of the airways, leading to a vicious cycle of obstruction and infection responsible for the harsh clinical evolution of these CRDs. Here, we review the essential features of normal and pathological mucus (i.e., sputum in CF, COPD, and asthma), i.e., mucin content, structure (mesh size), micro/macro-rheology, pH, and osmotic pressure, ending with the awareness that sputum biomarkers (mucins, inflammatory proteins and peptides, and metabolites) might serve to indicate acute exacerbation and response to therapies. There are some indications that old and novel treatments may change the structure, viscoelastic properties, and biomarker content of sputum; however, a wealth of work is still needed to embrace these measures as correlates of disease severity in association with (or even as substitutes of) pulmonary functional tests.