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Mixed reality (XR) environments combining real-to-virtual immersive experiences provide unprecedented potential for reframing educational pedagogy and practice. XR environments provide scaffolded learning points accommodating individual needs, while enhancing sensorial and embodied experiences. XR environments can facilitate self-determined (heutagogical) experience-based learning and esthetic visualization of wicked problems, making complex knowledge more accessible. Here we report on a study exploring the design of mobile learning with education outside the classroom (EOTC), heutagogy, and free-choice learning to enhance marine ecological literacy, based on a bring your own device (BYOD) XR intervention at a marine educational center in Aotearoa New Zealand. Findings indicate that XR affordances can enhance the understanding of complex marine conservation science, facilitating ecological literacy knowledge, attitudes and behavior change. Implications include pedagogical rethinking of EOTC with self-determined mobile learning; haptic, sensorial and embodied XR design considerations for environmental education; and epistemological speculation on learning phenomena in real-to-virtual immersive environments.

This article evaluates the results of two prototype iterations of a design-based research project that explores the application of mobile mixed reality (MMR) to enhance critical care clinical health education simulation in Paramedicine. The project utilises MMR to introduce critical elements of patient and practitioner risk and stress into clinical simulation learning scenarios to create more authentic learning environments. Subjective participant feedback is triangulated against participant biometric data to validate the level of participant stress introduced to clinical simulation through the addition of MMR. Results show a positive impact on the learning experience for both novice and professional paramedic practitioners. The article highlights the development of implementation and data triangulation methodologies that can be utilised to enhance wider clinical simulation contexts than the original context of Paramedicine education. We argue that our collaborative transdisciplinary design team model provides a transferable framework for designing MMR-enhanced clinical simulation environments.

In this article, we present a theoretical framework for mixed reality (MR/XR) self-determined learning to enhance ecological literacy in free-choice educational settings. The framework emerged from a research study in New Zealand which aimed to explore how learning experiences which incorporate mobile technologies within free-choice learning settings can be designed to enhance learner development of marine ecological literacy. An understanding of how mobile technology can be integrated into the teaching and learning of sustainability education that incorporates free-choice learning contexts, such as visitor centres, is of strategic importance to both education outside the classroom and adult learning. Following a design-based research methodology, the framework is presented in the form of a set of design principles and guidelines, informed by key theories in ecological literacy and free-choice learning, heutagogy, bring your own device and self-determined learning. We briefly describe how the framework provided the foundation for an educational intervention. This paper aims to assist researchers and developers of MR/XR immersive learning environments to consider design principles and processes that can enhance learning outcomes within free-choice settings, such as museums and visitor centres.

In environmental education research (EER), love is revered as a way to heal or mend the human relationship with nature. However, this interpretation of love rests in a humanist paradigm that considers nonhuman nature as external to the human being. To this end, love has generally been considered as an outward emotion, "towards nature," and is less considered an inner movement, "towards the human as nature." We were interested in exploring this conceptualisation of nature and love of/as nature and question: Is there potential to locate the concept of love in EER through different theoretical positions to explore the possibilities for its (re)conceptualisation? We aim to stretch academic thinking to (re)consider love through identifying where our own research in environmental education has involved love through the intersection of our journeys at the Australian Association of Environmental Education Research Symposium workshop. In response to the context of this workshop, which explored the concept of diffraction as described by Barad, we have chosen to adopt a diffractive analysis as the methodology to analyse our theoretical perspectives of love in EER. We explore the word "love" in this article using diffraction to understand the relationality of human and nonhuman nature through our research interests in Steiner, ecosomaesthetics and biophilia. This process cracked our theoretical silos to more openly consider: Where is the love in EER?

Acute myocardial infarction (AMI) results from vulnerable plaque rupture, causing ischemic cardiomyocyte necrosis and intense inflammation. Paradoxically, this inflammation releases factors that aid heart repair. Recent findings suggest a role for extracellular vesicles (EVs) in intercellular communication during post-AMI cardiac repair. However, EVs' tissue origin and chemokine profile in the blood of patients with AMI remains unclear. This study characterized the tissue origin and chemokine receptor profile of EVs in the coronary and peripheral blood of patients with AMI. The results reveal that vesicles isolated from coronary and peripheral blood plasma are enriched in tetraspanin (CD9) and express CD81+, CD90+, and CD144+. The vesicle size ranged between 145 and 162 nm, with the control group exhibiting smaller vesicles (D10) than the AMI group. Furthermore, all vesicles expressed CCR6 and CXCR3, whereas a small percentage expressed CCR4. In addition, a decrease in CXCR3 and CCR6 expression was observed in coronary and peripheral AMI blood vesicles compared with the control; however, no difference was found between AMI coronary and AMI peripheral blood vesicles. In conclusion, our study demonstrates, for the first time, changes in the number of extracellular vesicles expressing CD144+, CXCR3, and CCR6 in the peripheral circulation of patients with AMI. Extracellular vesicles present in the circulation of patients with AMI hold excellent promise as a potential diagnostic tool. [ABSTRACT FROM AUTHOR]

Morgado, Nuria y Rolando Pérez. Filosofía y culturas hispánicas: Nuevas perspectivas. Juan de la Cuesta Hispanic Monographs, 2016. 344 pp.

In this study, an innovative conductive hybrid biomaterial was synthetized using collagen (COL) and reduced graphene oxide (rGO) in order for it to be used as a wound dressing. The hydrogels were plasticized with glycerol and enzymatically cross-linked with horseradish peroxidase (HRP). A successful interaction among the components was demonstrated by FTIR, XRD, and XPS. It was demonstrated that increasing the rGO concentration led to higher conductivity and negative charge density values. Moreover, rGO also improved the stability of hydrogels, which was expressed by a reduction in the biodegradation rate. Furthermore, the hydrogel's stability against the enzymatic action of collagenase type I was also strengthened by both the enzymatic cross-linking and the polymerization of dopamine. However, their absorption capacity, reaching values of 215 g/g, indicates the high potential of the hydrogels to absorb fluids. The rise of these properties positively influenced the wound closure process, achieving an 84.5% in vitro closure rate after 48 h. These findings clearly demonstrate that these original composite biomaterials can be a viable choice for wound healing purposes. [ABSTRACT FROM AUTHOR]

The predominance of Western thought, traditionally dualistic and reductionist, has simplified and devalued the complexity and richness of the historical-cultural heritage, including the tangible and intangible heritage of lagging communities and Indigenous peoples across the globe. With the increasing globalisation and migration of people from one place to another, the preservation of cultural identity has become a significant concern for communities worldwide; thus, we ask ourselves: How can the past (material and intangible historical-cultural heritage of lagging communities and Indigenous peoples) be kept alive in the present? Here, we propose that digital technology has the potential to play a vital role in helping communities maintain a sense of cultural belonging. Digital technology offers numerous possibilities for communities to preserve, document, revitalise, (re-)connect and share their cultural heritage, allowing them to maintain a sense of belonging with their roots and history. One of the most significant benefits of digital technology is the ability to document and preserve cultural artefacts, traditions and practices. Moreover, digital technology can enable communities to engage further with their cultural heritage while sharing this with a broader audience and/or other communities in similar situations. With the rise of immersive technologies like virtual reality and augmented reality, and technology such as 3D manufacturing, electronics and biomaterials, cultural experiences can be brought to people worldwide, allowing individuals to learn and appreciate different cultures without physically being present. By focusing on a case study from the commune of La Higuera, IV Region of Chile, we will explore the potential of digital and non-digital technology to keep the past alive in the present and for the future while providing key design principles for others to follow and be inspired by. [ABSTRACT FROM AUTHOR]

The importance of community learning in effecting social change towards ecological sustainability has been recognised for some time. More recently, the use of Information and Communication Technology (ICT) tools to promote socio-ecological sustainability has been shown to have potential in community education for sustainable development (ESD). The effective design and use of technology for community learning implies an understanding of a range of cross-dimensional factors including: socio-cultural characteristics and needs of the target audience; considerations of available and culturally responsive types of technology; and non-formal pedagogical ESD strategies for community empowerment. In addition, both technology itself and social communities are dynamically evolving and complex entities. This article presents a case study which evaluated the potential of ICT for promoting ecological literacy and action competence amongst community members in southern Chile. The case study addressed the ecological deterioration of a lake, which is having deep social, economic, recreational and cultural implications locally. The authors' research involved developing a theoretical framework for the design, implementation and use of ICT for community learning for sustainability. The framework was based on key ideas from ESD, ICT and community education, and was underpinned by a systems thinking approach to account for the dynamism and complexity of such settings. Activity theory provided a frame to address overarching socio-cultural elements when using technology as a mediating tool for community learning. The authors' findings suggest that the use of an ICT tool, such as a website, can enhance ecological literacy in relation to a local socio-ecological issue.

This paper summarises the findings from a literature review in mobile learning, developed as part of a 2-year six-institution project in New Zealand. Through the development of a key themes codebook, we address selected key themes with respect to their relevance to learner-generated learning through emerging technologies, with attention to mobile augmented reality and mobile virtual reality. We see that these two current mobile learning affordances, complemented though relevant approaches to research and practice in mobile learning such as design-based research and connected social learning, are critical to reconceptualise learning through mobile devices. We conclude that mobile learning still requires the theories, methodologies, and practices of its own as a field. We also see a need for mobile learning to be conceptualised around ever-changing learning affordances and educational settings, rather than focusing on static structures such as content-delivery approaches, while embedding it within the scholarship of technology enhanced learning.

This paper proposes a design based research (DBR) framework for designing mobile virtual reality learning environments. The application of the framework is illustrated by two design-based research projects that aim to develop more authentic educational experiences and learner-centred pedagogies in higher education. The projects highlight the first two phases of the DBR framework, involving the exploration of mobile virtual reality (VR) to enhance the learning environment, and the design of prototype solutions for the different contexts. The design of the projects is guided by a set of design principles identified from the literature.

Background: Hematopoiesis, the process of blood cell formation involves on a complex network of transcription factors. Among them, the CCAAT‐enhancer‐binding protein alpha (CEBPA) plays a crucial role in maintaining the balance between myeloid proliferation and differentiation. Imbalances in this network can lead to disrupted differentiation and contribute to the development of malignant diseases. Aim: Understanding of disease development and explore potential therapeutic strategies for hematological disorders associated CEPBA gen. Materials and Methods: The research involved a comprehensive analysis of CEBPA gene mutations in the context of acute myeloid leukemia (AML). This encompassed a thorough exploration of point mutations and double mutations in AML patients. Results: In the context of acute myeloid leukemia (AML), mutations in the CEBPA gene, especially point mutations, are frequently observed. A significant number of AML patients present with double mutations in CEBPA, which have been linked to a more favorable prognosis in terms of overall survival and event‐free survival. These patients also tend to exhibit enhanced responsiveness to treatment. Discussion: Unraveling the intricate interplay of transcription factors, particularly CEBPA, holds significant implications for decoding the mechanisms governing hematopoiesis. This understanding offers a potential avenue for deciphering disease development and devising novel therapeutic strategies for hematological disorders. Conclusion: The findings underscore that CEBPA mutations correlate with enhanced overall survival and event‐free survival, with relevance to those presenting within the bZip framework. This knowledge may contribute to advancing personalized treatments for hematological conditions. [ABSTRACT FROM AUTHOR]

Following the inaugural Australian Association for Environmental Education (AAEE) research symposium in November 2014, we--a group of emerging researchers in Environmental Education/Sustainability Education (EE/SE)--commenced an online collaboration to identify and articulate our responses to the main themes of the symposium. Identifying as #aaeeer, our discussions coalesced into four main areas that we felt captured not only some of our current research interests, but also "under-explored" areas that need further attention and that also held the potential for meaningful and "dangerous" contributions to EE/SE research and practice. These themes were: (1) uncertain futures, (2) traditional knowledges for the future, (3) community EE/SE, and (4) the rise of the digital, explorations of which we present in this article. By no means intended to capture all that is worth researching in this field, these themes, and this article, are deliberately presented by #aaeeer to spark discussions, as well as showcase an example of online collaboration between researchers in a number of countries. [Paper presented at the 18th AAEE Biennial Conference--Sustainability, Smart Strategies for the 21st Century.]