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Purpose The purpose of this paper is to provide an overview of the practical work of learning designers with the aim of helping members of the information science (IS) and learning sciences (LS) communities understand how evidence-informed learning design of online teaching and online learning in higher education is relevant to their research agendas and how they can contribute to this growing field. Design/methodology/approach Illustrating how current online education instructional designs largely ignore evidence from research, this paper argues that evidence from IS and LS can encourage more effective and nuanced learning designs for e-learning and online education delivery and suggest how interdisciplinary collaboration can advance shared understanding. Findings Recent reviews of the learning design show that tools and techniques from the LS can support students in self-directed and self-regulated learning. IS studies complement these approaches by highlighting the role that information systems and computer–human interaction. In this paper, the expertise from IS and LS are considered as important evidence to improve learning design, particularly vis-à-vis digital divide concerns that students face during the COVID-19 pandemic. Originality/value This paper outlines important ties between the learning design, LS and IS communities. The combined expertise is key to advancing the nuanced design of online education, which considers issues of social justice and equity, and critical digital pedagogy.

Reinforced endotracheal tubes (ET) are advantageous in preventing tube obstruction and kinking by procedural compression during neurosurgeries. However, the standard reinforced ET contains an embedded stainless steel (SS) helical wire, which produces artifacts and heat during magnetic resonance imaging (MRI). Therefore, MRI is not indicated in the presence of a reinforced ET containing SS. To overcome this challenge, we developed an MRI-compatible titanium (Ti) reinforced ET. A newly developed Ti alloy helical wire was inserted in a reinforced ET. Here, we report our first clinical experience with six patients who underwent neurosurgery intubated with this Ti-alloy-reinforced ET. The Ti-alloy-reinforced ET was used in six patients requiring reinforced ET intubation. It was clearly delineated on radiography, and metal artifacts were small on computed tomography. Patients intubated with the Ti-alloy-reinforced ET could safely undergo MRI under sedation. MR images without remarkable susceptibility artifacts were obtained without noted adverse effects. We invented a novel Ti-alloy-reinforced ET. This device allows clinical use during MRI because it is less susceptible to artifacts in high magnetic fields.

The purpose of this article is to provide the current evidences on respiratory and airway medicine in the obstetric population. The prevalence of obstructive sleep apnea (OSA) among pregnant women is increasing. Upper body elevation improves respiratory mechanics in parturients and reduces the risk of postpartum OSA. Clinically significant respiratory depression from neuraxial opioid administration, compared to parenteral, is extremely rare. The incidence of failed tracheal intubation in obstetric patients is higher than that in non-obstetric patients and it has been unchanged recently. The first obstetric-specific guidelines for the management of difficult airway were published in 2015. The incidence of serious aspiration in obstetric patients is low and has been decreasing. Interventions to reduce aspiration at cesarean delivery recommended by recently published guidelines and clinical studies will be discussed. Supplemental oxygen during uncomplicated delivery, either cesarean or vaginal, has been controversial. Understanding the changes in airway anatomy and respiratory physiology related to pregnancy, and adherence to evidence-based guidelines are essential in taking care of obstetric patients. Recently published scholarly articles and clinical guidelines relevant to respiratory physiology and airway management in obstetric anesthesia will be presented.

[Purpose] To examine the influence of dorsolateral prefrontal cortex (DLPFC) activation, ankle muscle activities, and coactivation on postural steadiness during dual-tasks. [Participants and Methods] A total of 14 participants (8 males, 6 females) were included. The participants stood straight on the force plate, and performed 3 different tasks: 1) a quiet standing (single-task), 2) a repetition of a number (dual-task 1: DT1), and 3) a serial subtraction (dual-task 2: DT2). We divided the participants into 2 groups (S and L group) according to whether their center of pressure paths in the dual-tasks were shorter or longer than those in the single-task. The EMG activity of the gastrocnemius lateralis and tibialis anterior were measured; the oxygenated hemoglobin (oxy-Hb) level in the DLPFC were measured using fNIRS. [Results] The results revealed that oxy-Hb in the left DLPFC increased significantly in all participants during DT2 compared to a single-task. Further, we found that the S group exhibited a higher rate of tibialis anterior activity and ankle muscle coactivation than the L group during DT2. [Conclusion] We concluded that the increase of the DLPFC activation varied with the dual-tasks; moreover, younger individuals modulate their standing posture using different strategies for posture steadiness during posture-calculating task.

The use of pain relief for labor has gained popularity in Japan. However, its acceptance is still low among laboring women: only 6.1% of Japanese parturients receive labor analgesia, in contrast with the United States, where approximately 70% receive labor analgesia. Unfortunately, several maternal deaths associated with labor analgesia have been reported in recent years in Japan and how to achieve safer obstetric care is a pressing concern. In this review, we focus on current approaches to labor analgesia in the United States as they compare to existing practices in Japan. We discuss challenges for the introduction and implementation of standard anesthesia practice into the Labor and Delivery Room (LDR; i.e., labor and delivery ward), aiming to secure safety for both mothers and fetus in every part of Japan in the near future.

To compare post-operative pain relief with peri-articular injection (PI) versus interscalene brachial plexus block (IBPB) after arthroscopic rotator cuff repair (ARCR) surgery. We retrospectively reviewed 121 consecutive patients undergoing ARCR surgery divided into two groups: the PI group and the IBPB group. We compared complications and self-reported pain score measured using a Numerical Rating Scale (NRS) during the initial 24 hours after surgery. The NRS scores recorded in the recovery room (0), 0.5, and four hours post-operatively were higher in the PI group (n = 38) than the IBPB group (n = 52) (2.1 vs. 0.8, p = 0.014; 1.4 vs. 0.5, p = 0.0069; and 1.3 vs. 0.5, p = 0.012, respectively). However, the NRS scores recorded at 16, 20, and 24 hours post-operatively were lower in the PI group than in the IBPB group (1.4 vs. 3.1, p

A biofilm has a unique structure composed of microorganisms, extracellular polymeric substances (EPSs), etc., and it is layered on a substrate in water. In material science, it is important to detect the biofilm formed on a surface to prevent biofouling. EPSs, the major component of the biofilm, mainly consist of polysaccharides, proteins, nucleic acids, and lipids. Because these biomolecules have a variety of hydrophilicities or hydrophobicities, the substrate covered with the biofilm shows different wettability from the initial state. To detect the biofilm formation, this study employed a liquid-squeezing-based wettability assessment method with a simple wettability index: the liquid-squeezed diameter of a smaller value indicates higher wettability. The method is based on the liquid-squeezing behaviour of a liquid that covers sample surfaces when an air-jet is applied. To form the biofilm, polystyrene surfaces were immersed and incubated in a water-circulated bioreactor that had collected microorganisms in ambient air. After the 14-d incubation, good formation of the biofilm on the surfaces was confirmed by staining with crystal violet. Although the contact angles of captive bubbles on the surfaces with the biofilm were unmeasurable, the liquid-squeezing method could distinguish between hydrophilic and hydrophobic initial surfaces with and without biofilm formation using the diameter of the liquid-squeezed area. The surface wettability is expected to be a promising property for in-situ detection of biofilm formation on a macroscopic scale.

Fiberoptic bronchoscopy revealed an ectopic tracheal bronchus to the right upper lobe arising 3 cm above the carina. An endobronchial blocker (COOPDECH™, Osaka, Japan) was positioned in the proximal right intermediate bronchus, blocking the middle and inferior lobes. Although the right upper lobe was ventilated, it did not obstruct the surgical field via a right anterior thoracotomy. The patient was ventilated using pressure-control ventilation with inspiratory pressure 20 cm H2O, positive end-expiratory pressure (PEEP) 6 cm H2O, and tidal volume 500 mL at an FIO2 1.0 after collapse of the right middle and lower lobes. The femoral artery was cannulated with a 20-Fr arterial cannula and the femoral vein with a 28-Fr venous cannula positioned into the right atrium with the tip in the superior vena cava to establish CPB. An antegrade cardioplegia cannula was inserted into the ascending aorta with a flexible cross-clamp subsequently applied. The heart was arrested initially by using antegrade cold blood cardioplegia. Myocardial protection was provided using mild systemic hypothermia (341C), and antegrade cold blood cardioplegia was given throughout the procedure at 30-minute intervals.

There has been growing discourse related to the importance of the scholarship of educational development (SoED), but less discussion related to clearly defining principles for guiding engagement in SoED or contextualizing SoED within literature related to the scholarship of teaching and learning (SoTL). Expanding upon Felten’s (2013) principles for SoTL, as well as evolving discourse related to principles of educational development (e.g., Gibbs, 2013; Taylor & Rege Colet, 2010; Timmermans, 2014), this paper presents seven principles for SoED. Two additional principles (transforming practice and reflective practice) are added to Felten’s principles to further contextualize SoED in relation to educational development and SoTL. Three cases are provided to illustrate educational development, SoTL, and SoED within the context of these principles. The interrelationships between educational development, SoTL, and SoED are complex. While SoED offers many opportunities for further legitimizing the individual and collective practices in educational development, it also presents many additional tensions and questions for further research. On parle de plus en plus de l’importance de l’avancement des connaissances en pédagogie (ACP), mais on parle moins d’une définition claire des principes qui guident l’engagement en ACP ou de la contextualisation de l’ACP dans les publications de la recherche consacrée à l’avancement des connaissances en enseignement et en apprentissage (ACEA). Pour élargir la portée des principes pour l’ACEA présentés par Felten (2013), ainsi que celle du discours évolutif lié aux principes de la pédagogie (voir Gibbs, 2013; Taylor & Rege Colet, 2010; Timmermans, 2014), cet article présente sept principes pour l’ACP. Deux principes supplémentaires (transformation de la pratique et pratique réflective) sont ajoutés aux principes de Felten afin de contextualiser davantage l’ACP par rapport à la pédagogie et à l’ACEA. Trois cas sont présentés pour illustrer la pédagogie, l’ACEA et l’ACP dans le contexte de ces principes. Les relations entre la pédagogie, l’ACEA et l’ACP sont complexes. Alors que l’ACP offre de nombreuses possibilités pour rendre plus légitimes les pratiques individuelles et collectives en pédagogie, il présente également de nombreuses tensions et des questions supplémentaires qui pourront faire l’objet de davantage de recherche.

本稿では、ドナー側が主導することが一般的である国際協力プロジェクトの合同評価において、受益者側の視点をどのように取り入れることができるかを、第2メコン国際橋架橋事業を事例として考察した。その結果、評価のスコープ、視点、活用の目的につき、受益者側にはドナー側と異なる幾つかの期待があり、被援助国側の評価ニーズを事前に調査することが有用であることが明らかになった。, 特集【国際政策】

Role taking is an established approach for promoting social cognition. Playing a specific role within a group could lead students to exercise collective cognitive responsibility for collaborative knowledge building. Two studies explored the relationship of role taking to participation in a blended university course. Students participated in the same knowledge-building activity over three consecutive, five-week modules and enacted four roles designed in alignment with knowledge building pedagogy (Scardamalia and Bereiter 2010). In Study 1, 59 students were distributed into groups with two conditions: students who took a role in Module 2 and students who did not take a role, using Module 1 and 3 as pre and post tests. Results showed no differences in participation in Module 1, higher levels of writing and reading for role takers in Module 2, and this pattern was sustained in Module 3. Students with the Synthesizer role were the most active in terms of writing and the second most active for reading; students with the Social Tutor role were the most active for reading. In Study 2, 143 students were divided into groups with two conditions: students who took a role in Module 1 and students who did not take a role. Content analysis revealed that role takers tended to vary their contributions more than non-role takers by proposing more problems, synthesizing the discourse, reflecting on the process and organization of activity. They also assumed appropriate responsibilities for their role: the Skeptic prioritizes questioning of content, the Synthesizer emphasizes synthesizing of content, and the Social Tutor privileges maintaining of relationships. Implications of designing role taking to foster knowledge building in university blended courses are discussed.

Assessing the development of students’ knowledge building discourse is difficult. It would be beneficial to have clear indicators of such discourse to understand if and how it is developing. The aim of this research is to identify indicators that can monitor how the knowledge building process develops during online discussions. In particular, we analyzed university students’ discourse in an online setting oriented to knowledge building. An innovative mixed-method analysis approach was used. First, a qualitative content analysis was conducted to detect students’ discussion strategies; second, an innovative version of Social Network Analysis (SNA), called Strategy Network Analysis was applied to analyze the relations among discursive strategies and to identify the most typical ones. Results showed that the most often used strategies in the knowledge process were “developing hypothesis” and “asking questions or problems of investigation.” These were also the most effective strategies together with “expressing agreement or disagreement.”

This chapter presents critical reflections on the multivocal analyses presented in the preceding chapters in this volume by Teplovs and Fujita, Law and Wong, and Chiu on the asynchronous discussion data collected in an online graduate education course using Knowledge Forum. The multivocal analyses are discussed along five dimensions: theoretical assumptions, purpose of analysis, unit of analysis/unit of interaction, data representations, and manipulations on data representations. The diverse interpretations and findings of pivotal moments are explicated in light of broader dynamic group processes that support knowledge building in online graduate course contexts. The implications of multivocal analysis for design-based research are discussed.

Progressive discourse is a kind of collaborative discourse for inquiry in which participants share, question, and revise their ideas to deepen understanding and build knowledge. Although progressive discourse is central to knowledge building pedagogy, it is not known whether it is possible to detect its emergence in the participation patterns in asynchronous conferencing environments or what kinds of instructional interventions are most effective to support its development. To characterize episodes of discourse in which participants honor the commitments for progressive discourse and to refine designs of peer- and software-based scaffolding, the data used in this section was collected in the context of a study that examined student interactions on the asynchronous online discussion platform, Knowledge Forum®, in an online graduate educational technology course.

In this chapter we present a framework for learner modelling that combines latent semantic analysis and social network analysis of online discourse. The framework is supported by newly developed software, known as the Knowledge, Interaction and Social Student Modelling Explorer (KISSME), that employs highly interactive visualizations of interactions and semantic similarity among learners. Our goal is to develop, use and refine KISSME to generate and test predictive models of learner interactions to optimise learning.

This paper presents a new approach to mapping student contributions to curriculum guidelines through the use of Latent Semantic Analysis and information visualization techniques. A new information visualization technique - differential term clouds - is introduced as a means to make clear changes in semantic fields over time.

精製シリカゲルにデンプンを固着剤として加えた薄層プレートを用いて電気泳動法により約20種類の普通金属イオンの分離定性を試みた.電解質溶液としてはクエン酸溶液を用い,まず基礎的実験として泳動距離とクエン酸濃度および電圧との関係,試料原点の位置と泳動距離および泳動方向などの関係につき検討した.原点を薄層プレートの中央から⊕極へ10cmの位置とし0.15Mクエン酸溶液を用い1200V/30cmで20分間泳動したのち,各種検出試液により,ナトリウム,リチウム,カルシウム,マグネシウム,バリウム,ストロンチウム,銅,ニッケル,コバルト,鉄,鉛,亜鉛,クロム,マンガン,アルミニウム,カドミウム,ビスマス,スズ,アンチモン,ヒ素,銀,水銀などの各イオンについて分離定性を試みた.

1. Histochemical -SH group reaction was studied in normal, senile gray cataractous, brown cataractous and congenital cataractous human lenses, using DDD, RSR (mercury orange) and tetrazolium methods.2. The normal human lens gave an intens -SH group reaction both in the cortex and the nucleus.3. A brown cataractous part of brown cataractous lenses gave a negative -SH group reaction to all the three methods employed, but the epithelium and transparent cortex remained positive to the -SH group reaction.4. However, a gray opaque part of inmature and mature senile cataractous lenses gave a positive -SH reaction though reduced in reactivity.5. A congenital cataractous lens with diffuse and disseminated opacities in the nucleus afforded almost normal reaction, and the opaque nucleus was more deeply stained than the relatively transparent cortex in contrast to that of a brown cataractous lens.6. The significance of negative -SH group reaction observed in a brown opaque part of brown cataractous lenses was discussed.7. The normal lens was massively deposited with diformazan granules when it was incubated for 24 hours in Nachlas medium for succinic dehydrogenase system. It was assumed that this massive diformazan deposition was due to both non-enzymatic and nothing dehydrogenase reactions.