Ecological IVIS design : using EID to develop a novel in-vehicle information system

New in-vehicle information systems (IVIS) are emerging which purport to encourage more environment friendly or ‘green’ driving. Meanwhile, wider concerns about road safety and in-car distractions remain. The ‘Foot-LITE’ project is an effort to balance these issues, aimed at achieving safer and greener driving through real-time driving information, presented via an in-vehicle interface which facilitates the desired behaviours while avoiding negative consequences. One way of achieving this is to use ecological interface design (EID) techniques. This article presents part of the formative human-centred design process for developing the in-car display through a series of rapid prototyping studies comparing EID against conventional interface design principles. We focus primarily on the visual display, although some development of an ecological auditory display is also presented. The results of feedback from potential users as well as subject matter experts are discussed with respect to implications for future interface design in this field

Making GDPR Usable: A Model to Support Usability Evaluations of Privacy

We introduce a new model for evaluating privacy that builds on the criteria proposed by the EuroPriSe certification scheme by adding usability criteria. Our model is visually represented through a cube, called Usable Privacy Cube (or UP Cube), where each of its three axes of variability captures, respectively: rights of the data subjects, privacy principles, and usable privacy criteria. We slightly reorganize the criteria of EuroPriSe to fit with the UP Cube model, i.e., we show how EuroPriSe can be viewed as a combination of only rights and principles, forming the two axes at the basis of our UP Cube. In this way we also want to bring out two perspectives on privacy: that of the data subjects and, respectively, that of the controllers/processors. We define usable privacy criteria based on usability goals that we have extracted from the whole text of the General Data Protection Regulation. The criteria are designed to produce measurements of the level of usability with which the goals are reached. Precisely, we measure effectiveness, efficiency, and satisfaction, considering both the objective and the perceived usability outcomes, producing measures of accuracy and completeness, of resource utilization (e.g., time, effort, financial), and measures resulting from satisfaction scales. In the long run, the UP Cube is meant to be the model behind a new certification methodology capable of evaluating the usability of privacy, to the benefit of common users. For industries, considering also the usability of privacy would allow for greater business differentiation, beyond GDPR compliance.Comment: 41 pages, 2 figures, 1 table, and appendixe

miRNA contributions to pediatric-onset multiple sclerosis inferred from GWAS.

ObjectiveOnset of multiple sclerosis (MS) occurs in childhood for approximately 5% of cases (pediatric MS, or ped-MS). Epigenetic influences are strongly implicated in MS pathogenesis in adults, including the contribution from microRNAs (miRNAs), small noncoding RNAs that affect gene expression by binding target gene mRNAs. Few studies have specifically examined miRNAs in ped-MS, but individuals developing MS at an early age may carry a relatively high burden of genetic risk factors, and miRNA dysregulation may therefore play a larger role in the development of ped-MS than in adult-onset MS. This study aimed to look for evidence of miRNA involvement in ped-MS pathogenesis.MethodsGWAS results from 486 ped-MS cases and 1362 controls from the U.S. Pediatric MS Network and Kaiser Permanente Northern California membership were investigated for miRNA-specific signals. First, enrichment of miRNA-target gene network signals was evaluated using MIGWAS software. Second, SNPs in miRNA genes and in target gene binding sites (miR-SNPs) were tested for association with ped-MS, and pathway analysis was performed on associated target genes.ResultsMIGWAS analysis showed that miRNA-target gene signals were enriched in GWAS (P = 0.038) and identified 39 candidate biomarker miRNA-target gene pairs, including immune and neuronal signaling genes. The miR-SNP analysis implicated dysregulation of miRNA binding to target genes in five pathways, mainly involved in immune signaling.InterpretationEvidence from GWAS suggests that miRNAs play a role in ped-MS pathogenesis by affecting immune signaling and other pathways. Candidate biomarker miRNA-target gene pairs should be further studied for diagnostic, prognostic, and/or therapeutic utility

SEND: a system for electronic notification and documentation of vital sign observations

Background: Recognising the limitations of a paper-based approach to documenting vital sign observations and responding to national clinical guidelines, we have explored the use of an electronic solution that could improve the quality and safety of patient care. We have developed a system for recording vital sign observations at the bedside, automatically calculating an Early Warning Score, and saving data such that it is accessible to all relevant clinicians within a hospital trust. We have studied current clinical practice of using paper observation charts, and attempted to streamline the process. We describe our user-focussed design process, and present the key design decisions prior to describing the system in greater detail. Results: The system has been deployed in three pilot clinical areas over a period of 9 months. During this time, vital sign observations were recorded electronically using our system. Analysis of the number of observations recorded (21,316 observations) and the number of active users (111 users) confirmed that the system is being used for routine clinical observations. Feedback from clinical end-users was collected to assess user acceptance of the system. This resulted in a System Usability Scale score of 77.8, indicating high user acceptability. Conclusions: Our system has been successfully piloted, and is in the process of full implementation throughout adult inpatient clinical areas in the Oxford University Hospitals. Whilst our results demonstrate qualitative acceptance of the system, its quantitative effect on clinical care is yet to be evaluated

Narrative Medicine: A Reflective Writing Workshop Series for Interprofessional Healthcare Students at Thomas Jefferson University

Introduction: Narrative medicine (NM) teaches reflective writing and close reading to help healthcare professionals think critically about themselves and others in order to offer more effective, empathic care. Few reports of NM methods document its value to facilitating collaboration and communication across students of different professional backgrounds. This study examines the effects of NM workshops on Thomas Jefferson University interprofessional healthcare students, and their utility to achieving these aims: 1) supporting thoughtfulness, mindfulness, and curiosity; 2) supporting the development and use of narrative in understanding the lives/contexts for self and others; 3) improving interactions and communication with others in professional and clinical contexts; 4) supporting humanism and whole person care (including self-care). Methods: Six bi-weekly, one-hour long NM reflective writing workshops were offered as a voluntary elective for interprofessional healthcare students. Participants completed a post-series questionnaire. Closed-ended responses were summarized, open-ended questions were analyzed using qualitative content analysis. Results: Twelve participants completed the questionnaire (8 medical students of different years, 1 MD/PhD student, 2 nursing students, 1 occupational therapy student). All participants reported that main aims 1) and 2) were achieved. 92% of participants reported that main aims 3) and 4) were achieved. 83% found the narrative exercises valuable to facilitating relationships with others of different professional backgrounds in the workshops, and to facilitating or advancing relationships with peers/colleagues outside of the workshops. 83% found the exercises helpful to reducing divides between interprofessional students. Qualitative analysis facilitated the organization of codes into 4 thematic categories: change, understanding, reflection, difference. Discussion: A NM intervention providing consistent exposure to NM methods was successfully implemented. This was a feasible, effective method for promoting reflection, understanding of self/others, whole person care/self-care, and communication and collaboration amongst interprofessional healthcare students. Workshop objectives were achieved, and participants reported personal and professional value and utility in participation

Performance of the CMS Cathode Strip Chambers with Cosmic Rays

The Cathode Strip Chambers (CSCs) constitute the primary muon tracking device in the CMS endcaps. Their performance has been evaluated using data taken during a cosmic ray run in fall 2008. Measured noise levels are low, with the number of noisy channels well below 1%. Coordinate resolution was measured for all types of chambers, and fall in the range 47 microns to 243 microns. The efficiencies for local charged track triggers, for hit and for segments reconstruction were measured, and are above 99%. The timing resolution per layer is approximately 5 ns

Facilitators and Barriers for Occupational Therapy using Ayres Sensory Integration® (OT-ASI) for School-Aged Autistic Students: Special Education Team Perspectives

Introduction: Occupational therapy using Ayres Sensory Integration® (OT-ASI) is an evidence-based approach that addresses sensory integration differences to support participation for autistic students in daily occupations, including education (Hume et al., 2021; Schaaf & Mailloux, 2015). However, its evidence for its use in school-based practice is still emerging (Whiting et. al., 2023; Whiting et al., 2025). A recent study showed that occupational therapists feel this approach is valuable and are interested in using it in schools (Cerase McKeon et al., 2024), but more information is needed to explore teacher and school administrators’ perception of its use. Objectives: To explore the perspectives of teachers and administrators working with autistic students to identify perceived barriers, facilitators, and possible solutions to implementing OT-ASI in schools Methods: An anonymous online survey was sent to a convenience sample of teachers and school administrators serving students with autism in kindergarten through twelfth grade in the United States. Survey data included demographics and Likert responses designed to determine participant perceptions and identify barriers and facilitators. Results: A total of 63 survey responses were compiled and analyzed. Top perceived facilitators were the number of special education staff at a school, access to safe and appropriate workspace(s), occupational therapists’ knowledge and ability to integrate OTASI into the classroom, and opportunities for team collaboration and training. Perceived barriers included staff knowledge of sensory integration, the number of occupational therapists, access to equipment, time for implementation, and available funding needed for materials, training, equipment, and staffing. Possible solutions for increasing access and use emerged from the responses. Conclusion: Teachers and administrators agree that OT-ASI in school settings supports the educational participation of students with autism but that barriers to implementation exist. Strengthening facilitators and addressing barriers may help improve implementation of OT-ASI in schools. References Cerase McKeon, M., Mailloux, Z., & Schaaf, R.C. (2024). Use of Ayres Sensory Integration® in school-based practice: A clinician’s perspective. [Manuscript in Preparation]. Hume, K., Steinbrenner, J.R., Odom, S.L. Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2021). Evidencebased practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders 51, 4013-4032. https://doi.org/10.1007/s10803-020-04844-2 Schaaf, R. C. & Mailloux, Z. (2015). Clinician’s guide for implementing ayres sensory integration: Promoting participation for children with autism. American Occupational Therapy Association. Whiting, C. C., Schoen, S. A., & Niemeyer, L. (2023). A sensory integration intervention in the school setting to support performance and participation: A multiple-baseline study. American Journal of Occupational Therapy, 77, 7702205060. https://doi.org/10.5014/ajot.2023.050135 Whiting, C. C., Schoen, S. A., Bundy, A., Lane, S. J., Mailloux, Z., Roley, S. S., . . . Schaaf, R. C. (2025). The Issue Is—Occupational therapy using Ayres Sensory Integration® in school-based practice: A call to action. American Journal of Occupational Therapy, 79, 7901347020. https://doi.org/ 10.5014/ajot.2025.050971 Synopsis: Teachers and administrators filled out online surveys to identify facilitators and barriers that impact the use of OT-ASI in schools for students with autism. Results showed that participants agree that use of OT-ASI is important and supports student participation, but barriers include staff knowledge, number of occupational therapists, time, money, and access to resources. Possible solutions to address these were also determined from data analysis. Acknowledgments: Melissa Wildermuth; Joanna Adelman; Emily E. Smith, OTD, OTR/L; Namrata Grampurohit, PhD, OTR/L; Maclain Capron; All study participant

Vitamin D during pregnancy: why observational studies suggest deficiency and interventional studies show no improvement in clinical outcomes? A narrative review

International audienc