Dynamic chest radiographic evaluation of the effects of tiotropium/olodaterol combination therapy in chronic obstructive pulmonary disease: the EMBODY study protocol for an open-label, prospective, single-centre, non-controlled, comparative study.

INTRODUCTION: To date, there is limited evidence on the effects of bronchodilators on respiratory dynamics in chronic obstructive pulmonary disease (COPD). Dynamic chest radiography (DCR) is a novel radiographic modality that provides real-time, objective and quantifiable kinetic data, including changes in the lung area (Rs), tracheal diameter, diaphragmatic kinetics and pulmonary ventilation during respiration, at a lower radiation dose than that used by fluoroscopic or CT imaging. However, the therapeutic effect of dual bronchodilators on respiratory kinetics, such as chest wall dynamics and respiratory muscle function, has not yet been prospectively evaluated using DCR. AIM: This study aims to evaluate the effects of bronchodilator therapy on respiratory kinetics in patients with COPD using DCR. METHODS AND ANALYSIS: This is an open-label, prospective, single-centre, non-controlled, comparative study. A total of 35 patients with COPD, aged 40-85 years, with a forced expiratory volume in the first second of 30-80%, will be enrolled. After a 2-4 weeks washout period, patients will receive tiotropium/olodaterol therapy for 6 weeks. Treatment effects will be evaluated based on DCR findings, pulmonary function test results and patient-related outcomes obtained before and after treatment. The primary endpoint is the change in Rs after therapy. The secondary endpoints include differences in other DCR parameters (diaphragmatic kinetics, tracheal diameter change and maximum pixel value change rate), pulmonary function test results and patient-related outcomes between pre-therapy and post-therapy values. All adverse events will be reported. ETHICS AND DISSEMINATION: Ethical approval for this study was obtained from the Ethics Committee of Chiba University Hospital. The results of this trial will be published in a peer-reviewed journal. TRIAL REGISTRATION NUMBER: jRCTs032210543.

Emergent Ferromagnetism in CaRuO3/CaMnO3 (111)-Oriented Superlattices.

The boundary between CaRuO3 and CaMnO3 is an ideal test bed for emergent magnetic ground states stabilized through interfacial electron interactions. In this system, nominally antiferromagnetic and paramagnetic materials combine to yield interfacial ferromagnetism in CaMnO3 due to electron leakage across the interface. In this work, we show that the crystal symmetry at the surface is a critical factor determining the nature of the interfacial interactions. Specifically, by growing CaRuO3/CaMnO3 heterostructures along the (111) instead of the (001) crystallographic axis, we achieve a 3-fold enhancement of the magnetization and involve the CaRuO3 layers in the ferromagnetism, which now spans both constituent materials. The stabilization of a net magnetic moment in CaRuO3 through strain effects has been long-sought but never consistently achieved, and our observations demonstrate the importance of interface engineering in the development of new functional heterostructures.

A framework for designing and improving learning environments fostering creativity

This paper proposes a framework for designing and improving learning environment for creativity in engineering. The framework consists of the following three components: instructional design based on knowledge from psychology, development of systems for supporting creative activities, and objective evaluation of learning results related to creativity. Based on that framework, we design and practice course based in the programation of a robot at a Japan University in the 2004 academic year. As a result, we confirm the following two advantages of our framework: learners' idea generation skills were improved and their meta-cognitive activities were also activated. In the 2005 academic year, we improve the course based on 2004 results. As a result, we confirm that the number of uploads of activity data from students have increased in the 2005 course, students' reflection sheets have become more detailed, and their volume of information have also increased.

Esse artigo propõe uma estrutura para projetar e implementar meios de aprendizagem da criatividade na engenharia. A estrutura é composta por três componentes: modelos instrucionais baseados no conhecimento da psicologia, desenvolvimento de sistemas para apoiar atividades criativas e avaliação objetiva de resultados relacionados com a criatividade no aprendizado. Baseado nessa estrutura, projetou-se e testou-se um curso baseado na programação de um robô em uma Universidade Japonesa em 2004. Como resultado, confirmaram-se duas vantagens da estrutura escolhida: a habilidade dos estudantes para gerar idéias foi ampliada e ativaram suas habilidades metacognitivas. No ano de 2005, o curso foi estruturado e implementado a partir dos resultados observados no curso de 2004. Como resultado final, confirmou-se que o número de atividades realizadas pelos alunos cresceu no curso de 2005. Os relatórios dos alunos se tornaram mais detalhados, com maior quantidade de informações descritas neles.

A framework for designing and improving learning environments fostering creativity

This paper proposes a framework for designing and improving learning environment for creativity in engineering. The framework consists of the following three components: instructional design based on knowledge from psychology, development of systems for supporting creative activities, and objective evaluation of learning results related to creativity. Based on that framework, we design and practice course based in the programation of a robot at a Japan University in the 2004 academic year. As a result, we confirm the following two advantages of our framework: learners' idea generation skills were improved and their meta-cognitive activities were also activated. In the 2005 academic year, we improve the course based on 2004 results. As a result, we confirm that the number of uploads of activity data from students have increased in the 2005 course, students' reflection sheets have become more detailed, and their volume of information have also increased.(AU)

Esse artigo propõe uma estrutura para projetar e implementar meios de aprendizagem da criatividade na engenharia. A estrutura é composta por três componentes: modelos instrucionais baseados no conhecimento da psicologia, desenvolvimento de sistemas para apoiar atividades criativas e avaliação objetiva de resultados relacionados com a criatividade no aprendizado. Baseado nessa estrutura, projetou-se e testou-se um curso baseado na programação de um robô em uma Universidade Japonesa em 2004. Como resultado, confirmaram-se duas vantagens da estrutura escolhida: a habilidade dos estudantes para gerar idéias foi ampliada e ativaram suas habilidades metacognitivas. No ano de 2005, o curso foi estruturado e implementado a partir dos resultados observados no curso de 2004. Como resultado final, confirmou-se que o número de atividades realizadas pelos alunos cresceu no curso de 2005. Os relatórios dos alunos se tornaram mais detalhados, com maior quantidade de informações descritas neles.(AU)