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\"As virtual reality approaches mainstream consumer use, a vibrant development ecosystem has emerged in the past few years. This hands-on guide takes you through VR development essentials for desktop, mobile, and browser-based applications. You'll explore the three go-to platforms--Oculus VR, Gear VR, and Cardboard VR--as well as several VR development environments, programming tools, and techniques. If you're an experienced programmer familiar with mobile development, this book will help you gain a working knowledge of VR development through clear and simple examples. Once you create a complete application in the final chapter, you'll have a jumpstart on the next major entertainment medium.\"-- Back cover.

Cross‐adaptation occurs when exposure to one environmental stressor (e.g., heat) induces protective responses to another (e.g., hypoxia). Although post‐exercise hot‐water immersion (HWI) induces heat acclimation, its potential to elicit cross‐adaptation remains unclear. This study evaluated the effectiveness of a 6‐week post‐exercise HWI intervention on exercise performance in hypoxia (O2 = 13%). Twenty healthy volunteers (28 ± 5 years; V̇O2peak ${\\dot V_{{{\\mathrm{O}}_2}{\\mathrm{peak}}}$47.4 ± 8.9 mL kg−1 min−1; 12 males, 8 females) completed interval cycling (4×4 min at 90 ± 5% maximal heart rate, 3×/week) followed by water immersion at either 34.5°C (control) or 42°C (HWI) for 40–50 min, five times per week. Following the 6‐week intervention, the post‐exercise HWI group exhibited lower resting heart rate (P < 0.01, q = 0.02; d = −1.32) and core temperature (P < 0.01, q = 0.001; d = −1.88) and elevated haemoglobin concentration (P < 0.01, q = 0.02; d = 1.38). Compared to the control group, the HWI group also showed greater improvements in time‐to‐exhaustion (TTE) trial (P and q < 0.01; d = 1.2) under hypoxia, but not in aerobic peak power (P = 0.03, q = 0.08; d = 0.86) or peak oxygen consumption (V̇O2peak ${\\dot V_{{{\\mathrm{O}}_2}{\\mathrm{peak}}}$ ) (P = 0.04, q = 0.10; d = 0.82). Throughout the TTE, lower core temperature and tidal volume, with increased oxygen saturation and V̇O2 ${\\dot V_{{{\\mathrm{O}}_2}}}$were observed (P and q < 0.05). During hypoxic steady‐state exercise at 60% of V̇O2peak ${\\dot V_{{{\\mathrm{O}}_2}{\\mathrm{peak}}}$ , the HWI group exhibited lower core temperature and higher peripheral oxygen saturation in hypoxia. No between‐group differences were observed in mean V̇O2 ${\\dot V_{{{\\mathrm{O}}_2}}}$ , respiratory exchange ratio, heart rate or rate of perceived exertion, nor in V̇O2peak ${\\dot V_{{{\\mathrm{O}}_2}{\\mathrm{peak}}}$and aerobic peak power under normoxia (P and q > 0.05). In conclusion, post‐exercise HWI enhances maximal exercise performance under acute hypoxia, likely due to increased haemoglobin concentration, lower core temperature and improved respiratory efficiency. What is the central question of this study? Can post‐exercise hot‐water immersion (HWI) induce a cross‐adaptation effect enhancing exercise performance in acute hypoxia? What is the main finding and its importance? Six weeks of daily post‐exercise HWI at 42°C (chest level, 40–50 min) elicits a cross‐adaptation effect in healthy, active cyclists. Post‐exercise HWI intervention improves exercise performance in acute hypoxia (13% O₂, simulating ∼4300 m altitude), as demonstrated by increased time‐to‐exhaustion at 80% of V̇O2peak ${\\dot V_{{{\\mathrm{O}}_2}{\\mathrm{peak}}}$ . This improvement may be attributed to increased haemoglobin concentration, lower core temperature and enhanced respiratory efficiency (i.e., lower tidal volume, reduced V̇E ${\\dot V_{\\mathrm{E}}}$and increased absolute V̇O2 ${\\dot V_{{{\\mathrm{O}}_2}}}$and oxygen saturation).

Research has demonstrated that students in dual‐language immersion programs perform as well as, or better than, their peers in core academic content areas by late elementary school. However, the extent to which immersion education fosters bilingualism has received less attention in the literature. Using data from a four‐year efficacy study of dual‐language immersion education in the Portland Public Schools in Oregon, this study reports the skill levels that 1,284 dual‐language immersion students achieved in their classroom partner languages (Spanish, Japanese, and Mandarin Chinese) between third and eighth grades. The authors found that by eighth grade, the average dual‐language immersion student, regardless of language, performed at least at the Intermediate Low sublevel, and often higher, on Standards‐Based Measurement of Proficiency assessments of nearly all language skills tested (listening, reading, writing, and speaking). In comparison, eighth graders in the Portland Public Schools who began taking Spanish as an elective in upper elementary or middle school scored only at about the Novice Mid sublevel. After four years of immersion learning (grades K­–3), fourth‐grade students whose home language was Spanish scored similarly in reading and speaking to their immersion peers whose home language was not Spanish; however, they outperformed their immersion peers in listening and writing. Video and Discussion

Technological advances in recent years have promoted the development of virtual reality systems that have awide variety of hardware and software characteristics, providing varying degrees of immersion. Immersionis an objective property of the virtual reality system that depends on both its hardware and softwarecharacteristics. Virtual reality systems are currently attempting to improve immersion as much as possible.However, there is no metric to measure the level of immersion of a virtual reality system based onits characteristics. To date, the influence of these hardware and software variables on immersion hasonly been considered individually or in small groups. The way these system variables simultaneously affectimmersion has not been analyzed either. In this paper, we propose immersion metrics for virtualreality systems based on their hardware and software variables, as well as the development process that ledto their formulation. From the conducted experiment and the obtained data, we followed a methodology togenerate immersion models based on the variables of the system. The immersion metrics presented in thiswork offer a useful tool in the area of virtual reality and immersive technologies, not only to measurethe immersion of any virtual reality system but also to analyze the relationship and importance of thevariables of these systems.

As cold‐water immersion becomes more popular and accessible, it is important to explore potential risks. This study examines the cardiac autonomic response and arrhythmia occurrence in healthy adolescents during face and body immersion. Healthy ninth‐grade students, aged 15–16 years, were recruited to perform face immersion (FI) in 10°C water and body immersion in 2°C water (IWI). Electrocardiograms (ECGs) were continuously recorded, and the heart rate (HR) response and occurrence of arrhythmias were assessed. Among the 54 individuals performing FI, six had supraventricular extrasystoles, and two had ventricular bigeminy. Among the 20 performing IWI, four had supraventricular extrasystoles. The HR response was more pronounced during FI compared to IWI (p < 0.001). During both FI and IWI, girls showed initially higher HR and more pronounced HR reduction than boys, but there were no significant sex differences (p = 0.26). During the first 30 seconds of IWI, boys maintained a steady HR (p = 0.176), while girls experienced a near‐linear reduction (p = 0.009). This study indicates a low risk of severe arrhythmias when briefly immersing the body in ice‐cold water in healthy adolescents. However, the risk could increase if combined with face submersion and apnea.

\"In every corner of the world, children are learning languages at home that differ from the dominant language used in their broader social world. These children arrive at school with a precious resource: their mother tongue. In the face of this resource and the possibility for biliteracy, majority language educational programs do nothing to support primary language competence. To counter monolingual education, there are significant albeit few initiatives around the world that provide formal support for children to continue to develop competence in their mother tongue, while also learning an additional language or languages. One such initiative is dual language immersion education (DLI). Interestingly, most (if not all) research on DLI programs focus on the effectiveness of bilingual education vis-à-vis academic access and achievement. The ideologies embedded in the research and guidelines for DLI education, albeit necessary and critical during the early days of DLI schooling, are disconnected from the present realities, epistemologies, and humanness of our bilingual youth. A Humanizing Dual Language Immersion Education envisions a framework informed by bilingual teachers and students who support biliteracy as a human right. Positioning bilingual education under a human rights framework addresses the basic right of our bi/multilingual youth to human dignity. Respect for the languages of persons belonging to different linguistic communities is essential for a just and democratic society. Given the centrality of language to our sense of who we are and where we fit in the broader world, a connection between linguistic human rights and bilingual education is essential\"-- Provided by publisher.

IntroductionImmersion training programmes (intensive blocks of training), were first offered by select training academies in 2022. In 2022, colonoscopy certification changed from two stages: 200 (provisional) and 300 (full) procedures, to a single stage: 280 procedures. We evaluate the impact of this on training time.MethodsThe National Endoscopy Database was interrogated. Excluding users who submitted baseline procedures, the median time from first procedure to certification, and training lists per week, procedure and role in 2021 and 2024 were calculated. Year of training at certification was sought.ResultsMedian times to certification are seen in table 1. The overall time to OGD certification has fallen (p=0.012). By role, only clinical endoscopists (p=0.015) and gastroenterology trainees (p=0.027) have seen a reduction in OGD training time.Overall time to full colonoscopy certification has significantly shortened (p=<0.001). By role, both gastroenterology and clinical endoscopist trainees have seen a shortened colonoscopy training time (p<0.001), however surgical trainees have not seen a significant reduction, although training time has trended downwards (p=0.108). All roles have seen a significant increase in the number of training lists provided per week.Abstract P118 Table 1Median time to certification by role Median time to certification (IQR) 2021 2024 OGD Colon (provisional) 200 procedures Colon (full) 300 procedures OGD Colon (full) 280 procedures Overall 738 (546-1125) 1318 (888-2131) 1905 (1447-2818) 656 (382-1157) 1314 (806-2312) Clinical endoscopists 547 (291-894) 951 (714-1570) 1675 (957-2602) 335 (261-520) 534 (404-919) Gastroenterology trainees 684 (554-955) 1219 (927-1838) 1865 (1507-2498) 621 (435-914) 1383 (1064-2023) Surgical trainees 1591 (878-2623) 2258 (1464-2947) 3078 (1924-3580) 1642 (920-2403) 2371 (1244-3293) Gastroenterology trainees are certified in a lower year of training in 2024 for both OGD (median year 1 vs. 3 in 2021, p=<0.001) and colonoscopy (4 vs. 5 in 2021, p=<0.001). This is not seen in surgical trainees: OGD - year 5 in 2021 vs. 4 in 2024, p=0.067; colonoscopy - year 6 in both periods, p=0.351.ConclusionsBoth clinical endoscopists and gastroenterology trainees are certifying in OGD in a shorter period of time and earlier year of training. This is allowing gastroenterology trainees to enter colonoscopy training earlier. Both clinical endoscopists and gastroenterology trainees have experienced shortened colonoscopy training times, despite the number of required procedures only reducing by 20. Surgical trainees are not achieving full certification any faster.Our findings are evidence of early benefit from the advent of training academies and immersion training, for which capacity continues to expand. Surgical training requires significant further investment, particularly in colonoscopy where trainees are still only gaining certification in their last year of training.