Browsing by Subject "multimodality"

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    Advances in Multimodality Imaging in Cardio-Oncology: JACC State-of-the-Art Review
    (Elsevier, 2022-10-18) Baldassarre, Lauren A.; Ganatra, Sarju; Lopez-Mattei, Juan; Yang, Eric H.; Zaha, Vlad G.; Wong, Timothy C.; Ayoub, Chadi; DeCara, Jeanne M.; Dent, Susan; Deswal, Anita; Ghosh, Arjun K.; Henry, Mariana; Khemka, Abhishek; Leja, Monika; Rudski, Lawrence; Villarraga, Hector R.; Liu, Jennifer E.; Barac, Ana; Scherrer-Crosbie, Marielle; ACC Cardio-Oncology and the ACC Imaging Councils; Medicine, School of Medicine
    The population of patients with cancer is rapidly expanding, and the diagnosis and monitoring of cardiovascular complications greatly rely on imaging. Numerous advances in the field of cardio-oncology and imaging have occurred in recent years. This review presents updated and practical approaches for multimodality cardiovascular imaging in the cardio-oncology patient and provides recommendations for imaging to detect the myriad of adverse cardiovascular effects associated with antineoplastic therapy, such as cardiomyopathy, atherosclerosis, vascular toxicity, myocarditis, valve disease, and cardiac masses. Uniquely, we address the role of cardiovascular imaging in patients with pre-existing cardiomyopathy, pregnant patients, long-term survivors, and populations with limited resources. We also address future avenues of investigation and opportunities for artificial intelligence applications in cardio-oncology imaging. This review provides a uniform practical approach to cardiovascular imaging for patients with cancer.
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    Reading the Game: Exploring Narratives in Video Games as Literary Texts
    (2018-12) Turley, Andrew C.; Musgrave, Megan; Buchenot, Andre; Marvin, Thomas
    Video games are increasingly recognized as powerful tools for learning in classrooms. However, they are widely neglected in the field of English, particularly as objects worthy of literary study. This project argues the place of video games as objects of literary study and criticism, combining the theories of Espen Aarseth, Ian Bogost, Henry Jenkins, and James Paul Gee. The author of this study presents an approach to literary criticism of video games that he names “player-generated narratives.” Through player-generated narratives, players as readers of video games create loci for interpretative strategies that lead to both decoding and critical inspection of game narratives. This project includes a case-study of the video game Undertale taught in multiple college literature classrooms over the course of a year. Results of the study show that a video game introduced as a work of literature to a classroom increases participation, actives disengaged students, and connects literary concepts across media through multimodal learning. The project concludes with a chapter discussing applications of video games as texts in literature classrooms, including addressing the practical concerns of migrating video games into an educational setting.