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The unpreserved liposomal formulation has suitable properties to be administered by a topical ophthalmic route. The liposome-based artificial tear had good in vitro and in vivo tolerance responses. This formulation, composed of a combination of liposomes and bioadhesive polymers, may be used successfully as a tear film substitute in DE therapy.

. Purpose:  To evaluate contrast sensitivity and disability glare in patients with dry eye using the Contrast Glaretester 1000. Methods:  Contrast sensitivity and disability glare were determined in 33 eyes of 33 patients with dry eye and 30 eyes of 30 healthy control subjects for six target sizes with a visual angle of 6.3–0.7 degrees using the Contrast Glaretester 1000, whose working mechanism is similar to that of the conventional perimetry instrument. Results:  Contrast sensitivity was significantly worse in dry eye group when viewing all target sizes (reduction of 0.10–0.25 log contrast units, p < 0.01) except at 6.3 degrees. In the presence of glare, differences in log contrast sensitivity between the groups (0.10–0.25 units) were significant (p < 0.01) for all target sizes, with the dry eye group showing worse results. The reduction in contrast sensitivity induced by glare (disability glare) was significantly worse in the dry eye group versus the control group but only for the 2.5‐degree size target, where 0.14 log contrast units were lost. Conclusions:  Contrast sensitivity with and without glare was significantly reduced in patients with dry eye compared with control subjects, but the number of log contrast units lost with glare (disability glare) was similar in the two groups, except for the 2.5‐degree size target.

This study describes the concepts, historical precedents, language and fundamental experiences of artivism. It shows the research activities from two main universities (Complutense de Madrid in Spain and Nottingham Trent in UK) as well as other cultural institutions (Élan Interculturel from France and Artemiszio from Hungary), which have explored the educational potential of artivism as a new way of achieving social engagement using innovation and artistic creation. The paper defines precisely artivism as a new language which appears outside the museums and art academies, moving towards urban and social spaces. Artivism is a hybrid form of art and activism which has a semantic mechanism to use art as a means towards change and social transformation. The analysis collects some central experiences of the artivist phenomenon and applies semantic analysis, archiving artivist experiences, and using urban walks and situational research, analyses the educational and formative potential of artivists and their ability to break the classroom walls, and to remove the traditional roles of creator and receptor, student and professor, through workshop experiences. Finally, it reflects upon the usefulness of artivism as a new social language and an educational tool that breaks the traditional roles of social communication. Este estudio describe los conceptos, antecedentes, lenguaje y experiencias fundamentales del artivismo, a partir de las actividades de estudio en la Universidad de Nottingham Trent y en la Universidad Complutense de Madrid, con la colaboración de otras entidades culturales como la francesa Élan Interculturel (Francia) y Artemiszio (Hungría), explorando la capacidad educativa de nuevas formas de compromiso social mediante la innovación y creación artística. El artículo acota y define el artivismo como un nuevo lenguaje que surge del desborde de la creación artística académica y museística, hacia los espacios y lugares sociales. El artivismo, hibridación del arte y del activismo, tiene un mecanismo semántico en el que se utiliza el arte como vía para comunicar una energía hacia el cambio y la transformación. El análisis recoge algunas de las principales experiencias en artivismo mediante diversas técnicas –estudio de ejemplos de artivismo mediante análisis semántico, realización de archivo de fenómenos artivistas siguiendo metodologías de paseos urbanos e investigación situacional, y estudio de la capacidad didáctica y formativa de los artivistas y sus trabajos por su facilidad para romper los muros de las aulas e invertir los roles de creador y espectador, alumno y profesor, mediante experiencias en talleres– para de esta manera reflexionar finalmente sobre la utilidad del artivismo como nuevo lenguaje social y como herramienta educativa, capaz de romper los roles tradicionales de la comunicación social.