Gestures can offer an intuitive way to interact with a computer. In this paper, we investigate the question whether gesturing with a mobile phone can help to perform complex tasks involving two devices. We present results from a user study, where we asked participants to spontaneously produce gestures with their phone to trigger a set of different activities. We investigated three conditions (device configurations): phone-to-phone, phone-to-tabletop, and phone to public display. We report on the kinds of gestures we observed as well as on feedback from the participants, and provide an initial assessment of which sensors might facilitate gesture recognition in a phone. The results suggest that phone gestures have the potential to be easily understood by end users and that certain device configurations and activities may be well suited for gesture control.

Congenital myasthenic syndrome (CMS) is a heterogeneous disorder that causes fatigable muscle weakness. CMS has been associated with variants in the MuSK gene and, to date, 16 patients have been reported. MuSK-CMS patients present a different phenotypic pattern of limb girdle weakness. Here, we describe four additional patients and discuss the phenotypic and clinical relationship with those previously reported. Two novel damaging missense variants are described: c.1742T > A; p.I581N found in homozygosis, and c.1634T > C; p.L545P found in compound heterozygosis with p.R166*. The reported patients had predominant limb girdle weakness with symptom onset at 12, 17, 18, and 30 years of age, and the majority exhibited a good clinical response to Salbutamol therapy, but not to esterase inhibitors. Meta-analysis including previously reported variants revealed an increased likelihood of a severe, respiratory phenotype with null alleles. Missense variants exclusively affecting the kinase domain, but not the catalytic site, are associated with late onset. These data refine the phenotype associated with MuSK-related CMS.

Abstract. Digital and real world events can be combined to create powerful learning opportunities for students, but time, tools, and expertise have been traditional barriers to teacher-created enhancements. This paper provides a rationale for using emerging, teacher-friendly tools, to merge real space and virtual space through video and 2D barcodes. The results of three pilot studies combine to illustrate the potential for using these tools. Results indicate that cell phones have the potential to facilitate augmented reality experiences for deaf students and adults.

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