Magnetopneumography was used to measure non-invasively the concentration of the ferrimagnetic fraction of retained welding fume in the thoraces of steel arc welders. This was done by measuring the remanent magnetic fields due to ferrimagnetic particles. The 11 welders studied had concentrations of thoracic ferrimagnetic mineral several orders of magnitude greater than three machinists, 16 former asbestos insulators, and 24 control subjects. These concentrations correlated well with total years welding (p < 0-01) and radiographic evidence of small rounded densities (p < 0 05), but not with smoking history. There was a higher concentration of ferrimagnetic mineral over the hilar regions. Magnetopneumography offers a non-invasive indicator of the accumulation of welding fume in the thorax. Magnetopneumography is a non-invasive

We introduce a mixed-methods approach for determining how people weigh tradeoffs in values related to health and technologies for health self-management. Our approach combines interviews with Q-methodology, a method from psychology uniquely suited to quantifying opinions. We derive the framework for structured data collection and analysis for the Q-methodology from theories of self-management of chronic illness and technology adoption. To illustrate the power of this new approach, we used it in a field study of nine older adults with type 2 diabetes, and nine mothers of children with asthma. Our mixed-methods approach provides three key advantages for health design science in HCI: (1) it provides a structured health sciences theoretical framework to guide data collection and analysis; (2) it enhances the coding of unstructured data with statistical patterns of polarizing and consensus views; and (3) it empowers participants to actively weigh competing values that are most personally significant to them.

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Inclusive play, defined as play among children with and without disabilities, provides learning opportunities that challenge stereotypes, foster strong friendships, and help children develop empathy and other social and emotional skills. Designing technologies to support inclusive play are understudied in Human-Computer Interaction. We synthesized literature, conducted design ethnography in an inclusive classroom, and interviewed and surveyed parents and teachers to explore this problem. Our research contributes an empirical understanding of the current state of inclusive play and a characterization of the design space for interactive technologies that can support children and adults with inclusive play. We identify key facilitators of inclusive play: direct and embedded supports, transparency, adjustability, emphasis on children's interests and strengths, and current technology use. We also describe significant barriers to inclusive play: effort required to facilitate inclusive play, children's preferences, parental inexperience, and inappropriate technology. Through our discussion, we conclude that interactive technologies should be designed to harness the facilitators and help overcome the barriers in order to maximize children's opportunities with inclusive play.