Real-time mechanism-based interventions for daily alcohol challenges: Protocol for ecological momentary assessment and intervention.

Background: Advancing evidence-based, tailored interventions for substance use disorders (SUDs) requires understanding temporal directionality while upholding ecological validity. Previous studies identified loneliness and craving as pivotal factors associated with alcohol consumption, yet the precise directionality of these relationships remains ambiguous.

Objective: This study aims to establish a smartphone-based real-life intervention platform that integrates momentary assessment and intervention into everyday life.

Causal effects of sedentary breaks on affective and cognitive parameters in daily life: a within-person encouragement design.

Understanding the complex relationship between sedentary breaks, affective well-being and cognition in daily life is critical as modern lifestyles are increasingly characterized by sedentary behavior. Consequently, the World Health Organization, with its slogan "every move counts", emphasizes a central public health goal: reducing daily time spent in sedentary behavior. Previous studies have provided evidence that short sedentary breaks are feasible to integrate into daily life and can improve affective and cognitive parameters.

Comparison of fludarabine/melphalan (FM140) with fludarabine/melphalan/BCNU (FBM110) in patients with relapsed/refractory AML undergoing allogeneic hematopoietic cell transplantation - a registry study on behalf of the EBMT Acute Leukemia Working Party.

The treatment of relapsed/refractory acute myeloid leukemia (AML) is associated with a dismal prognosis. The allogeneic hematopoietic cell transplantation (allo-HCT) is frequently performed as salvage therapy. Reduced intensity conditioning protocols have been developed with the aim of reducing the leukemia burden without increasing their toxicity.

Realizing the potential of mobile interventions for education.

Mobile devices are ubiquitous, but their potential for adaptive educational interventions remains largely untapped. We identify three key promises of mobile interventions for educational research and practice: 1) intervening when it is most beneficial (i.e.