3G networks in emergency telemedicine - An in-depth evaluation & analysis

The evolution of telecommunications technologies in connection with the robustness and the fidelity these new systems provide, have opened up many new horizons as regards the provision of healthcare and the quality of service from the side of the experts to that of the patients. The purpose of this paper is to evaluate the third generation telecommunications systems that are only recently being deployed in Europe, as well as argue on why a transition from 2G and 2.5G to 3G telecommunications systems could prove to be crucial, especially in relation to emergency telemedicine. The experimental results of the use of these systems are analyzed, the implementation of a tele-consultation unit is presented and their exploitation capabilities are explored

Ambulance 3G

Minimising the time required for a patient to receive primary care has always been the concern of the Accidents and Emergency units. Ambulances are usually the first to arrive on the scene and to administer first aid. However, as the time that it takes to transfer the patient to the hospital increases, so does the fatality rate. In this paper, a mobile teleconsultation system is presented, based primarily on third generation mobile links and on Wi-Fi hotspots around a city. This system can be installed inside an ambulance and will permit high-resolution videoconferencing between the moving vehicle and a doctor or a consultant within a base station (usually a hospital). In addition to video and voice, high quality still images and screenshots from medical equipment can also be sent. The test was carried out in Athens, Greece where a 3G system was recently deployed by Vodafone. The results show that the system can perform satisfactory in most conditions and can effectively increase the patient’s quality of service, while having a modest cost

Interpreting RCT, process evaluation and case study evidence in evaluating the Integrated Group Reading (IGR) programme: a teacher-led, classroom-based intervention for Year 2 and 3 pupils struggling to read

This is the author accepted manuscript. The final version is available from Taylor & Francis (Routledge) via the DOI in this record.Almost 20% of English pupils still experience difficulties in reading despite a predominantly phonics approach that works well for most children, but not for all; so other approaches need to be explored. The IGR programme involves an inclusive approach to targeted teaching led by class teachers using a group-based class organisation and the integration of diverse research-based approaches (language and phonics-based). IGR has been evaluated in thirty-four English schools in five varied local authority areas using a cluster randomised design and a process evaluation. IGR was found to support enjoyment of reading with as much reading gains as the more phonics-oriented programmes used in control classes. Following its use, there were gains in teachers’ self-efficacy in teaching reading, and no negative effects on the class pupils’ reading. This study shows what a more inclusive approach to targeted reading intervention can achieve with a well-resourced programme. Questions can be about the interpretation of RCT findings when it comes to classroom-based educational interventions, and about teacher choice in opting for alternate teaching approaches.Nuffield Foundatio

An innovative classroom reading intervention for Year 2 and 3 pupils who are struggling to learn to read: Evaluating the Integrated Group Reading Programme

Executive summary and project report - May 2018Nuffield Foundatio

An inclusive model of targeting literacy teaching for 7-8 year old children who are struggling to learn to read: the Integrated Group reading (IGR) approach

This is the author accepted manuscript. The final version is available from Brill via the DOI in this recordThis chapter draws on the background thinking and research which has informed a current research project that has been evaluating an additional literacy teaching programme designed for 7-8 year old children who are struggling to learn to read. The rationale for the chapter is to illustrate challenges and practices in inclusive teaching in a very important area of teaching and learning. The framework of thinking that informs the design of the Integrated Group Reading (IGR) approach is the wave model (Griffiths & Stuart, 2013; Rose, 2006). In its UK form the wave model distinguishes between wave 1 (or universal or Quality First teaching), wave 2 or targeted teaching and wave 3 specialist teaching. In its typical presentation and use, the model is unclear about important questions in relation to what characterises each wave and what their relationship is to each other. One of the key issues is to what extent wave 1 teaching is meant to be adapted or differentiated for the diversity of children in a class. Is wave 1 teaching meant to provide for children who struggle to learn to read, for example for more than a year, and whose reading is well below some notional average? It is widely assumed that wave 1 teaching differentiates to some degree for different rates and styles of learning, but if some children cross a cut-off (say, well below average attainment for a year) and move to wave 2 (targeted teaching) how is this to be organised? In targeted teaching, designed to be supplementary to wave 1 teaching, are the identified children also participating in wave 1 teaching? Or does wave 2 teaching become their main form of literacy teaching? Also, how does the kind of teaching of reading in wave 2 (in terms of assumptions about reading and how to learn to read) relate to the kind of teaching done in wave 1? And, who teaches the wave 2 identified children and where does this teaching take place

Addressing Dilemmas and Tensions in Inclusive Education

This is the author accepted manuscript. The final version is available from OUP via the DOI in this record.Inclusive education has become a prominent international ideal and value in educational policies and practices. It is a seemingly simple concept about opportunities, equality, and solidarity that has wide global appeal. However, inclusion as applied to education connects with various social and political values that have been contested over many decades. One issue that underlies inclusion as a value is whether it represents a single coherent value or multiple values that can come into tension leading to dilemmas that need to be resolved. This issue is often overlooked in considerations about inclusive education but does affect various key issues about differentiation in the design of curricula and assessment, the location of provision, and how difference is identified and labeled and about participation in the social interaction between students who are different. This is an issue that needs to be addressed

Putting RCTs in their place: implications from an RCT of the Integrated Group Reading approach

This is the author accepted manuscript. The final version is available from Taylor & Francis (Routledge) via the DOI in this record.This paper describes the context, processes and issues experienced over 5 years in which a RCT was carried out to evaluate a programme for children aged 7-8 who were struggling with their reading. Its specific aim is to illuminate questions about the design of complex teaching approaches and their evaluation using an RCT. This covers the early development by the originator and work to develop and design a RCT funded trial. The experimental, process evaluation and case studies findings are summarised. It is argued that if RCT is the only credible evaluation approach, that there is no strong evidence for IGR use. But, if RCT as the first-choice evaluation approach needs to be supplemented by process evaluation, then a positive process evaluation might save IGR for further development and evaluation trials. However, it is suggested that conceptualising IGR as a complex teaching intervention also raises questions about RCT as the method of first choice. It is argued that a Designed-Based Research approach to scaling up IGR, an example of a Design & Research approach, might have been tried. The reasons why this was not done are explored with implications for the place of RCTs in improving teaching and learning.Nuffield Foundatio

What are Inclusive Pedagogies in Higher Education?: A Systematic Scoping Review

This is the author accepted manuscript. The final version is available from Taylor & Francis via the DOI in this record‘Inclusive pedagogies’ have been recommended as an approach for addressing increased student diversity in the university classroom. However, to date, no research has sought to map the field of inclusive pedagogies in higher education (HE) to establish how researchers have conceptualised and investigated this phenomenon. In this systematic scoping review, 5 databases were searched for literature published on the topic of inclusive pedagogies in HE. The findings suggest that HE researchers do not share a common understanding of inclusive pedagogies. We argue that inconsistency and fragmentation in perceptions of inclusive pedagogies is the result of inclusion itself being a philosophically contested matter; and that this needs to be reflected in the way that inclusive pedagogies are discussed in HE – even if this goes against current performative and market-driven trends that emphasise quick fixes over acknowledging the complexity of pedagogic issues

Biologically Inspired Near Extinct System Reconstruction

Recovery software system operations from a state of extensive damage without human intervention is a challenging problem as it may need to be based on a different infrastructure from the one that the system was originally designed for and deployed on (i.e., computational and communication devices) and significant reorganization of system functionalities. In this paper, we introduce a bio-inspired approach for reconstructing nearly extinct complex software systems. Our approach is based on encoding a computational DNA (co-DNA) of a system and computational analogues of biological processes to enable the transmission of co-DNA over computational devices and, through it, the transformation of these devices into system cells that can realise chunks of the system functionality, and spread further its reconstruction process

Using digital watermarking to enhance security in wireless medical image transmission

This is the published version of the article. Copyright 2010 Mary Ann Liebert Inc.During the last few years, wireless networks have been increasingly used both inside hospitals and in patients’ homes to transmit medical information. In general, wireless networks suffer from decreased security. However, digital watermarking can be used to secure medical information. In this study, we focused on combining wireless transmission and digital watermarking technologies to better secure the transmission of medical images within and outside the hospital. Methods: We utilized an integrated system comprising the wireless network and the digital watermarking module to conduct a series of tests. Results: The test results were evaluated by medical consultants. They concluded that the images suffered no visible quality degradation and maintained their diagnostic integrity. Discussion: The proposed integrated system presented reasonable stability, and its performance was comparable to that of a fixed network. This system can enhance security during the transmission of medical images through a wireless channel.The General Secretariat for Research and Technology of the Hellenic Ministry of Development and the British Council