POSE ESTIMATION AND ACTION RECOGNITION IN SPORTS AND FITNESS

The emergence of large datasets and major improvements in Deep Learning has lead to many real-world applications. These applications have been focused on automotive markets, mobile markets, stock markets, and the healthcare market. Although Deep Learning has strong foundations across many areas, the few applications in Sports, Fitness, or even Injury Rehabilitation could benefit greatly from it. For example, if you are performing a workout and you need to evaluate your form, but do not have access or resources for an instructor to evaluate your form, it would be great to have an Artificial Intelligent agent provide real time feedback through your laptop or phone. Therefore our goal in this research study is to find a foundation for an exercise feedback application by comparing two computer vision models. The two approaches we will be comparing will be pose estimation and action recognition. The latter will be covered in more depth, as we will provide an end to end approach, while the former will be used as a benchmark to compare with. Action recognition will cover the collection, labeling, and organization of the data, training and integrating with real-time data to provide the user with feedback. The exercises we will focus on during our testing and analysis will be squats and push-ups. We were able to achieve an accuracy score of 79% with our best model, given a validation set of 391 squatting images from the PennAction dataset for squat exercise action recognition

Ideas and Enhancements Related to Mobile Applications to Support Type 1 Diabetes

Background: Mobile devices have become increasingly important to young people who now use them to access a wide variety of health-related information. Research and policy related to the integration of health information and support with this technology do not effectively consider the viewpoint of a younger patient. Views of young people with type 1 diabetes are vital in developing quality services and improving their own health-related quality of life (HRQOL), yet research on their lifestyle and use of Web and mobile technology to support their condition and in non–health-related areas is sparse. Objective: To develop insight into young people with type 1 diabetes and their current use of Web and mobile technology and its potential impact on HRQOL. This can be achieved by constructing an in-depth picture of their day-to-day experiences from qualitative interviewing and exploring how they make use of technology in their lives and in relation to their condition and treatment. The goal was then to build something to help them, using the researcher’s technical expertise and seeking users’ opinions during the design and build, utilizing sociotechnical design principles. Methods: Data were collected by semistructured, in-depth qualitative interviews (N=9) of young people with type 1 diabetes aged 18-21. Interviews were transcribed and loaded onto NVivo for theme identification. Data analysis was undertaken during initial interviews (n=4) to locate potential ideas and enhancements for technical development. Latter interviews (n=5) assisted in the iterative sociotechnical design process of the development and provided additional developmental ideas. Results: Six themes were identified providing an understanding of how participants lived with and experienced their condition and how they used technology. Four technological suggestions for improvement were taken forward for prototyping. One prototype was developed as a clinically approved app. A number of ideas for new mobile apps and enhancements to currently existing apps that did not satisfactorily cater to this age group’s requirements for use in terms of design and functionality were suggested by interviewees but were not prototyped. Conclusions: This paper outlines the nonprototyped suggestions from interviewees and argues that young people with type 1 diabetes have a key role to play in the design and implementation of new technology to support them and improve HRQOL. It is vital to include and reflect on their suggestions as they have a radically different view of technology than either their parents or practitioners. We need to consider the relationship to technology that young people with type 1 diabetes have, and then reflect on how this might make a difference to them and when it might not be a suitable mechanism to use

The future design direction of smart clothing development

Literature indicates that Smart Clothing applications, the next generation of clothing and electronic products, have been struggling to enter the mass market because the consumers’ latent needs have not been recognised. Moreover, the design direction of Smart Clothes remains unclear and unfocused. Nevertheless, a clear design direction is necessary for all product development. Therefore, this research aims to identify the design directions of the emerging Smart Clothes industry by conducting a questionnaire survey and focus groups with its major design contributors. The results reveal that the current strategy of embedding a wide range of electronic functions in a garment is not suitable. This is primarily because it does not match the users’ requirements, purchasing criteria and lifestyle. The results highlight the respondents’ preference for personal healthcare and sportswear applications that suit their lifestyle, are aesthetically attractive, and provide a practical function

A qualitative study of children, young people and 'sexting' : English

The purpose of this small scale qualitative research was to respond to and enhance our understandings of the complex nature of sexting and the role of mobile technologies within peer teen networks. It was designed as a pilot study – to investigate a phenomenon whose nature, scale and dimensions were unknown. Thus the research itself also was small in scale and exploratory in nature and also culturally and geographically specific. We conducted focus group interviews with 35 young people years 8 and 10 in two inner city London schools. At the focus groups we asked participants to friend us on Facebook, with a research Facebook profile. We then mapped some of their activities online and returned for 22 individual interviews with selected case study young people. We also interviewed key teachers and staff at the schools. The study found that threats from peers in digital social networks were more problematic for young people that ‘stranger danger’ from adults. Digital technologies facilitated new visual cultures of surveillance, in which young women were pressured to send revealing body photos or asked to perform sexual services by text and through social networking sites. In this way, sexting aggravated peer hierarchies and forms of sexual harassment in schools, meaning that sexting was often coercive and was sometimes a form of cyberbullying. Girls were most negatively affected by ‘sexting’ in cultural contexts of increasing ‘sexualisation’ shaped by sexual double standards and boys had difficulty in challenging constructions of sexually aggressive masculinity. The research allowed for exploration of when pleasurable sexual flirtation through digital communication moved into sexual coercion and harassment, which was illustrated through narrative examples. Considering the relationship between online and offline risks it found sexual double standards in attitudes to digital sexual communication were linked to incidents of real playground sexual harassment and violence. Finally, it found that children at primary school age were being impacted by the coercive aspects of ‘sexting’ at an earlier age, than prior research indicated

Exploring people’s candidacy for mobile health–supported HIV testing and care services in rural Kwazulu-Natal, South Africa: qualitative study

BACKGROUND: The use of mobile communication technologies (mHealth: mobile health) in chronic disease management has grown significantly over the years. mHealth interventions have the potential to decentralize access to health care and make it convenient, particularly in resource-constrained settings. It is against this backdrop that we aimed to codevelop (with potential users) a new generation of mobile phone-connected HIV diagnostic tests and Web-based clinical care pathways needed for optimal delivery of decentralized HIV testing, prevention, and care in low- and middle-income countries. OBJECTIVE: The aim of this study was to understand ways in which an mHealth intervention could be developed to overcome barriers to existing HIV testing and care services and promote HIV self-testing and linkage to prevention and care in a poor, HIV hyperendemic community in rural KwaZulu-Natal, South Africa. METHODS: A total of 54 in-depth interviews and 9 focus group discussions were conducted with potential users (including health care providers) in 2 different communities. Theoretically informed by the candidacy framework, themes were identified from the interview transcripts, manually coded, and thematically analyzed. RESULTS: Participants reported barriers, such as fear of HIV identity, stigma, long waiting hours, clinic space, and health care workers' attitudes, as major impediments to effective uptake of HIV testing and care services. People continued to reassess their candidacy for HIV testing and care services on the basis of their experiences and how they or others were treated within the health systems. Despite the few concerns raised about new technology, mobile phone-linked HIV testing was broadly acceptable to potential users (particularly men and young people) and providers because of its privacy (individual control of HIV testing over health provider-initiated testing), convenience (individual time and place of choice for HIV testing versus clinic-based testing), and time saving. CONCLUSIONS: Mobile phone-connected HIV testing and Web-based clinical care and prevention pathways have the potential to support access to HIV prevention and care, particularly for young people and men. Although mHealth provides a way for individuals to test their candidacy for HIV services, the barriers that can make the service unattractive at the clinic level will also need to be addressed if potential demand is to turn into actual demand

Culture and disaster risk management - synthesis of stakeholder attitudes during 3 Stakeholder Assemblies in Romania, Italy and Portugal

This report provides a synthesis of the results of three CARISMAND Stakeholder Assemblies held in A) Bucharest,Romania on April 14-15, 2016; B) Rome,Italy on February 27-28, 2017; and C) Lisbon,Portugal on February 27-28, 2018. These Stakeholder Assemblies, together with six Citizen Summits (see Deliverables D5.3 – D5.9) were part of the CARISMAND cycle of events (see Figure 1 below). This cycle of events was the key concept at the core of the CARISMAND project which aimed to ensure a comprehensive feedback loop betweendisaster practitioners and citizens. It also allowed for the progression of ideas co-created by disaster practitioners and citizens. The locations of the three Stakeholder Assemblies were chosen due to their rather different “backgrounds”. The three countries had been struck at the time of the respective event by different types of disasters. In addition, the three countries have very different “cultures”, or cultural impacts, at a societal level. Romania has a comparatively strong authoritative systems due to its political history; Italy has experienced a strong direct in-flow of migrants in the last years due to its geological location; and Portugal has long been a traditional “melting pot” where, over more than a millennium, people from different cultural backgrounds and ethnic origins (in particular North Africa, South America, and Europe) have lived together. Accordingly, these differences were expected to allow a wide range of practitioners’ attitudes and perceptions related to cultural factors in disaster management to emerge. In order to not only gather a variety of attitudes and perceptions but also promote cross-sectional knowledge transfer, the audience in all three events consisted of a wide range of practitioners who are typically involved in disaster management, e.g., civil protection agencies , the emergency services, paramedics, nurses, environmental protection agencies, the Red Cross, firefighters, the military, and the police. Further, these practitioners were from several regions in the respective country; in Portugal, the Stakeholder Assembly also included practitioners from the island of Madeira. The 40-60 participants per event were recruited via invitations sent to various organisations and institutions that play a role in disaster management, and via direct contacts of local partners in the CARISMAND consortium. Each assembly consisted of a mix of presentations and discussion groups to combine dissemination with information gathering (for detailed schedules see Appendices A1-A3). In an initial general assembly, the event started with presentations of the CARISMAND project and its main goals and concepts. Then, participants were split into small working groups in separate breakout rooms, where they discussed and provided feedback on a specific topic. After each working group session, panel discussions allowed the participants to present the results of their working group to the rest of the audience. After each panel discussion, keynote speakers gave presentations related to the topic that had been discussed during the working groups. This schedule was designed to ensure that participants are provided with detailed information about recent developments in disaster management, but without influencing the attitudes and perceptions expressed in the working groups. In the third Stakeholder Assembly, different sets of recommendations for practitioners (related to the use of cultural factors in disaster management) were presented to the general audience, followed by small discussion group sessions as described above.The project was co-funded by the European Commission within the Horizon2020 Programme (2014–2020).peer-reviewe

Maintaining connectivity and enhancing communication through the use of text messaging in an undergraduate nursing programme

The purpose of this paper is to present the findings of a study that examined the use of a Short Message Service (SMS) (or ‘Text Messaging’) to enhance communication and participation with students on an undergraduate nursing programme. The ideology behind the study is based on an awareness that technology is not always recognised by nursing students as a useful aspect of their education and practice. Therefore it was considered that integrating this ubiquitous from of technology use might help them to recognise the usefulness of technology as an aid to enhance and develop more effective ways of learning and working. Short Message Service (SMS) is a communications protocol allowing the interchange of short text messages between mobile phones. It is the most widely available data application on the planet with over 2.4 billion users (Wikipedia 2008). The advantages in using SMS messaging include ‘always-on’ communication, connectivity to real world learning contexts, ‘top of mind’ direct access and ‘just for me’ personal communication (Jones & Bunting 2008). The widespread availability of mobile phones provides an opportunity to establish and maintain a sense of connectedness in helping learners to engage with their programme of study as almost everyone can participate in synchronous and asynchronous communication. Laurillard (2008) suggests that we should ‘harness technology to meet the needs of education rather than simply search for problems to which technology is the solution’. This concept has particular relevance for the learners in this study who undertake clinical learning experiences throughout their programme of study that are geographically dispersed over a large area for periods of time ranging from two to eight weeks. Text messaging was used to develop and maintain strong links between the tutor/programme director and the students throughout the duration of the programme

Learning from Digital Natives: Bridging Formal and Informal Learning. Final Report

Overview This report suggests that students are increasingly making use of a variety of etools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) to support their informal learning within formalised educational settings, and that they use the tools that they have available if none are provided for them. Therefore, higher education institutions should encourage the use of these tools. Aims and background This study aimed to explore how e-tools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) and the processes that underpin their use can support learning within educational institutions and help improve the quality of students’ experiences of learning in higher education (pgs 9-11). Methodology The study entailed: (i) desk research to identify related international research and practice and examples of integration of e-tools and learning processes in formal educational settings; (ii) a survey of 160 engineering and social work students across two contrasting Scottish universities (pre- and post-1992) – the University of Strathclyde and Glasgow Caledonian University – and follow-up interviews with eight students across the two subject areas to explore which technologies students were using for both learning and leisure activities within and outside the formal educational settings and how they would like to use such technologies to support their learning in both formal and informal settings; and (iii) interviews with eight members of staff from across the institutions and two subject areas to identify their perceptions of the educational value of the e-tools. (pgs 24-27). Key findings • Students reported making extensive use of a variety of both e-tools (such as mobile phones, email, MSN, digital cameras) and social networking tools (such as Bebo, MySpace, Wikipedia and YouTube) for informal socialisation, communication, information gathering, content creation and sharing, alongside using the institutionally provided technologies and learning environments. • Most of the students owned their own computer or had access to a sibling or parent’s computer. Many students owned a laptop but preferred not to bring it onto campus due to security concerns and because they found it too heavy to carry about. • Ownership of mobile phones was ubiquitous. • Whilst the students’ information searching literacy seemed adequate, the ability of these students to harness the power of social networking tools and informal processes for their learning was low. Staff reported using a few Web 2.0 and social software tools but they were generally less familiar with how these could be used to support learning and teaching. There were misconceptions surrounding the affordances of the tools and fears expressed about security and invasion of personal space. Considerations of the costs and the time it would take staff to develop their skills meant that there was a reluctance to take up new technologies at an institutional level. • Subject differences emerged in both staff and student perceptions as to which type of tools they would find most useful. Attitudes to Web 2.0 tools were different. Engineers were concerned with reliability, using institutional systems and inter-operability. Social workers were more flexible because they were focused on communication and professional needs. • The study concluded that digital tools, personal devices, social networking software and many of the other tools explored all have a large educational potential to support learning processing and teaching practices. Therefore, use of these tools and processes within institutions, amongst staff and students should be encouraged. • The report goes on to suggest ways in which the use of such technologies can help strengthen the links between informal and formal learning in higher education. The recommendations are grouped under four areas – pedagogical, socio-cultural, organisational and technological