mHealth Engineering: A Technology Review

In this paper, we review the technological bases of mobile health (mHealth). First, we derive a component-based mHealth architecture prototype from an Institute of Electrical and Electronics Engineers (IEEE)-based multistage research and filter process. Second, we analyze medical databases with regard to these prototypic mhealth system components.. We show the current state of research literature concerning portable devices with standard and additional equipment, data transmission technology, interface, operating systems and software embedment, internal and external memory, and power-supply issues. We also focus on synergy effects by combining different mHealth technologies (e.g., BT-LE combined with RFID link technology). Finally, we also make suggestions for future improvements in mHealth technology (e.g., data-protection issues, energy supply, data processing and storage)

Highly survivable bed pressure mat remote patient monitoring system for mHealth.

The high speed mobile networks like 4G and beyond are making a ubiquitous remote patient monitoring (RPM) system using multiple sensors and wireless sensor networks a realistic possibility. The high speed wireless RPM system will be an integral part of the mobile health (mHealth) paradigm reducing cost and providing better service to the patients. While the high speed wireless RPM system will allow clinicians to monitor various chronic and acute medical conditions, the reliability of such system will depend on the network Quality of Service (QoS). The RPM system needs to be resilient to temporary reduced network QoS. This paper presents a highly survivable bed pressure mat RPM system design using an adaptive information content management methodology for the monitored sensor data. The proposed design improves the resiliency of the RPM system under adverse network conditions like congestion and/or temporary loss of connectivity. It a

Criminal Justice and Mental Health : An Overview for Students

The intersection of crime and mental health has been a long-standing issue spanning across many decades, even centuries. In more recent times, professionals in the United States have begun to detail the “cracks” within the criminal justice system with better precision, especially in relation to inmates with mental health concerns. Unfortunately, despite the recognition of these cracks and their potential “fixes,” the implementation of change continues to be a struggle. The federal system, state system, and local county/parish jail system each have their own obstacles to overcome. Furthermore, these systems do not always work together for the common cause of public health for various reasons. Even further, integrating the mental health system into the criminal justice system at these levels can at times seem impossible; yet, the capacity for coordinated change has never been more possible. This text serves to educate students and professionals not only on the system of interconnected cracks, but also on the recommendations and innovations set forth by different interests at varying levels of the said system. All of the answers may not have been discovered yet, but the impetus for change is on the horizon for those with mental illness in the criminal justice system. The hopes of change begin with discussion on the problems, particularly in a historical context. This text seeks to be that vehicle for change in the future to ensure the care and safety of justice-involved individuals with mental illness

The mad manifesto

The “mad manifesto” project is a multidisciplinary mediated investigation into the circumstances by which mad (mentally ill, neurodivergent) or disabled (disclosed, undisclosed) students faced far more precarious circumstances with inadequate support models while attending North American universities during the pandemic teaching era (2020-2023). Using a combination of “emergency remote teaching” archival materials such as national student datasets, universal design for learning (UDL) training models, digital classroom teaching experiments, university budgetary releases, educational technology coursewares, and lived experience expertise, this dissertation carefully retells the story of “accessibility” as it transpired in disabling classroom containers trapped within intentionally underprepared crisis superstructures. Using rhetorical models derived from critical disability studies, mad studies, social work practice, and health humanities, it then suggests radically collaborative UDL teaching practices that may better pre-empt the dynamic needs of dis/abled students whose needs remain direly underserviced. The manifesto leaves the reader with discrete calls to action that foster more critical performances of intersectionally inclusive UDL classrooms for North American mad students, which it calls “mad-positive” facilitation techniques: 1. Seek to untie the bond that regards the digital divide and access as synonyms. 2. UDL practice requires an environment shift that prioritizes change potential. 3. Advocate against the usage of UDL as a for-all keystone of accessibility. 4. Refuse or reduce the use of technologies whose primary mandate is dataveillance. 5. Remind students and allies that university space is a non-neutral affective container. 6. Operationalize the tracking of student suicides on your home campus. 7. Seek out physical & affectual ways that your campus is harming social capital potential. 8. Revise policies and practices that are ability-adjacent imaginings of access. 9. Eliminate sanist and neuroscientific languaging from how you speak about students. 10. Vigilantly interrogate how “normal” and “belong” are socially constructed. 11. Treat lived experience expertise as a gift, not a resource to mine and to spend. 12. Create non-psychiatric routes of receiving accommodation requests in your classroom. 13. Seek out uncomfortable stories of mad exclusion and consider carceral logic’s role in it. 14. Center madness in inclusive methodologies designed to explicitly resist carceral logics. 15. Create counteraffectual classrooms that anticipate and interrupt kairotic spatial power. 16. Strive to refuse comfort and immediate intelligibility as mandatory classroom presences. 17. Create pathways that empower cozy space understandings of classroom practice. 18. Vector students wherever possible as dynamic ability constellations in assessment