National Research and Education Networks to Support Telemedicine and Telehealth

National Research and Education Networks (NRENs) worldwide are expanding capacities, including collaboration amongst teams of health scientists to create academic telehealth communities that bridge science, technology, innovation, education, assistance, and federal health authorities to discuss, seek funding and work together. The World Health Organisation promotes Universal Health Coverage (UHC) as a goal for equitable access to health services without pushing people to poverty. UHC has been adopted by the United Nations General Assembly as one of the health targets under Goal 3 on health. Using information and communication technologies to bring healthcare to people in remote areas and to those who need health services most is one of the objectives of UHC. RUTE is the Brazilian Telemedicine University Network programme, coordinated by the NREN RNP (Rede Nacional de Ensino e Pesquisa) . In September 2015 RUTE launched its 118th Telemedicine Unit, all of them located in university and teaching hospitals all over the 27 Brazilian states. Fifty-five special interest groups (SIGs) in health specialties operate over the collaborative network model with 2 to 3 scientific videoconferenced sessions every day, amongst 150 participating institutions. Last year the programme published its second book on its impact in the Brazilian Telehealth initiative as well as in Latin America. As quoted in the foreword: “It is an example of what a country can and has done and what lessons the world can learn from them.” This paper provides insight regarding the development and evaluation of the programme and may provide thoughts and even guidance to policy makers

Higher Education outreach to widen participation: toolkits for practitioners. Overview

The toolkits are a distillation of the learning, methods and resources developed by Aimhigher and the Lifelong Learning Network programmes to support the effective strategy, management and delivery of outreach work to encourage progression to higher education for under-represented groups. The toolkits recontextualise the learning from these programmes to fit the current higher education environment. The toolkits form a suite of four (see links to right). They include: • Toolkit 1 Partnership • Toolkit 2 Targeting • Toolkit 3 Programmes • Toolkit 4 Evaluation • Resources and glossary.This is the second and updated edition, the first edition of the Toolkits was published in December 2012.Higher Education Funding Council for England (HEFCE

Considering Evaluation: Thoughts for Social Change and Movement-Building Groups

The aim of this guide is to present an easy-to-use resource for evaluation and assessments of social justice, social change and movement building work. It is not meant to be a comprehensive guide to evaluation, but rather goal is to share some of our tools, resources, and lessons learned in this area. This booklet is intended for practitioners working to build organizations, organize networks, alliances and movement building projects

Charged-particle multiplicities in pp interactions at root s=900 GeV measured with the ATLAS detector at the LHC

22 páginas, 4 figuras, 1 tabla.-- et al.(ATLAS Collaboration).-- arXiv:1003.3124v2The first measurements from proton-proton collisions recorded with the ATLAS detector at the LHC are presented. Data were collected in December 2009 using a minimum-bias trigger during collisions at a centre-of-mass energy of 900 GeV. The charged-particle multiplicity, its dependence on transverse momentum and pseudorapidity. and the relationship between mean transverse momentum and charged-particle multiplicity are measured for events with at least one charged particle in the kinematic range vertical bar eta vertical bar 500 MeV. The measurements are compared to Monte Carlo models of proton-proton collisions and to results from other experiments at the same centre-of-mass energy. The charged-particle multiplicity per event and unit of pseudorapidity eta = 0 is measured to be 1.333 +/- 0.003(stat.) +/- 0.040(syst.), which is 5-15% higher than the Monte Carlo models predict.We are greatly indebted to all CERN’s departments and to the LHC project for their immense efforts not only in building the LHC, but also for their direct contributions to the construction and installation of the ATLAS detector and its infrastructure. All our congratulations go to the LHC operation team for the superb performance during this initial data-taking period. We acknowledge equally warmly all our technical colleagues in the collaborating Institutions without whom the ATLAS detector could not have been built. Furthermore we are grateful to all the funding agencies which supported generously the construction and the commissioning of the ATLAS detector and also provided the computing infrastructure. The ATLAS detector design and construction has taken about fifteen years, and our thoughts are with all our colleagues who sadly could not see its final realisation. We acknowledge the support of ANPCyT, Argentina; Yerevan Physics Institute, Armenia; ARC and DEST, Australia; Bundesministerium für Wissenschaft und Forschung, Austria; National Academy of Sciences of Azerbaijan; State Committee on Science & Technologies of the Republic of Belarus; CNPq and FINEP, Brazil; NSERC, NRC, and CFI, Canada; CERN; CONICYT, Chile; NSFC, China; COLCIENCIAS, Colombia; Ministry of Education, Youth and Sports of the Czech Republic, Ministry of Industry and Trade of the Czech Republic, and Committee for Collaboration of the Czech Republic with CERN; Danish Natural Science Research Council and the Lundbeck Foundation; European Commission, through the ARTEMIS Research Training Network; IN2P3-CNRS and Dapnia-CEA, France; Georgian Academy of Sciences; BMBF, HGF, DFG and MPG, Germany; Ministry of Education and Religion, through the EPEAEK program PYTHAGORAS II and GSRT, Greece; ISF, MINERVA, GIF, DIP, and Benoziyo Center, Israel; INFN, Italy; MEXT, Japan; CNRST, Morocco; FOM and NWO, Netherlands; The Research Council of Norway; Ministry of Science and Higher Education, Poland; GRICES and FCT, Portugal; Ministry of Education and Research, Romania; Ministry of Education and Science of the Russian Federation and State Atomic Energy Corporation “Rosatom”; JINR; Ministry of Science, Serbia; Department of International Science and Technology Cooperation, Ministry of Education of the Slovak Republic; Slovenian Research Agency, Ministry of Higher Education, Science and Technology, Slovenia; Ministerio de Educación y Ciencia, Spain; The Swedish Research Council, The Knut and Alice Wallenberg Foundation, Sweden; State Secretariat for Education and Science, Swiss National Science Foundation, and Cantons of Bern and Geneva, Switzerland; National Science Council, Taiwan; TAEK, Turkey; The Science and Technology Facilities Council and The Leverhulme Trust, United Kingdom; DOE and NSF, United States of America.Peer reviewe

From Dynamic to Expressionism: An Arts Integration Study

The classroom based study “From Dynamic to Expressionism: An Arts Integration Study” was designed to answer the question; Will implementing an interdisciplinary art and music unit affect the level of student confidence in understanding expressionism in art? The researcher implemented an interdisciplinary art unit in two inner-city second grade classes. Throughout the study a survey was used for students to assess their confidence level and a checklist was used to observe student confidence during class time

Maximising the impact of careers services on career management skills: a review of the literature

The review identified an international body of work on the development and implementation of competency frameworks in reaction to CMS, including the ‘Blueprint’ frameworks, which are a series of inter-related national approaches to career management skills (originating in the USA and taken up subsequently, and with different emphases, by Canada, Australia, England and Scotland). There is, as yet, little empirical evidence to support the overall efficacy of CMS frameworks, but they have the advantage of setting out what needs to be learned (usually as a clear and identifiable list of skills, attributes and attitudes) and, often, how this learning is intended to happen. The international literature emphasised the iterative nature and mixture of formal and informal learning and life experiences that people needed to develop CMS. It suggested that, though there was no single intervention or group of interventions that appeared most effective in increasing CMS, there were five underpinning components of career guidance interventions that substantially increased effectiveness, particularly when combined. These included the use of narrative/writing approaches; the importance of providing a ‘safe’ environment; the quality of the adviser-client relationship; the need for flexibility in approach; the provision of specialist information and support; and clarity on the purpose and aims of action planning. The review also identified a possible emergent hierarchy around the efficacy of different modes of delivery of career guidance interventions on CMS development. Interventions involving practitioner contact and structured groups appeared more effective than self-directed interventions or unstructured groups. Computer-based interventions were found to work better when practitioner input was provided during the intervention or when they were followed up by a structured workshop session to discuss and review the results.Skills Funding Agenc