Health Disease Prediction Using Deep Learning And Patient Health Monitoring Wearable Device Using Sensors And IOT

In spite of several emerging medical technologies and innovations, many countries are facing difficulties in creating the proper health infrastructure which can handle pandemic and emergency situations. So, it is essential to have a smart and virtual health infrastructure to track, test and treat the patients. The proposed model adopts IOT based wearable device which includes multiple sensors to observe the health condition of the patient. The sensors data obtained from the wearable device will be periodically uploaded to cloud user account. Additional access will be given to doctor/care takers to load the test results and medications. So we have used HTTP protocol over internet or LAN (local area network). We have implemented wearable device where it reads pulse rate and temperature every 8 sec and upload the data in Things speak which is an IOT platform where doctor’s, patient care taker and nurse can monitor patients health by sitting any corner of this world and Now-a-days, People nowadays suffer from a variety of diseases as a result of the climate and their lifestyle choices. As a result, predicting illness at an earlier stage becomes a critical challenge. However, doctors find it difficult to make precise predictions based on symptoms. The most difficult challenge is correctly predicting disease. To solve this issue, a computer was developed. Training is crucial in predicting the future. We proposed general disease prediction based on symptoms of the patient

Utilizing digital assessment strategies for theory & practical work in mechatronics

In recent times, education has become ubiquitous due to the digital revolution. Learning is now possible from a plethora of online resources in formats such as text, audio, or video. While it is common practice to use digital formats for providing learning resources, many educators still prefer traditional methods such as paper-based (handwritten and/or typed) or in-person for assessment. This is often used to reduce the risk of plagiarism and ghostwriting, or to verify practical work achievement. On the other hand, emphasis is now being placed on learning 21st century skills which includes Information, Media, and Technology Skills (Trilling & Fadel, 2009). These fall under the general umbrella of Digital Literacy Skills. It is important for engineering students to develop these skills because it is very likely they will have use them in their work life as engineers or technicians. For example, manufacturers and suppliers of mechatronics related tools/equipment (e.g. for automation and control) now provide technical resources in digital formats such as web pages, document files, and even videos (Mathworks, n.d.; SchneiderElectric, n.d.). In addition to this, online collaborative work environments across diverse geographic locations are becoming popular and these skills are likely to very valuable. This paper considers the perspective that digital assessment outweighs traditional methods in benefits due to its applicability in the changing work environment. Traditional assessment methods could be used as a secondary tool to follow up when educators have concerns about student work submitted via digital means. Hence, the focus of this paper is on discussing some options for moving towards digital assessment for theory work (such as tests) and practical work in mechatronics related courses on the diploma and degree programmes

Utilizing digital assessment strategies for theory & practical work in mechatronics

In recent times, education has become ubiquitous due to the digital revolution. Learning is now possible from a plethora of online resources in formats such as text, audio, or video. While it is common practice to use digital formats for providing learning resources, many educators still prefer traditional methods such as paper-based (handwritten and/or typed) or in-person for assessment. This is often used to reduce the risk of plagiarism and ghostwriting, or to verify practical work achievement. On the other hand, emphasis is now being placed on learning 21st century skills which includes Information, Media, and Technology Skills (Trilling & Fadel, 2009). These fall under the general umbrella of Digital Literacy Skills. It is important for engineering students to develop these skills because it is very likely they will have use them in their work life as engineers or technicians. For example, manufacturers and suppliers of mechatronics related tools/equipment (e.g. for automation and control) now provide technical resources in digital formats such as web pages, document files, and even videos (Mathworks, n.d.; SchneiderElectric, n.d.). In addition to this, online collaborative work environments across diverse geographic locations are becoming popular and these skills are likely to very valuable. This paper considers the perspective that digital assessment outweighs traditional methods in benefits due to its applicability in the changing work environment. Traditional assessment methods could be used as a secondary tool to follow up when educators have concerns about student work submitted via digital means. Hence, the focus of this paper is on discussing some options for moving towards digital assessment for theory work (such as tests) and practical work in mechatronics related courses on the diploma and degree programmes

Implementing project based learning and tools to develop employability skills for early tertiary learners in engineering education

From recent studies and research, it is clearly defined that 21st century industries/employers seek engineering graduates that have employability skills. From the new trends, major emphasis on practical applications compared to theory is given in engineering education. The pathway from education to employability is critical for an early tertiary learner to establish their career. Currently, industry bodies are actively sourcing graduates that can deliver employability skills such as, professional communication, problem solving and teamwork competency and many more. Learning technical and subject knowledge is essential in engineering, however employers also strive for candidates that can deliver a large range of professional/employability skills (Mishra, 2016). In order to overcome and adapt to new challenges and problematic scenarios, employers look for exceptional employability attributes. This excessive demand of professionally equipped graduates has caused the desire of many universities and institutes to develop their learners with strong theoretical knowledge and embed graduate attributes into courses through assignments and projects (Zaharim et al., 2010). Project based learning (PjBL) has found to be an authentic, modernised and successful teaching and learning pedagogy that has supported this shift from disciplinary theoretical knowledge to practical learning (Shekhar, 2014). This paper presents the overview and implementation of PjBL and educational tools called Rauemi Ipurangi – an online interactive activity-based resource. Also, two imperative questionnaires are designed to gather feedback from the early tertiary learners on the competency of their employability skills to analyse and evaluate the students’ performance. Rauemi Ipurangi is created and developed to focus on three key employability attributes: teamwork, communication and wellbeing. The resource also comprises of ultural/indigenous Māori frameworks known as the model of Te Whare Tapa Wha by M. Durie to promote diversified employability environment in New Zealand. Learner profile & employability skills self-assessment questionnaires are used to collect feedback from the students throughout the semester, to analyse their experience in attaining graduate attributes earlier in their year 1 courses of their engineering programme

Implementing project based learning and tools to develop employability skills for early tertiary learners in engineering education

From recent studies and research, it is clearly defined that 21st century industries/employers seek engineering graduates that have employability skills. From the new trends, major emphasis on practical applications compared to theory is given in engineering education. The pathway from education to employability is critical for an early tertiary learner to establish their career. Currently, industry bodies are actively sourcing graduates that can deliver employability skills such as, professional communication, problem solving and teamwork competency and many more. Learning technical and subject knowledge is essential in engineering, however employers also strive for candidates that can deliver a large range of professional/employability skills (Mishra, 2016). In order to overcome and adapt to new challenges and problematic scenarios, employers look for exceptional employability attributes. This excessive demand of professionally equipped graduates has caused the desire of many universities and institutes to develop their learners with strong theoretical knowledge and embed graduate attributes into courses through assignments and projects (Zaharim et al., 2010). Project based learning (PjBL) has found to be an authentic, modernised and successful teaching and learning pedagogy that has supported this shift from disciplinary theoretical knowledge to practical learning (Shekhar, 2014). This paper presents the overview and implementation of PjBL and educational tools called Rauemi Ipurangi – an online interactive activity-based resource. Also, two imperative questionnaires are designed to gather feedback from the early tertiary learners on the competency of their employability skills to analyse and evaluate the students’ performance. Rauemi Ipurangi is created and developed to focus on three key employability attributes: teamwork, communication and wellbeing. The resource also comprises of cultural/indigenous Māori frameworks known as the model of Te Whare Tapa Wha by M. Durie to promote diversified employability environment in New Zealand. Learner profile & employability skills self-assessment questionnaires are used to collect feedback from the students throughout the semester, to analyse their experience in attaining graduate attributes earlier in their year 1 courses of their engineering programme

Developing Soft Skills to produce Work-Ready International Graduate Diploma Students in Engineering: a Comparative Study

Introduction: Engineering education has increased its emphasis on the development of soft skills to produce work-ready Engineers to meet the requirements of professional accrediting institutions. One key soft skill is confident public speaking. A major impediment to this is confidence with English language, particularly for EAL (English as and Additional Language) students. New Zealand, like many countries, has an “export education” sector: many international students come to study in New Zealand as an EAL speaker. One offering for International students is the Graduate Diploma, a one year qualification for graduate international students which aims to produce work-ready engineers. This paper investigates how performance of Graduate Diploma International (GDI) students differed across two cohorts, the 2019 and 2020 intake, in the area of oral presentation skills, when the classes were structured differently: GDI mixed with Bachelor of Engineering Technology (BET) students, and GDI students placed into a separate group from BET students. Literature: “Soft skills”, such as interpersonal communication, teamwork and professionalism are critical for success in an environment of global competition (Farr and Brazil, 2009) and for developing leadership (Robles, 2012; Development Dimensions International, 2016, as cited in Dishman, 2016). Undergraduate research projects develop soft-skills, especially communication (Carter, Ro, Alcott, and Lattuca, 2016), which can be assessed formally via oral presentations. Oral presentations can be particularly anxiety-inducing for EAL students, due to the additional impediment of speaking in a language with which they are less confident (Woodrow, 2006; Mak, 2011). Methods: We compare the performance of GDI students across two years’ cohorts: 2019 and 2020 in two oral presentations for the Final Year Project (FYP) course: the early presentation occuring in April/May, and the final presentation, in November. Due to class size and staff availability, the students in the 2020 FYP course were split into two groups, one containing all international students (GDI students) and one which contained mainly domestic students (the BET). This resulted in some “field data” on the impact of such a split. We compare the performance of the 2020 cohort of GDI students (n = 43) in their FYP presentations to the performance of the 2019 cohort of GDI students (n = 23). Results: GDI students in the 2020 cohort on average performed better in their oral presentations at both points in the course than GDI students in the 2019 cohort. Conclusion: Oral Communication is a key soft-skill required of work-ready engineers. The Graduate Diploma is a one year qualification that aims to produce work-ready engineers. When Graduate Diploma International students were placed into a group by themselves, they performed better in oral presentations than when placed into a class mixed with Bachelor of Engineering Technology students

Developing soft skills to produce work-ready international graduate diploma students in engineering: A comparative study

The final year project (FYP) in engineering provides an opportunity for students to both develop and demonstrate their professional capabilities and interpersonal skills which are key graduate attributes assessed by accreditors (in accordance with the Washington, International Engineering Alliance, or Sydney Accord), as well as solve complex problems with open-ended projects (Rasul et.al 2009). “Soft skills” are critical professional capabilities, required by the Engineering New Zealand professional body, that must be integrated into the FYP to meet the graduate profile for Graduate Diploma International (GDI) students. This demand comes at a time when engineers are increasingly called upon to play an active role in addressing global challenges facing humanity in the twenty-first century (Bernard 2019)

Psychosis brain subtypes validated in first-episode cohorts and related to illness remission: Results from the PHENOM consortium

Using machine learning, we recently decomposed the neuroanatomical heterogeneity of established schizophrenia to discover two volumetric subgroups-a \u27lower brain volume\u27 subgroup (SG1) and an \u27higher striatal volume\u27 subgroup (SG2) with otherwise normal brain structure. In this study, we investigated whether the MRI signatures of these subgroups were also already present at the time of the first-episode of psychosis (FEP) and whether they were related to clinical presentation and clinical remission over 1-, 3-, and 5-years. We included 572 FEP and 424 healthy controls (HC) from 4 sites (Sao Paulo, Santander, London, Melbourne) of the PHENOM consortium. Our prior MRI subgrouping models (671 participants; USA, Germany, and China) were applied to both FEP and HC. Participants were assigned into 1 of 4 categories: subgroup 1 (SG1), subgroup 2 (SG2), no subgroup membership (\u27None\u27), and mixed SG1 + SG2 subgroups (\u27Mixed\u27). Voxel-wise analyses characterized SG1 and SG2 subgroups. Supervised machine learning analyses characterized baseline and remission signatures related to SG1 and SG2 membership. The two dominant patterns of \u27lower brain volume\u27 in SG1 and \u27higher striatal volume\u27 (with otherwise normal neuromorphology) in SG2 were identified already at the first episode of psychosis. SG1 had a significantly higher proportion of FEP (32%) vs. HC (19%) than SG2 (FEP, 21%; HC, 23%). Clinical multivariate signatures separated the SG1 and SG2 subgroups (balanced accuracy = 64%; p \u3c 0.0001), with SG2 showing higher education but also greater positive psychosis symptoms at first presentation, and an association with symptom remission at 1-year, 5-year, and when timepoints were combined. Neuromorphological subtypes of schizophrenia are already evident at illness onset, separated by distinct clinical presentations, and differentially associated with subsequent remission. These results suggest that the subgroups may be underlying risk phenotypes that could be targeted in future treatment trials and are critical to consider when interpreting neuroimaging literature

A low-cost system for remote access and control of automation equipment

The shift towards remote access and control of equipment has become more prominent, especially due to COVID-19 lockdowns. Access to physical/real equipment for practical learning remains important for engineering studies. Thus, this paper presents an approach for remotely accessing and controlling automation equipment for engineering practical activities. Specifically, it addresses the issue of accessing and controlling machines for programmable logic controller (PLC) programming tasks. The combination of a scheduler, remote desktop access, graphical user interface, and a micro-controller allows students to work remotely on practical equipment. The lab computer can be accessed via a remote computer to select one of multiple equipment for practical activities. A prototype system was constructed as proof of concept. The prototype system functions as required