OPTIMAX 2017 : radiation dose, image quality optimisation,the use of new technology in medical imaging

This year OPTIMAX settled in Oslo. After the successof previous years, we are proud to present the fourthEbook. As in previous years, the group was madeup of PhD-, MSc- and BSc students as well astutors from the seven European partner universities.Professional mix was drawn from medical physics/physics and radiography. OPTIMAX 2017 was partlyfunded by the partner universities and partly by theparticipants. Two students from South Africa and twofrom Brazil were invited by Hanze UAS (Groningen)and ESTeSL (Lisbon) summer school includedlectures and group projects in which experimentalresearch was conducted in four teams. Four research projects were performed with a focuson radiation dose optimization and image quality,namely: Possible dose reduction for pediatric patientsfor conventional radiology; Can the tube voltage belowered with the use of direct-conversion flat paneldetector system?; Impact of body size and kV in chestradiography; Quantity assessment on Image quality ofCBCT images of head phantom with implants of metaland ceramic objects.The last day of OPTIMAX 2017there was a poster session and a conference, in whichthe research teams presented their posters and oralpresentations. This book comprises of two sections, the first twochapters concern generic background informationabout international teamwork during the OPTIMAXsummerschool. The next chapters with theory on which the researchprojects were built. The second section containsthe research papers of the four research projects.Two research papers, Can the tube voltage belowered with the use of direct-conversion flat-paneldetector system? And Impact of body size and kV inchest radiography: Experimental receiver operatingcharacteristic analysis using a Multipurpose ChestPhantom “Lungman” have been accepted for the ECRconference, Vienna, 2018 as oral presentations

Value-added measures for schools in England: looking inside the ‘black box’ of complex metrics

Value-added measures can be used to allocate funding to schools, to identify those institutions in need of special attention and to underpin government guidance on targets. In England, there has been a tendency to include in these measures an ever-greater number of contextualising variables and to develop ever-more complex models that encourage (or ‘impose’) in schools a single uniform method of analysing data, but whose intricacies are not fully understood by practitioners. The competing claims of robustness, usability and accessibility remain unresolved because it is unclear whether the purpose of the measurement is teacher accountability, pupil predictability or school improvement. This paper discusses the provenance and shortcomings of value-added measurement in England (and the Pupil Level Annual Schools Census that informs it) including the fact that although the metrics are essential for School Effectiveness Research, they fail to capture in its entirety the differential effectiveness of schools across the prior attainment range and across sub-groups of students and subjects