Optimization and implementation of the wavelet based algorithms for embedded biomedical signal processing

Existing biomedical wavelet based applications exceed the computational, memory and consumption resources of low-complexity embedded systems. In order to make such systems capable to use wavelet transforms, optimization and implementation techniques are proposed. The Real Time QRS Detector and De-noising Filter are developed and implemented in 16-bit fixed point microcontroller achieving 800 Hz sampling rate, occupation of less than 500 bytes of data memory, 99.06% detection accuracy, and 1 mW power consumption. By evaluation of the obtained results it is found that the proposed techniques render negligible degradation in detection accuracy of -0.41% and SNR of -2.8%, behind 2-4 times faster calculation, 2 times less memory usage and 5% energy saving. The same approach can be applied with other signals where the embedded implementation of wavelets can be beneficial

Capturing the Surface Texture and Shape of Pollen: A Comparison of Microscopy Techniques

Research on the comparative morphology of pollen grains depends crucially on the application of appropriate microscopy techniques. Information on the performance of microscopy techniques can be used to inform that choice. We compared the ability of several microscopy techniques to provide information on the shape and surface texture of three pollen types with differing morphologies. These techniques are: widefield, apotome, confocal and two-photon microscopy (reflected light techniques), and brightfield and differential interference contrast microscopy (DIC) (transmitted light techniques). We also provide a first view of pollen using super-resolution microscopy. The three pollen types used to contrast the performance of each technique are: Croton hirtus (Euphorbiaceae), Mabea occidentalis (Euphorbiaceae) and Agropyron repens (Poaceae). No single microscopy technique provided an adequate picture of both the shape and surface texture of any of the three pollen types investigated here. The wavelength of incident light, photon-collection ability of the optical technique, signal-to-noise ratio, and the thickness and light absorption characteristics of the exine profoundly affect the recovery of morphological information by a given optical microscopy technique. Reflected light techniques, particularly confocal and two-photon microscopy, best capture pollen shape but provide limited information on very fine surface texture. In contrast, transmitted light techniques, particularly differential interference contrast microscopy, can resolve very fine surface texture but provide limited information on shape. Texture comprising sculptural elements that are spaced near the diffraction limit of light (∼250 nm; NDL) presents an acute challenge to optical microscopy. Super-resolution structured illumination microscopy provides data on the NDL texture of A. repens that is more comparable to textural data from scanning electron microscopy than any other optical microscopy technique investigated here. Maximizing the recovery of morphological information from pollen grains should lead to more robust classifications, and an increase in the taxonomic precision with which ancient vegetation can be reconstructed

Exploring space and place through active learning pedagogies

"Designing active pedagogies" is a 10-credit course delivered as part of the PGCAP/MEd in Academic Practice. In designing this course, we [Sheridan and Dale] took a creative approach, enabling learners to experiment with notions of place, space and active learning. Using a narrative framework for course design (the five steps of Freytag’s (1894) pyramid), we created activities to: 1. Establish a starting point (‘exposition’) for exploration by introducing the learners to our underpinning theoretical framework which examines the intersections between student, teacher and place domains; 2. Create the potential for cognitive dissonance (‘rising action’) by introducing participants to the theory and practice of digital storytelling (Bernard, 2008), object-based learning (Chatterjee, 2011) and learning landscapes (Löw and Goodwin, 2016), with the potential to apply these to their own teaching practice; 3. Enable learners to create and get peer feedback on their formative artefacts (‘climax’); 4. Encourage learners to showcase their learning from previous sessions, inside and outside the classroom (‘falling action’); and 5. Empower learners to integrate the active pedagogies into their own teaching practice as a result of their reflections and scholarly engagement through the summative assessment (‘denouement’). Learners will share their experiences of what the course meant for them and their teaching practice, illustrated through multimedia course artefacts. BERNARD, R. R. 2008. Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory Into Practice, 47, 220. CHATTERJEE, H. J. 2011. Object-based learning in higher education: The pedagogical power of museums [Online]. Available: https://edoc.hu-berlin.de/bitstream/handle/18452/9349/chatterjee.pdf?sequence=1&isAllowed=y [Accessed 5 November 2018]. FREYTAG, G. 1894. Freytag's Technique of the Drama: An Exposition of Dramatic Composition and Art, translated and edited by Elias J. MacEwan [Online]. Chicago: Scott, Foresman and Company. Available: https://archive.org/details/freytagstechniqu00freyuoft [Accessed 5 November 2018]. LÖW, M. & GOODWIN, D. 2016. The sociology of space: materiality, social structures, and action, New York, Palgrave Macmillan. ILOs By the end of this session, participants will be able to: • Recognise the pros and cons of a range of creative pedagogies for active learning • Discuss the potential for active pedagogies in their own teaching practice Co-authors Ahmad, Breslin, Charters, Docherty, Karadaglic and Reid were student participants on the course, which they helped us to refine and develop as the course was delivered. They will share their reflections and artefacts from the cours