Assessing long-term medical remanufacturing emissions with Life Cycle Analysis

The unsustainable take-make-dispose linear economy prevalent in healthcare contributes 4.4% to global Greenhouse Gas emissions. A popular but not yet widely-embraced solution is to remanufacture common single-use medical devices like electrophysiology catheters, significantly extending their lifetimes by enabling a circular life cycle. To support the adoption of catheter remanufacturing, we carried out a holistic comparative evaluation of virgin manufactured and remanufactured carbon emissions with Life Cycle Analysis (LCA). We followed ISO modelling standards and NHS reporting guidelines to ensure industry relevance. We conclude that remanufacturing may lead to a reduction of up to 61% per turn (burden-free) and 58% per life (burdened). Our extensive sensitivity analysis and industry-informed buy-back scheme revealed up to 49% long-term emission reductions per remanufactured catheter life. Our comprehensive results encourage a collaborative approach to remanufacturing to optimise emission savings across a catheter's life cycle.Comment: 23 pages, 9 figures, 7 table

Proposed Principles for Promoting Pre-service Teacher Transfer of Group-based Learning to the Classroom: A Discussion Paper

The effective ‘transfer’ of knowledge and skills from university to the workplace is of global interest, yet this area of inquiry lacks research. Teacher educators, for example, require information on how to advance pre-service teachers’ transfer of group-based learning to the primary school classroom (Scott & Baker, 2003). Group-based learning (GBL) is a valued means of developing learners’ group work, personal attributes and interpersonal skills, and in the case pre-service teachers their professional skills.. Graduate teachers do not necessarily generalise GBL pedagogy to the classroom. This discussion paper draws from a qualitative case study that examined this pedagogy in a pre-service teacher education program at a University. The case study revealed three core GBL issues: ‘consistency and coherence’; ‘equity and fairness’; ‘pragmatism and adding value’. This paper proposes four principles of effective transfer and examines how, in relation to these three issues, these principles can promote effective transfer

In vivo electrophysiological study of the targeting of 5-HT3 receptor-expressing cortical interneurons by the multimodal antidepressant, vortioxetine

This study was supported by an educational grant from H. Lundbeck A/S.The antidepressant vortioxetine has high affinity for the ionotropic 5-HT3 receptor (5-HT3R) as well as other targets including the 5-HT transporter. The procognitive effects of vortioxetine have been linked to altered excitatory:inhibitory balance in cortex. Thus, vortioxetine purportedly inhibits cortical 5-HT3R-expressing interneurons (5-HT3R-INs) to disinhibit excitatory pyramidal neurons. The current study determined for the first time, the effect of vortioxetine on the in vivo firing of putative 5-HT3R-INs whilst simultaneously recording pyramidal neuron activity using cortical slow-wave oscillations as a readout. Extracellular single unit and local field potential recordings were made in superficial layers of the prefrontal cortex of urethane-anaesthetised rats. 5-HT3R-INs were identified by a short-latency excitation evoked by electrical stimulation of the dorsal raphe nucleus (DRN). Juxtacellular-labelling found such neurons had the morphological and immunohistochemical properties of 5-HT3R-INs; basket cell or bipolar cell morphology, expression of 5-HT3R-IN markers, and parvalbumin-immunonegative. Vortioxetine inhibited the short-latency DRN-evoked excitation of 5-HT3R-INs and simultaneously decreased cortical slow wave oscillations, indicative of pyramidal neuron activation. Likewise, the 5-HT3R antagonist ondansetron inhibited the short-latency DRN-evoked excitation of 5-HT3R-INs. However unlike vortioxetine, ondansetron did not decrease cortical slow-wave oscillations suggesting a dissociation between this effect and inhibition of 5-HT3R-INs. The 5-HT reuptake inhibitor escitalopram had no consistent effect on any electrophysiological parameter measured. Overall, the current findings suggest that vortioxetine simultaneously inhibits (DRN-evoked) 5-HT3R-INs and excites pyramidal neurons, thereby changing the excitatory:inhibitory balance in cortex. However, under the current experimental conditions these two effects were dissociable with only the former likely involving a 5-HT3R-mediated mechanism.Publisher PDFPeer reviewe

Data Quality Assessment Using a Sliding Window Cumulative Sum Control Chart

2012 S.C. Water Resources Conference - Exploring Opportunities for Collaborative Water Research, Policy and Managemen

Enabling Group-Based Learning in Teacher Education: A Case Study of Student Experience

“Teacher education ill prepares pre-service teachers for the classroom.” Research conducted in a teacher education program at Edith Cowan University (ECU) responded to this criticism. This longitudinal case study selected group work (i.e., group-based learning) to investigate the quality of its teacher education program. Phase one explored teacher educators\u27 perceptions of group-based learning. Phase two explored preservice teachers\u27 perceptions and experience of group-based learning. This phase used student ‘voice’ (i.e., through focus groups, confirmed field notes, summary sheets) to convey their ideas and experiences when studying in a group and/or implementing group-based learning in the classroom. This paper discusses phase two findings which show the importance of consistency and coherence in understanding group-based learning principles and practices, and the broad ‘conditions’ and ‘actions’ that enable meaningful learning. The research has enabled ECU teacher educators to enhance the quality of the teacher education program

Enabling Group-Based Learning in Teacher Education: A Case Study of Student Experience

“Teacher education ill prepares pre-service teachers for the classroom.” Research conducted in a teacher education program at Edith Cowan University (ECU) responded to this criticism. This longitudinal case study selected group work (i.e., group-based learning) to investigate the quality of its teacher education program. Phase one explored teacher educators\u27 perceptions of group-based learning. Phase two explored pre-service teachers\u27 perceptions and experience of group-based learning. This phase used student ‘voice’ (i.e., through focus groups, confirmed field notes, summary sheets) to convey their ideas and experiences when studying in a group and/or implementing group-based learning in the classroom. This paper discusses phase two findings which show the importance of consistency and coherence in understanding group-based learning principles and practices, and the broad ‘conditions’ and ‘actions’ that enable meaningful learning. The research has enabled ECU teacher educators to enhance the quality of the teacher education program

A Local Correlation Score to Monitor Sensor Drift of Real-Time Environmental Data

2012 S.C. Water Resources Conference - Exploring Opportunities for Collaborative Water Research, Policy and Managemen

Real-Time Quality Control (QC) Processing, Notification, and Visualization Services, Supporting Data Management of the Intelligent River

2010 S.C. Water Resources Conferences - Science and Policy Challenges for a Sustainable Futur

Self-expansion is positively associated with Fitbit-measured daily steps across 4-weeks.

The growth of the self-concept through increasing perspectives, identities, resources, and efficacy is known as self-expansion and typically involves novelty, challenge, interest, and/or excitement. Self-expansion is positively associated with health factors including self-reported physical activity (PA). This study is the first to investigate self-expansion and daily PA, and with a PA monitor. Fifty community participants completed baseline questionnaires, wore a Fitbit One and completed daily self-report questionnaires for 28 days, and completed follow-up questionnaires. Daily surveys included questions about both general and PA-specific self-expansion. Across the 4 weeks, steps taken was positively correlated with both general (all maximum likelihood r = 0.17) and PA-specific self-expansion (maximum likelihood rs of 0.15 and 0.16), and PA-specific self-expansion was positively correlated (maximum likelihood rs of 0.38 and 0.50) with aerobic activity. Future research should investigate this relationship in a larger more diverse sample and test whether PA-specific self-expansion can be utilized as an acceptable, feasible, and effective intervention to increase daily steps and other forms of PA