Design and Implementation of an Autonomous Wheelchair for Physically Challenged People

"Many people struggle on a daily basis with the issue of mobility. For most, the struggle of mobility is due to a physical handicap that is prohibiting their movement. Wheelchairs were invented to help provide a remedy for these situations. However, standard wheelchairs still seem to prove ineffective for a large percentage of users. This includes people with weak muscle, the blind, paraplegics, or those who were born with congenital amputation. With the advancement of technology, it is possible to make wheelchairs, “smart” and “safe” to allow people with disabilities to use such chair by simply communicating with them.This research aims to deliver an automated, safe and convenient solution for assistive technologies/advanced smart assistance which will enable elderly and handicapped people with locomotive disabilities to travel around alone with no assistance. The command of the person in the form of voice, written information, or hand gesture, is captured by the wheel chair artificial brain and convert it to a control command, which tells the wheelchair where to go. In order for the artificial brain to perform properly, it must know the environment it is operating in and the coordinates of the different possible spots the chair is likely to go.The research project is broken down into four stages, namely: a) Mapping of the environment b) Localization of the Wheelchair in the environment c) Autonomous Navigation and d) Human command Interpretation. In this phase of the research, the human voice is used to provide the locations to go to

Strategic Questioning in Emergency Medicine Training

Strategic questioning is a technique that can enhance the unique learning environment of emergency medicine (EM) training. By incorporating this into the routine expert–learner encounters of daily practice, it can be used to engage learners, explore their knowledge base, probe for gaps, encourage development, and grow critical thinking skills. We propose that this become routinely used in EM training as a tool to strengthen residency education.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/146499/1/aet210126.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/146499/2/aet210126_am.pd

Propagation of Insecure Coding in Configuration Scripts

Infrastructure as code (IaC) is the practice of automatically managing configurations following the recommended software development practices. With the rise of cloud computing and automation, IaC tools, such as, Ansible are becoming increasingly popular amongst practitioners. Despite the popularity of IaC tools, insecure coding patterns (ICPs), such as hard-coded passwords, can be unintentionally introduced into IaC scripts, which eventually can propagate across other repositories with IaC scripts. In our research, we investigate if ICPs in IaC scripts are propagated from one repository to multiple repositories in the open source software (OSS) ecosystem. We use a tool called Security Linter for Infrastructure as Code (SLIC) to analyze and identify ICPs in repositories that are cloned from other repositories. We compare the resulting output from the SLIC tool to determine the propagation of ICPs for IaC scripts in OSS. We use graph theory to determine if ICPs have propagated from one repository to other repositories. Based on preliminary findings we recommend practitioners take the utmost security consideration for ICPs in IaC scripts as they can propagate from one repository to another, creating large-scale propagation of ICPs in the OSS IaC ecosystem

Applications of Space Technology for Accelerated Infrastructures Development for Rural Areas Development in Nigeria

Rural to urban migration still persists in Nigeria despite government’s claim of rural development programs. This situation if not checked portends negative signal for the already over-populated urban areas, particularly in areas of food security, sanitation, housing, crimes, etc. The development of rural areas is measured by the availability of infrastructures and economic opportunities that are available to the people. These infrastructures include: transportation infrastructure, educational infrastructure, healthcare infrastructure, energy infrastructure, water supply/sanitation infrastructure, information and communication technology (ICT) infrastructure and so on. Rural areas in Nigeria urgently require accelerated infrastructure development to alleviate poverty. When this is done rapid growth is ensured and poverty is drastically reduced. The world today has become increasingly reliant on information and communication technologies (ICT) and with it comes the need for societies and communities to stay connected and be integrated into the global information super highway. Space technology today has also become an integral part of global information infrastructure, connecting people across the world and serving communications needs of governments, businesses and individuals. For Nigeria to be technologically developed, the “digital divide” (that is the imbalance between urban and rural dwellers in which the rural dwellers have far lesser access to the same quality of knowledge), information, and education resources that are more readily available to urban areas because of the absence of required communication infrastructure need to be removed. The digital divide brings a virtual, but real impediment to the advancement of the society and individuals in remote rural settlements. This paper seeks to discuss the applications of space technology for accelerated rural infrastructures development in rural areas in Nigeri

Evaluation of a Continuing Professional Development program for first year student pharmacists undergoing an Introductory Pharmacy Practice Experience

Objectives: The purpose of the study was to evaluate a live and online training program for first year pharmacy students in implementing Continuing Professional Development (CPD) principles (Reflect, Plan, Act, and Evaluate), writing SMART learning objectives, and documenting learning activities prior to and during a hospital introductory professional practice experience. Design: Cohort Study. Setting: Introductory professional practice experience. Participants: First year (PY1) students at the University of North Carolina Eshelman School of Pharmacy. Intervention: Live training or online training to introduce the concept of Continuing Professional Development in practice. Main Outcomes: Implementation of CPD principles through 1) completed pre-rotation education action plans with specific, measurable, achievable, relevant and time-bound (SMART) learning objectives; and 2) completed learning activity worksheets post-rotation indicating stimuli for learning, resources used and accomplished learning. objectives; and 3) documented suggestions and content feedback for future lectures and pharmaceutical care lab experiences. Results:Out of the whole cohort (N=154), 14 (87.5%) live (in person) trainees and 122 (88%) online trainees submitted an education action plan. Objectives were scored using a rubric on a scale of 1-5. A rating of 5 means "satisfactory", 3 means "work in progress" and 1 means "unacceptable". There were significant differences between the mean live trainee scores and the mean online trainee scores for the following respective section comparisons: Specific 4.7 versus 3.29 (p Conclusion: Live trainees performed significantly better than online trainees in writing SMART learning objectives. With focused training, students are more capable of implementing principles of CPD.   Type: Original Researc

Incorporating a Continuing Professional Development Process into Residency Training

Continuing Professional development (CPD) has been defined as a "self-directed, ongoing, systematic and outcomes-focused approach to learning and professional development." CPD is an important process that can be used to achieve a habit of lifelong learning and competence in the profession. The CPD process includes 5 steps - reflect, plan, act, evaluate and document. It has been postulated that introducing CPD early in a pharmacist's career encourages the development of life-long learning habits. Pharmacy residents are an ideal cohort to implement CPD into their program, since their accrediting body, the American Society of Health System Pharmacists (ASHP) already encourages the use of deliberate goal identification and evaluation throughout the resident's training. We describe here the process of integrating a continuing professional development (CPD) model into a residency teaching certificate program, subsequent lessons learned and recommendations for the future.   Type: Idea Pape

Incorporating a Continuing Professional Development Process into Residency Training

Continuing Professional development (CPD) has been defined as a "self-directed, ongoing, systematic and outcomes-focused approach to learning and professional development." CPD is an important process that can be used to achieve a habit of lifelong learning and competence in the profession. The CPD process includes 5 steps - reflect, plan, act, evaluate and document. It has been postulated that introducing CPD early in a pharmacist's career encourages the development of life-long learning habits. Pharmacy residents are an ideal cohort to implement CPD into their program, since their accrediting body, the American Society of Health System Pharmacists (ASHP) already encourages the use of deliberate goal identification and evaluation throughout the resident's training. We describe here the process of integrating a continuing professional development (CPD) model into a residency teaching certificate program, subsequent lessons learned and recommendations for the future.   Type: Idea Pape

Current Practices in Global/International Advanced Pharmacy Practice Experiences: Home/Host Country or Site/Institution Considerations

International outreach by schools and colleges of pharmacy is increasing. In this paper, we provide current practice guidelines to establish and maintain successful global/international advanced pharmacy practice experiences (G/I APPEs) with specific recommendations for home/host country and host site/institution. The paper is based on a literature review (2000-2014) in databases and Internet searches with specific keywords or terms. Educational documents such as syllabi and memoranda of understanding (MoUs) from pharmacy programs were also examined. In addition, a preliminary draft was developed and the findings and recommendations were reviewed in a 90-minute roundtable discussion at the 2014 American Association of Colleges of Pharmacy Annual Meeting. Recommendations for the host country include travel considerations (eg, passport, visa, air travel), safety, housing, transportation, travel alerts and warnings, health issues, and financial considerations. For the home country, considerations for establishment of G/I APPE site (eg, vetting process, MoU, site expectations) are described. The paper is a resource for development of new G/I APPEs and provides guidance for continuous quality improvement of partnerships focusing on G/I pharmacy education

Effectiveness of janus kinase inhibitors in relapsing giant cell arteritis in real-world clinical practice and review of the literature

Background A substantial proportion of patients with giant cell arteritis (GCA) relapse despite standard therapy with glucocorticoids, methotrexate and tocilizumab. The Janus kinase/signal transducer and activator of transcription (JAK/STAT) signalling pathway is involved in the pathogenesis of GCA and JAK inhibitors (JAKi) could be a therapeutic alternative. We evaluated the effectiveness of JAKi in relapsing GCA patients in a real-world setting and reviewed available literature.Methods Retrospective analysis of GCA patients treated with JAKi for relapsing disease at thirteen centers in Spain and one center in United States (01/2017-12/2022). Outcomes assessed included clinical remission, complete remission and safety. Clinical remission was defined as the absence of GCA signs and symptoms regardless of the erythrocyte sedimentation rate (ESR) and C-reactive protein (CRP) values. Complete remission was defined as the absence of GCA signs and symptoms along with normal ESR and CRP values. A systematic literature search for other JAKi-treated GCA cases was conducted.Results Thirty-five patients (86% females, mean age 72.3) with relapsing GCA received JAKi therapy (baricitinib, n = 15; tofacitinib, n = 10; upadacitinib, n = 10). Before JAKi therapy, 22 (63%) patients had received conventional synthetic immunosuppressants (e.g., methotrexate), and 30 (86%) biologics (e.g., tocilizumab). After a median (IQR) follow-up of 11 (6-15.5) months, 20 (57%) patients achieved and maintained clinical remission, 16 (46%) patients achieved and maintained complete remission, and 15 (43%) patients discontinued the initial JAKi due to relapse (n = 11 [31%]) or serious adverse events (n = 4 [11%]). A literature search identified another 36 JAKi-treated GCA cases with clinical improvement reported for the majority of them.Conclusions This real-world analysis and literature review suggest that JAKi could be effective in GCA, including in patients failing established glucocorticoid-sparing therapies such as tocilizumab and methotrexate. A phase III randomized controlled trial of upadacitinib is currently ongoing (ClinicalTrials.gov ID NCT03725202)

Connecting the dots in pharmacy education: The FIP International Pharmaceutical Federation Global Competency Framework for Educators and Trainers in Pharmacy (FIP-GCFE)

The FIP (International Pharmaceutical Federation) Global Competency Framework for Educators and Trainers in Pharmacy (FIP-GCFE) is an ongoing project of the Academic Pharmacy Section of FIP in cooperation and collaboration with Sections, Special Interest Groups and Working Groups across the Federation. It was developed by a group of experts in pharmaceutical education to enable and promote the continuing professional development of pharmacists and pharmaceutical scientists who plan to advance their competence as educators and trainers in pharmacy and the pharmaceutical sciences, whether in a formal or informal context, and at all levels of education and professional development. The FIP-GCFE will be an essential resource for multiple stakeholders including individual educators, faculties of pharmacy, and accreditation agencies. This article presents the introductory text of the GCFE first version, connecting previously launched concepts and tools and explaining the integration with all other FIP workforce support frameworks, to provide a holistic approach to global workforce development