Seeking Optimum System Settings for Physical Activity Recognition on Smartwatches

Physical activity recognition (PAR) using wearable devices can provide valued information regarding an individual's degree of functional ability and lifestyle. In this regards, smartphone-based physical activity recognition is a well-studied area. Research on smartwatch-based PAR, on the other hand, is still in its infancy. Through a large-scale exploratory study, this work aims to investigate the smartwatch-based PAR domain. A detailed analysis of various feature banks and classification methods are carried out to find the optimum system settings for the best performance of any smartwatch-based PAR system for both personal and impersonal models. To further validate our hypothesis for both personal (The classifier is built using the data only from one specific user) and impersonal (The classifier is built using the data from every user except the one under study) models, we tested single subject validation process for smartwatch-based activity recognition.Comment: 15 pages, 2 figures, Accepted in CVC'1

Trends in Online Learning for Adult Learners in Science and Medical Education

Over the last several years, especially since the onset of the COVID-19 pandemic, numerous innovations in medical education have emerged to improve the quality of educational resources. As many students continue to rely on asynchronous and virtual tools for learning, this trend has become particularly evident. This review aims to provide insight into the latest technological and ideological research surrounding adult internet-based education and explore some of the hype within the literature over the last ten years. A comprehensive literature screening was conducted on Google Scholar, PubMed, and EBSCO between February 27, 2024, and September 14, 2024. Careful selection of articles addressing the evidence behind the various topics and their impacts on adult learning outcomes, including retention, attention, and engagement, was performed. An attempt was made to select basic and leading articles on the current trends in adult learning, specifically those influencing current trends in both online learning and medical education. A total of 43 papers were included for the final formulation of this narrative review. This review is firmly grounded in the concepts of andragogy and the idea that the student is the main driver of their education. The review linked the major themes that it discovered to this theory and explained how the major concepts were well grounded within the theoretical framework. Some of the most intriguing and increasingly important aspects include educational videos provided by school or discovered within the “hidden curriculum” of explanatory content on YouTube or other video-hosting platforms, the influence of video playback speed, the integration of virtual and augmented realities in both classrooms and simulation laboratories, and the use of massive open online courses to disseminate classroom materials to a much wider audience

Eye Size in Drosophila Melanogaster and How It Affects Peripheral Motion Vision

Drosophila melanogaster, the fruit fly, is a holometabolous insect that requires a set amount of nutrients to induce metamorphosis; this specific point is called the critical weight. Once the critical weight is achieved, any further nutrients consumed during the larval stage are used to increase the size of the fly in the adult stage (Mirth, Truman, & Riddiford, 2005). One point to note is that as the body size of the fly increases, the size of the eyes that it can support also increases. As the size of the eyes increase, the number of ommatidia within the eyes increases, as well, allowing for more spatial acuity. The increase in spatial acuity can be seen in the frontal regions of the fruit fly’s eye; however, it raises the question of how larger eyes and more ommatidia affect the peripheral vision. In many other insects, the peripheries of the eyes are used for temporal acuity, or to perceive motion. The hypothesis is that as the fruit flies’ eyes become larger, their temporal acuity will increase

Salvation in continuity: A reconsideration of Matthew's soteriology

This reconsideration of Matthew’s soteriology argues that Matthew understands salvation in continuity. It employs a sequential treatment of the Gospel, which enables it to avoid the danger which characterises many previous studies of limiting the discussion of salvation in Matthew to certain texts, where the theme of salvation is more direct and explicit. To this end, the study is divided into seven chapters. Chapter 1 discusses the need for a reconsideration of Matthew’s soteriology, and Chapters 2 and 3 furnish, respectively, a brief literature survey and the method of approach. Chapters 4–6 examine Matthew’s depiction of Jesus’ saving roles as teacher and judge, healer and helper, and the significance for Matthew of Jesus’ death and resurrection––especially in Matthew 1–7, 8–25 and 26–28 respectively, but also within the Gospel as a whole. On the basis of the findings from Chapters 4–6, Chapter 7 shows that Matthew understands salvation in continuity. The study argues that Matthew does not understand salvation as something achieved only by Jesus’ death, and nor does he limit salvation to Jesus, because Jesus’ saving does not replace or abrogate the repertoire of salvation in the past such as the Torah and the temple. Instead, for Matthew, Jesus’ saving is the fulfilment of God’s saving plans and promises for his people and the continuation of God’s saving in the past. For Matthew, Jesus’ vicarious death is soteriologically comparable with the vicarious suffering of the righteous in the past, though much wider in its reach, and like theirs does not call the temple and the Torah into question. Matthew’s understanding of salvation in continuity is also to be seen as his response to the historical and theological questions of post-70 C.E. Judaism

Intestinal transplantation: Outcome, complications and diagnostic approach

Background: Intestinal transplantation is a potentially lifesaving procedure conducted in candidates with e.g. intestinal failure. However, a limiting factor has been the complications, which are inherent to the procedure, along with the inadequacies of current modalities to establish a prompt diagnosis of acute cellular rejection. Additionally, most of these procedures are performed in large centres and the outcome in low volume centres is uncertain. The aim of this thesis was to evaluate patients referred for intestinal transplantation in the Nordic countries with emphasis on the procedures and methods to improve surveillance. Method: Study I & II, patients were assigned to either the waiting list for transplantation or considered unsuitable. Comparisons were made between the groups. The transplanted patients were further highlighted in Study II. In studies III & IV the adequacy of implementing video capsule endoscopy and a new endoscopic scoring system to detect rejection were reviewed. Results: Survival rate was highest in patients stable on parenteral nutrition in contrast to candidates awaiting transplantation. The 1 & 5 year survival after transplantation was 79 and 65% respectively with rejection in 72% of the patients. Video capsule endoscopy was of clinical benefit in 83% of cases and agreement with histology was moderate (k=0.54, p = 0.05). The endoscopic scoring system showed a very good inter-rater agreement (k=0.81) with an overall sensitivity and specificity of 69 and 83% for rejection and 92 and 86% respectively for severe rejection. Conclusion: Patient selection was crucial when accepting individuals for intestinal transplantation and the procedure could be lifesaving if chosen adequately. Video capsule endoscopy was useful for detecting complications. The endoscopic score proved efficient on standardizing current practice, but with a risk of missing early signs of rejection and thus insufficient as a singular investigation

Safety of medication use in primary care

© 2014 Royal Pharmaceutical Society.BACKGROUND: Medication errors are one of the leading causes of harmin health care. Review and analysis of errors have often emphasized their preventable nature and potential for reoccurrence. Of the few error studies conducted in primary care to date, most have focused on evaluating individual parts of the medicines management system. Studying individual parts of the system does not provide a complete perspective and may further weaken the evidence and undermine interventions.AIM AND OBJECTIVES: The aim of this review is to estimate the scale of medication errors as a problem across the medicines management system in primary care. Objectives were: To review studies addressing the rates of medication errors, and To identify studies on interventions to prevent medication errors in primary care.METHODS: A systematic search of the literature was performed in PubMed (MEDLINE), International Pharmaceutical Abstracts (IPA), Embase, PsycINFO, PASCAL, Science Direct, Scopus, Web of Knowledge, and CINAHL PLUS from 1999 to November, 2012. Bibliographies of relevant publications were searched for additional studies.KEY FINDINGS: Thirty-three studies estimating the incidence of medication errors and thirty-six studies evaluating the impact of error-prevention interventions in primary care were reviewed. This review demonstrated that medication errors are common, with error rates between 90%, depending on the part of the system studied, and the definitions and methods used. The prescribing stage is the most susceptible, and that the elderly (over 65 years), and children (under 18 years) are more likely to experience significant errors. Individual interventions demonstrated marginal improvements in medication safety when implemented on their own.CONCLUSION: Targeting the more susceptible population groups and the most dangerous aspects of the system may be a more effective approach to error management and prevention. Co-implementation of existing interventions at points within the system may offer time- and cost-effective options to improving medication safety in primary care.Peer reviewe

Learning or Memorization: Self-Directed Medical School Curriculum and the Dangers of Overemphasizing Student Selected Ancillary Resources

This article is a response to an opinion article, authored by Wu JH et al. and published in JAMA 2021, vol 326 (20) which suggested the that pre-clinical (first two) years of medical school curriculum should revolve around “high-yield” resources as the dominant teaching tool. The article posited that this highly controversial view was the best way to engage with students and was published in a well-read and utilized medical journal. Due to the growing divide between learning resources provided by medical schools and outside resources actually utilized by students, the conclusions drawn in the mentioned opinion article were understandable but interpreted in the wrong vein. Herein, the authors review landmark changes in medical education over the last century and the underpinning rationale to preface their examination of the suggested changes from the mentioned opinion article. The authors conclude with recommendations from a student perspective and a continuation of the last 100 years of advancements

Integrating the Mission and Identity of Catholic Universities: An Interpretative Phenomenological Analysis of Academic Lay Leaders

This interpretative phenomenological study explored the mission and identity integration experiences of nine academic lay leaders of diverse religious affiliations across the three Catholic universities of San Antonio, Texas, United States: Our Lady of the Lake University, St. Mary’s University, and the University of the Incarnate Word. I employed a purposive sampling strategy to select the participants and collected data through two semi-structured in-depth interviews with each participant. In analyzing the findings, I applied an integrated theoretical framework consisting of theories on virtue ethics (Aristotle, trans. 1980; MacIntyre, 1981), organizational assimilation (Jablin, 1982; 2001), reflective practice (Dewey, 1933; Kolb, 1984; Schön, 1983), person-organization fit (Chatman, 1989; Kristof, 1996; Pervin, 1968), and servant leadership (Greenleaf, 1977; Spears, 2003). Six conclusions emerged from the study: (a) Interactive stages of mission integration: The academic lay leaders’ experience of mission and identity integration of the Catholic university was a progressive, lifelong journey that involved multiple and interactive stages, angles, and layers. (b) Critical reflective practice: The participants’ life strategy of reviewing, reflecting on, and critically analyzing their behaviors deepened their experience of mission and identity integration. (c) Ongoing renewal of compelling purpose: The academic lay leaders’ engagement with the Catholic university’s mission is strongly related to their ongoing search for meaning and purpose beyond themselves. (d) Relationality and relationship building: Building relationships and the experience of a sense of community were integral to the mission and identity integration of academic lay leaders. (e) Servant leadership: The behaviors of the academic lay leaders who integrate the mission and identity of a Catholic university align with the servant leadership model’s behavioral competencies. (f) Commitment to the mission: Academic lay leaders across diverse religious affiliations sustain and strengthen the following mission aspects of a Catholic university: advocating social justice, open-mindedness and respect for diversity, willingness to serve, support for Catholic intellectual tradition, support for Catholic social teaching, respect for the dignity of the human person, the expression of Catholic identity in the curriculum, and permeation of mission and identity in research initiatives. The study contributed to the discourse on lay leadership in Catholic higher education. The findings of the study are insightful for institutions of Catholic higher education to strengthen the existing and introduce new processes that aim to institutionalize mission engagement, impart mission-centered education, hire for the mission, develop new leaders, and foster ecclesial lay ministry. The conclusions imply that Catholic universities and colleges should develop a strong community of committed lay leaders across various faith traditions to support and enhance its mission and identity. This will also require significant changes in the ways in which the mission and identity of Catholic colleges and universities are sustained, strengthened, and transmitted