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Vehicular propagation velocity forecasting using Open CV
No full textThis research introduces a machine learning approach to detect the speed of vehicles. Our proposed system utilizes computer vision algorithms to track and identify moving vehicles in time. It then employs a trained machine learning model to estimate their speed based on the collected data. The methodology relies on a network (CNN) architecture, which is trained using a substantial dataset of vehicle images and corresponding speed measurements. Our system exhibits accuracy and reliability in estimating speeds across test scenarios encompassing different types of vehicles and lighting conditions. An optimum vehicle count is recorded with heavy vehicles in place as compared to other vehicle types. A mean response delay of 1.25 seconds and a RMSE value of 0.05 is observed with less road traffic in place. The suggested technology holds applications, in transportation systems, traffic monitoring and enhancing road safety
A collaborative approach to developing social entrepreneurial skills
No full textReport commissioned by Quality Assurance Agency for Higher Educatio
Teacher vulnerability in teacher identity in times of unexpected social change
No full textThe COVID-19 pandemic brought unexpected challenges to the lives and professional practice of teachers regardless of their institutional context. Our understanding of how teachers viewed their impact on their perceived sense of professional identity is largely unexplored, especially concerning teachers working in the post-compulsory sector. This article discusses the findings from a small-scale qualitative research project that aimed to investigate, `what teachers’ reflective stories tell us about their perceptions of their professional identities in times of unexpected social change.’ To explore how teachers perceived their professional roles in these challenging times we used a reflective narrative approach in the format of McAdams’s life-story interview (1993). Seven volunteer participants who formed a purposive sample of professionals from a variety of post-compulsory education institutions in the UK were asked to describe key episodes to capture their experiences covering the period from March 2020 to the end of May 2021. The findings focused on how unexpected social changes impacted on teachers’ perceived sense of professional identity, specifically through their sense of vulnerability. Three main themes were identified: vulnerability resulting from questioning professional credibility; vulnerability in the changing dynamics of relationship development; and vulnerability in the pastoral rol
Help over harm: practical and ethical considerations for the evaluation and deployment of therapeutic games
No full textPurpose- The aim of this paper is to collate and discuss a number of key issues regarding the development, deployment and monitoring of games designed for therapeutic purposes.Design/methodology/approach- The authors collate a number of core areas for consideration and offer suggestions regarding the challenges facing the field of therapeutic gaming.Findings- In this paper, four major areas of interest are presented: ensuring and communicating therapeutic game effectiveness; data-security and management; effective game design; and barriers to therapeutic game uptake and engagement. Present implications of these issues are discussed and suggestions are provided for further research and to help move the field toward establishing consensus regarding standards of practice.Originality/value- This paper represents, to best of the authors' knowledge, the first of its kind in the field of therapeutic games to collate and address the core issues facing the development, deployment and growth of this potentially valuable medium
Young people’s employability and life chances: enhancement using social entrepreneurship and skill development within the tertiary curriculum
No full textInnovation for African Universities, Network Partner Interim Report, British Council
“It takes a village”: A qualitative study exploring midwives’ and student midwives’ experience of the new Standards for Student Supervision and Assessment (SSSA) in practice
No full textObjectiveTo explore students’ and midwives’ preparation and experiences of supervision and assessment in practice using the new Standards for Student Supervision and Assessment (SSSA).Design An exploratory qualitative study was undertaken. Student midwives and registered midwives were invited to participate using online recruitment strategies across closed groups. Participants were required to complete either an open-ended questionnaire or participate in an in-depth interview. The demographics and background data were presented in a descriptive format and qualitative data was analysed thematically.Setting and participants Twenty-two student midwives and thirteen registered midwives from across the United Kingdom that had experience using the new Standards for Student Supervision and Assessment were recruited for this study.Findings The thematic analysis identified three key themes: ‘Thrown in the deep end’ where a lack of preparation, training, time, resources, and communication were identified. ‘A double-edged sword’ in which staff and students identified the benefits of working with different professionals whilst acknowledging the significant challenges they faced without the student-midwife relationship and lack of supervisor continuity. ‘A daily struggle’ was expressed due to burnout which many students faced. Overall, one overarching theme that threaded itself through the narrative was that ‘it takes a village’ to create competent and confident midwives.Key conclusions and implications for practice This study highlights some of the benefits students and midwives experience using the new standards but they are marred with significant challenges which need to be addressed to protect the future workforce and the public. There needs to be a more collaborative effort to ensure that midwives have the right resources, training, and protected time to fulfil their roles as supervisors and assessors. The student journey across placement needs to be mapped out carefully to ensure that an element of continuity that builds a student-midwife relationship is maintained. This will alleviate the impact on student learning, confidence, and burnout
Understanding of cultural competence is essential for the delivery of compassionate, fair, and proportionate medical regulations
No full textThe Application of G-CHIME
No full textThe G-CHIME model offers a versatile framework to use in addiction treatment services. As a comprehensive model, attentive to the components of wellbeing considered necessary for a successful and protracted recovery, it sets the parameters for a holistic view of support and treatment that endorses a healthy and positive recovery lifestyle. For practitioners, it offers a framework that can aid understanding of client and service user experience, provide theoretical and practical input into intervention design and offer guidance on what can be considered as a successful clinical endpoint. For people in recovery, knowledge of the model highlights important facets of recovery and a way to appraise where work is needed to strengthen it, and for researchers, it offers suggestion of what can studied to improve recovery outcomes and advance knowledge of addiction recovery
AI, critical thinking and ethical practice work-ready management graduates in an AI-driven world
No full textThe emergence of generative AI presents unique opportunities and challenges for teaching, learning, and assessment in Higher Education. This paper proposes that there is an urgent need to embed generative AI in higher education and presents practical guidance to do so, with a specific focus on its implications for the future workforce from a management education perspective. By identifying and evaluating evidenced based examples to foster critical-digital literacy in educators and students, this guide aims to equip them with the distinctively human, creative, and intelligent skills required to thrive in an AI-enabled world. Generative AI technologies are reshaping industries and economies worldwide. Several new categories of job are emerging as a result of the impact of AI in general. The impact of this transformation will increase rapidly in the coming decades affecting virtually every industry seeking to adapt their business models to leverage inherent advantages of AI (Brynjolfsson & Mcafee, 2017). Higher education institutions can respond proactively to these changes to ensure the curriculum remains relevant to prepare graduates for the future of work with skills needed to be successful contributors in a knowledge economy (Sollosy and McInerny, 2022). Recent research suggests employers value students who demonstrate a strong foundation in traditional intellectual attributes along with the ability to communicate coherently results of data big data analysis (Pan et al., 2018). The Chartered Association of Business Schools recommended higher education institutions to shift from knowledge testing to competence assessment and performance evaluation to meet the demands of an AI-enabled workforce (Kolade, 2023). Hinchcliffe (2023) indicated educators can innovate and make curriculum relevant for work by effectively embedding generative AI in education. As generative AI enables a nuanced understanding of student progress by processing diverse data points, harnessing its power to personalise teaching, adapt learning environments, and to design authentic assessments (Arnold, 2023), educators can bridge the gap between academic knowledge and critical digital literacy skills, making students more competitive in the workforce and foster student creativity. Students, in turn, can benefit from interactive and immersive learning experiences that promote critical thinking and problem-solving to adapt to changing workplace dynamics, collaborate with AI systems, and leverage AI tools to innovate and solve complex problems. As AI becomes increasingly pervasive, it is crucial to cultivate a deep understanding of its ethical and responsible use by fostering critical digital literacy skills in students and staff alike Higher education institutions can play a pivotal role in this matter by shaping future professionals who can navigate the ethical considerations, privacy concerns, and potential biases associated with generative AI (Hinchcliffe, 2023). Careful evaluation of data sources, algorithm transparency, and ethical considerations are essential when using Generative AI for teaching, learning and assessment (Hartley et al., 2023). In this we offer practical guidance to respond to the urgency to embed generative AI in higher education by striking a balance between AI capabilities and human expertise to ensure critical reflective use, fairness, accuracy, and holistic leveraging practices