The document describes the development of ethical and professional guidance for making and using recordings of people in learning and teaching. A task force with representatives from universities and medical organizations collaborated to develop guidance materials covering issues like informed consent and privacy. The guidance was informed by consultation and aims to help those creating or using medical recordings to do so appropriately. It is available online and outlines best practices for obtaining consent, maintaining privacy, licensing, and other legal and ethical considerations.
Open practice across sectors. Presented by Anna Gruszczynska (C-SAP), Suzanne Hardy (Academy Subject Centre for Medicine, Dentistry & Veterinary Medicine) and Helen Richardson (FusedWorks). Facilitated by Terry McAndrew (Techdis).
Jisc conference 2011
A presentation given to the lunchtime seminar learning and teaching group at the Stockton Campus, University of Durham Medical School, 12 October 2010.
Open practice across sectors. Presented by Anna Gruszczynska (C-SAP), Suzanne Hardy (Academy Subject Centre for Medicine, Dentistry & Veterinary Medicine) and Helen Richardson (FusedWorks). Facilitated by Terry McAndrew (Techdis).
Jisc conference 2011
A presentation given to the lunchtime seminar learning and teaching group at the Stockton Campus, University of Durham Medical School, 12 October 2010.
Presentation at SCORE event 'Making Open the easiest option' at Leeds, 13 May 2010 - speakers Megan Quenin-Baxter Thomson and Suzanne Hardy, Newcastle and OOER project
Workshop on Higher Education and Professional Responsibility in CBRN Applied Sciences and Technology across the Sub-Mediterranean Region
3-4 April 2012. Palazzo Zorzi, Venice
Session 2. Science and Society - Identifying Priorities and New Technologies Challenges
Sustaining OER innovation through collaboration and partnership Simon Thomson (Leeds Metropolitan University) and Andy Beggan (University of Nottingham) Facilitated by Peter Bullen.
L'AOU di Udine partecipa a Dr Foster's Global Comparator Initiative, un benchmarking internazionale tra ospedali universitari. Conferenza di Boston 2011
Adjusting the Focus: Usability Study Aligns Organization Vision with Communit...Laurie Bennett
One project sponsored by IEEE, two teams of Southern Polytechnic State University graduate students, one structured approach taught by Dr. Carol Barnum, amazing overlapping results. Professor Carol Barnum, together with her graduate students, Laurie Bennett, Jay Jones, and John Weaver present the approach, findings, and recommendations revealed during their usability study conducted for the IEEE website, Engineeringforchange.org. Learn how their different paths taken during the usability study resulted in identifying the same show stopping problem areas.
The MEDEA Awards: recognising excellence in the use of digital video and audi...MEDEA Awards
On 31 November 2007, the MEDEA Awards 2008 were launched at Online Educa Berlin with a presentation by Dr. Clive P.L. Young, University College London in United Kingdom, and Helle Meldgaard from The Danish IT Centre for Education and Research (UNI-C) in Denmark. The presentation was called "MEDEA Awards 2008 - Encouraging the use of video and sound in Education".
Slides used for short intro presentation on open practice at JISC eLearning 11 online conference, November 2011. Facilitated by Terry McAndrew and organised by Lou McGill.
Presentation at SCORE event 'Making Open the easiest option' at Leeds, 13 May 2010 - speakers Megan Quenin-Baxter Thomson and Suzanne Hardy, Newcastle and OOER project
Workshop on Higher Education and Professional Responsibility in CBRN Applied Sciences and Technology across the Sub-Mediterranean Region
3-4 April 2012. Palazzo Zorzi, Venice
Session 2. Science and Society - Identifying Priorities and New Technologies Challenges
Sustaining OER innovation through collaboration and partnership Simon Thomson (Leeds Metropolitan University) and Andy Beggan (University of Nottingham) Facilitated by Peter Bullen.
L'AOU di Udine partecipa a Dr Foster's Global Comparator Initiative, un benchmarking internazionale tra ospedali universitari. Conferenza di Boston 2011
Adjusting the Focus: Usability Study Aligns Organization Vision with Communit...Laurie Bennett
One project sponsored by IEEE, two teams of Southern Polytechnic State University graduate students, one structured approach taught by Dr. Carol Barnum, amazing overlapping results. Professor Carol Barnum, together with her graduate students, Laurie Bennett, Jay Jones, and John Weaver present the approach, findings, and recommendations revealed during their usability study conducted for the IEEE website, Engineeringforchange.org. Learn how their different paths taken during the usability study resulted in identifying the same show stopping problem areas.
The MEDEA Awards: recognising excellence in the use of digital video and audi...MEDEA Awards
On 31 November 2007, the MEDEA Awards 2008 were launched at Online Educa Berlin with a presentation by Dr. Clive P.L. Young, University College London in United Kingdom, and Helle Meldgaard from The Danish IT Centre for Education and Research (UNI-C) in Denmark. The presentation was called "MEDEA Awards 2008 - Encouraging the use of video and sound in Education".
Slides used for short intro presentation on open practice at JISC eLearning 11 online conference, November 2011. Facilitated by Terry McAndrew and organised by Lou McGill.
This is the set of presentations given at OER11, May 2011, Manchester Conference Centre in a symposium entitled 'Stars and Fast Cars: walking the red carpet of good practice'
The presentation which accompanied workshops at AMEE2010 and the AMEE eLearning Symposium in Glasgow, given by Suzanne Hardy, Lindsay Wood and Megan Quentin-Baxter from the HIgher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine.
This is the presentation given during the OER slot at the JISC10 conference in April 2010 at the Queen Elizabeth II Conference Centre, Westminster, London.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Project has been funded through the generosity of JISC but the emphasis is very much about cross-sectorcollaboration to encourage shared understandings between managers and practitioners across both clinical and educational settings about establishing good practice for the creation and use of medical recordings for educational purposes.The project has quite a long history dating back to 2006 and the publication of a report from Rachel Ellaway, Helen Cameron and Michael Ross at the university of Edinburgh entitled “Clinical Recordings for Academic Non-Clinical Settings”. This was a wide ranging review of the practicalities of sharing and exchanging clinical recordings to support learning and teaching. From this a workshop was set up in 2009 that brought together experts from the NHS and HE sector and tasked with coming up with a number of proposals to form future work. From this developed the idea of a common code of practice and common consent form. The guidance has been built around existing advice such as the GMC’s “Making and using visual and audio recordings of patients.” but the emphasis is much more on use within a learning and teaching environment.
A British Medical Recordings Task Force was set up to oversee the work – the main partners are listed above. Originally the workshop had described a Code of Practice but discussions amongst Task Force have lead us to believe that a Code of Practice would be too prescriptive and that a better way forward would be to produce a Good Practice Guide around the issues. Already mentioned that there is a lot of good practice and support material out there already but the challenge has been to try to knit this together in a simple way – hence the guidance materials have grown in to a much bigger piece of work than first envisaged. What the task force did produce were a set of high level principles and some good practice guidance materials However in addition to this group there has been a lot of input and feedback from practitioners and interested institutions – many of whom are in the room today
We ran workshops in London, Newcastle and Bristol
The image above is aWordle diagram showing all of the institutions that have provided input and feedback to the materials over the life of the project.First public consultation carried out during March and April – went out to the Taskforce, email contacts and trialled at two workshops in London and Newcastle.Materials generally well received and welcomed, number of changes made to the materials based on the feedback and then sent out more widely for a second round of consultation over the summer. Over 80 responses from individuals and institutions within HE and the NHS – a list of acknowledgements on the home page of the site
Not practical to get informed consent in a radiology department. In Scotland the principle is to get Assent (NHS Ethics Committee) – lot of discussion with GMC and taskforce over this - New GMC guidance suggests that “where practicable” you should get informed patient consent for internal images. If images taken from a pool of assented images you need to make sure you have taken appropriate anonymisation. Difficult to anonymise images even radiographs can be recognisable e.g. X-ray of knife in the chest. Anonymisation canreduce educational value as removes all of the contextual informationClear that local policies vary across clinical and non-clinical settings but also across trusts and universities so difficult to make the guidance too precise and always need to defer to local guidelines and procedures.Tries to point to best practice where possible but will still need to make judgements based on the individual circumstances Need to be able to show due diligence that you should be doing the best you can – communication with patients and copyright holders is key but if you do make a mistake and use a recording for which you don’t have patient consent or the appropriate licence then you need robust procedures in place to make sure you can remove the recording from use. This may be more difficult if the recording has been shared openly but you should have good records in place to at least be able to attempt to remove copies even if you can’t guarantee full removal.Finally public attitudes change over time and need to bear this in mind and continue to review and improve on best practice
Principles developed over several months with the Taskforce members. Principle 1 - Patient consent - What are my obligations to the patient (patient consent)?This is all about the consent of the patientIt covers the patient's rights of privacy and confidentiality, both personal and medicalInformed consent can only be given by the patient. Patient Consent remains under the control of the patient or their guardian and cannot be given or passed on by anyone else on their behalfThe level of patient consent needs to match the intended use of the recording. Principle 2 - Other people - What are my obligations to any other people included in the patient recording (other people's consent)?This is all about the consent which needs to be sought before making recordings of people in generalIt covers their personal rights of privacy and of confidentialityInformed consent needs to be given by each person in the recordingThis consent cannot be given or passed on by anyone else on their behalfYou therefore need to seek the informed consent of any persons included in the recording, or their guardians, before making and/or using any recordings. Principle 3 - Copyright holders - What are my obligations to the copyright holder?CopyrightCopyright is literally the right to copy and use the recordings for learning and teaching, or any other purposes, as opposed to the physical ownership of the actual recordingThe patient who gives their consent to make and use a recording of themselves, does not own the copyright of that recording. It is the individual author of the material or their employer who owns the copyright. However the holder of the copyright cannot give permission for any use for which the patient has not given their consentPermissions to copy and use the recordings can only be given by the owner of the copyright, and cannot be given by the patient. These permissions are usually given by way of a licenceYou need to be clear who is the copyright holder and seek a licence for the intended use (if necessary). You also need to be aware of moral rights Principle 4 - Professional responsibilitiesWhat are my ongoing obligations to my institution and my colleagues? This is all about how you and your colleagues ensure that recordings are used only for the purposes agreed with the patient and copyright holder (permissions)This covers storage, access, sharing and re-use by othersThere may be institutional policies that apply which should be adhered toNote If suitable recordings with appropriate consent already exist, which you could use for learning and teaching, then it would be better to use these than to trouble patients by making new ones.The guidance materials were then developed around these 4 main principles...
Will have a chance shortly to look through the materials and again during the receptionThe materials are available on an Attribution-NonCommercial-ShareAlike 3.0 Unported (CC BY-NC-SA 3.0) creative commons licence. A downloadable SCORM learning object will be added to the website in the next couple of weeks for organisations to download and use in their VLE’s and websites. All we ask is that you register your details before you download the materials so that we can contact you if they are updated in the future.
On the website you can find fullreports, a beginners guide to OER, and the Risk-Kit. You can find information about OER2, PORSCHE and ACTOR projects, and find an increasing number of case studies. You’ll also find some information about PublishOER and Consent Commons there.
