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AbstractObjective:The increasing prevalence and earlier onset of chronic health conditions amongst Aboriginal and Torres Strait Islander people has become a concerning and significant problem. Telehealth may be a useful application for the early detection, monitoring, and treatment of chronic diseases such as ear disease and vision impairment. This study evaluates whether it is feasible to integrate a mobile telemedicine-enabled ear and eye–screening service with existing community-based services for Australian indigenous children.Materials and Methods:A collaborative service was established with the local community and delivered from a van fitted with screening equipment and telemedicine capabilities. Indigenous children (0–16 years) were assessed at school by an aboriginal health worker for conditions impacting hearing and vision. Screening data and video-otoscopic images were uploaded to a database and made accessible to specialists via a secure Web site. Those children who failed an ear-screening assessment, tele-otology clinics were conducted remotely by an ear, nose, and throat specialist, who reviewed cases and provided a diagnosis and treatment plan. Similarly, children who failed vision assessments were referred to an optometrist for follow-up care.Results:During the first 6 months, the service visited 12 of the 16 schools in the region, screening 442 of the 760 consented children (58%). Of the 183 (41%) children who failed ear screening, 59 were reviewed remotely by an ear, nose, and throat surgeon, with 9 children booked for surgery. Three hundred and four or 41% of the consenting children completed an eye assessment, in which 46 (15%) failed and required referral to the optometrist.Conclusions:It is feasible to integrate a mobile telehealth screening service with existing community-based services to provide specialist review and treatment planning at a distance. Community consultation, engagement, and collaboration in all areas of the project have been important. [ABSTRACT FROM AUTHOR]

Abstract We demonstrate the emergence of collective behavior in two evolutionary computation systems, one an evolutionary extension of a classic (highly constrained) flocking algorithm and the other a relatively un-constrained system in which the behavior of agents is governed by evolved computer programs. The first system demonstrates the evolution of a form of multicellular organization, while the second demonstrates the evolution of a form of altruistic food sharing. In this article we describe both systems in detail, document the emergence of collective behavior, and argue that these systems present new opportunities for the study of group dynamics in an evolutionary context. We also provide a brief overview of the breve simulation environment in which the systems were produced, and of breves facilities for the rapid, exploratory development of visualization strategies for artificial life. [ABSTRACT FROM AUTHOR]

This study explores issues in teacher education that increase our understanding of, and response to, the individual differences displayed by learners. A large undergraduate teacher education cohort provided evidence of the range and distribution of preferences in learning styles, psychological types and multiple intelligences. This information revealed that distributions of scores on the Kolb Learning Style Inventory, the Myers-Briggs Type Indicator, and the Multiple Intelligences Checklist for Adults provide evidence about the scope and range of differences between four teacher subject specialisms. This rich information about those participating in teacher education courses provides some guidance for educating those with their own clear preferences to the range of different preferences expressed by many other learners and highlights the existence of four sets of major differences in approaches to teaching and learning in prospective teachers. [ABSTRACT FROM AUTHOR]