scholarly journals Haves and Have nots must find a better way: The case for Open Scientific Hardware

2018 ◽  
Author(s):  
Andre Maia Chagas

Although many efforts are being made to make science more open and accessible, they aremostly concentrated on issues that appear before and after experiments are performed: Open accessjournals, open databases for data and code sharing, and many other tools to increase replicability ofscience and access to information. While great, these initiatives do not directly increase the access tothe scientific equipment necessary to perform experiments and to generate new data. Unfortunately,their availability has always been uneven around the world, mostly due to monetary constraints andaffecting mostly low income countries and institutions. In this paper a case is made for the use offree/open source hardware in research and education even in countries and institutions where fundswere never a problem.

2021 ◽  
Author(s):  
Hessel Winsemius ◽  
Stephen Mather ◽  
Ivan Gayton ◽  
Iddy Chazua

<p>The state of the art in terrain data generation is Light Detection And Ranging (LiDAR). LiDAR is usually deployed through manned or unmanned aerial vehicles. As typical payloads are high, an aircraft with LiDAR needs to be significant in size. Therefore, LiDAR is currently only done by specialized companies with expensive equipment, and cannot be deployed by local service providers in low income countries, despite the plethora of use cases for its data.</p><p> </p><p>A promising avenue to replace LiDAR is photogrammetry. It can be applied with much lighter and more affordable aircrafts and its use to provide extensive terrain datasets is steadily increasing. The scalable open-source software OpenDroneMap allows for extending datasets to very large amounts. Photogrammetry however, cannot penetrate vegetation, and (as is the case with LiDAR) does not resolve ground terrain in obscured areas such as dense urban areas with narrow alleys.</p><p> </p><p>That is why we are developing OpenDroneMap360, a free and open-source DIY hardware-software camera-ball platform for collection of high quality photos with any carrier you can think of. This can be a self-built drone, a backpack rig or another setup we haven’t considered yet, equipped with enough lenses to discover any ground that you can think of. Our current hardware offers a backpack rig with a total of 7 lenses and contains a parts list, 3D-printable hull, connection scheme, software deployment and a Sphinx manual how to build, deploy and operate the rig. The technology contains raspberry pi cameras connected to raspberry pi zeros for each lens, a Ardusimple u-blox ZED-F9P GNSS chipset, a raspberry pi4 to instruct the cameras, collect GPS positions, and perform file and data management, and a LiPo battery solution. The entire setup is available on https://github.com/localdevices/odm360</p><p> </p>


2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Deborah Bedoll ◽  
Marta van Zanten ◽  
Danette McKinley

Abstract Background Accreditation systems in medical education aim to assure various stakeholders that graduates are ready to further their training or begin practice. The purpose of this paper is to explore the current state of medical education accreditation around the world and describe the incidence and variability of these accreditation agencies worldwide. This paper explores trends in agency age, organization, and scope according to both World Bank region and income group. Methods To find information on accreditation agencies, we searched multiple online accreditation and quality assurance databases as well as the University of Michigan Online Library and the Google search engine. All included agencies were recorded on a spreadsheet along with date of formation or first accreditation activity, name changes, scope, level of government independence, accessibility and type of accreditation standards, and status of WFME recognition. Comparisons by country region and income classification were made based on the World Bank’s lists for fiscal year 2021. Results As of August 2020, there were 3,323 operating medical schools located in 186 countries or territories listed in the World Directory of Medical Schools. Ninety-two (49%) of these countries currently have access to undergraduate accreditation that uses medical-specific standards. Sixty-four percent (n = 38) of high-income countries have medical-specific accreditation available to their medical schools, compared to only 20% (n = 6) of low-income countries. The majority of World Bank regions experienced the greatest increase in medical education accreditation agency establishment since the year 2000. Conclusions Most smaller countries in Europe, South America, and the Pacific only have access to general undergraduate accreditation, and many countries in Africa have no accreditation available. In countries where medical education accreditation exists, the scope and organization of the agencies varies considerably. Regional cooperation and international agencies seem to be a growing trend. The data described in our study can serve as an important resource for further investigations on the effectiveness of accreditation activities worldwide. Our research also highlights regions and countries that may need focused accreditation development support.


Author(s):  
Brendon Stubbs ◽  
Kamran Siddiqi ◽  
Helen Elsey ◽  
Najma Siddiqi ◽  
Ruimin Ma ◽  
...  

Tuberculosis (TB) is a leading cause of mortality in low- and middle-income countries (LMICs). TB multimorbidity [TB and ≥1 non-communicable diseases (NCDs)] is common, but studies are sparse. Cross-sectional, community-based data including adults from 21 low-income countries and 27 middle-income countries were utilized from the World Health Survey. Associations between 9 NCDs and TB were assessed with multivariable logistic regression analysis. Years lived with disability (YLDs) were calculated using disability weights provided by the 2017 Global Burden of Disease Study. Eight out of 9 NCDs (all except visual impairment) were associated with TB (odds ratio (OR) ranging from 1.38–4.0). Prevalence of self-reported TB increased linearly with increasing numbers of NCDs. Compared to those with no NCDs, those who had 1, 2, 3, 4, and ≥5 NCDs had 2.61 (95% confidence interval (CI) = 2.14–3.22), 4.71 (95%CI = 3.67–6.11), 6.96 (95%CI = 4.95–9.87), 10.59 (95%CI = 7.10–15.80), and 19.89 (95%CI = 11.13–35.52) times higher odds for TB. Among those with TB, the most prevalent combinations of NCDs were angina and depression, followed by angina and arthritis. For people with TB, the YLDs were three times higher than in people without multimorbidity or TB, and a third of the YLDs were attributable to NCDs. Urgent research to understand, prevent and manage NCDs in people with TB in LMICs is needed.


2017 ◽  
Vol 102 (1) ◽  
pp. 9-13 ◽  
Author(s):  
Justin S Mora ◽  
Christopher Waite ◽  
Clare E Gilbert ◽  
Brenda Breidenstein ◽  
John J Sloper

BackgroundTo ascertain which countries in the world have retinopathy of prematurity (ROP) screening programmes and guidelines and how these were developed.MethodsAn email database was created and requests were sent to ophthalmologists in 141 nations to complete an online survey on ROP screening in their country.ResultsRepresentatives from 92/141 (65%) countries responded. 78/92 (85%) have existing ROP screening programmes, and 68/78 (88%) have defined screening criteria. Some countries have limited screening and those areas which have no screening or for which there is inadequate knowledge are mainly Southeast Asia, Africa and some former Soviet states.DiscussionWith the increasing survival of premature babies in lower-middle-income and low-income countries, it is important to ensure that adequate ROP screening and treatment is in place. This information will help organisations focus their resources on those areas most in need.


2018 ◽  
pp. 255-276
Author(s):  
Philip J. Landrigan

Children in today’s ever-smaller, more densely populated, tightly interconnected world are surrounded by a complex array of environmental threats to health.1 Because of their unique patterns of exposure and exquisite biological sensitivities, especially during windows of vulnerability in prenatal and early postnatal development, children are extremely vulnerable to environmental hazards.2,3 Even brief, low-level exposures during critical early periods can cause permanent alterations in organ function and result in acute and chronic disease and dysfunction in childhood and across the life span.4 The World Health Organization estimates that 24% of all deaths and 36% of deaths in children are attributable to environmental exposures,5 more deaths than are caused by HIV/AIDS, malaria, and tuberculosis combined.6–8 In the Americas, the Pan American Health Organization estimates that nearly 100,000 children younger than 5 years die annually from physical, chemical, and biological hazards in the environment.9 Children in all countries are exposed to environmental health threats, but the nature and severity of these hazards vary greatly across countries, depending on national income, income distribution, level of development, and national governance.10 More than 90% of the deaths caused by environmental exposures occur in the world’s poorest countries6–8—environmental injustice on a global scale.11 In low-income countries, the predominant environmental threats are household air pollution from burning biomass and contaminated drinking water. These hazards are strongly linked to pneumonia, diarrhea, and a wide range of parasitic infestations in children.9,10 In high-income countries that have switched to cleaner fuels and developed safe drinking water supplies, the major environmental threats are ambient air pollution from motor vehicles and factories, toxic chemicals, and pesticides.10,12,13 These exposures are linked to noncommunicable diseases—asthma, birth defects, cancer, and neurodevelopmental disorders.9,10 Toxic chemicals are increasingly important environmental health threats, especially in previously low-income countries now experiencing rapid economic growth and industrialization.10 A major driver is the relocation of chemical manufacturing, recycling, shipbreaking, and other heavy industries to so-called “pollution havens” in low-income countries that largely lack environmental controls and public health infrastructure. Environmental degradation and disease result. The 1984 Bhopal, India, disaster was an early example.14 Other examples include the export to low-income countries of 2 million tons per year of newly mined asbestos15; lead exposure from backyard battery recycling16; mercury contamination from artisanal gold mining17; the global trade in banned pesticides18; and shipment to the world’s lowest-income countries of vast quantities of hazardous and electronic waste (e-waste).19 Climate change is yet another global environmental threat.20 Its effects will magnify in the years ahead as the world becomes warmer, sea levels rise, insect vector ranges expand, and changing weather patterns cause increasingly severe storms, droughts, and malnutrition. Children are the most vulnerable. Diseases of environmental origin in children can be prevented. Pediatricians are trusted advisors, uniquely well qualified to address environmental threats to children’s health. Prevention requires a combination of research to discover the environmental causes of disease coupled with evidence-based advocacy that translates research findings to policies and programs of prevention. Past successful prevention efforts, many of them led by pediatricians, include the removal of lead from paint and gasoline, the banning of highly hazardous pesticides, and reductions in urban air pollution. Future, more effective prevention will require mandatory safety testing of all chemicals in children’s environments, continuing education of pediatricians and health professionals, and enhanced programs for chemical tracking and disease prevention.


2019 ◽  
Vol 14 (5) ◽  
pp. 457-459 ◽  
Author(s):  
Frederike van Wijck ◽  
Julie Bernhardt ◽  
Sandra A Billinger ◽  
Marie-Louise Bird ◽  
Janice Eng ◽  
...  

There is an urgent need to improve life after stroke across the world—especially in low-income countries—through methods that are effective, equitable and sustainable. This paper highlights physical activity (PA) as a prime candidate for implementation. PA reduces modifiable risk factors for first and recurrent stroke and improves function and activity during rehabilitation and following discharge. Preliminary evidence also indicates PA is cost-effective. This compelling evidence urgently needs to be translated into seamless pathways to enable stroke survivors across the world to engage in a more active lifestyle. Although more quality research is needed—particularly on how to optimize uptake and maintenance of PA—this should not delay implementation of high-quality evidence already available. This paper shares examples of best practice service models from low-, middle-, and high-income countries around the world. The authors call for a concerted effort to implement high-quality PA services to improve life after stroke for all.


2020 ◽  
Vol 12 (21) ◽  
pp. 9091
Author(s):  
Luis Miguel Lázaro Lorente ◽  
Ana Ancheta Arrabal ◽  
Cristina Pulido-Montes

There is a lack of concluding evidence among epidemiologists and public health specialists about how school closures reduce the spread of COVID-19. Herein, we attend to the generalization of this action throughout the world, specifically in its quest to reduce mortality and avoid infections. Considering the impact on the right to education from a global perspective, this article discusses how COVID-19 has exacerbated inequalities and pre-existing problems in education systems around the world. Therefore, the institutional responses to guaranteeing remote continuity of the teaching–learning process during this educational crisis was compared regionally through international databases. Three categories of analysis were established: infrastructure and equipment, both basic and computer-based, as well as internet access of schools; preparation and means of teachers to develop distance learning; and implemented measures and resources to continue educational processes. The results showed an uneven capacity in terms of response and preparation to face the learning losses derived from school closure, both in low-income regions and within middle- and high-income countries. We concluded that it is essential to articulate inclusive educational policies that support strengthening the government response capacity, especially in low-income countries, to address the sustainability of education.


2019 ◽  
Vol 69 (12) ◽  
pp. 2177-2184 ◽  
Author(s):  
Godfrey M Bigogo ◽  
Allan Audi ◽  
Joshua Auko ◽  
George O Aol ◽  
Benjamin J Ochieng ◽  
...  

Abstract Background Data on pneumococcal conjugate vaccine (PCV) indirect effects in low-income countries with high human immunodeficiency virus (HIV) burden are limited. We examined adult pneumococcal pneumonia incidence before and after PCV introduction in Kenya in 2011. Methods From 1 January 2008 to 31 December 2016, we conducted surveillance for acute respiratory infection (ARI) among ~12 000 adults (≥18 years) in western Kenya, where HIV prevalence is ~17%. ARI cases (cough or difficulty breathing or chest pain, plus temperature ≥38.0°C or oxygen saturation <90%) presenting to a clinic underwent blood culture and pneumococcal urine antigen testing (UAT). We calculated ARI incidence and adjusted for healthcare seeking. The proportion of ARI cases with pneumococcus detected among those with complete testing (blood culture and UAT) was multiplied by adjusted ARI incidence to estimate pneumococcal pneumonia incidence. Results Pre-PCV (2008–2010) crude and adjusted ARI incidences were 3.14 and 5.30/100 person-years-observation (pyo), respectively. Among ARI cases, 39.0% (340/872) had both blood culture and UAT; 21.2% (72/340) had pneumococcus detected, yielding a baseline pneumococcal pneumonia incidence of 1.12/100 pyo (95% confidence interval [CI]: 1.0–1.3). In each post-PCV year (2012–2016), the incidence was significantly lower than baseline; with incidence rate ratios (IRRs) of 0.53 (95% CI: 0.31–0.61) in 2012 and 0.13 (95% CI: 0.09–0.17) in 2016. Similar declines were observed in HIV-infected (IRR: 0.13; 95% CI: 0.08–0.22) and HIV-uninfected (IRR: 0.10; 95% CI: 0.05–0.20) adults. Conclusions Adult pneumococcal pneumonia declined in western Kenya following PCV introduction, likely reflecting vaccine indirect effects. Evidence of herd protection is critical for guiding PCV policy decisions in resource-constrained areas.


Author(s):  
D. Brent Edwards ◽  
Inga Storen

Since the 1950s, the World Bank’s involvement and influence in educational assistance has increased greatly. The World Bank has not only been a key player, but, at times, has been the dominant international organization working with low-income countries to reform their education systems. Given the contributions that education makes to country development, the World Bank works in the realm of education as part of its broad mission to reduce poverty and to increase prosperity. This work takes the form of financing, technical assistance and knowledge production (among others) and occurs at multiple levels, as the World Bank seeks to contribute to country development and to shape the global conversation around the purposes and preferred models of education reform, in addition to engaging in international processes and politics with other multi- and bilateral organizations. The present article examines the work of the World Bank in historical perspective in addition to discussing how the role of this institution has been theorized and research by scholars. Specifically, the first section provides an overview of this institution’s history with a focus on how the leadership, preferred policies, organizational structure, lending, and larger politics to which it responds have changed over time, since the 1940s. Second, the article addresses the ways that the World Bank is conceptualized and approached by scholars of World Culture Theory, international political economy, and international relations. The third section contains a review of research on (a) how the World Bank is involved in educational policy making at the country level, (b) the ways the World Bank engages with civil society and encourages its general participation in educational assistance, (c) what is known about the World Bank in relation to policy implementation, and (d) the production of research in and on the Bank.


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