Contingent valuation in health care and the persistence of embedding effects without the warm glow

This paper reports a test of the presence of embedding effects in a health care contingent valuation study. A within-subject, mixed qualitative–quantitative approach was used to identify and explain the presence of embedding in estimates of willingness to pay for vaccinations. Embedding effects persisted despite controlling for known causes and did so even among respondents who perceived the effect to be anomalous. Results from the qualitative interviews suggest that embedding effects arise for varied reasons but might be indicative of incomplete preferences. It is questionable, however, whether survey techniques can be better designed to encourage values clarification.

New media : embedding IMC within broader marketing strategy

New media has resulted in communications strategy evolving to a more integral component of marketing strategy, such that the two are converging. This paper discusses the implications of this shift in terms of IMC, drawing on the existing academic and practitioner literature.  Effective use of new media means communication activities will direct marketing tactics and strategy, rather than being driven by them.

Design of a compact microfludic device for controllable cell distribution

A compact microfluidic device with 96 microchambers allocated within four circular units was designed and examined for cell distribution. In each unit, cells were distributed to the surrounding chambers radially from the center. The circular arrangement of the chambers makes the design simple and compact. A controllable and quantitative cell distribution is achievable in this device. This design is significant to the microfluidic applications where controllable distribution of cells in multipule microchambers is demanded.

Embedding academic skills development in course delivery

Innovative approaches need to be adopted to meet the challenge of ensuring that graduates at the end of their course of study are not only strong in their discipline, but also have the required generic skills to give them a good standing within their selected professions. This paper reports on a study that examined how well academic skills are embedded into the undergraduate Environmental Science curriculum at Deakin University in Australia. It reports on students’ self evaluation of their essay writing skills, and a case study that involves a discipline specialist working with an academic skills advisor to enhance student generic skills. It discusses the patchy nature of current implementation of programs for generic skill education.

Robust patchwork-based embedding and decoding scheme for digital audio watermarking

This paper presents a novel patchwork-based embedding and decoding scheme for digital audio watermarking. At the embedding stage, an audio segment is divided into two subsegments and the discrete cosine transform (DCT) coefficients of the subsegments are computed. The DCT coefficients related to a specified frequency region are then partitioned into a number of frame pairs. The DCT frame pairs suitable for watermark embedding are chosen by a selection criterion and watermarks are embedded into the selected DCT frame pairs by modifying their coefficients, controlled by a secret key. The modifications are conducted in such a way that the selection criterion used at the embedding stage can be applied at the decoding stage to identify the watermarked DCT frame pairs. At the decoding stage, the secret key is utilized to extract watermarks from the watermarked DCT frame pairs. Compared with existing patchwork watermarking methods, the proposed scheme does not require information of which frame pairs of the watermarked audio signal enclose watermarks and is more robust to conventional attacks.

Embedding learning in a paediatric hospital: changing practice and keeping connected

This paper, the final paper in the Keeping Connected special issue, presents the key findings of the overall study and focuses on the challenging process of re-imagining a hospital setting as a community of learning for young people in light of these findings. The paper focuses on young people as learners within the overarching themes emanating from the Keeping Connected research such as normalcy, diversity and communication. Taking up Slee's notion of ‘the irregular school’, we describe how one setting in a large urban paediatric hospital in Victoria, Australia, is transforming the way in which children and young people are supported to maintain their connectedness to learning. We reflect on the evidence of the Keeping Connected project to inform the ways in which a hospital can respond to young people's needs as learners and offer a model of inclusion as a form of cultural change in this important out-of-school setting. Directions for future research are also offered.

Compact stacked planar inverted-F antenna for passive deep brain stimulation implants

A compact meandered three-layer stacked circular planar inverted-F antenna is designed and simulated at the UHF band (902.75 – 927.25 MHz) for passive deep brain stimulation implants. The UHF band is used because it offers small antenna size, and high data rate. The top and middle radiating layers are meandered, and low cost substrate and superstrate materials are used to limit the radius and height of the antenna to 5 mm and 1.64 mm, respectively. A dielectric substrate of FR-4 of εr= 4.7 and δ= 0.018, and a biocompatible superstrate of silicone of er= 3.7 and d= 0.003 with thickness of 0.2 mm are used in the design. The resonance frequency of the proposed antenna is 918 MHz with a bandwidth of 24 MHz at return loss of −10 dB in free space. The antenna parameter such as 3D gain pattern of the designed antenna within a skin-tissue model is evaluated by using the finite element method. The compactness, wide bandwidth, round shape, and stable characteristics in skin make this antenna suitable for DBS. The feasibility of the wireless power transmission to the implant in the human head is also examined.

The Nitric Oxide (NO)-Sensing Repressor NsrR of Neisseria meningitidis Has a Compact Regulon of Genes Involved in NO Synthesis and Detoxification

We have analyzed the extent of regulation by the nitric oxide (NO)-sensitive repressor NsrR from Neisseria meningitidis MC58, using microarray analysis. Target genes that appeared to be regulated by NsrR, based on a comparison between an nsrR mutant and a wild-type strain, were further investigated by quantitative real-time PCR, revealing a very compact set of genes, as follows: norB (encoding NO reductase), dnrN (encoding a protein putatively involved in the repair of nitrosative damage to iron-sulfur clusters), aniA (encoding nitrite reductase), nirV (a putative nitrite reductase assembly protein), and mobA (a gene associated with molybdenum metabolism in other species but with a frame shift in N. meningitidis). In all cases, NsrR acts as a repressor. The NO protection systems norB and dnrN are regulated by NO in an NsrR-dependent manner, whereas the NO protection system cytochrome c′ (encoded by cycP) is not controlled by NO or NsrR, indicating that N. meningitidis expresses both constitutive and inducible NO protection systems. In addition, we present evidence to show that the anaerobic response regulator FNR is also sensitive to NO but less so than NsrR, resulting in complex regulation of promoters such as aniA, which is controlled by both FNR and NsrR: aniA was found to be maximally induced by intermediate NO concentrations, consistent with a regulatory system that allows expression during denitrification (in which NO accumulates) but is down-regulated as NO approaches toxic concentrations.

"The university didn't actually tell us this is what you have to do": Social inclusion through embedding of academic skills in first year professional courses

This paper presents findings from a mixed methods project investigating first year social work students' perceived role in academic skills and thier development.  Students expressed the perception that academic skill requirements and how they would be assessed should be made explicit, and idenfied a stigma associated with accessing study support services.  The aper concluses that an intentional design strategy, such as embedding academic skills into the curriculum, helps bridge the different expectations between academics and students and hence constitutes a socially inclusive strategy to teaching professional courses sucha s social work, within higher education.  Recommendations to enhance the succes and sustainability of such an initiative in the current higher educacion environment are offered.

Embedding systemic science with FFSR and DPI, phase 2 : final project report

Systemic Science (systems thinking) provides a structured approach to better conceptualise and operationalise problems and to deal with complexity, uncertainty and risk. Systemic Science is different from traditional forms of scientific investigation because it focuses on 'the whole' rather than the component parts.

Systemic science is a skill that DPI generally lacks, although certain sections of the organisation do employ its principles with success. The objective of this project was to enhance DPI's existing systems thinking capability, with particular emphasis on FFSR, to develop the skills in more staff across the organisation, and to showcase the merits of the approach by applying the concepts on existing/planned projects. This report details ‘Phase 2’ (year 2) of the project and as such, outputs from the separate ‘Phase 1’ are not reported here.