Expert Focus Group for Space and Global Health

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United Nations - Vienna International Centre - 48°14′05″N 16°25′01″E / 48.23472°N 16.41694°E - OpenStreetMap


SDG3: Good Health and Well-being - Learning Resouce supports the SDGs - UN-Guidelines[1]

Expert Focus Group for Space and Global Health consists of two organisational structure:

The Open Community Approach allows user-driven innovation that can be institutionalized in a Living Lab. Capacity Building and learning is a key element for global health risk management. Derived the results of AT6FUI as a member state activity, the feedback from Community of Practice to the political level

  • shows obstacles for implementation of risk mitigations strategies and
  • vice-versa recommendation from the political of level to the community of practice could help to leverage the potential of space technology in the health domain.

Offical entities of United Nations like WHO or UNOOSA have a special mandate and the entities cannot simple decide to work beyond a given mandate which is given to the entity by the general assembly of the UN. Problem solving in complex dynamic systems need a holistic approach that combines food, health, security, economics, social and cultural considerations to implement risk mitigation strategies in sustainable way (see UN Sustainable Development Goals[3])

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Subtopics[edit]

Examples for Link between Space and Global Health[edit]

  • Telemedicine and Disaster Medicine for remote medical support in remote areas or in cases when IT-infrastructure is broken.
  • Low-Cost Precision Farming - Create an econmic benefit by less application of agrochemicals (primary driver for innovation), reduce exposure to agrochemicals to workers in settings of labor intensive, manual farming. Create a benefit for public and environmental health (includes improved Risk Literacy and optimization of work flows in farming).

Software[edit]

Open Data[edit]

Learning Task[edit]

This learning tasks are about Capacity Building and Learning itself and should support the institutional collaborative innovation for Risk Management approaches.

  • Explain why an Open Platform for Open Educational Resources is important for user-driven innovation! Apply this setting on link between Space and Global Health.
  • Describe the international benefits for members states, if a successful case-study for the application of risk mitigation strategies in Wikiversity can be transfered to other member states!
  • Explore the capacity building and learning resource Clean Care Safer Care[4]. Explore the key elements of this learning resource, especially
    • where do you find the scientific evidence for the risk mitigation approach,
    • How do stuff members and administration in health care facility are supported to implement a cleaner and safer care?
    • Health care facilities have differently equipped with human, technical and medical resources. Furthermore staff members in health care facilities speak only a local language. Explore how the concept of inner-organisational quality assurance at WHO and user-driven adaption of learning resource to local and regional requirements and constraints refer to the concept of Public-Private-Versioning of learning resources in Wikiversity?
    • Assume WHO analyses the user-driven development of learning and capacity building resources Wikiversity. How could this analysis contributed to next release of the inner-organisational quality assured releases of learning resouces like Clean Care Safer Care?
    • Explain in general how case-studies in Wikiversity can be a learning resource?
  • If many use-cases in Wikiversity are available as capacity building and learning environment in Wikiversity, generic principle and general problems can be identified. The analysis of the problems could lead to conclusions that e.g. public safety and desertification are the key problem for the successful sustainable development in the Global Health domain. Identify UN bodies/entities that are responsible for the scope "public safety" and "desertification".
    • analyze the mandate of the selected bodies and how they could contribute to problem solving,
    • describe, how are NGOs would be affected in their work if public safety cannot be guaranteed,
    • "we learn for errors not from sucess"[5][6]. Explain how failure analysis of privious approaches and self-assessment lead to improvements and innovation in the community of practice and in an interagency collaboration. In an Open Community Approach the self-assessment framework could be supported by questionnaires implemented within Wikiversity by the Community of Practice. Analyze the content management infrastructure in Wikiversity to create a questionnaire and use the following Wikiversity page as a sandbox to define a simple self-assessment.

Technical Learning Task[edit]

  • Technical Approach: Explore the technical side of Satellite technology to learn about the opportunities and limitations!
  • Technical Processing of Satellite Images: Explore the availability of satellite images and match satellite resources to areas of application!
  • Identify those application of satellite technology that is accesible developing for user directly or indirectly as service! Can you describe the obstacles of application? (e.g. financial resource to access a benefit, awarness about benefits, complexity of application in (public) health environment)

Learning Task for Teachers[edit]

  • Is it necessary that an expert needs to dive into technical details of band-width and orbits provided by learning resources about satellite technology. Explore and design a learning path that helps people working in the domain of epidemiology to use space technology as "one tool among others" to approach
    • vector control for mosquitos and spatial patterns of application for risk mitigation activities

See also[edit]

Acknowledgement[edit]

  • see Acknowledgements EFG-SGH and AT6FUI
  • Prof. Dr. Björn Risch (University Koblenz-Landau) for the sharing developmental idea of Real-World Lab at a small river for learning chemical, biological, physical or geographical topics. Learner interact with the environment and learn curricular topics in school related to environment (see Augmented Reality).

References[edit]

  1. UN-Guidelines for Use of SDG logo and the 17 SDG icons (2016/10) - http://www.un.org/sustainabledevelopment/wp-content/uploads/2016/10/UN-Guidelines-for-Use-of-SDG-logo-and-17-icons.October-2016.pdf
  2. UN COPUOS - Committee Of Peaceful Use of Outer Space - (accessed 2017/08/16) - http://www.unoosa.org/oosa/en/ourwork/copuos/index.html
  3. Kates, R. W., Parris, T. M., & Leiserowitz, A. A. (2005). What is sustainable development? Goals, indicators, values, and practice. Environment(Washington DC), 47(3), 8-21.
  4. Pittet, D., & Donaldson, L. (2005). Clean Care is Safer Care: a worldwide priority. Lancet, 366(9493), 1246-1247.
  5. Schein, E. H. (1993). SMR forum: How can organizations learn faster? The challenge of entering the green room. Sloan management review, 34(2), 85.
  6. Joung, W., Hesketh, B., & Neal, A. (2006). Using “war stories” to train for adaptive performance: Is it better to learn from error or success?. Applied psychology, 55(2), 282-302.