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Objective: To ascertain the accuracy of 2 upper-arm blood pressure monitors, GE Carescape V100 Vital Signs and Omron HEM-9210T, used in a large, South-East Asian epidemiological cohort by the AAMI/ESH/ISO 81060-2:2018. Methods: 149 participants were recruited from the ongoing Health for Life in Singapore (HELIOS) Study in multi-ethnic Singapore. Results: 110 datasets were analysed. For criterion 1, the mean(SD) of differences for GE Carescape V100 was -3.5(7.4)/ -3.5(7.4) mmHg (systolic/diastolic), and -4.2(6.9)/ -4.2(6.9) mmHg (systolic/diastolic) for Omron HEM-9210T. For criterion 2, GE Carescape V100was -3.5(5.6) / -3.5(5.6) mmHg (systolic/diastolic), and -4.2(4.5) / -4.2(4.6) mmHg (systolic/diastolic) for Omron HEM-9210T. Conclusion: Both GE Carescape V100 Vital Signs and Omron HEM-9210T monitor passed the AAMI/ESH/ISO 81060-2:2018 validation standard.

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The number of autistic people entering higher education (HE) is increasing steadily across the globe, yet research on understanding their experiences and support needs still focuses almost exclusively on the perspectives of autistic students attending HE in the U.S., U.K. and Australia. The present study sought to explore and understand (i) the experiences, opportunities, and challenges of autistic students in HE in Singapore; and (ii) non-autistic HE students’ experiences of studying alongside and socially engaging with their autistic peers. Twenty autistic and twenty-two non-autistic HE students in Singapore completed an online survey with open-ended questions. Framework analysis identified themes similar to those in the extant literature (e.g., autistic students enjoyed greater autonomy in HE compared to school, but often found difficulty juggling their numerous academic responsibilities) and novel themes pertaining to Singapore’s unique sociocultural context (e.g., Singaporean autistic people face high pressure to “blend in” due to societal values of conforming to social norms). Participants also noted considerable social isolation of autistic students, likely linked to a double empathy problem between autistic and non-autistic students. Improving inclusiveness both within HE and in the wider society is a necessarily joint effort among many stakeholders. Recommendations include HE stakeholders working together to develop and improve supports (e.g., implementing formal transition programmes) for autistic students and incorporating neurodiversity education into school curricula for all students.