WorldWideScience

Sample records for center lessons learned

  1. Lessons learned in simulating a command center

    Science.gov (United States)

    Mack, Gregory A.; Cantor, Robert M.; Wenzel, Gregory

    1995-06-01

    This paper presents some lessons learned from simulating the operation of a command center in distributed interactive simulations (DIS). We present the design of the Booz Allen Command Center Systems Interface (C2SI) in terms of its functional architecture as well as the technologies used in its implementation. We discuss the design of the distributed component interfaces based on cooperating software agent pairs. We discuss aspects of several issues in simulating command and control systems in the ADS/DIS environment, namely, interoperation of constructive and virtual simulation, situation awareness, communication with adjacent C2 entities, control of subordinate entities and external sensors, terrain/environmental data management, and data collection for after-action reporting.

  2. University / Science Center Exhibit Development Collaboration: Strategies and Lessons Learned

    Science.gov (United States)

    Raddick, M. J.; Carliles, S.; Bartelme, L.; Patterson, J.

    2008-06-01

    Through funding from the NSF's Internship in Public Science Education (IPSE) program, Johns Hopkins University (JHU) and the Maryland Science Center (MSC) have worked together to create an exhibit based on JHU's research with the Sloan Digital Sky Survey, a project to map the universe. The exhibit is a kiosk-based interactive presentation that connects to online data about the sky. It is currently displayed in SpaceLink, an area at the MSC that focuses on current events and research in astronomy. The person primarily responsible for the exhibit was a graduate student in computer science in the JHU Physics and Astronomy department. He worked with an EPO professional in the department and two members of the MSC's planetarium and exhibit staff to plan the exhibit. The team also worked with a coordinator in the JHU chemistry department, and an external evaluator. Along with increased public understanding of science, our goal was to create and evaluate a sustainable partnership between a research university and a local science center. We are producing an evaluation report discussing our collaboration and detailing lessons learned. We hope that our experience can be a model for other university / science center collaborations in the future. Some lessons that we have learned in our development effort are: start all design decisions with learning goals and objectives, write goals with evaluation in mind, focus on the process of science, and do not underestimate the challenges of working with the web as part of the exhibit technology.

  3. An Analysis of Student-centered Lesson Planning In English Language Teaching and Learning

    Institute of Scientific and Technical Information of China (English)

    陈荣燕

    2009-01-01

    @@ Chapter I Introduction "Pmpor lesson planning is essential for both novice and experienced tethers"(A course in English language teaching,2000:24).In the lesson planning.teachers determine what techniques,activities and materials will be used in the class beforehand.The question discussed in this essay is that who iS centered in the lesson planning in English language teaching.In the traditional English teaching classroom.teacher is the center of teaching and learning.

  4. Lessons learned: mobile device encryption in the academic medical center.

    Science.gov (United States)

    Kusche, Kristopher P

    2009-01-01

    The academic medical center is faced with the unique challenge of meeting the multi-faceted needs of both a modern healthcare organization and an academic institution, The need for security to protect patient information must be balanced by the academic freedoms expected in the college setting. The Albany Medical Center, consisting of the Albany Medical College and the Albany Medical Center Hospital, was challenged with implementing a solution that would preserve the availability, integrity and confidentiality of business, patient and research data stored on mobile devices. To solve this problem, Albany Medical Center implemented a mobile encryption suite across the enterprise. Such an implementation comes with complexities, from performance across multiple generations of computers and operating systems, to diversity of application use mode and end user adoption, all of which requires thoughtful policy and standards creation, understanding of regulations, and a willingness and ability to work through such diverse needs. PMID:19382736

  5. SEMANTIC ANALYSIS OVER LESSONS LEARNED CONTAINED IN SOCIAL NETWORKS FOR GENERATING ORGANIZATIONAL MEMORY IN CENTERS R&D

    Directory of Open Access Journals (Sweden)

    Marco Javier Suárez Barón

    2016-05-01

    Full Text Available This paper shows the construction of an organizational memory metamodel focused on R&D centers. The metamodel uses lessons learned extracted from corporative social networks; the metamodel aims to promote learning and management of organizational knowledge at these types of organizations. The analysis is applied initially from lessons learned on topics of R&D in Spanish language. The metamodel use natural languages processing together with ontologies for analyze the semantic and lexical the each lesson learned. The final result involves a knowledge base integrated by RDF files interrogated by SPARQL queries.

  6. Lessons Learned from Implementing the Patient-Centered Medical Home

    Directory of Open Access Journals (Sweden)

    Ellen P. Green

    2012-01-01

    Full Text Available The Patient-Centered Medical Home (PCMH is a primary care model that provides coordinated and comprehensive care to patients to improve health outcomes. This paper addresses practical issues that arise when transitioning a traditional primary care practice into a PCMH recognized by the National Committee for Quality Assurance (NCQA. Individual organizations' experiences with this transition were gathered at a PCMH workshop in Alexandria, Virginia in June 2010. An analysis of their experiences has been used along with a literature review to reveal common challenges that must be addressed in ways that are responsive to the practice and patients’ needs. These are: NCQA guidance, promoting provider buy-in, leveraging electronic medical records, changing office culture, and realigning workspace in the practice to accommodate services needed to carry out the intent of PCMH. The NCQA provides a set of standards for implementing the PCMH model, but these standards lack many specifics that will be relied on in location situations. While many researchers and providers have made critiques, we see this vagueness as allowing for greater flexibility in how a practice implements PCMH.

  7. Staffing the ISS Control Centers: Lessons Learned from Long-Duration Human Space Flight

    Science.gov (United States)

    Olsen, Carrie D.; Horvath, Timothy J.; Davis, Sally P.

    2006-01-01

    The International Space Station (ISS) has been in operation with a permanent human presence in space for over five years, and plans for continued operations stretch ten years into the future. Ground control and support operations are, likewise, a 15-year enterprise. This long-term, 24-hour per day, 7 day per week support has presented numerous challenges in the areas of ground crew training, initial and continued certification, and console staffing. The Mission Control Center in Houston, Texas and the Payload Operations Center in Huntsville, Alabama have both tackled these challenges, with similar, yet distinct, approaches. This paper describes the evolution of the staffing and training policies of both control centers in a chronological progression. The relative merits and shortcomings of the various policies employed are discussed and a summary of "lessons learned" is presented. Finally, recommendations are made as best practices for future long-term space missions.

  8. Kennedy Space Center's NASA/Contractor Team-Centered Total Quality Management Seminar: Results, methods, and lessons learned

    Science.gov (United States)

    Kinlaw, Dennis C.; Eads, Jeannette

    1992-01-01

    It is apparent to everyone associated with the Nation's aeronautics and space programs that the challenge of continuous improvement can be reasonably addressed only if NASA and its contractors act together in a fully integrated and cooperative manner that transcends the traditional boundaries of proprietary interest. It is, however, one thing to assent to the need for such integration and cooperation; it is quite another thing to undertake the hard tasks of turning such a need into action. Whatever else total quality management is, it is fundamentally a team-centered and team-driven process of continuous improvement. The introduction of total quality management at KSC, therefore, has given the Center a special opportunity to translate the need for closer integration and cooperation among all its organizations into specific initiatives. One such initiative that NASA and its contractors have undertaken at KSC is a NASA/Contractor team-centered Total Quality Management Seminar. It is this seminar which is the subject of this paper. The specific purposes of this paper are to describe the following: Background, development, and evolution of Kennedy Space Center's Total Quality Management Seminar; Special characteristics of the seminar; Content of the seminar; Meaning and utility of a team-centered design for TQM training; Results of the seminar; Use that one KSC contractor, EG&G Florida, Inc. has made of the seminar in its Total Quality Management initiative; and Lessons learned.

  9. Lesson Learning at JPL

    Science.gov (United States)

    Oberhettinger, David

    2011-01-01

    A lessons learned system is a hallmark of a mature engineering organization A formal lessons learned process can help assure that valuable lessons get written and published, that they are well-written, and that the essential information is "infused" into institutional practice. Requires high-level institutional commitment, and everyone's participation in gathering, disseminating, and using the lessons

  10. Planting the Seeds for Data Literacy: Lessons Learned from a Student-Centered Education Program

    Directory of Open Access Journals (Sweden)

    Jake Carlson

    2015-02-01

    Full Text Available There is an increasing need for graduate students to acquire competencies in managing and curating their data sets as a part of their education. Librarians and other information professionals are beginning to respond to this need by developing programming, but as of yet there are few models to follow and the impact on the practices of students is under-explored. This case study presents a student-centered pilot program on data literacy offered at Purdue University. The program was offered through the College of Agriculture and was structured to be flexible enough to incorporate each student’s particular field of study. Exercises and assignments were designed to incorporate the student’s own research data to create meaningful, authentic learning experiences. Formative and summative assessment was a critical component of the program, which included interviews with students six months after completion of the program to determine the extent to which the data competencies covered had taken root in students’ research practices. The structure of the pilot program, its strengths and weakness, its impact on students, and lessons learned by the instructors are discussed.

  11. Destruction of the World Trade Center Towers. Lessons Learned from an Environmental Health Disaster.

    Science.gov (United States)

    Reibman, Joan; Levy-Carrick, Nomi; Miles, Terry; Flynn, Kimberly; Hughes, Catherine; Crane, Michael; Lucchini, Roberto G

    2016-05-01

    The assault and subsequent collapse of the World Trade Center towers in New York City on September 11, 2001 (9/11), released more than a million tons of debris and dust into the surrounding area, engulfing rescue workers as they rushed to aid those who worked in the towers, and the thousands of nearby civilians and children who were forced to flee. In December 2015, almost 15 years after the attack, and 5 years after first enactment, Congress reauthorized the James Zadroga 9/11 Health and Compensation Act, a law designed to respond to the adverse health effects of the disaster. This reauthorization affords an opportunity to review human inhalation exposure science in relation to the World Trade Center collapse. In this Special Article, we compile observations regarding the collective medical response to the environmental health disaster with a focus on efforts to address the adverse health effects experienced by nearby community members including local residents and workers. We also analyze approaches to understanding the potential for health risk, characterization of hazardous materials, identification of populations at risk, and shortfalls in the medical response on behalf of the local community. Our overarching goal is to communicate lessons learned from the World Trade Center experience that may be applicable to communities affected by future environmental health disasters. The World Trade Center story demonstrates that communities lacking advocacy and preexisting health infrastructures are uniquely vulnerable to health disasters. Medical and public health personnel need to compensate for these vulnerabilities to mitigate long-term illness and suffering. PMID:26872108

  12. Destruction of the World Trade Center Towers. Lessons Learned from an Environmental Health Disaster.

    Science.gov (United States)

    Reibman, Joan; Levy-Carrick, Nomi; Miles, Terry; Flynn, Kimberly; Hughes, Catherine; Crane, Michael; Lucchini, Roberto G

    2016-05-01

    The assault and subsequent collapse of the World Trade Center towers in New York City on September 11, 2001 (9/11), released more than a million tons of debris and dust into the surrounding area, engulfing rescue workers as they rushed to aid those who worked in the towers, and the thousands of nearby civilians and children who were forced to flee. In December 2015, almost 15 years after the attack, and 5 years after first enactment, Congress reauthorized the James Zadroga 9/11 Health and Compensation Act, a law designed to respond to the adverse health effects of the disaster. This reauthorization affords an opportunity to review human inhalation exposure science in relation to the World Trade Center collapse. In this Special Article, we compile observations regarding the collective medical response to the environmental health disaster with a focus on efforts to address the adverse health effects experienced by nearby community members including local residents and workers. We also analyze approaches to understanding the potential for health risk, characterization of hazardous materials, identification of populations at risk, and shortfalls in the medical response on behalf of the local community. Our overarching goal is to communicate lessons learned from the World Trade Center experience that may be applicable to communities affected by future environmental health disasters. The World Trade Center story demonstrates that communities lacking advocacy and preexisting health infrastructures are uniquely vulnerable to health disasters. Medical and public health personnel need to compensate for these vulnerabilities to mitigate long-term illness and suffering.

  13. Lessons learned bulletin

    International Nuclear Information System (INIS)

    During the past four years, the Department of Energy -- Savannah River Operations Office and the Westinghouse Savannah River Company (WSRC) Environmental Restoration (ER) Program completed various activities ranging from waste site investigations to closure and post closure projects. Critiques for lessons learned regarding project activities are performed at the completion of each project milestone, and this critique interval allows for frequent recognition of lessons learned. In addition to project related lessons learned, ER also performs lessons learned critiques. T'he Savannah River Site (SRS) also obtains lessons learned information from general industry, commercial nuclear industry, naval nuclear programs, and other DOE sites within the complex. Procedures are approved to administer the lessons learned program, and a database is available to catalog applicable lessons learned regarding environmental remediation, restoration, and administrative activities. ER will continue to use this database as a source of information available to SRS personnel

  14. Epidemiologic Methods Lessons Learned from Environmental Public Health Disasters: Chernobyl, the World Trade Center, Bhopal, and Graniteville, South Carolina

    Directory of Open Access Journals (Sweden)

    Timothy A. Mousseau

    2012-08-01

    Full Text Available Background: Environmental public health disasters involving hazardous contaminants may have devastating effects. While much is known about their immediate devastation, far less is known about long-term impacts of these disasters. Extensive latent and chronic long-term public health effects may occur. Careful evaluation of contaminant exposures and long-term health outcomes within the constraints imposed by limited financial resources is essential. Methods: Here, we review epidemiologic methods lessons learned from conducting long-term evaluations of four environmental public health disasters involving hazardous contaminants at Chernobyl, the World Trade Center, Bhopal, and Graniteville (South Carolina, USA. Findings: We found several lessons learned which have direct implications for the on-going disaster recovery work following the Fukushima radiation disaster or for future disasters. Interpretation: These lessons should prove useful in understanding and mitigating latent health effects that may result from the nuclear reactor accident in Japan or future environmental public health disasters.

  15. Lessons Learned

    International Nuclear Information System (INIS)

    LLNL turned in 5 Declaration Line Items (DLI's) in 2006. Of these, one was declared completed. We made some changes to streamline our process from 2005, used less money, time and fewer team members. This report is a description of what changes we made in 2006 and what we learned. Many of our core review team had changed from last year, including our Laboratory Director, the Facility safety and security representatives, our Division Leader, and the OPSEC Committee Chair. We were able to hand out an AP Manual to some of them, and briefed all newcomers to the AP process. We first went to the OPSEC Committee and explained what the Additional Protocol process would be for 2006 and solicited their help in locating declarable projects. We utilized the 'three questions' from the AP meeting last year. LLNL has no single place to locate all projects at the laboratory. We talked to Resource Managers and key Managers in the Energy and Environment Directorate and in the Nonproliferation Homeland and International Security Directorate to find applicable projects. We also talked to the Principal Investigators who had projects last year. We reviewed a list of CRADA's and LDRD projects given to us by the Laboratory Site Office. Talking to the PI's proved difficult because of vacation or travel schedules. We were never able to locate one PI in town. Fortunately, collateral information allowed us to screen out his project. We had no problems in downloading new versions of the DWA and DDA. It was helpful for both Steve Blair and Arden Dougan to have write privileges. During the time we were working on the project, we had to tag-team the work to allow for travel and vacation schedules. We had some difficulty locating an 'activities block' in the software. This was mentioned as something we needed to fix from our 2005 declaration. Evidently the Activities Block has been removed from the current version of the software. We also had trouble finding the DLI Detail Report, which we included

  16. NASA Engineering Network Lessons Learned

    Data.gov (United States)

    National Aeronautics and Space Administration — The NASA Lessons Learned system provides access to official, reviewed lessons learned from NASA programs and projects. These lessons have been made available to the...

  17. Lessons Learned for Improving Spacecraft Ground Operations

    Science.gov (United States)

    Bell, Michael; Henderson, Gena; Stambolian, Damon

    2013-01-01

    NASA policy requires each Program or Project to develop a plan for how they will address Lessons Learned. Projects have the flexibility to determine how best to promote and implement lessons learned. A large project might budget for a lessons learned position to coordinate elicitation, documentation and archival of the project lessons. The lessons learned process crosses all NASA Centers and includes the contactor community. o The Office of The Chief Engineer at NASA Headquarters in Washington D.C., is the overall process owner, and field locations manage the local implementation. One tool used to transfer knowledge between program and projects is the Lessons Learned Information System (LLIS). Most lessons come from NASA in partnership with support contractors. A search for lessons that might impact a new design is often performed by a contractor team member. Knowledge is not found with only one person, one project team, or one organization. Sometimes, another project team, or person, knows something that can help your project or your task. Knowledge sharing is an everyday activity at the Kennedy Space Center through storytelling, Kennedy Engineering Academy presentations and through searching the Lessons Learned Information system. o Project teams search the lessons repository to ensure the best possible results are delivered. o The ideas from the past are not always directly applicable but usually spark new ideas and innovations. Teams have a great responsibility to collect and disseminate these lessons so that they are shared with future generations of space systems designers. o Leaders should set a goal for themselves to host a set numbers of lesson learned events each year and do more to promote multiple methods of lessons learned activities. o High performing employees are expected to share their lessons, however formal knowledge sharing presentation are not the norm for many employees.

  18. Rethinking lessons learned processes

    NARCIS (Netherlands)

    Buttler, T.; Lukosch, S.G.; Kolfschoten, G.L.; Verbraeck, A.

    2012-01-01

    Lessons learned are one way to retain experience and knowledge in project-based organizations, helping them to prevent reinventin,g the wheel or to repeat past mistakes. However, there are several challenges that make these lessonts learned processes a challenging endeavor. These include capturing k

  19. Why Higher Education: Lessons Learned in a Learner-Centered College

    Science.gov (United States)

    Shugart, Sanford C.

    2016-01-01

    Based on a decade of consistently improving student outcomes at Valencia College, first winner of the Aspen Prize for Excellence in Community Colleges, five lessons for connecting student and institutional purpose are described. These include: a focus on what students really experience, understanding the college as a bridge and not a destination,…

  20. The lessons learned

    International Nuclear Information System (INIS)

    What happened at TMI-2 and to the United States Nuclear Industry since the accident to that plant is recounted. Four main points are made: commercial use of nuclear power evolved so rapidly that neither industry nor society generally, was able to assimilate this dramatically new technology fast enough; accidents like TMI-2, and now, the much more damaging Chernobyl, are a part of the price paid; we must take every possible step so that the risks from nuclear power are reduced by learning from accidents and putting that knowledge into practice; the lessons learned and applied after TMI-2 have tended to be the readily achievable, shorter term ones. The most drastic changes will take more time. The organizational and institutional lessons are considered first, then the technical ones. The sequence and status of the TMI-2 cleanup is discussed. The design lessons are summarized. (author)

  1. System safety management lessons learned

    Energy Technology Data Exchange (ETDEWEB)

    Piatt, J.A.

    1989-05-01

    The Assistant Secretary of the Army for Research, Development and Acquisition directed the Army Safety Center to provide an audit of the causes of accidents and safety of use restrictions on recently fielded systems by tracking residual hazards back through the acquisition process. The objective was to develop ''lessons learned'' that could be applied to the acquisition process to minimize mishaps in fielded systems. System safety management lessons learned are defined as Army practices or policies, derived from past successes and failures, that are expected to be effective in eliminating or reducing specific systemic causes of residual hazards. They are broadly applicable and supportive of the Army structure and acquisition objectives. 29 refs., 7 figs.

  2. Writing Effectively as Counseling Center Directors and Administrators: Lessons Learned from a 2-Minute Speech

    Science.gov (United States)

    Sevig, Todd; Bogan, Yolanda; Dunkle, John; Gong-Guy, Elizabeth

    2015-01-01

    Administrative writing is a crucial skill needed for the counseling center professional to be able to transmit knowledge and values for the rest of the campus community. This article highlights both conceptual and technical aspects of effective writing.

  3. Planting the Seeds for Data Literacy: Lessons Learned from a Student-Centered Education Program

    OpenAIRE

    Jake Carlson; Marianne Stowell Bracke

    2015-01-01

    There is an increasing need for graduate students to acquire competencies in managing and curating their data sets as a part of their education. Librarians and other information professionals are beginning to respond to this need by developing programming, but as of yet there are few models to follow and the impact on the practices of students is under-explored. This case study presents a student-centered pilot program on data literacy offered at Purdue University. The program was offered thr...

  4. Lessons Learned in over Two Decades of GPS/GNSS Data Center Support

    Science.gov (United States)

    Boler, F. M.; Estey, L. H.; Meertens, C. M.; Maggert, D.

    2014-12-01

    The UNAVCO Data Center in Boulder, Colorado, curates, archives, and distributes geodesy data and products, mainly GPS/GNSS data from 3,000 permanent stations and 10,000 campaign sites around the globe. Although now having core support from NSF and NASA, the archive began around 1992 as a grass-roots effort of a few UNAVCO staff and community members to preserve data going back to 1986. Open access to this data is generally desired, but the Data Center in fact operates under an evolving suite of data access policies ranging from open access to nondisclosure for special cases. Key to processing this data is having the correct equipment metadata; reliably obtaining this metadata continues to be a challenge, in spite of modern cyberinfrastructure and tools, mostly due to human errors or lack of consistent operator training. New metadata problems surface when trying to design and publish modern Digital Object Identifiers for data sets where PIs, funding sources, and historical project names now need to be corrected and verified for data sets going back almost three decades. Originally, the data was GPS-only based on three signals on two carrier frequencies. Modern GNSS covers GPS modernization (three more signals and one additional carrier) as well as open signals and carriers of additional systems such as GLONASS, Galileo, BeiDou, and QZSS, requiring ongoing adaptive strategies to assess the quality of modern datasets. Also, new scientific uses of these data benefit from higher data rates than was needed for early tectonic applications. In addition, there has been a migration from episodic campaign sites (hence sparse data) to continuously operating stations (hence dense data) over the last two decades. All of these factors make it difficult to realistically plan even simple data center functions such as on-line storage capacity.

  5. The Use of DOE Technologies at The World Trade Center Incident: Lessons Learned

    Energy Technology Data Exchange (ETDEWEB)

    McCabe, B.; Kovach, J.; Carpenter, C.; Blair, D.

    2003-02-25

    In response to the attack of the World Trade Center (WTC) on September 11, 2001, the International Union of Operating Engineers (IUOE) National Hazmat Program (OENHP) assembled and deployed a HAZMAT Emergency Management Team (Team) to the disaster site (Site). The response team consisted of a Certified Industrial Hygienist and a rotating team of industrial hygienists, safety professionals, and certified HAZMAT instructors. Through research funded by the Department of Energy (DOE) Office of Environmental Management (EM) and managed by the National Energy Technology Laboratory (NETL), the IUOE conducted human factors assessments on baseline and innovative technologies during real-world conditions and served as an advocate at the WTC disaster site to identify opportunities for the use and evaluation of DOE technologies. From this work, it is clear that opportunities exist for more DOE technologies to be made readily available for use in future emergencies.

  6. Lessons learned from the implementation and assessment of student-centered methodologies

    Directory of Open Access Journals (Sweden)

    Maria Teresa Oliver Hoyo

    2011-02-01

    Full Text Available The cAcL2 approach (concept Advancement through chemistry Lab-Lecture incorporates three major educational methodologies into one: a student-centered approach, the full integration of lecture and laboratory formats, and hands-on activity based-instruction. This format has been tested for cognitive and attitudinal gains in students and the results clearly point out to its benefits. Instructional materials for a oneyear general chemistry sequence have been developed to facilitate its implementation in classrooms. The most important aspects of the format with tested practices are discussed while challenges and implications of findings are shared in order to assist instructors interested in implementing innovative formats of instruction such this one, the cAcL2.

  7. Lessons learned obtaining informed consent in research with vulnerable populations in community health center settings

    Directory of Open Access Journals (Sweden)

    Riden Heather E

    2012-11-01

    Full Text Available Abstract Background To improve equity in access to medical research, successful strategies are needed to recruit diverse populations. Here, we examine experiences of community health center (CHC staff who guided an informed consent process to overcome recruitment barriers in a medical record review study. Methods We conducted ten semi-structured interviews with CHC staff members. Interviews were audiotaped, transcribed, and structurally and thematically coded. We used NVivo, an ethnographic data management software program, to analyze themes related to recruitment challenges. Results CHC interviewees reported that a key challenge to recruitment included the difficult balance between institutional review board (IRB requirements for informed consent, and conveying an appropriate level of risk to patients. CHC staff perceived that the requirements of IRB certification itself posed a barrier to allowing diverse staff to participate in recruitment efforts. A key barrier to recruitment also included the lack of updated contact information on CHC patients. CHC interviewees reported that the successes they experienced reflected an alignment between study aims and CHC goals, and trusted relationships between CHCs and staff and the patients they recruited. Conclusions Making IRB training more accessible to CHC-based staff, improving consent form clarity for participants, and developing processes for routinely updating patient information would greatly lower recruitment barriers for diverse populations in health services research.

  8. Financial Lessons Learned

    Institute of Scientific and Technical Information of China (English)

    2010-01-01

    As the Wall Street chaos of 2008 swept the globe,China-with little exposure to subprime mortgages-was one of the only calm ports in the growing financial storm.If one lesson can be learned from the crisis,it is this: maintain a constant state of financial vigilance against risks even in boom times.China now faces the task of ensuring its financial health as it further opens to the world amid a global financial landscape reshaped by deep recessions.Economists and finance professors discussed these challenges at the Asia-Pacific Economic and Financial Forum recently held in Beijing.Edited excerpts follow

  9. Financial Lessons Learned

    Institute of Scientific and Technical Information of China (English)

    2010-01-01

    @@ As the Wall Street chaos of 2008 swept the globe,China-with little exposure to subprime mortgages-was one of the only calm ports in the growing financial storm.Ifone lesson can be learned from the crisis,it is this: maintain a constant state of financial vigilance against risks even in boom times.China now faces the task of ensuring its financial health as it further opens to the world amid a global financial landscape reshaped by deep recessions.Economists and finance professors discussed these challenges at the Asia-Pacific Economic and Financial Forum recently held in Beijing.Edited excerpts follow:

  10. EMU Lessons Learned Database

    Science.gov (United States)

    Matthews, Kevin M., Jr.; Crocker, Lori; Cupples, J. Scott

    2011-01-01

    As manned space exploration takes on the task of traveling beyond low Earth orbit, many problems arise that must be solved in order to make the journey possible. One major task is protecting humans from the harsh space environment. The current method of protecting astronauts during Extravehicular Activity (EVA) is through use of the specially designed Extravehicular Mobility Unit (EMU). As more rigorous EVA conditions need to be endured at new destinations, the suit will need to be tailored and improved in order to accommodate the astronaut. The Objective behind the EMU Lessons Learned Database(LLD) is to be able to create a tool which will assist in the development of next-generation EMUs, along with maintenance and improvement of the current EMU, by compiling data from Failure Investigation and Analysis Reports (FIARs) which have information on past suit failures. FIARs use a system of codes that give more information on the aspects of the failure, but if one is unfamiliar with the EMU they will be unable to decipher the information. A goal of the EMU LLD is to not only compile the information, but to present it in a user-friendly, organized, searchable database accessible to all familiarity levels with the EMU; both newcomers and veterans alike. The EMU LLD originally started as an Excel database, which allowed easy navigation and analysis of the data through pivot charts. Creating an entry requires access to the Problem Reporting And Corrective Action database (PRACA), which contains the original FIAR data for all hardware. FIAR data are then transferred to, defined, and formatted in the LLD. Work is being done to create a web-based version of the LLD in order to increase accessibility to all of Johnson Space Center (JSC), which includes converting entries from Excel to the HTML format. FIARs related to the EMU have been completed in the Excel version, and now focus has shifted to expanding FIAR data in the LLD to include EVA tools and support hardware such as

  11. Conclusions and lessons learned

    International Nuclear Information System (INIS)

    This study is the third in a series of national studies conducted under a unique partnership initiative officially registered with the United Nations Commission on Sustainable Development by the IAEA, in cooperation with participating Cuban organizations and the United Nations Department of Economic and Social Affairs. Similar studies for Brazil and South Africa were completed in 2006. This section presents the main conclusions derived from this comprehensive assessment of the Cuban energy system performed within a sustainable development framework. It also outlines 'other accomplishments' of, and 'lessons learned' from, the cooperative effort conducted jointly by Cuban and international experts. It concludes with some reflections about 'next steps' that may be followed to continue advancing the concepts and ideas supporting sustainable development at the national and international levels

  12. Lessons Learned from FUSRAP

    Energy Technology Data Exchange (ETDEWEB)

    Castillo, Darina [U.S. Department of Energy, Office of Legacy Management; Carpenter, Cliff [U.S. Department of Energy, Office of Legacy Management; Miller, Michele [Navarro Research and Engineering

    2016-03-06

    The US DOE Office of Legacy Management (LM) is the long-term steward for 90 sites remediated under numerous regulatory regimes including the Formerly Utilized Sites Remedial Action Program (FUSRAP) sites. In addition, LM holds considerable historical information, gathered in the 1970s, to determine site eligibility for remediation under FUSRAP. To date, 29 FUSRAP sites are in LM’s inventory of sites for long-term surveillance and maintenance (LTS&M), and 25 are with the US Army Corps of Engineers (USACE) for remediation or in the process of being transitioned to LM. It is forecasted that 13 FUSRAP sites will transfer from the USACE to LM over the next 10 years; however, the timing of the transfers is strongly dependent upon federal funding of the ongoing remedial actions. Historically, FUSRAP sites were generally cleaned up for “unrestricted” industrial use or remediated to the “cleanup standards” at that time, and their use remained unchanged. Today, these sites as well as the adjacent properties are now changing or envisioned to have changes in land use, typically from industrial to commercial or residential uses. The implication of land-use change affects DOE’s LTS&M responsibility for the sites under LM stewardship as well as the planning for the additional sites scheduled to transition in time. Coinciding with land-use changes at or near FUSRAP sites is an increased community awareness of these sites. As property development increases near FUSRAP sites, the general public and interested stakeholders regularly inquire about the sufficiency of cleanups that impact their neighborhoods and communities. LM has used this experience to address a series of lessons learned to improve our program management in light of the changing conditions of our sites. We describe these lessons learned as (1) improved stakeholder relations, (2) enhanced LTS&M requirements for the sites, and (3) greater involvement in the transition process.

  13. Logistics Lessons Learned in NASA Space Flight

    Science.gov (United States)

    Evans, William A.; DeWeck, Olivier; Laufer, Deanna; Shull, Sarah

    2006-01-01

    Information System (LLIS) and verified that we received the same result using the internal version of LLIS for our logistics lesson searches. In conducting the research, information from multiple databases was consolidated into a single spreadsheet of 300 lessons learned. Keywords were applied for the purpose of sorting and evaluation. Once the lessons had been compiled, an analysis of the resulting data was performed, first sorting it by keyword, then finding duplication and root cause, and finally sorting by root cause. The data was then distilled into the top 7 lessons learned across programs, centers, and activities.

  14. Patient safety: lessons learned

    International Nuclear Information System (INIS)

    The traditional approach to patient safety in health care has ranged from reticence to outward denial of serious flaws. This undermines the otherwise remarkable advances in technology and information that have characterized the specialty of medical practice. In addition, lessons learned in industries outside health care, such as in aviation, provide opportunities for improvements that successfully reduce mishaps and errors while maintaining a standard of excellence. This is precisely the call in medicine prompted by the 1999 Institute of Medicine report ''To Err Is Human: Building a Safer Health System.'' However, to effect these changes, key components of a successful safety system must include: (1) communication, (2) a shift from a posture of reliance on human infallibility (hence ''shame and blame'') to checklists that recognize the contribution of the system and account for human limitations, and (3) a cultivation of non-punitive open and/or de-identified/anonymous reporting of safety concerns, including close calls, in addition to adverse events. (orig.)

  15. Patient safety: lessons learned

    Energy Technology Data Exchange (ETDEWEB)

    Bagian, James P. [National Center for Patient Safety, Department of Veterans Affairs, Ann Arbor, MI (United States)

    2006-04-15

    The traditional approach to patient safety in health care has ranged from reticence to outward denial of serious flaws. This undermines the otherwise remarkable advances in technology and information that have characterized the specialty of medical practice. In addition, lessons learned in industries outside health care, such as in aviation, provide opportunities for improvements that successfully reduce mishaps and errors while maintaining a standard of excellence. This is precisely the call in medicine prompted by the 1999 Institute of Medicine report ''To Err Is Human: Building a Safer Health System.'' However, to effect these changes, key components of a successful safety system must include: (1) communication, (2) a shift from a posture of reliance on human infallibility (hence ''shame and blame'') to checklists that recognize the contribution of the system and account for human limitations, and (3) a cultivation of non-punitive open and/or de-identified/anonymous reporting of safety concerns, including close calls, in addition to adverse events. (orig.)

  16. Environmental Restoration Disposal Facility Lessons Learned

    Energy Technology Data Exchange (ETDEWEB)

    Caulfield, R.

    2012-07-12

    The purpose of lessons learned is to identify insight gained during a project – successes or failures – that can be applied on future projects. Lessons learned can contribute to the overall success of a project by building on approaches that have worked well and avoiding previous mistakes. Below are examples of lessons learned during ERDF’s ARRA-funded expansion project.

  17. Basic safety principles: Lessons learned

    International Nuclear Information System (INIS)

    The presentation reviews the following issues: basic safety principles and lessons learned; some conclusions from the Kemeny report on the accident at TMI; some recommendations from the Kemeny report on the accident at TMI; conclusions and recommendations from the Rogovin report on the accident on TMI; instrumentation deficiencies (from Rogovin report)

  18. Lessons Learned from the Advanced Topographic Laser Altimeter System

    Science.gov (United States)

    Garrison, Matt; Patel, Deepak; Bradshaw, Heather; Robinson, Frank; Neuberger, Dave

    2016-01-01

    The ICESat-2 Advanced Topographic Laser Altimeter System (ATLAS) instrument is an upcoming Earth Science mission focusing on the effects of climate change. The flight instrument passed all environmental testing at GSFC (Goddard Space Flight Center) and is now ready to be shipped to the spacecraft vendor for integration and testing. This presentation walks through the lessons learned from design, hardware, analysis and testing perspective. ATLAS lessons learned include general thermal design, analysis, hardware, and testing issues as well as lessons specific to laser systems, two-phase thermal control, and optical assemblies with precision alignment requirements.

  19. Software Carpentry: Lessons Learned

    CERN Document Server

    Wilson, Greg

    2013-01-01

    Over the last 15 years, Software Carpentry has evolved from a week-long training course at the US national laboratories into a worldwide volunteer effort to raise standards in scientific computing. This article explains what we have learned along the way the challenges we now face, and our plans for the future.

  20. Eight lucky lessons learned

    Institute of Scientific and Technical Information of China (English)

    Alice; Shu-Hsien; Wu

    2009-01-01

    Since my father, Ray Wu, would have been 80 years old this past August, the eighth month of 2008, and since 8 is a lucky number in China-associated with good luck and good fortune (as seen so dramatically in the Beijing Olympics)-I thought I would write about 8 important things that I was lucky to have the chance to learn from my father.

  1. Personal Inquiry: lessons learned

    OpenAIRE

    Anastopolou, Stamatina; Sharples, Mike; Wright, Michael; Ainsworth, Shaaron; Crook, Charles; Norton , Bronya; O'Malley, Claire

    2009-01-01

    The paper describes a school trial carried out to support inquiry learning between formal and informal settings supported by personal mobile technology. The aim of the school trial was to explore how a first version of the PI Toolkit facilitates secondary school students in performing a personally relevant scientific inquiry both in a science classroom as well as at home. An analysis of classroom video and interviews has resulted in a set of incidents from which we have derived design guideli...

  2. Implementing Geriatric Resources for Assessment and Care of Elders Team Care in a Veterans Affairs Medical Center: Lessons Learned and Effects Observed.

    Science.gov (United States)

    Schubert, Cathy C; Myers, Laura J; Allen, Katie; Counsell, Steven R

    2016-07-01

    In a randomized clinical trial, Geriatric Resources for Assessment and Care of Elders (GRACE), a model of care that works in collaboration with primary care providers (PCPs) and patient-centered medical homes to provide home-based geriatric care management focusing on geriatric syndromes and psychosocial problems commonly found in older adults, improved care quality and reduced acute care use for high-risk, low-income older adults. To assess the effect of GRACE at a Veterans Affairs (VA) Medical Center (VAMC), veterans aged 65 and older from Marion County, Indiana, with PCPs from four of five VAMC clinics who were not on hospice or dialysis were enrolled in GRACE after discharge home from an acute hospitalization. After an initial home-based transition visit to GRACE enrollees, the GRACE team returned to conduct a geriatric assessment. Guided by 12 protocols and input from an interdisciplinary panel and the PCP, the GRACE team developed and implemented a veteran-centric care plan. Hospitalized veterans from the fifth clinic, who otherwise met enrollment criteria, served as a usual-care comparison group. Demographic, comorbidity, and usage data were drawn from VA databases. The GRACE and comparison groups were similar in age, sex, and burden of comorbidity, although predicted risk of 1-year mortality in GRACE veterans was higher. Even so, GRACE enrollment was associated with 7.1% fewer emergency department visits, 14.8% fewer 30-day readmissions, 37.9% fewer hospital admissions, and 28.5% fewer total bed days of care, saving the VAMC an estimated $200,000 per year after program costs during the study for the 179 veterans enrolled in GRACE. Having engaged, enthusiastic VA leadership and GRACE staff; aligning closely with the medical home; and accommodating patient acuity were among the important lessons learned during implementation. PMID:27305428

  3. Heartland Payment Systems: lessons learned from a data breach

    OpenAIRE

    Julia S. Cheney

    2010-01-01

    On August 13, 2009, the Payment Cards Center hosted a workshop examining the changing nature of data security in consumer electronic payments. The center invited the chairman and CEO of Heartland Payment Systems (HPS or Heartland), Robert (Bob) Carr, to lead this discussion and to share his experiences stemming from the data breach at his company in late 2008 and, as important, to discuss lessons learned as a result of this event. The former director of the Payment Cards Center, Peter Burns, ...

  4. Lessons Learned for Decommissioning Planning

    Energy Technology Data Exchange (ETDEWEB)

    Sohn, Wook; Kim, Young-gook; Kim, Hee-keun [Korea Hydro and Nuclear Power Co. LTD, Daejeon (Korea, Republic of)

    2015-10-15

    The purpose of this paper is to introduce the U.S. nuclear industrial's some key lessons learned especially for decommissioning planning based on which well informed decommissioning planning can be carried out. For a successful decommissioning, it is crucial to carry out a well-organized decommissioning planning before the decommissioning starts. This paper discussed four key factors which should be decided or considered carefully during the decommissioning planning period with introduction of related decommissioning lessons learned of U.S. nuclear industry. Those factors which have been discussed in this paper include the end state of a site, the overall decommissioning strategy, the management of the spent fuels, and the spent fuel pool island. Among them, the end state of a site should be decided first as it directs the whole decommissioning processes. Then, decisions on the overall decommissioning strategy (DECON vs. SAFSTOR) and the management of the spent fuels (wet vs. dry) should follow. Finally, the spent fuel pool island should be given due consideration because its implementation will result in much cost saving. Hopefully, the results of this paper would provide useful inputs to performing the decommissioning planing for the Kori unit 1.

  5. Grant writing for childbirth educators: lessons learned from the resource center for young parents-to-be.

    Science.gov (United States)

    Broussard, Brenda S; Broussard, Anne B

    2010-01-01

    Obtaining funding to support community-based childbirth education programs can be a challenge for childbirth educators who may have little grant-writing experience. This article was written by two nurse educators/nurse-midwives who have been involved for over 10 years with a grant-funded parenting and childbirth education program for pregnant teens. It reviews the background of the Resource Center for Young Parents-To-Be, suggests grant-funding sources, and explains the building of partnerships in the community. The basic steps involved in the grant-writing process are presented as well as the importance of follow-up evaluations and reports. Grant-writing skills and the ability to forge partnerships with other community organizations can be important tools for childbirth educators and health-care professionals. PMID:21197129

  6. Engaging Partners to Initiate Evaluation Efforts: Tactics Used and Lessons Learned From the Prevention Research Centers Program

    Directory of Open Access Journals (Sweden)

    Demia Sundra Wright, MPH

    2008-01-01

    Full Text Available BackgroundThe Centers for Disease Control and Prevention’s (CDC’s Prevention Research Centers (PRC Program underwent a 2-year evaluation planning project using a participatory process that allowed perspectives from the national community of PRC partners to be expressed and reflected in a national logic model.ContextThe PRC Program recognized the challenge in developing a feasible, useable, and relevant evaluation process for a large, diverse program. To address the challenge, participatory and utilization-focused evaluation models were used.MethodsFour tactics guided the evaluation planning process: 1 assessing stakeholders’ communication needs and existing communication mechanisms and infrastructure; 2 using existing mechanisms and establishing others as needed to inform, educate, and request feedback; 3 listening to and using feedback received; and 4 obtaining adequate resources and building flexibility into the project plan to support multifaceted mechanisms for data collection.ConsequencesParticipatory methods resulted in buy-in from stakeholders and the development of a national logic model. Benefits included CDC’s use of the logic model for program planning and development of a national evaluation protocol and increased expectations among PRC partners for involvement. Challenges included the time, effort, and investment of program resources required for the participatory approach and the identification of whom to engage and when to engage them for feedback on project decisions.InterpretationBy using a participatory and utilization-focused model, program partners positively influenced how CDC developed an evaluation plan. The tactics we used can guide the involvement of program stakeholders and help with decisions on appropriate methods and approaches for engaging partners.

  7. Addressing language barriers in client-centered health promotion: lessons learned and promising practices from Texas WIC.

    Science.gov (United States)

    Seth, Jennifer Greenberg; Isbell, Matthew G; Atwood, Robin Dochen; Ray, Tara C

    2015-05-01

    The growing population of nonnative English speakers in the United States challenges program planners to offer services that will effectively reach limited English proficiency (LEP) audiences. This article presents findings from evaluation research conducted with the Special Supplemental Program for Women, Infants, and Children (WIC) to identify best practices and areas of concern for working with LEP clients. Data were collected through online surveys of 338 WIC teaching staff in 2010 and 65 WIC local agency directors in 2011 as part of an implementation evaluation of client-centered nutrition education. Data identified current practices, facilitating factors, and challenges in working with LEP clients. Facilitating factors included cultural competency, material and translation resources, linguistic competency, professional development opportunities, and rapport with clients. Challenges cited included linguistic challenges, lack of cultural competencies, issues related to the client-staff interaction, and insufficient time, materials, and staffing. Best practices inferred from the data relate to developing linguistic standards for bilingual staff, considerations for translating written materials, interpretation services, cultural competency, and staff training. Findings may help inform the development of this and other linguistically and culturally appropriate health promotion programs.

  8. Addressing language barriers in client-centered health promotion: lessons learned and promising practices from Texas WIC.

    Science.gov (United States)

    Seth, Jennifer Greenberg; Isbell, Matthew G; Atwood, Robin Dochen; Ray, Tara C

    2015-05-01

    The growing population of nonnative English speakers in the United States challenges program planners to offer services that will effectively reach limited English proficiency (LEP) audiences. This article presents findings from evaluation research conducted with the Special Supplemental Program for Women, Infants, and Children (WIC) to identify best practices and areas of concern for working with LEP clients. Data were collected through online surveys of 338 WIC teaching staff in 2010 and 65 WIC local agency directors in 2011 as part of an implementation evaluation of client-centered nutrition education. Data identified current practices, facilitating factors, and challenges in working with LEP clients. Facilitating factors included cultural competency, material and translation resources, linguistic competency, professional development opportunities, and rapport with clients. Challenges cited included linguistic challenges, lack of cultural competencies, issues related to the client-staff interaction, and insufficient time, materials, and staffing. Best practices inferred from the data relate to developing linguistic standards for bilingual staff, considerations for translating written materials, interpretation services, cultural competency, and staff training. Findings may help inform the development of this and other linguistically and culturally appropriate health promotion programs. PMID:25445982

  9. Lessons learned from four years of actively using River Forecast Center Ensemble Streamflow Predictions to inform reservoir management

    Science.gov (United States)

    Polebitski, A.; Palmer, R.; Meaker, B.

    2012-12-01

    The National Weather Service's River Forecast Centers (RFCs), located throughout the US, produce operational streamflow forecasts for short term application and long-term lead forecasts at selected locations. These forecasts are targeted for a variety of users, including water supply management, flood control, hydropower production, navigation, and recreation. This presentation highlights the challenges and successes associated with the use of RFC produced ensemble streamflow predictions (ESP) in generating system operations forecasts over the past four years for Snohomish County Public Utility District #1's (SnoPUD) Henry Jackson hydropower system. This research documents a multiyear collaboration between SnoPUD and academic researchers. The collaboration began with a proof of concept study in 2007 and evolved into a weekly decision support activity that has been ongoing since 2008 ( documented in Alemu et al. 2010). The Alemu et al. paper demonstrates the usefulness of ESP forecasts in hydropower operations decision making. This paper focuses on the value of forecasts and a decision support system (DSS) in improving skills in operating reservoir systems. During the application period, the model provided weekly guidance on meeting operational objectives and a probabilistic approach to quantifying system vulnerability during critical periods such as floods and drought. The ESP forecasts and the DSS were heavily used during periods of uncertainty and less so during periods of high system constraint or low system risk.

  10. Implementing US Department of Energy lessons learned programs. Volume 2

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1995-08-01

    The DOE Lessons Learned Handbook is a two-volume publication developed to supplement the DOE Lessons Learned Standard (DOE-STD-7501-95) with information that will organizations in developing or improving their lessons learned programs. Volume 1 includes greater detail than the Standard in areas such as identification and documentation of lessons learned; it also contains sections on specific processes such as training and performance measurement. Volume 2 (this document) contains examples of program documents developed by existing lessons learned programs as well as communications material, functional categories, transmittal documents, sources of professional and industry lessons learned, and frequently asked questions about the Lessons Learned List Service.

  11. Lessons learned during the D & D of Fernald Plant 7

    Energy Technology Data Exchange (ETDEWEB)

    Motl, G.P.; Borgman, T.D.

    1994-01-14

    This document contains information about lessons learned from the decontamination and decommissioning of the Feed Materials Production Center in Fernald Ohio. The information relates to Plant 7 which was constructed to house processes for the reduction of uranium hexafluoride to uranium tetrafluoride. Topics discussed include: washdown, lockdown, asbestos removal, and bidding for dismantlement projects.

  12. Flight Planning Branch Space Shuttle Lessons Learned

    Science.gov (United States)

    Price, Jennifer B.; Scott, Tracy A.; Hyde, Crystal M.

    2011-01-01

    Planning products and procedures that allow the mission flight control teams and the astronaut crews to plan, train and fly every Space Shuttle mission have been developed by the Flight Planning Branch at the NASA Johnson Space Center. As the Space Shuttle Program ends, lessons learned have been collected from each phase of the successful execution of these Shuttle missions. Specific examples of how roles and responsibilities of console positions that develop the crew and vehicle attitude timelines will be discussed, as well as techniques and methods used to solve complex spacecraft and instrument orientation problems. Additionally, the relationships and procedural hurdles experienced through international collaboration have molded operations. These facets will be explored and related to current and future operations with the International Space Station and future vehicles. Along with these important aspects, the evolution of technology and continual improvement of data transfer tools between the shuttle and ground team has also defined specific lessons used in the improving the control teams effectiveness. Methodologies to communicate and transmit messages, images, and files from Mission Control to the Orbiter evolved over several years. These lessons have been vital in shaping the effectiveness of safe and successful mission planning that have been applied to current mission planning work in addition to being incorporated into future space flight planning. The critical lessons from all aspects of previous plan, train, and fly phases of shuttle flight missions are not only documented in this paper, but are also discussed as how they pertain to changes in process and consideration for future space flight planning.

  13. Lessons Learned in Building the Ares Projects

    Science.gov (United States)

    Sumrall, John Phil

    2010-01-01

    Since being established in 2005, the Ares Projects at Marshall Space Flight Center have been making steady progress designing, building, testing, and flying the next generation of exploration launch vehicles. Ares is committed to rebuilding crucial capabilities from the Apollo era that made the first human flights to the Moon possible, as well as incorporating the latest in computer technology and changes in management philosophy. One example of an Apollo-era practice has been giving NASA overall authority over vehicle integration activities, giving civil service engineers hands-on experience in developing rocket hardware. This knowledge and experience help make the agency a "smart buyer" of products and services. More modern practices have been added to the management tool belt to improve efficiency, cost effectiveness, and institutional knowledge, including knowledge management/capture to gain better insight into design and decision making; earned value management, where Ares won a NASA award for its practice and implementation; designing for operability; and Lean Six Sigma applications to identify and eliminate wasted time and effort. While it is important to learn technical lessons like how to fly and control unique rockets like the Ares I-X flight test vehicle, the Ares management team also has been learning important lessons about how to manage large, long-term projects.

  14. Lessons Learned from TOPOFF 4

    International Nuclear Information System (INIS)

    The Top Officials (TOPOFF) National Domestic Counter-terrorism Exercise Series mandated by Public Law 106-553 established through the Department of Homeland Security National Exercise Program (NEP) conducted the fourth nationwide exercise, TOPOFF 4, October 15-20, 2007. The exercise simulated a terrorist attack using radiological dispersion devices (RDD) in multiple locations in US cities and a US territory. Roughly 15,000 individuals participated in the exercise with the goal of determining the readiness of our emergency responders to implement the National Response Plan, Incident Command Systems, and National Incident Management Systems to handle a terrorist attack using unconventional weapons. This paper will address the publicly available 'lessons learned' from the latest of the nationwide exercises through a review of the 'after action reports' prepared by participating agencies and related documentation. (authors)

  15. Lessons learned from external hazards

    International Nuclear Information System (INIS)

    This paper presents a study performed by the European Clearinghouse of the Joint Research Centre on Operational Experience for nuclear power plants in cooperation with IRSN and GRS covering events reported by nuclear power plants in relation to external hazards. It summarizes the review of 235 event reports from 3 different databases. The events were grouped in 9 categories according to the nature of the external hazard involved, and the specific lessons learned and recommendations that can be derived from each of these categories are presented. Additional 'cross-cutting' recommendations covering several or all the external hazards considered are also discussed. These recommendations can be useful in preventing this type of events from happening again or in limiting their consequences. The study was launched in 2010 and therefore it does not cover the Fukushima event. This paper presents the main findings and recommendations raised by this study. (orig.)

  16. Extension Learning Exchange: Lessons from Nicaragua

    Science.gov (United States)

    Treadwell, Paul; Lachapelle, Paul; Howe, Rod

    2013-01-01

    There is a clear need to support global professional development, international education, and collaborative learning opportunities in Extension. The program described here established an international learning exchange in Nicaragua to lead to global professional development and future international collaboration. The primary lessons and outcomes…

  17. Learning Centers: Development and Operation.

    Science.gov (United States)

    Bennie, Frances

    There has been in recent years a growing acceptance of individualized learning concepts. Learning Centers have come to be viewed as an economical and viable strategy for accommodating diverse learning styles and needs. This book provides the educator with an understanding of the learning center concept, its origins, present manifestations, and…

  18. Applying pharmaceutical lessons: learning lessons from the past.

    Science.gov (United States)

    Spilker, B

    1998-06-01

    Systematic evaluation of a project, product or other successes, and failures, is an important method for improving the performance of a company, as well as that of an individual. One should evaluate and determine if lessons learned can be applied to the systems and procedures being used in the company. Even if the company does not have to adjust its strategies, procedures, portfolio or systems as a result of lessons it has learned, there may be pointers to communicate to staff. It is easy for many aspects of a system to become outdated, particularly in an organization that is growing or changing rapidly. It is therefore generally appropriate to evaluate the company's regulatory compliance, toxicology compliance, clinical auditing practices and other appropriate systems on an annual or biannual basis. Most lessons of success or failure are specific to a single situation because of the combination of people, drug, competition, priorities and many other factors involved, and cannot be extrapolated to other situations. Some general lessons and principles are presented that will facilitate drug discovery, development and marketing. PMID:15616644

  19. The Promise and Potential Pitfalls of a "Learning-Centered" Approach to Creative Social Inquiry: Lessons Learned from an Undergraduate Seminar on Authoritarianism through Literature and Film

    Science.gov (United States)

    Junisbai, Barbara

    2014-01-01

    Political science faculty have access to a wealth of innovative pedagogies thanks to a comprehensive literature on teaching and learning in the discipline and related fields. Yet, from among the hundreds of documented possibilities, how does one go about deciding which to incorporate into a given course? Few articles have much to say in response…

  20. Lessons Learned In Developing The VACIS Products

    International Nuclear Information System (INIS)

    SAIC's development of VACIS provides useful 'lessons learned' in bridging the gap from an idea to a security or contraband detection product. From a gamma densitometer idea for solving a specific Customs Service (CS) requirement (detection of drugs in near-empty tanker trucks) in mid-1990's, SAIC developed a broad line of vehicle and cargo inspections systems (over 500 systems deployed to date) based on a gamma-ray radiographic imaging technique. This paper analyzes the reasons for the successful development of VACIS and attempts to identify ''lessons learned'' useful for future security and contraband detection product developments.

  1. Very Large System Dynamics Models - Lessons Learned

    Energy Technology Data Exchange (ETDEWEB)

    Jacob J. Jacobson; Leonard Malczynski

    2008-10-01

    This paper provides lessons learned from developing several large system dynamics (SD) models. System dynamics modeling practice emphasize the need to keep models small so that they are manageable and understandable. This practice is generally reasonable and prudent; however, there are times that large SD models are necessary. This paper outlines two large SD projects that were done at two Department of Energy National Laboratories, the Idaho National Laboratory and Sandia National Laboratories. This paper summarizes the models and then discusses some of the valuable lessons learned during these two modeling efforts.

  2. A control center design revisited: learning from users’ appropriation

    DEFF Research Database (Denmark)

    Souza da Conceição, Carolina; Cordeiro, Cláudia

    2014-01-01

    This paper aims to present the lessons learned during a control center design project by revisiting another control center from the same company designed two and a half years before by the same project team. In light of the experience with the first project and its analysis, the designers and res...

  3. Library 101: Why, How, and Lessons Learned

    Science.gov (United States)

    Porter, Michael; King, David Lee

    2010-01-01

    This article describes how and why the Library 101 Project was created and the lessons that the developers learned out of this project. The Library 101 is a project that challenges librarians to revise the paradigm of "basic" library services in order to remain relevant in this technology-driven world. It was developed by Michael Porter,…

  4. Commissioning MMS: Challenges and Lessons Learned

    Science.gov (United States)

    Wood, Paul; Gramling, Cheryl; Reiter, Jennifer; Smith, Patrick; Stone, John

    2016-01-01

    This paper discusses commissioning of NASA's Magnetospheric MultiScale (MMS) Mission. The mission includes four identical spacecraft with a large, complex set of instrumentation. The planning for and execution of commissioning for this mission is described. The paper concludes by discussing lessons learned.

  5. Lessons learned from existing biomass power plants

    Energy Technology Data Exchange (ETDEWEB)

    Wiltsee, G.

    2000-02-24

    This report includes summary information on 20 biomass power plants, which represent some of the leaders in the industry. In each category an effort is made to identify plants that illustrate particular points. The project experiences described capture some important lessons learned that lead in the direction of an improved biomass power industry.

  6. Developing a Workplace Skills Course: Lessons Learned.

    Science.gov (United States)

    Holter, Norma C.; Kopka, Donald J.

    2001-01-01

    Describes the development of a multidisciplinary cornerstone business course focused on communication, teamwork, problem solving, professional demeanor, research, ethics, and diversity. Discusses lessons learned: change itself raises obstacles, appropriate faculty are crucial, and time frame and course content should not be overly ambitious. (SK)

  7. Resource Allocation Planning Helper (RALPH): Lessons learned

    Science.gov (United States)

    Durham, Ralph; Reilly, Norman B.; Springer, Joe B.

    1990-01-01

    The current task of Resource Allocation Process includes the planning and apportionment of JPL's Ground Data System composed of the Deep Space Network and Mission Control and Computing Center facilities. The addition of the data driven, rule based planning system, RALPH, has expanded the planning horizon from 8 weeks to 10 years and has resulted in large labor savings. Use of the system has also resulted in important improvements in science return through enhanced resource utilization. In addition, RALPH has been instrumental in supporting rapid turn around for an increased volume of special what if studies. The status of RALPH is briefly reviewed and important lessons learned from the creation of an highly functional design team are focused on through an evolutionary design and implementation period in which an AI shell was selected, prototyped, and ultimately abandoned, and through the fundamental changes to the very process that spawned the tool kit. Principal topics include proper integration of software tools within the planning environment, transition from prototype to delivered to delivered software, changes in the planning methodology as a result of evolving software capabilities and creation of the ability to develop and process generic requirements to allow planning flexibility.

  8. SOFIA Program SE and I Lessons Learned

    Science.gov (United States)

    Ray, Ronald J.; Fobel, Laura J.; Brignola, Michael P.

    2011-01-01

    Once a "Troubled Project" threatened with cancellation, the Stratospheric Observatory for Infrared Astronomy (SOFIA) Program has overcome many difficult challenges and recently achieved its first light images. To achieve success, SOFIA had to overcome significant deficiencies in fundamental Systems Engineering identified during a major Program restructuring. This presentation will summarize the lessons learn in Systems Engineering on the SOFIA Program. After the Program was reformulated, an initial assessment of Systems Engineering established the scope of the problem and helped to set a list of priorities that needed to be work. A revised Systems Engineering Management Plan (SEMP) was written to address the new Program structure and requirements established in the approved NPR7123.1A. An important result of the "Technical Planning" effort was the decision by the Program and Technical Leadership team to re-phasing the lifecycle into increments. The reformed SOFIA Program Office had to quickly develop and establish several new System Engineering core processes including; Requirements Management, Risk Management, Configuration Management and Data Management. Implementing these processes had to consider the physical and cultural diversity of the SOFIA Program team which includes two Projects spanning two NASA Centers, a major German partnership, and sub-contractors located across the United States and Europe. The SOFIA Program experience represents a creative approach to doing "System Engineering in the middle" while a Program is well established. Many challenges were identified and overcome. The SOFIA example demonstrates it is never too late to benefit from fixing deficiencies in the System Engineering processes.

  9. Lessons Learned Study Final Report for the Exploration Systems Mission Directorate

    Science.gov (United States)

    Van Laak, Jim; Brumfield, M. Larry; Moore, Arlene A.; Anderson, Brooke; Dempsey, Jim; Gifford, Bob; Holloway, Chip; Johnson, Keith

    2004-01-01

    This report is the final product of a 90-day study performed for the Exploration Systems Mission Directorate. The study was to assemble lessons NASA has learned from previous programs that could help the Exploration Systems Mission Directorate pursue the Exploration vision. It focuses on those lessons that should have the greatest significance to the Directorate during the formulation of program and mission plans. The study team reviewed a large number of lessons learned reports and data bases, including the Columbia Accident Investigation Board and Rogers Commission reports on the Shuttle accidents, accident reports from robotic space flight systems, and a number of management reviews by the Defense Sciences Board, Government Accountability Office, and others. The consistency of the lessons, findings, and recommendations validate the adequacy of the data set. In addition to reviewing existing databases, a series of workshops was held at each of the NASA centers and headquarters that included senior managers from the current workforce as well as retirees. The full text of the workshop reports is included in Appendix A. A lessons learned website was opened up to permit current and retired NASA personnel and on-site contractors to input additional lessons as they arise. These new lessons, when of appropriate quality and relevance, will be brought to the attention of managers. The report consists of four parts: Part 1 provides a small set of lessons, called the Executive Lessons Learned, that represent critical lessons that the Exploration Systems Mission Directorate should act on immediately. This set of Executive Lessons and their supporting rationale have been reviewed at length and fully endorsed by a team of distinguished NASA alumni; Part 2 contains a larger set of lessons, called the Selected Lessons Learned, which have been chosen from the lessons database and center workshop reports on the basis of their specific significance and relevance to the near

  10. Lessons Learned from the NASA Plum Brook Reactor Facility Decommissioning

    Science.gov (United States)

    2010-01-01

    NASA has been conducting decommissioning activities at its PBRF for the last decade. As a result of all this work there have been several lessons learned both good and bad. This paper presents some of the more exportable lessons.

  11. Lessons Learned and Technical Standards: A Logical Marriage

    Science.gov (United States)

    Gill, Paul; Vaughan, William W.; Garcia, Danny; Gill, Maninderpal S. (Technical Monitor)

    2001-01-01

    A comprehensive database of lessons learned that corresponds with relevant technical standards would be a boon to technical personnel and standards developers. The authors discuss the emergence of one such database within NASA, and show how and why the incorporation of lessons learned into technical standards databases can be an indispensable tool for government and industry. Passed down from parent to child, teacher to pupil, and from senior to junior employees, lessons learned have been the basis for our accomplishments throughout the ages. Government and industry, too, have long recognized the need to systematically document And utilize the knowledge gained from past experiences in order to avoid the repetition of failures and mishaps. The use of lessons learned is a principle component of any organizational culture committed to continuous improvement. They have formed the foundation for discoveries, inventions, improvements, textbooks, and technical standards. Technical standards are a very logical way to communicate these lessons. Using the time-honored tradition of passing on lessons learned while utilizing the newest in information technology, the National Aeronautics and Space Administration (NASA) has launched an intensive effort to link lessons learned with specific technical standards through various Internet databases. This article will discuss the importance of lessons learned to engineers, the difficulty in finding relevant lessons learned while engaged in an engineering project, and the new NASA project that can help alleviate this difficulty. The article will conclude with recommendations for more expanded cross-sectoral uses of lessons learned with reference to technical standards.

  12. WHC significant lessons learned 1993--1995

    Energy Technology Data Exchange (ETDEWEB)

    Bickford, J.C.

    1997-12-12

    A lesson learned as defined in DOE-STD-7501-95, Development of DOE Lessons Learned Programs, is: A ``good work practice`` or innovative approach that is captured and shared to promote repeat applications or an adverse work practice or experience that is captured and shared to avoid a recurrence. The key word in both parts of this definition is ``shared``. This document was published to share a wide variety of recent Hanford experiences with other DOE sites. It also provides a valuable tool to be used in new employee and continuing training programs at Hanford facilities and at other DOE locations. This manual is divided into sections to facilitate extracting appropriate subject material when developing training modules. Many of the bulletins could be categorized into more than one section, however, so examination of other related sections is encouraged.

  13. Turning Operational Lessons Learned into Design Reality

    Science.gov (United States)

    Brady, David A.

    2009-01-01

    The capabilities and limitations of a particular system design are well known by the people who operate it. Operational workarounds, operational notes and lessons learned are traditional methods for dealing with and documenting design shortcomings. The beginning of each new program brings the hope that hard-learned lessons will be incorporated into the next new system. But often operations personnel find their well-intentioned efforts frustrated by an inability to have their inputs considered by design personnel who have strictly-scoped requirements that are coupled with ambitious cost and schedule targets. There is a way for operational inputs to make it into the design, but the solution involves a combination of organizational culture and technical data. Any organization that utilizes this approach can realize significant benefits over the life cycle of their project.

  14. Adaptive simulated annealing (ASA): Lessons learned

    OpenAIRE

    Ingber, L.

    2000-01-01

    Adaptive simulated annealing (ASA) is a global optimization algorithm based on an associated proof that the parameter space can be sampled much more efficiently than by using other previous simulated annealing algorithms. The author's ASA code has been publicly available for over two years. During this time the author has volunteered to help people via e-mail, and the feedback obtained has been used to further develop the code. Some lessons learned, in particular some which are relevant to ot...

  15. Automated Reasoning Across Tactical Stories to Derive Lessons Learned

    Directory of Open Access Journals (Sweden)

    J. Wesley Regian

    2008-06-01

    Full Text Available The Military Analogical Reasoning System (MARS is a performance support system and decision aid for commanders in Tactical Operations Centers. MARS enhances and supports the innate human ability for using stories to reason about tactical goals, plans, situations, and outcomes. The system operates by comparing many instances of stored tactical stories, determining which have analogous situations and lessons learned, and then returning a description of the lessons learned. The description of the lessons learned is at a level of abstraction that can be generalized to an appropriate range of tactical situations. The machine-understandable story representation is based on a military operations data model and associated tactical situation ontology. Thus each story can be thought of, and reasoned about, as an instance of an unfolding tactical situation. The analogical reasoning algorithm is based on Gentner's Structure Mapping Theory. Consider the following two stories. In the first, a U.S. platoon in Viet Nam diverts around a minefield and subsequently comes under ambush from a large hill overlooking their new position. In the second, a U.S. task force in Iraq diverts around a biochemical hazard and subsequently comes under ambush from the roof of an abandoned building. MARS recognizes these stories as analogical, and derives the following abstraction: When enemy-placed obstacles force us into an unplanned route, beware of ambush from elevation or concealment. In this paper we describe the MARS interface, military operations data model, tactical situation ontology, and analogical reasoning algorithm.

  16. Research Data Curation Pilots: Lessons Learned

    Directory of Open Access Journals (Sweden)

    David Minor

    2014-07-01

    Full Text Available In the spring of 2011, the UC San Diego Research Cyberinfrastructure (RCI Implementation Team invited researchers and research teams to participate in a research curation and data management pilot program. This invitation took the form of a campus-wide solicitation. More than two dozen applications were received and, after due deliberation, the RCI Oversight Committee selected five curation-intensive projects. These projects were chosen based on a number of criteria, including how they represented campus research, varieties of topics, researcher engagement, and the various services required. The pilot process began in September 2011, and will be completed in early 2014. Extensive lessons learned from the pilots are being compiled and are being used in the on-going design and implementation of the permanent Research Data Curation Program in the UC San Diego Library. In this paper, we present specific implementation details of these various services, as well as lessons learned. The program focused on many aspects of contemporary scholarship, including data creation and storage, description and metadata creation, citation and publication, and long term preservation and access. Based on the lessons learned in our processes, the Research Data Curation Program will provide a suite of services from which campus users can pick and choose, as necessary. The program will provide support for the data management requirements from national funding agencies.

  17. Dynasting Theory: Lessons in learning grounded theory

    Directory of Open Access Journals (Sweden)

    Johnben Teik-Cheok Loy, MBA, MTS, Ph.D.

    2011-06-01

    Full Text Available This article captures the key learning lessons gleaned from the author’s experience learning and developing a grounded theory for his doctoral dissertation using the classic methodology as conceived by Barney Glaser. The theory was developed through data gathered on founders and successors of Malaysian Chinese family-own businesses. The main concern for Malaysian Chinese family businesses emerged as dynasting . the building, maintaining, and growing the power and resources of the business within the family lineage. The core category emerged as dynasting across cultures, where founders and successors struggle to transition from traditional Chinese to hybrid cultural and modernized forms of family business from one generation to the next. The key learning lessons were categorized under five headings: (a sorting through different versions of grounded theory, (b educating and managing research stakeholders, (c embracing experiential learning, (d discovering the core category: grounded intuition, and (e recognizing limitations and possibilities.Keywords: grounded theory, learning, dynasting, family business, Chinese

  18. Lessons in Developing Distance Learning.

    Science.gov (United States)

    Gant, Lenora Peters

    1996-01-01

    Describes the use of video teletraining (VTT) for distance learning in the Department of Defense. Topics include planning and organizing the VTT facility, staff development, site facilitators, the necessity of protocol, instructional design and development strategies, student involvement and interactivity, and evaluation and assessment. (LRW)

  19. Lessons learned in managing ICT systems for online learning

    OpenAIRE

    Liyanage, Lalith; Pasqual, Ajith; WRIGHT, CLAYTON

    2010-01-01

    This paper discusses the challenges faced and lessons learned during the management of an online educational network in Sri Lanka. In all aspects of learning, technology can make a significant impact. Technology, when used appropriately, can be very effective in terms of interactivity among learners, between learners and the content and between learners and teachers, especially in contrast to print-based traditional distance education. Most difficulties that arise are due to constraints of sc...

  20. Lessons in bridge damage learned from the Wenchuan earthquake

    Institute of Scientific and Technical Information of China (English)

    W. Phillip Yen; Genda Chen; Mark Yashinski; Youssef Hashash; Curtis Holub; Wang Kehai; GuoXiaodong

    2009-01-01

    A strong earthquake occurred in Wenchuan County, Sichuan Province, China, on May 12, 2008. Shortly after the earthquake, the Turner-Fairbank Highway Research Center of the Federal Highway Administration, in partnership with the Research Institute of Highways, the Ministry of Communication of China, led a reconnaissance team to conduct a post-earthquake bridge performance investigation of the transportation system in the earthquake affected areas. The U.S.transportation system reconnaissance team visited the area during July 20-24, 2008. This paper presents the findings and lessons learned by the team.

  1. Ballistic Trauma: Lessons Learned from Iraq and Afghanistan

    Science.gov (United States)

    Shin, Emily H.; Sabino, Jennifer M.; Nanos, George P.; Valerio, Ian L.

    2015-01-01

    Management of upper extremity injuries secondary to ballistic and blast trauma can lead to challenging problems for the reconstructive surgeon. Given the recent conflicts in Iraq and Afghanistan, advancements in combat-casualty care, combined with a high-volume experience in the treatment of ballistic injuries, has led to continued advancements in the treatment of the severely injured upper extremity. There are several lessons learned that are translatable to civilian trauma centers and future conflicts. In this article, the authors provide an overview of the physics of ballistic injuries and principles in the management of such injuries through experience gained from military involvement in Iraq and Afghanistan. PMID:25685099

  2. Learning Lessons from the X-37 Project

    Science.gov (United States)

    Turner, Susan; Spanyer, Karen

    2005-01-01

    engineering to management. Some members have been with the project since its inception. All have gained priceless experience during the design, manufacturing, and testing of the ALTV, as well as through developing advanced orbital flight technologies, such as state-of-the-art Thermal Protection Systems and hot structures. Throughout this process, the X-37 Project team captures lessons that are directly applicable to other such efforts. The upcoming ALTV flights offer another dimension of data and first-hand experience that will prove invaluable to those designing new generations of reusable spacecraft. And ongoing technology developments will expand the aerospace knowledge base. Delivering prototype hardware is always a risky proposition. During the course of this effort, the X-37 team has experienced many challenging opportunities, delivering significant accomplishments and learning numerous lessons in the process. The ability to manage the risk landscape is key to overcoming obstacles, especially technical hurdles that are encountered in progressing hardware from design to flight. The approach to managing risk under this partnership is evolving but, in general, the team allocates resources to reduce the likelihood of severe-consequence risks, thus maximizing mission success and ensuring that the X-37 Project delivers value to its stakeholders. As the team sharpens its focus on operations, it continues to contribute knowledge to those who would undertake high-risk, high-payoff R&D and provides valuable experience to implement the Vision for Space Exploration.

  3. Introducing personal learning environments to informal learners: lessons learned from the OpenLearn case study

    OpenAIRE

    Mikroyannidis, Alexander; Connolly, Teresa

    2012-01-01

    Personal Learning Environments (PLEs) hold the potential to address the needs of informal learners for multi-sourced content and easily customisable learning environments. This paper presents the lessons learned from a case study regarding the use of widget-based PLEs by informal learners for finding and evaluating Open Educational Resources (OER). The lessons learned from this case study have allowed the authors to detect some of the obstacles for the successful adoption of PLEs by informal ...

  4. Best Practices for Researching and Documenting Lessons Learned

    Science.gov (United States)

    Goodman, John L.

    2007-01-01

    Identification, resolution, and avoidance of technical and programmatic issues are important for ensuring safe and successful space missions. Although the importance of applying lessons learned to reduce risk is frequently stressed, there is little material available to help technical and management personnel research and document lessons learned. Collecting, researching, identifying, and documenting lessons learned that will be useful to current and future management and engineering personnel is not always a straightforward task. This white paper presents lessons learned and best practices concerning the research and documentation of technical and organizational lessons learned. It is intended to enable organizations to initiate or improve lessons learned research and documentation efforts. The content of this white paper is based on four technical lessons learned projects conducted by the United Space Alliance (USA) Flight Design and Dynamics Department, in support of the NASA/JSC Flight Design and Dynamics Division. Each project published a report, titled as follows: GPS Lessons Learned From the ISS, Space Shuttle and X-38; Lessons Learned From Seven Space Shuttle Missions; Space Shuttle Rendezvous and Proximity Operations Experience Report; and Navigation Technical History with Lessons Learned. The four projects were different in availability of subject matter experts and primary source material, subject scope, and the level of effort required to produce the final report. However, generic lessons can be drawn from all of them. The best practices will be discussed by the phases of report research and development: Defining Report Requirements, Project Organization, and Schedule, Collection and Analysis of Source Material, Writing and Integrating the Report, and Review and Revision of the Report.

  5. Cooperative learning in slovene language lessons in primary school

    OpenAIRE

    Urh, Jana

    2016-01-01

    The master's thesis is based on the research of cooperative learning in practice, namely in Slovene lessons in the first five years of elementary school. A well performed cooperative learning, which is performed (not every lesson) by a teacher, prepares pupils for further life. It teaches them how to be tolerant, cooperative, helpful, obedient, settled, perseverant, express thoughts, ideas, opinions, etc. and it helps the teacher to prepare more interesting contents of the language lesson. Th...

  6. Team Learning in SMES: Learning the Lessons

    Science.gov (United States)

    McKeown, Ian

    2012-01-01

    This research identifies and explores the factors that influence team learning in the context of an SME management team. It examines the difficulties the team members face in attempting to share and combine their experiences to co-construct knowledge and understanding of their environment and future opportunities. The paper reveals a connection…

  7. Improving IT Project Portfolio Management: Lessons Learned

    DEFF Research Database (Denmark)

    Pedersen, Keld

    2013-01-01

    The IT PPM improvement process is not well understood, and our knowledge about what makes IT PPM improvement succeed or fail is not well developed. This article presents lessons learned from organizations trying to improve their IT PPM practice. Based on this research IT PPM practitioners are adv...... are advised to respect the limitations for fundamentally changing the way that organizational actors and teams make portfolio decisions, invest in understanding IT PPM decision-making, focus on decision-risks, and balance formalization and professionalization during improvement efforts....

  8. Securitization; Lessons Learned and the Road Ahead

    OpenAIRE

    Miguel A. Segoviano Basurto; Bradley Jones; Peter Lindner; Johannes Blankenheim

    2013-01-01

    This paper examines the financial stability implications arising from securitization markets, with one eye on the past and another on the future. The paper begins by deriving a number of “lessons learned†based on an examination of key industry developments in the years before the crisis. Emphasis is placed on the various ways in which securitization markets dramatically changed shape in the years preceding the crisis, vis-à -vis their earlier (simpler) incarnation. Current impediments to ...

  9. Lessons learned in the IBL project

    Science.gov (United States)

    Miucci, A.

    2016-07-01

    The ATLAS experiment is ready for Run II of the LHC with improved tracking performance thanks to the installation of a new Pixel Detector layer, called the Insertable B-Layer (IBL). The IBL was installed in May 2014 located at only 3.3 cm radius from the beam axis and has been successfully taking data since the beginning of Run II in June 2015. An overview of the lessons learned during the IBL construction will be presented, focusing on the challenges and highlighting the issues met during the production, integration, installation and commissioning phases of the detector.

  10. Lessons Learned from Designing Visualization Dashboards.

    Science.gov (United States)

    Froese, Maria-Elena; Tory, Melanie

    2016-01-01

    A variety of visualization guidelines, principles, and techniques are available to help create a visualization-based dashboard, but few publications discuss the experience of designing dashboards in the real world. This article discuss the lessons learned from designing applications for small start-up companies and institutions. From their experience as visualization practitioners, the authors confirm the need for tailored and customizable approaches, emphasize the need for a quicker way to create functional prototypes, point out frequent misconceptions on the scope of a functional prototype, discuss how performance can affect prototyping, and discuss the resistance of industrial partners to involve their customers in requirements gathering. PMID:26960030

  11. LESSONS LEARNED FROM A RECENT LASER ACCIDENT

    Energy Technology Data Exchange (ETDEWEB)

    Woods, Michael; /SLAC

    2011-01-26

    A graduate student received a laser eye injury from a femtosecond Ti:sapphire laser beam while adjusting a polarizing beam splitter optic. The direct causes for the accident included failure to follow safe alignment practices and failure to wear the required laser eyewear protection. Underlying root causes included inadequate on-the-job training and supervision, inadequate adherence to requirements, and inadequate appreciation for dimly visible beams outside the range of 400-700nm. This paper describes how the accident occurred, discusses causes and lessons learned, and describes corrective actions being taken.

  12. A new approach to managing Lessons Learned in PMBoK process groups: the Ballistic 2.0 Model

    Directory of Open Access Journals (Sweden)

    Marcirio Chaves

    2016-01-01

    Full Text Available In any organization, dealing with lessons learned is a complex issue that involves people, processes and technologies. Although lessons learned processes are already well established in the project management community, the use of modern web technologies to support them is still in its infancy. This paper introduces a new model to manage lessons learned in PMBoK process groups. This model draws upon interdisciplinary literature, which embeds lessons learned processes, shared context and Web 2.0 service models. The model is supported by Web 2.0 technologies and centered in PMBoK process groups to allow a thorough overview of the project. An exploratory focus group was set up to validate the model qualitatively within a constructivist ontology and an interpretive epistemology. The adoption of this model can help academics and practitioners using PMBoK process groups to acquire a better understanding of managing lessons learned in projects.

  13. NASA Flight Planning Branch Space Shuttle Lessons Learned

    Science.gov (United States)

    Clevenger, Jennifer D.; Bristol, Douglas J.; Whitney, Gregory R.; Blanton, Mark R.; Reynolds, F. Fisher, III

    2011-01-01

    Planning products and procedures that allowed the mission Flight Control Teams and the Astronaut crews to plan, train and fly every Space Shuttle mission were developed by the Flight Planning Branch at the NASA Johnson Space Center in Houston, Texas. As the Space Shuttle Program came to a close, lessons learned were collected from each phase of the successful execution of these Space Shuttle missions. Specific examples of how roles and responsibilities of console positions that develop the crew and vehicle attitude timelines have been analyzed and will be discussed. Additionally, the relationships and procedural hurdles experienced through international collaboration have molded operations. These facets will be explored and related to current and future operations with the International Space Station and future vehicles. Along with these important aspects, the evolution of technology and continual improvement of data transfer tools between the Space Shuttle and ground team has also defined specific lessons used in improving the control team s effectiveness. Methodologies to communicate and transmit messages, images, and files from the Mission Control Center to the Orbiter evolved over several years. These lessons were vital in shaping the effectiveness of safe and successful mission planning and have been applied to current mission planning work in addition to being incorporated into future space flight planning. The critical lessons from all aspects of previous plan, train, and fly phases of Space Shuttle flight missions are not only documented in this paper, but are also discussed regarding how they pertain to changes in process and consideration for future space flight planning.

  14. 78 FR 64202 - Meeting To Discuss Lessons Learned From Commerce Spectrum Management Advisory Committee Working...

    Science.gov (United States)

    2013-10-28

    ... National Telecommunications and Information Administration Meeting To Discuss Lessons Learned From Commerce... ``lessons learned'' from NTIA's Commerce Spectrum Management Advisory Committee (CSMAC or Committee) Working... meeting, NTIA will facilitate a forum for the CSMAC Working Group participants to discuss lessons...

  15. Engineering Quality while Embracing Change: Lessons Learned

    Energy Technology Data Exchange (ETDEWEB)

    Marinovici, Maria C.; Kirkham, Harold; Glass, Kevin A.; Carlsen, Leif C.

    2013-01-09

    In an increasingly complex technical environ-ment, failure is accepted as a way of maximizing potential, a way of growing up. Experience can be utilized to improve designs, advance product maturity, and at the same time, can increase team’s training and education. It is not enough to understand the development tools to ensure a project’s success. Understanding how to plan, measure, communicate, interact, and work in teams is mandatory to make a project successful. A manager cannot enforce a process of good communication between team members. Project teams have to work together in supporting each other and establish a constant communication environment. This paper presents lessons learned during the development process of operations research software. The team members have matured and learned during the process to plan successfully, adapt to changes, use Agile methodologies, and embrace a new attitude towards failures and communication.

  16. Microplastics: addressing ecological risk through lessons learned.

    Science.gov (United States)

    Syberg, Kristian; Khan, Farhan R; Selck, Henriette; Palmqvist, Annemette; Banta, Gary T; Daley, Jennifer; Sano, Larissa; Duhaime, Melissa B

    2015-05-01

    Plastic litter is an environmental problem of great concern. Despite the magnitude of the plastic pollution in our water bodies, only limited scientific understanding is available about the risk to the environment, particularly for microplastics. The apparent magnitude of the problem calls for quickly developing sound scientific guidance on the ecological risks of microplastics. The authors suggest that future research into microplastics risks should be guided by lessons learned from the more advanced and better understood areas of (eco) toxicology of engineered nanoparticles and mixture toxicity. Relevant examples of advances in these two fields are provided to help accelerate the scientific learning curve within the relatively unexplored area of microplastics risk assessment. Finally, the authors advocate an expansion of the "vector effect" hypothesis with regard to microplastics risk to help focus research of microplastics environmental risk at different levels of biological and environmental organization. PMID:25655822

  17. Lunar Prospector: First Results and Lessons Learned

    Science.gov (United States)

    Scott Hubbard, G.; Feldman, William; Cox, Sylvia A.; Smith, Marcie A.; Chu-Thielbar, Lisa

    2002-01-01

    Lunar Prospector, the first competitively selected mission in NASA's Discovery Program, is conducting a one-year orbital survey of the Moon's composition and structure. Launched on January 6 1998, the suite of five instruments is measuring water/ice to a sensitivity of 50 ppm (hydrogen), detecting key elemental constituents, gas release events and mapping the Moon's gravitational and magnetic fields. The mission is described with emphasis on the first scientific results and lessons learned from managing a very low cost project. A mission overview and systems description is given along with final mission trajectories. Lessons learned from government-industry teaming, new modes of project management, and novel contractual arrangements are discussed. The suite of five instruments (neutron spectrometer, alpha particle spectrometer, gamma-ray spectrometer, electron reflectometer and magnetometer) is outlined with attention to final technical performance as well as development on a constrained budget and schedule. A review of our novel approaches to education and public outreach is discussed and a summary with suggestions and implications for future missions is provided.

  18. Space Station Control Moment Gyroscope Lessons Learned

    Science.gov (United States)

    Gurrisi, Charles; Seidel, Raymond; Dickerson, Scott; Didziulis, Stephen; Frantz, Peter; Ferguson, Kevin

    2010-01-01

    Four 4760 Nms (3510 ft-lbf-s) Double Gimbal Control Moment Gyroscopes (DGCMG) with unlimited gimbal freedom about each axis were adopted by the International Space Station (ISS) Program as the non-propulsive solution for continuous attitude control. These CMGs with a life expectancy of approximately 10 years contain a flywheel spinning at 691 rad/s (6600 rpm) and can produce an output torque of 258 Nm (190 ft-lbf)1. One CMG unexpectedly failed after approximately 1.3 years and one developed anomalous behavior after approximately six years. Both units were returned to earth for failure investigation. This paper describes the Space Station Double Gimbal Control Moment Gyroscope design, on-orbit telemetry signatures and a summary of the results of both failure investigations. The lessons learned from these combined sources have lead to improvements in the design that will provide CMGs with greater reliability to assure the success of the Space Station. These lessons learned and design improvements are not only applicable to CMGs but can be applied to spacecraft mechanisms in general.

  19. Lessons Learned in Software Testing A Context-Driven Approach

    CERN Document Server

    Kaner, Cem; Pettichord, Bret

    2008-01-01

    Decades of software testing experience condensed into the most important lessons learned.The world's leading software testing experts lend you their wisdom and years of experience to help you avoid the most common mistakes in testing software. Each lesson is an assertion related to software testing, followed by an explanation or example that shows you the how, when, and why of the testing lesson. More than just tips, tricks, and pitfalls to avoid, Lessons Learned in Software Testing speeds you through the critical testing phase of the software development project without the extensive trial an

  20. Preventive maintenance optimization at the Gentilly 2 NGS: initial results and lessons learned

    International Nuclear Information System (INIS)

    This paper presents a Preventive Maintenance Optimization Process developed at the Gentilly 2 Nuclear Power Plant, and summarizes preliminary results of its initial implementation. It is based on both Streamlined Reliability Centered Maintenance and AP-913 Equipment Reliability Process. Results achieved and lessons learned create a sound base for continuing activities on remained Systems, Structures and Components (SSC). (author)

  1. Early Lessons Learned from Extramural School Programs That Offer HPV Vaccine

    Science.gov (United States)

    Hayes, Kim A.; Entzel, Pamela; Berger, Wendy; Caskey, Rachel N.; Shlay, Judith C.; Stubbs, Brenda W.; Smith, Jennifer S.; Brewer, Noel T.

    2013-01-01

    Background: There has been little evaluation of school-located vaccination programs that offer human papillomavirus (HPV) vaccine in US schools without health centers (ie, extramural programs). This article summarizes lessons learned from such programs. Methods: In July to August 2010, 5 programs were identi?ed. Semistructured, in-depth telephone…

  2. Preventive maintenance optimization at the Gentilly 2 NGS: initial results and lessons learned

    Energy Technology Data Exchange (ETDEWEB)

    Darragi, M.; Komljenovic, D.; Vaillancourt, R.; Croteau, M. [Nuclear Generating Station Gentilly-2, Becancour, Quebec (Canada)]. E-mail: komljenovic.dragan@hydro.qc.ca

    2006-07-01

    This paper presents a Preventive Maintenance Optimization Process developed at the Gentilly 2 Nuclear Power Plant, and summarizes preliminary results of its initial implementation. It is based on both Streamlined Reliability Centered Maintenance and AP-913 Equipment Reliability Process. Results achieved and lessons learned create a sound base for continuing activities on remained Systems, Structures and Components (SSC). (author)

  3. Learning to Lead, Leading to Learn: How Facilitators Learn to Lead Lesson Study

    Science.gov (United States)

    Lewis, Jennifer M.

    2016-01-01

    This article presents research on how teacher developers in the United States learn to conduct lesson study. Although the practice of lesson study is expanding rapidly in the US, high-quality implementation requires skilled facilitation. In contexts such as the United States where this form of professional development is relatively novel, few…

  4. Social support and child protection: Lessons learned and learning.

    Science.gov (United States)

    Thompson, Ross A

    2015-03-01

    Social support has been a topic of research for nearly 50 years, and its applications to prevention and intervention have grown significantly, including programs advancing child protection. This article summarizes the central conclusions of the 1994 review of research on social support and the prevention of child maltreatment prepared for the U.S. Advisory Board on Child Abuse and Neglect, and surveys advances in the field since its publication. Among the lessons learned twenty years ago are (a) the diversity of the social support needs of at-risk families and their association with child endangerment, (b) the need to supplement the emotionally affirmative aspects of social support with efforts to socialize parenting practices and monitor child well-being, (c) the desirability of integrating formal and informal sources of social support for recipients, and (d) the importance of considering the complex recipient reactions to receiving support from others. The lessons we are now learning derive from research exploring the potential of online communication to enhance social support, the neurobiology of stress and its buffering through social support, and the lessons of evaluation research that are identifying the effective ingredients of social support interventions. PMID:25043921

  5. Social support and child protection: Lessons learned and learning.

    Science.gov (United States)

    Thompson, Ross A

    2015-03-01

    Social support has been a topic of research for nearly 50 years, and its applications to prevention and intervention have grown significantly, including programs advancing child protection. This article summarizes the central conclusions of the 1994 review of research on social support and the prevention of child maltreatment prepared for the U.S. Advisory Board on Child Abuse and Neglect, and surveys advances in the field since its publication. Among the lessons learned twenty years ago are (a) the diversity of the social support needs of at-risk families and their association with child endangerment, (b) the need to supplement the emotionally affirmative aspects of social support with efforts to socialize parenting practices and monitor child well-being, (c) the desirability of integrating formal and informal sources of social support for recipients, and (d) the importance of considering the complex recipient reactions to receiving support from others. The lessons we are now learning derive from research exploring the potential of online communication to enhance social support, the neurobiology of stress and its buffering through social support, and the lessons of evaluation research that are identifying the effective ingredients of social support interventions.

  6. Considerations for implementing an organizational lessons learned process.

    Energy Technology Data Exchange (ETDEWEB)

    Fosshage, Erik D

    2013-05-01

    This report examines the lessons learned process by a review of the literature in a variety of disciplines, and is intended as a guidepost for organizations that are considering the implementation of their own closed-loop learning process. Lessons learned definitions are provided within the broader context of knowledge management and the framework of a learning organization. Shortcomings of existing practices are summarized in an attempt to identify common pitfalls that can be avoided by organizations with fledgling experiences of their own. Lessons learned are then examined through a dual construct of both process and mechanism, with emphasis on integrating into organizational processes and promoting lesson reuse through data attributes that contribute toward changed behaviors. The report concludes with recommended steps for follow-on efforts.

  7. Lessons Learned from Delayed Versus Immediate Microsurgical Reconstruction of Complex Maxillectomy and Midfacial Defects: Experience in a Tertiary Center in Mexico.

    Science.gov (United States)

    Santamaria, Eric; de la Concha, Erika

    2016-10-01

    Microsurgical reconstruction of complex midfacial and maxillectomy defects is among the most challenging procedures in plastic surgery, and it often requires composite flaps to improve functional and aesthetic results. Various factors have been identified as having influence in the outcome of microsurgical reconstruction. In this article, the authors present their experience with immediate and delayed reconstruction of complex maxillectomy defects in a tertiary center in Mexico. The authors present a total of 37 patients with microsurgical reconstruction of a complex maxillectomy defect; 13 patients had immediate and 24 had delayed reconstructions. The authors recommend doing immediate reconstruction when feasible. PMID:27601395

  8. XML technology planning database : lessons learned

    Science.gov (United States)

    Some, Raphael R.; Neff, Jon M.

    2005-01-01

    A hierarchical Extensible Markup Language(XML) database called XCALIBR (XML Analysis LIBRary) has been developed by Millennium Program to assist in technology investment (ROI) analysis and technology Language Capability the New return on portfolio optimization. The database contains mission requirements and technology capabilities, which are related by use of an XML dictionary. The XML dictionary codifies a standardized taxonomy for space missions, systems, subsystems and technologies. In addition to being used for ROI analysis, the database is being examined for use in project planning, tracking and documentation. During the past year, the database has moved from development into alpha testing. This paper describes the lessons learned during construction and testing of the prototype database and the motivation for moving from an XML taxonomy to a standard XML-based ontology.

  9. Chandra data archive operations: lessons learned

    Science.gov (United States)

    McCollough, Michael L.; Rots, Arnold H.; Winkelman, Sherry L.

    2006-06-01

    We present a discussion of the lessons learned from establishing and operating the Chandra Data Archive (CDA). We offer an overview of the archive, what preparations were done before launch, the transition to operations, actual operations, and some of the unexpected developments that had to be addressed in running the archive. From this experience we highlight some of the important issues that need to be addressed in the creation and running of an archive for a major project. Among these are the importance of data format standards; the integration of the archive with the rest of the mission; requirements throughout all phases of the mission; operational requirements; what to expect at launch; the user interfaces; how to anticipate new tasks; and overall importance of team management and organization.

  10. Beam Steering Mechanism (BSM) Lessons Learned

    Science.gov (United States)

    Blumenstock, Kenneth A.; Cramer, Alexander K.; Gostin, Alan B.; Hakun, Claef F.; Haney, Paul G.; Hinkle, Matthew R.; Lee, Kenneth Y.; Lugo, Carlos F.; Matuszeski, Adam J.; Morell, Armando; Armani, Nerses V.; Bonafede, Joseph; Jackson, Molly I.; Steigner, Peter J.; Stromsdorfer, Juan J.

    2016-01-01

    This paper describes the design, testing, and lessons learned during the development of the Advanced Topographic Laser Altimeter System (ATLAS) Beam Steering Mechanism (BSM). The BSM is a 2 degree-of-freedom tip-tilt mechanism for the purpose of pointing a flat mirror to tightly control the co-alignment of the transmitted laser and the receiver telescope of the ATLAS instrument. High resolution needs of the mission resulted in sub-arcsecond pointing and knowledge requirements, which have been met. Development of methodology to verify performance was a significant effortadvancement. The BSM will fly as part of the Ice, Cloud, and Elevation Satellite 2 Mission (ICESat 2), which is scheduled to be launched in 2017. The ICESat 2 primary mission is to map the earths surface topography for the determination of seasonal changes of ice sheet thickness as well as vegetation canopy thickness.

  11. ATLAS Beam Steering Mechanism (BSM) Lessons Learned

    Science.gov (United States)

    Blumenstock, Kenneth A.; Cramer, Alexander K.; Gosten, Alan B.; Hakun, Claef F.; Haney, Paul G.; Hinkle, Matthew R.; Lee, Kenneth Y.; Lugo, Carlos F.; Matuszeski, Adam J.; Morell, Armando; Armani, Nerses V.; Bonafede, Joseph; Jackson, Molly I.; Steigner, Peter J.; Stromsdorfer, Juan J.

    2016-01-01

    This paper describes the design, testing, and lessons learned during the development of the Advanced Topographic Laser Altimeter System (ATLAS) Beam Steering Mechanism (BSM). The BSM is a 2 degree-of-freedom tip-tilt mechanism for the purpose of pointing a flat mirror to tightly control the co-alignment of the transmitted laser and the receiver telescope of the ATLAS instrument. The high resolution needs of the mission resulted in sub-arcsecond pointing and knowledge requirements, which have been met. Development of the methodology to verify performance required significant effort. The BSM will fly as part of the Ice, Cloud, and Elevation Satellite II Mission (ICESat II), which is scheduled to be launched in 2017. The ICESat II primary mission is to map the Earth's surface topography for the determination of seasonal changes of ice sheet thickness and vegetation canopy thickness to establish long-term trends.

  12. ATLAS Beam Steering Mechanism Lessons Learned

    Science.gov (United States)

    Blumenstock, Kenneth A.; Cramer, Alexander K.; Gostin, Alan B.; Hakun, Claef F.; Haney, Paul G.; Hinkle, Matthew R.; Lee, Kenneth Y.; Lugo, Carlos F.; Matuszeski, Adam J.; Morrell, Armando; Armani, Nerses V.; Bonafede, Joseph; Jackson, Molly I.; Steigner, Peter J.; Stromsdorfer, Juan J.

    2016-01-01

    This paper describes the design, testing, and lessons learned during the development of the Advanced Topographic Laser Altimeter System (ATLAS) Beam Steering Mechanism (BSM). The BSM is a 2 degree-of-freedom tip-tilt mechanism for the purpose of pointing a flat mirror to tightly control the co-alignment of the transmitted laser and the receiver telescope of the ATLAS instrument. The high resolution needs of the mission resulted in sub-arcsecond pointing and knowledge requirements, which have been met. Development of the methodology to verify performance required significant effort. The BSM will fly as part of the Ice, Cloud, and Elevation Satellite II Mission (ICESat II), which is scheduled to be launched in 2017. The ICESat II primary mission is to map the earth's surface topography for the determination of seasonal changes of ice sheet thickness and vegetation canopy thickness to establish long-term trends.

  13. Lessons learned from the 1994 Northridge Earthquake

    Energy Technology Data Exchange (ETDEWEB)

    Eli, M.W.; Sommer, S.C. [Lawrence Livermore National Lab., CA (United States)

    1995-04-01

    Southern California has a history of major earthquakes and also has one of the largest metropolitan areas in the United States. The 1994 Northridge Earthquake challenged the industrial facilities and lifetime infrastructure in the northern Los Angeles (LA) area. Lawrence Livermore National Laboratory (LLNL) sent a team of engineers to conduct an earthquake damage investigation in the Northridge area, on a project funded jointly by the United States Nuclear Regulatory Commission (USNRC) and the United States Department of Energy (USDOE). Many of the structures, systems, and components (SSCs) and lifelines that suffered damage are similar to those found in nuclear power plants and in USDOE facilities. Lessons learned from these experiences can have some applicability at commercial nuclear power plants.

  14. Sellafield Decommissioning Programme - Update and Lessons Learned

    Energy Technology Data Exchange (ETDEWEB)

    Lutwyche, P. R.; Challinor, S. F.

    2003-02-24

    The Sellafield site in North West England has over 240 active facilities covering the full nuclear cycle from fuel manufacture through generation, reprocessing and waste treatment. The Sellafield decommissioning programme was formally initiated in the mid 1980s though several plants had been decommissioned prior to this primarily to create space for other plants. Since the initiation of the programme 7 plants have been completely decommissioned, significant progress has been made in a further 16 and a total of 56 major project phases have been completed. This programme update will explain the decommissioning arrangements and strategies and illustrate the progress made on a number of the plants including the Windscale Pile Chimneys, the first reprocessing plan and plutonium plants. These present a range of different challenges and requiring approaches from fully hands on to fully remote. Some of the key lessons learned will be highlighted.

  15. Lessons learned using Snodgrass hypospadias repair.

    LENUS (Irish Health Repository)

    O'Connor, K M

    2012-02-03

    BACKGROUND: This is a review of our experience with the Snodgrass technique for distal hypospadias repair and we point to lessons learned in improving results. METHODS: We reviewed all patients who underwent Snodgrass hypospadias repair for distal hypospadias over a four-year period by a single surgeon. Chart review followed by parental telephone interview was used to determine voiding function, cosmesis and complication rate. RESULTS: Thirty children and three adults were identified. Age at surgery ranged from seven months to 39 years. The urinary stream was straight in 94%, and 97% reported a good or satisfactory final cosmetic outcome. One patient (3.3%) developed a urethral fistula and 21% developed meatal stenosis which required general anaesthetic. CONCLUSION: The Snodgrass urethroplasty provides satisfactory cosmetic and functional results. High rates of meatal stenosis initially encountered have improved with modifications to technique which include modified meatoplasty and routine meatal dilatation by the parents.

  16. Lessons Learned from Mir - A Payload Perspective

    Science.gov (United States)

    Uri, John J.; Nygren, Richard W.; Cardenas, Jeffrey A.

    2003-01-01

    Among the principal objectives of the Phase 1 NASA/Mir program were for the United States to gain experience working with an international partner, to gain working experience in long-duration space flight, and to gain working experience in planning for and executing research on a long-duration space platform. The Phase 1 program was to provide to the US early experience prior to the construction and operation of the International Space Station (Phase 2 and 3). While it can be argued that Mir and ISS are different platforms and that programmatically Phase 1 and ISS are organized differently, it is also clear that many aspects of operating a long-duration research program are platform independent. This can be demonstrated by a review of lessons learned from Skylab, a US space station program of the mid-1970's, many of which were again "learned" on Mir and are being "learned" on ISS. Among these are optimum crew training strategies, on-orbit crew operations, ground support, medical operations and crew psychological support, and safety certification processes

  17. New Horizons Risk Communication Strategy, Planning, Implementation, and Lessons Learned

    Science.gov (United States)

    Dawson, Sandra A.

    2006-01-01

    This paper discusses the risk communication goals, strategy, planning process and product development for the New Horizons mission, including lessons from the Cassini mission that were applied in that effort, and presents lessons learned from the New Horizons effort that could be applicable to future missions.

  18. Japanese Lesson Study Sustaining Teacher Learning in the Classroom Context

    Science.gov (United States)

    Loose, Crystal Corle

    2014-01-01

    The purposes of this action research study were first to explore teacher perceptions of Japanese lesson study as a method of professional development, and second to take teachers through an action research process as they observed the implementation of a literacy lesson in the classroom. Situated Learning Theory, particularly related to teacher…

  19. Improved Lesson Planning with Universal Design for Learning (UDL)

    Science.gov (United States)

    Courey, Susan Joan; Tappe, Phyllis; Siker, Jody; LePage, Pam

    2013-01-01

    Efficient lesson planning with universal design for learning (UDL) enables teachers to more effectively meet students' individual needs. In this study, a comparison of lesson plans by teacher candidates in a teacher preparation program before and after UDL training is presented. After training, teachers (n = 45) incorporated more differentiated…

  20. M-learning in a geography lesson

    Science.gov (United States)

    Mirski, Katri

    2014-05-01

    their work in Google Earth where they did a tour of their journey. In the feedback students said that it was a very interesting and an educational practical task. A new opportunity in M-learning is to use QR codes. This means that you don't have to print out worksheets with questions. You can hide question in the code and students can read them with their own devices on site. From the Master's thesis I also developed a tutorial material named "M-learning in a geography lesson" (in Estonian: M-õpe geograafiatunnis), you can see it in the webpage katrimope@wordpress.com. The tutorial received a second place on the Estonian study material contest in 2013. This is only one example on how to use M-learning. In Gustav Adolf Grammar School we use M-learning in lots of different subjects because it's really important in modern school to link new technologies, surrounding environment and learning for the purpose of better obtainment of knowledge.

  1. Rolex learning center English guide

    CERN Document Server

    Della Casa, Francesco

    2012-01-01

    The novel architectural form of this building, conceived of by the architects of SAANA (winners of the Pritzker Prize in 2010), compelled the building engineers to come up with unprecedented structural, technical and logistical solutions. And yet, once the Rolex Learning Center was complete, the ingenuity required for its construction had become practically invisible in the eyes of the uninitiated. This richly illustrated guide provides, in condensed form, an account of the extraordinary adventure of the realization of the Rolex Learning Center. It explains in detail the context of its construction and brings to light the spatial subtleties of its architecture. In addition, it provides the visitor of the building with all the needed technical information and many novel facts and figures.

  2. Lessons Learned in Pilot Testing Specialty Consultations to Benefit Individuals with Lower Limb Loss

    Directory of Open Access Journals (Sweden)

    Christine Elnitsky

    2012-12-01

    Full Text Available Telerehabilitation technologies enable the delivery of rehabilitation services from providers to people with disabilities as well as specialty care consultations. This article discusses the barriers experienced when planning and pilot testing a telerehabilitation multi-site specialty consultation for specialists in their medical centers, and the lessons learned. The barriers included integration and participation, coordination across organizational units, and privacy and information security. Lessons learned included the need for collaboration across multiple departments, telerehabilitation equipment back-ups, and anonymous and private communication protocols. Despite delays resulting from coordination at multiple levels of a national organization, we developed a program plan and successfully implemented a pilot test of the southeast region program.  Specialty consultation using telerehabilitation delivery methods requires identifying provider preferences for technological features. Lessons learned could inform development of outpatient telerehabilitation for patients with amputations and studies of patients and providers involved in telerehabilitation.

  3. The role of failure/problems in engineering: A commentary of failures experienced - lessons learned

    Science.gov (United States)

    Ryan, R. S.

    1992-03-01

    The written version of a series of seminars given to several aerospace companies and three NASA centers are presented. The results are lessons learned through a study of the problems experienced in 35 years of engineering. The basic conclusion is that the primary cause of problems has not been mission technologies, as important as technology is, but the neglect of basic principles. Undergirding this is the lack of a systems focus from determining requirements through design, verification, and operations phases. Many of the concepts discussed are fundamental to total quality management (TQM) and can be used to augment this product enhanced philosophy. Fourteen principles are addressed with problems experienced and are used as examples. Included is a discussion of the implication of constraints, poorly defined requirements, and schedules. Design guidelines, lessons learned, and future tasks are listed. Two additional sections are included that deal with personal lessons learned and thoughts on future thrusts (TQM).

  4. The role of failure/problems in engineering: A commentary of failures experienced - lessons learned

    Science.gov (United States)

    Ryan, R. S.

    1992-01-01

    The written version of a series of seminars given to several aerospace companies and three NASA centers are presented. The results are lessons learned through a study of the problems experienced in 35 years of engineering. The basic conclusion is that the primary cause of problems has not been mission technologies, as important as technology is, but the neglect of basic principles. Undergirding this is the lack of a systems focus from determining requirements through design, verification, and operations phases. Many of the concepts discussed are fundamental to total quality management (TQM) and can be used to augment this product enhanced philosophy. Fourteen principles are addressed with problems experienced and are used as examples. Included is a discussion of the implication of constraints, poorly defined requirements, and schedules. Design guidelines, lessons learned, and future tasks are listed. Two additional sections are included that deal with personal lessons learned and thoughts on future thrusts (TQM).

  5. Lessons learned from the TMT site testing campaign

    CERN Document Server

    Travouillon, T; Riddle, R L; Schöck, M; Skidmore, A W

    2011-01-01

    After a site testing campaign spanning 5 sites over a period of 5 years, the site selection for the Thirty Meter Telescope (TMT) culminated with the choice of Mauna Kea 13N in Hawaii. During the campaign, a lot practical lessons were learned by our team and these lessons can be shared with current and future site testing campaign done for other observatories. These lessons apply to the preselection of the site, the ground work and operations of the campaign as well as the analysis of the data. We present of selection of such lessons in this paper preceded by a short summary of the TMT site testing activities.

  6. From prototype to production system: lessons learned from the evolution of the SignOut System at Mount Sinai Medical Center.

    Science.gov (United States)

    Kushniruk, Andre; Karson, Tom; Moore, Carlton; Kannry, Joseph

    2003-01-01

    Approaches to the development of information systems in large health care institutions range from prototyping to conventional development of large scale production systems. This paper discusses the development of the SignOut System at Mount Sinai Medical Center, which was designed in 1997 to capture vital resident information. Local need quickly outstripped proposed delays for building a production system and a prototype system quickly became a production system. By the end of 2002 the New SignOut System was built to create an integrated application that was a true production system. In this paper we discuss the design and implementation issues in moving from a prototype to a production system. The production system had a number of advantages, including increased organizational visibility, integration into enterprise resource planning and full time staff for support. However, the prototype allowed for more rapid design and subsequent changes, less training, and equal to or superior help desk support. It is argued that healthcare IT systems may need characteristics of both prototype and production system development to rapidly meet the changing and different needs of healthcare user populations. PMID:14728199

  7. Integrating community health workers into a patient-centered medical home to support disease self-management among Vietnamese Americans: lessons learned.

    Science.gov (United States)

    Wennerstrom, Ashley; Bui, Tap; Harden-Barrios, Jewel; Price-Haywood, Eboni G

    2015-01-01

    There is evidence that patient-centered medical homes (PCMHs) and community health workers (CHWs) improve chronic disease management. There are few models for integrating CHWs into PCMHs in order to enhance disease self-management support among diverse populations. In this article, we describe how a community-based nonprofit agency, a PCMH, and academic partners collaborated to develop and implement the Patient Resource and Education Program (PREP). We employed CHWs as PCMH care team members to provide health education and support to Vietnamese American patients with uncontrolled diabetes and/or hypertension. We began by conducting focus groups to assess patient knowledge, desire for support, and availability of community resources. Based on findings, we developed PREP with CHW guidance on cultural tailoring of educational materials and methods. CHWs received training in core competencies related to self-management support principles and conducted the 4-month intervention for PCMH patients. Throughout the program, we conducted process evaluation through structured team meetings and patient satisfaction surveys. We describe successes and challenges associated with PREP delivery including patient recruitment, structuring/documenting visits, and establishing effective care team integration, work flow, and communication. Strategies for mitigating these issues are presented, and we make recommendations for other PCMHs seeking to integrate CHWs into care teams.

  8. The lessons learned workshop : comprehensive conservation planning pilot projects

    Data.gov (United States)

    US Fish and Wildlife Service, Department of the Interior — Summary of the Lessons Learned Workshop, held i on January 22, 2003 in Lakewood, Colorado. Participants included U.S. Fish and Wildlife and U.S. Geological Survey....

  9. Implementing a lessons learned process at Sandia National Laboratories

    Energy Technology Data Exchange (ETDEWEB)

    Fosshage, Erik D.; Drewien, Celeste A.; Eras, Kenneth; Hartwig, Ronald Craig; Post, Debra S.; Stoecker, Nora Kathleen

    2016-01-01

    The Lessons Learned Process Improvement Team was tasked to gain an understanding of the existing lessons learned environment within the major programs at Sandia National Laboratories, identify opportunities for improvement in that environment as compared to desired attributes, propose alternative implementations to address existing inefficiencies, perform qualitative evaluations of alternative implementations, and recommend one or more near-term activities for prototyping and/or implementation. This report documents the work and findings of the team.

  10. Introduce Lessons Learn Approach as A Phase in SDLC

    Directory of Open Access Journals (Sweden)

    Radhika D Amlani

    2013-01-01

    Full Text Available To understand what Lessons Learned is we must have to understand what is Lessons? Lessons can be derived from any activity. They are a product of operations, exercises, training, experiments, and day-to-day staff work. During the course of our activities most of us will recognize ways of doing things more easily or efficiently that can be passed on to our colleagues and successors to help them avoid problems and do even better than we did before. The term Lessons Learned is broadly used to describe act of learning from experience to achieve improvements. It is an activity used by people to gain benefit in current activity form past activity experience. The idea of lessons learned in an organization is that through a formal approach to learning, individual and the organization can reduce the risk of repeating mistakes and it would increase the chance of success. This means lessons learned approach will reduce failure risk, and improve operational effectiveness and also increase cost efficiency.

  11. Planning and scheduling lessons learned study, executive summary

    Science.gov (United States)

    Robinson, Toni

    1990-01-01

    The study was performed to document the lessons on planning and scheduling activities for a number of missions and institutional facilities in such a way that they can be applied to future missions; to provide recommendations to both projects and Code 500 that will improve the end-to-end planning and scheduling process; and to identify what, if any, mission characteristics might be related to certain lessons learned. The results are a series of recommendations of both a managerial and technical nature related to the underlying lessons learned.

  12. Providing community education: lessons learned from Native Patient Navigators.

    Science.gov (United States)

    Burhansstipanov, Linda; Krebs, Linda U; Harjo, Lisa; Watanabe-Galloway, Shinobu; Pingatore, Noel; Isham, Debra; Duran, Florence Tinka; Denny, Loretta; Lindstrom, Denise; Crawford, Kim

    2014-09-01

    Native Navigators and the Cancer Continuum (NNACC) was a community-based participatory research study among five American Indian organizations. The intervention required lay Native Patient Navigators (NPNs) to implement and evaluate community education workshops in their local settings. Community education was a new role for the NPNs and resulted in many lessons learned. NPNs met quarterly from 2008 through 2013 and shared lessons learned with one another and with the administrative team. In July 2012, the NPNs prioritized lessons learned throughout the study that were specific to implementing the education intervention. These were shared to help other navigators who may be including community education within their scope of work. The NPNs identified eight lessons learned that can be divided into three categories: NPN education and training, workshop content and presentation, and workshop logistics and problem-solving. A ninth overarching lesson for the entire NNACC study identified meeting community needs as an avenue for success. This project was successful due to the diligence of the NPNs in understanding their communities' needs and striving to meet them through education workshops. Nine lessons were identified by the NPNs who provided community education through the NNACC project. Most are relevant to all patient navigators, regardless of patient population, who are incorporating public education into navigation services. Due to their intervention and budget implications, many of these lessons also are relevant to those who are developing navigation research. PMID:25087698

  13. CEBAF Upgrade: Cryomodule Performance And Lessons Learned

    Energy Technology Data Exchange (ETDEWEB)

    Drury, Michael A.; Davis, G. Kirk; Hogan, John P.; Hovater, J. Curt; King, Lawrence; Marhauser, Frank; Park, HyeKyoung; Preble, Joe; Reece, Charles E.; Rimmer, Robert A.; Wang, Haipeng; Wiseman, Mark A.

    2014-02-01

    The Thomas Jefferson National Accelerator Facility is currently engaged in the 12 GeV Upgrade Project. The goal of the 12 GeV Upgrade is a doubling of the available beam energy of the Continuous Electron Beam Accelerator Facility (CEBAF) from 6 GeV to 12 GeV. This increase in beam energy will be due in large part to the addition of ten C100 cryomodules plus associated new RF in the CEBAF linacs. The C100 cryomodules are designed to deliver 100 MeV per installed cryomodule. Each C100 cryomodule is built around a string of eight seven-cell, electro-polished, superconducting RF cavities. While an average performance of 100MV per cryomodule is needed to achieve the overall 12 GeV beam energy goal, the actual performance goal for the cryomodules is an average energy gain of 108 MV to provide operational headroom. Cryomodule production started in December 2010. All ten of the C100 cryomodules are installed in the linac tunnels and are on schedule to complete commissioning by September 2013. Performance during Commissioning has ranged from 104 MV to 118 MV. In May, 2012 a test of an early C100 achieved 108 MV with full beam loading. This paper will discuss the performance of the C100 cryomodules along with operational challenges and lessons learned for future designs.

  14. Lessons learned in the IBL project

    CERN Document Server

    Miucci, Antonio; The ATLAS collaboration

    2015-01-01

    The ATLAS experiment is ready to face the Run-2 with improved tracking performance thanks to the installation of a new Pixel layer, also called Insertable B-Layer (IBL). The IBL has been installed in May 2014 being placed at only 3.3 cm radius from the beam axis. The combination of the limited distance from the interaction point and the increase of Luminosity that LHC will face in Run-2 will require to cope both with higher radiation environment and pixel occupancy. A new readout chip has been developed within CMOS 130nm technology with larger area, smaller pixel size and faster readout capability. Dedicated design features in combination with a new composite material were considered and used in order to reduce the material budget of the support structure while keeping the optimal thermo-mechanical performance. Due to the limited radial space about less than 1 cm, the IBL detector was a challenge in terms of design and mechanical integration. An overview of the lessons learned during the IBL project will be p...

  15. Lessons Learned in Risk Management on NCSX

    International Nuclear Information System (INIS)

    The National Compact Stellarator Experiment (NCSX) was designed to test physics principles of an innovative stellarator design developed by the Princeton Plasma Physics Laboratory and Oak Ridge National Laboratory. Construction of some of the major components and sub-assemblies was completed, but the estimated cost and schedule for completing the project grew as the technical requirements and risks became better understood, leading to its cancellation in 2008. The project's risks stemmed from its technical challenges, primarily the complex component geometries and tight tolerances that were required. The initial baseline, established in 2004, was supported by a risk management plan and risk-based contingencies, both of which proved to be inadequate. Technical successes were achieved in the construction of challenging components and subassemblies, but cost and schedule growth was experienced. As part of an effort to improve project performance, a new risk management program was devised and implemented in 2007-08. It led to a better understanding of project risks, a sounder basis for contingency estimates, and improved management tools. Although the risks ultimately were unacceptable to the sponsor, valuable lessons in risk management were learned through the experiences with the NCSX project

  16. Lessons Learned in Risk Management on NCSX

    Energy Technology Data Exchange (ETDEWEB)

    Neilson, G. H.; Gruber, C. O.; Harris, J. H.; Rej, D. J.; Simmons, R. T.; Strykowsky, R. L.

    2009-07-21

    The National Compact Stellarator Experiment (NCSX) was designed to test physics principles of an innovative stellarator design developed by the Princeton Plasma Physics Laboratory and Oak Ridge National Laboratory. Construction of some of the major components and sub-assemblies was completed, but the estimated cost and schedule for completing the project grew as the technical requirements and risks became better understood, leading to its cancellation in 2008. The project's risks stemmed from its technical challenges, primarily the complex component geometries and tight tolerances that were required. The initial baseline, established in 2004, was supported by a risk management plan and risk-based contingencies, both of which proved to be inadequate. Technical successes were achieved in the construction of challenging components and subassemblies, but cost and schedule growth was experienced. As part of an effort to improve project performance, a new risk management program was devised and implemented in 2007-08. It led to a better understanding of project risks, a sounder basis for contingency estimates, and improved management tools. Although the risks ultimately were unacceptable to the sponsor, valuable lessons in risk management were learned through the experiences with the NCSX project.

  17. Teaching with Internet Telescopes: Some Lessons Learned

    Science.gov (United States)

    Stencel, Robert

    Observational astronomy is often difficult for pre-college students and teachers because: (1) school occurs in daytime and visual observing at night; (2) light pollution hides the stars from students living in cities; (3) few schools have teachers trained to use and maintain astronomy equipment; (4) there is lack of access to expertise when needed; (5) physically disabled students cannot easily access a telescope eypiece. Internet access to computer controlled telescopes with digital cameras can solve many of these difficulties. The Web enables students and teachers to access well-maintained internet-controllable telescopes at dark-site locations and to consult more readily with experts. This paper reports on a three-month pilot project exploring this situation conducted Feb-May 2002 which allowed high school students to access a CCD-equipped accurately-pointing and tracking telescope located in New Mexico controllable over the Web with a user-friendly skymap browser tool. User interest proved phenomenal and user statistics proved diverse. There were distinct lessons learned about how to enhance student participation in the research process. Details available at website www.du.edu/~rstencel/stn.htm. We thank the ICSRC for a grant to Denver University and acknowledge in-kind support from the estate of William Herschel Womble.

  18. Anatomy of Historical Tsunamis: Lessons Learned for Tsunami Warning

    Science.gov (United States)

    Igarashi, Y.; Kong, L.; Yamamoto, M.; McCreery, C. S.

    2011-11-01

    Tsunamis are high-impact disasters that can cause death and destruction locally within a few minutes of their occurrence and across oceans hours, even up to a day, afterward. Efforts to establish tsunami warning systems to protect life and property began in the Pacific after the 1946 Aleutian Islands tsunami caused casualties in Hawaii. Seismic and sea level data were used by a central control center to evaluate tsunamigenic potential and then issue alerts and warnings. The ensuing events of 1952, 1957, and 1960 tested the new system, which continued to expand and evolve from a United States system to an international system in 1965. The Tsunami Warning System in the Pacific (ITSU) steadily improved through the decades as more stations became available in real and near-real time through better communications technology and greater bandwidth. New analysis techniques, coupled with more data of higher quality, resulted in better detection, greater solution accuracy, and more reliable warnings, but limitations still exist in constraining the source and in accurately predicting propagation of the wave from source to shore. Tsunami event data collected over the last two decades through international tsunami science surveys have led to more realistic models for source generation and inundation, and within the warning centers, real-time tsunami wave forecasting will become a reality in the near future. The tsunami warning system is an international cooperative effort amongst countries supported by global and national monitoring networks and dedicated tsunami warning centers; the research community has contributed to the system by advancing and improving its analysis tools. Lessons learned from the earliest tsunamis provided the backbone for the present system, but despite 45 years of experience, the 2004 Indian Ocean tsunami reminded us that tsunamis strike and kill everywhere, not just in the Pacific. Today, a global intergovernmental tsunami warning system is coordinated

  19. Microbiological Lessons Learned from the Space Shuttle

    Science.gov (United States)

    Pierson, Duane L.; Ott, C. Mark; Bruce, Rebekah; Castro, Victoria A.; Mehta, Satish K.

    2011-01-01

    functions were found to be altered. Selected microorganisms were found to become more virulent during spaceflight. The increased knowledge gained on the Space Shuttle resulted in further studies of the host-microbe interactions on the ISS to determine if countermeasures were necessary. Lessons learned from the Space Shuttle Program were integrated into the ISS resulting in the safest space habitat to date.

  20. Teaching Inquiry using NASA Earth-System Science: Lessons Learned for Blended, Scaffolded Professional Development

    Science.gov (United States)

    Ellis, T. D.; TeBockhorst, D.

    2013-12-01

    Teaching Inquiry using NASA Earth-System Science (TINES) is a NASA EPOESS funded program exploring blended professional development for pre- and in-service educators to learn how to conduct meaningful inquiry lessons and projects in the K-12 classroom. This project combines trainings in GLOBE observational protocols and training in the use of NASA Earth Science mission data in a backward-faded scaffolding approach to teaching and learning about scientific inquiry. It also features a unique partnership with the National Science Teachers Association Learning Center to promote cohort building and blended professional development with access to NSTA's collection of resources. In this presentation, we will discuss lessons learned in year one and two of this program and how we plan to further develop this program over the next two years.

  1. School Planning: Lessons Learned at the Celebration School.

    Science.gov (United States)

    Cohen, Sarah

    1998-01-01

    Discusses the lessons learned from Disney's K-12 Celebration School when trying to apply the latest research on teaching and learning to the school's design. Explores the future of business/school partnering in school planning, and offers expert advice on the school-planning process. (GR)

  2. Applying Universal Design for Learning to Instructional Lesson Planning

    Science.gov (United States)

    McGhie-Richmond, Donna; Sung, Andrew N.

    2013-01-01

    Universal Design for Learning is a framework for developing inclusive instructional lesson plans. The effects of introducing Universal Design for Learning Principles and Guidelines in a university teacher education program with pre-service and practicing teachers were explored in a mixed methods approach. The results indicate that the study…

  3. Lessons learned from the TMT site testing campaign

    OpenAIRE

    Travouillon, T.; Els, S. G.; Riddle, R. L.; M. Schöck; Skidmore, A. W.

    2011-01-01

    After a site testing campaign spanning 5 sites over a period of 5 years, the site selection for the Thirty Meter Telescope (TMT) culminated with the choice of Mauna Kea 13N in Hawaii. During the campaign, a lot practical lessons were learned by our team and these lessons can be shared with current and future site testing campaign done for other observatories. These lessons apply to the preselection of the site, the ground work and operations of the campaign as well as the analysis of the data...

  4. Lesson Planning. Towards Purposeful Learning and Effective Teaching

    OpenAIRE

    Jones, Jane

    1998-01-01

    My aim is to show that lesson planning is a key feature of effective teaching in that it is evidence of much deeper, reflective activity. This reflection focuses upon issues fundamental to all teaching which includes the aims, the delivery, the learning processes involved and evaluation mechanisms. I take many, but not all, of the important questions and interrógate them, with exemplification and justification. I conclude that lesson planning is a creative process which provides a...

  5. The lessons Nirex has learned from the RCF inquiry

    International Nuclear Information System (INIS)

    In March 1997, the Government announced its refusal for planning permission for Nirex's proposed Rock Characterization Facility in Sellafield. Although this setback was undoubtedly a huge blow to Nirex and the nuclear industry, it has presented Nirex with the opportunity to learn valuable lessons from the mistakes that were made. This paper discusses what lessons were learnt and how these will help shape future company policy. (author)

  6. Building a Better Lessons Learned Program - White Paper

    Energy Technology Data Exchange (ETDEWEB)

    Miller, Charles Frederick

    2002-04-01

    Lessons learned are more in vogue today than at any time in our history. You can’t tune into a news broadcast without hearing a reference to the concept – and for good reason. People are finally accepting the idea that they may be able to benefit from the experiences of others. Corporations, government departments, and even the military are actively using lessons learned information to help them to achieve their varied goals. The Department of Energy is one of the government departments that has a Lessons Learned Program and requires its contractors to develop a program of their own. Unfortunately, adequate guidance is not available to enable contractors to design a fully mature program (i.e., a program that will immediately meet their every need) and to ensure that it is implemented such that it will be deemed acceptable during subsequent assessments. The purpose of this paper is to present the reader with information that might help him or her better plan and develop a new or upgraded Lessons Learned Program. The information is based on the actual development and implementation of a “second generation” lessons learned program and is presented as a chronicle of the steps taken to build the rudimentary system and the subsequent events and problems that led to the programs present-day configuration.

  7. Lessons learned from student outreach: introducing optics to fifth graders

    Science.gov (United States)

    Magnani, Nancy; Donnelly, Matthew; Mahan, Gregory; Rossi, Tiffany

    2012-10-01

    Though light and vision has been included in the Connecticut science standards for several years, teachers continue to look for new ways of teaching these concepts effectively. The students from the Three Rivers Community College SPIE and OSA student chapters have partnered with EASTCONN, a regional education service center, to bring optics lessons to the classroom. In this paper, the lessons that were demonstrated including spectroscopy, refraction, and reflection will be explained. With anecdotes from the student chapter members, fifth grade students and their teachers, the effectiveness of these lessons and steps to improve them will be presented.

  8. One hundred extensive green roofs : lessons learned

    Energy Technology Data Exchange (ETDEWEB)

    Snodgrass, E. [Emory Knoll Farms, Street, MD (United States)

    2005-07-01

    Although green roofs have a history of success in western Europe, many of the plant lists used in Europe are not appropriate for many of the climatic regions of the United States. This paper shared some of the lessons learned by Emory Knoll Farms while developing plants suitable for extensive green roofs. The farm undertook plant trials to confirm which plants were suited to varied climatic conditions in North America in 1999. Over the past few years, the farm has cultivated both ground cover plants and plants that can be used as accents in a landscape. Ground cover plants selected for cultivation at the farm are persistent, have a fibrous root structure, and are able to live for the life of the roof. The farm typically uses succulents over herbaceous plants due to their ability to conserve water and tolerate heat stress and nutrient stress for extended periods of time. The farm is also developing plant lists for green roofs located in microclimates, and is now developing plant lists that include native plants currently threatened by invasive species. The farm has observed that the most successful green roofs are those where maintenance is considered an integral part of the installation. Green roof success is derived from a proper relationship among plant selection, climatic conditions and media. Most extensive green roof installations take 12-18 months to establish, and weeding and fertilization are needed more during this phase than at any other time. Early weeding is critical to protect the exposed media on a newly planted green roof. It was concluded that the North American green roof industry is still in its infancy. The farm will continue to observe installed green roofs and optimize plant lists for the future. 2 tabs.

  9. 3 EXPOSE Missions - overview and lessons learned

    Science.gov (United States)

    Rabbow, E.; Willnekcer, R.; Reitz, G.; Aman, A.; Bman, B.; Cman, C.

    2011-10-01

    The International Space Station ISS provides a variety of external research platforms for experiments aiming at the utilization of space parameters like vacuum, temperature oscillation and in particular extraterrestrial short wavelength UV and ionizing radiation which cannot be simulated accurately in the laboratory. Three Missions, two past and one upcoming, will be presented. A family of astrobiological experimental ESA facilities called "EXPOSE" were and will be accommodated on these outside exposure platforms: on one of the external balconies of the European Columbus Module (EXPOSE-E) and on the URM-D platform on the Russian Zvezda Module (EXPOSE-R and EXPOSE-R2). Exobiological and radiation experiments, exposing chemical, biological and dosimetric samples to the harsh space environment are - and will be - accommodated on these facilities to increase our knowledge on the origin, evolution and distribution of life, on Earth and possibly beyond. The biological experiments investigate resistance and adaptation of organisms like bacteria, Achaea, fungi, lichens, plant seeds and small animals like mosquito larvae to extreme environmental conditions and underlying mechanisms like DNA repair. The organic chemical experiments analyse chemical reactions triggered by the extraterrestrial environment, especially short wavelength UV radiation, to better understand prebiotic chemistry. The facility is optimized to allow exposure of biological specimen and material samples under a variety of conditions, using optical filter systems. Environmental parameters like temperature and radiation are regularly recorded and down linked by telemetry. Two long term missions named according to their facility - EXPOSE-E and EXPOSE-R - are completed and a third mission is planned and currently prepared. Operations of all three missions including sample accommodation are performed by DLR. An overview of the two completed missions will be given including lessons learned as well as an outlook

  10. Space Mechanisms Lessons Learned Study. Volume 2: Literature Review

    Science.gov (United States)

    Shapiro, Wilbur; Murray, Frank; Howarth, Roy; Fusaro, Robert

    1995-01-01

    Hundreds of satellites have been launched to date. Some have operated extremely well and others have not. In order to learn from past operating experiences, a study was conducted to determine the conditions under which space mechanisms (mechanically moving components) have previously worked or failed. The study consisted of an extensive literature review that included both government contractor reports and technical journals, communication and visits (when necessary) to the various NASA and DOD centers and their designated contractors (this included contact with project managers of current and prior NASA satellite programs as well as their industry counterparts), requests for unpublished information to NASA and industry, and a mail survey designed to acquire specific mechanism experience. The information obtained has been organized into two volumes. Volume 1 provides a summary of the lesson learned, the results of a needs analysis, responses to the mail survey, a listing of experts, a description of some available facilities, and a compilation of references. Volume 2 contains a compilation of the literature review synopsis.

  11. How To Build an Online Learning Center.

    Science.gov (United States)

    Boxer, Kenneth M.; Johnson, Bernardine

    2002-01-01

    The Global Learning Center was launched by W. R. Grace, a global speciality chemicals company, in 2001. The center is organized around core competencies, with lists of approved training programs, recommended reading lists, strategy guides, and a rental library. (JOW)

  12. A summary of lessons learned at the Shippingport Station Decommissioning Project (SSDP)

    International Nuclear Information System (INIS)

    This paper describes the lessons learned from a management perspective during decommissioning. The lessons learned are presented in a chronological sequence during the life of the project up to the present time. The careful analysis of the lessons learned and the implementation of corresponding actions have contributed toward improving the effectiveness of decommissioning as time progresses. The lessons learned should be helpful in planning future decommissioning projects

  13. Student teachers learning to plan mathematics lessons

    OpenAIRE

    Jones, K.; Smith, K.

    1997-01-01

    Most educational professionals would agree that planning is an essential component of teaching. Such planning, educational texts and reports often stress, must focus on the specifying of clear objectives and a clear lesson structure. As a result, a common framework used to introduce student teachers to the complexities of lesson planning is premised on starting the planning process with specifying objectives. Yet there is considerable evidence that experienced teachers do not plan in this way...

  14. SRMS History, Evolution and Lessons Learned

    Science.gov (United States)

    Jorgensen, Glenn; Bains, Elizabeth

    2011-01-01

    . Evolution of the simulations, guided by the Math Model Working Group, showed the utility of input from multiple modeling groups with a structured forum for discussion.There were many unique development challenges in the areas of hardware, software, certification, modeling and simulation. Over the years, upgrades and enhancements were implemented to increase the capability, performance and safety of the SRMS. The history and evolution of the SRMS program provided many lessons learned that can be used for future space robotic systems.

  15. Project Morpheus: Lessons Learned in Lander Technology Development

    Science.gov (United States)

    Olansen, Jon B.; Munday, Stephen R.; Mitchell, Jennifer D.

    2013-01-01

    NASA's Morpheus Project has developed and tested a prototype planetary lander capable of vertical takeoff and landing, that is designed to serve as a testbed for advanced spacecraft technologies. The lander vehicle, propelled by a LOX/Methane engine and sized to carry a 500kg payload to the lunar surface, provides a platform for bringing technologies from the laboratory into an integrated flight system at relatively low cost. Designed, developed, manufactured and operated in-house by engineers at Johnson Space Center, the initial flight test campaign began on-site at JSC less than one year after project start. After two years of testing, including two major upgrade periods, and recovery from a test crash that caused the loss of a vehicle, flight testing will evolve to executing autonomous flights simulating a 500m lunar approach trajectory, hazard avoidance maneuvers, and precision landing, incorporating the Autonomous Landing and Hazard Avoidance (ALHAT) sensor suite. These free-flights are conducted at a simulated planetary landscape built at Kennedy Space Center's Shuttle Landing Facility. The Morpheus Project represents a departure from recent NASA programs and projects that traditionally require longer development lifecycles and testing at remote, dedicated testing facilities. This paper expands on the project perspective that technologies offer promise, but capabilities offer solutions. It documents the integrated testing campaign, the infrastructure and testing facilities, and the technologies being evaluated in this testbed. The paper also describes the fast pace of the project, rapid prototyping, frequent testing, and lessons learned during this departure from the traditional engineering development process at NASA's Johnson Space Center.

  16. Twain's "Hannibal." Learning Page Lesson Plan.

    Science.gov (United States)

    Wood, Jan; Thiese, Norma

    Writers are influenced by their environment including family, community, lifestyle, or location. One such writer was Mark Twain. With this lesson plan the learner will become familiar with and analyze life around Mark Twain's hometown, Hannibal, Missouri, during the latter half of the 19th century by using various online and print resources to…

  17. Teaching about Terrorism: Lessons Learned at SWOTT

    Science.gov (United States)

    Miller, Gregory D.

    2009-01-01

    This article discusses some of the challenges and lessons for teaching undergraduate-level courses related to terrorism. The author outlines some of the primary issues that instructors can expect to face, and provides strategies for dealing with several of these challenges. The goal is to relay useful information to those teaching, or planning to…

  18. Qualification and Lessons Learned with Space Flight Fiber Optic Components

    Science.gov (United States)

    Ott, Melanie

    2007-01-01

    This presentation covers lessons learned during the design, development, manufacturing and qualification of space flight fiber optic components. Changes at NASA, including short-term projects and decreased budgets have brought about changes to vendors and parts. Most photonics for NASA needs are now commercial off the shelf (COTS) products. The COTS Tecnology Assurance approach for space flight and qualification plans are outlined.

  19. Graph analytics-lessons learned and challenges ahead.

    Science.gov (United States)

    Pak Chung Wong; Chaomei Chen; Gorg, C; Shneiderman, B; Stasko, J; Thomas, J

    2011-01-01

    Lessons learned from developing four graph analytics applications reveal good research practices and grand challenges for future research. The application domains include electric-power-grid analytics, social-network and citation analytics, text and document analytics, and knowledge domain analytics.

  20. Learning Style Responses to an Online Soil Erosion Lesson

    Science.gov (United States)

    Mamo, Martha; Kettler, Timothy; Hussman, Dann

    2005-01-01

    Our objective was to evaluate responses from students with different learning styles to the use of computer technology as a supplemental tool in teaching soil erosion concepts. The online lesson utilized photographs, illustrations, animations, and an interactive model that allowed students to manipulate factors influencing soil erosion. Students…

  1. Writing Learning Outcomes for English Language Lessons in Multilingual Schools

    Science.gov (United States)

    Jones, Sally Ann

    2016-01-01

    This article proposes a pedagogic innovation in teacher education by articulating a method for writing learning outcomes for English language lessons in multilingual school contexts. The argument for this approach is founded on curriculum studies; however, the practice also draws specifically on applied psycholinguistic and sociolinguistic…

  2. Lessons Learned from a Tiered Service Delivery Implementation Project

    Science.gov (United States)

    Johnson, Evelyn S.; Pool, Juli L.; Carter, Deborah R.

    2012-01-01

    Tiered models of service delivery for both academics and behavior are being increasingly adopted across the nation, and discussions of how to implement these models effectively and simultaneously are growing. In this article, the authors share some lessons learned from a 2-year implementation project to implement a comprehensive (both academic and…

  3. Lessons Learned About Providing Laptops for All Students

    Science.gov (United States)

    Bonifaz, Alejandra; Zucker, Andrew

    2004-01-01

    As a way of helping states and districts interested in laptop initiatives, the Northeast and the Islands Regional Technology in Education Consortium (NEIRTEC) has reviewed lessons learned to date from many laptop initiatives around the country and has prepared this guide. Drawn from articles and reports about current and past programs (see…

  4. The Virginia Generalist Initiative: Lessons Learned in a Statewide Consortium.

    Science.gov (United States)

    Morse, R. Michael; Plungas, Gay S.; Duke, Debra; Rollins, Lisa K.; Barnes, H. Verdain; Brinson, Betsy K.; Martindale, James R.; Marsland, David W.

    1999-01-01

    To increase supply of generalist physicians, three state-supported Virginia medical schools formed a partnership with governmental stakeholders in the Generalist Physician Initiative. Lessons learned concerning stakeholder participation in planning, shared philosophical commitment, support for risk-taking, attitudes toward change, and trust are…

  5. Briefing: Lessons learned from failures of flood defences

    NARCIS (Netherlands)

    Jonkman, S.N.; Schweckendiek, T.

    2015-01-01

    Failure of flood defences during extreme events can lead to enormous damage and loss of life. This paper presents lessons learned from investigations of flood events over recent years, including the 2005 flooding in New Orleans, USA, caused by hurricane Katrina. Based on these findings, new developm

  6. Effective Broader Impacts - Lessons Learned by the Ocean Science Community

    Science.gov (United States)

    Scowcroft, G.

    2014-12-01

    Effective broader impact activities have the potential for scientists to engage with educators, students, and the public in meaningful ways that lead to increased scientific literacy. These interactions provide opportunities for the results and discoveries of federally funded research projects, along with their implications for society, to reach non-scientist audiences. This is especially important for climate, ocean, and environmental science research that will aid citizens in better understanding how they affect Earth's systems and how these systems affect their daily lives. The National Centers for Ocean Sciences Excellence (COSEE) Network has over 12 years of experience in conducting successful broader impact activities and has provided thousands of ocean scientists the opportunity to share the fruits of their research well beyond the scientific enterprise. COSEE evaluators and principal investigators collaborated over several years to determine the impacts of COSEE broader impact activities and to identify best practices. The lessons learned by the ocean science community can help to inform other disciplines. Fruitful broader impact activities require key elements, no matter the composition of the audience. For example, a high degree of success can be achieved when a "bridge builder" facilitates the interactions between scientists and non-science audiences. This presentation will offer other examples of best practices and successful strategies for engaging scientists in broader impact activities, increasing societal impacts of scientific research, and providing opportunities for collaboration on a national scale. http://www.cosee.net

  7. Lessons Learned on Communication and Engagement for Educator Evaluation: Colorado Case Study. Policy-to-Practice Brief

    Science.gov (United States)

    Behrstock-Sherratt, Ellen; Biggers, Kietha; Fetters, Jenni

    2012-01-01

    With many efforts underway across the United States, state education agency (SEA) leaders have the opportunity to utilize the expertise of their contacts in other SEAs and regional comprehensive centers (RCCs) in their region and throughout the country to exchange ideas and share the lessons they have learned about involving stakeholders in…

  8. Lessons Learned From 104 Years of Mobile Observatories

    Science.gov (United States)

    Miller, S. P.; Clark, P. D.; Neiswender, C.; Raymond, L.; Rioux, M.; Norton, C.; Detrick, R.; Helly, J.; Sutton, D.; Weatherford, J.

    2007-12-01

    Interoperability (MMI) community. All objects are tagged with an expert level, thus serving an educational audience, as well as research users. After staging, publication into the digital library is completely automated. The technical challenges have been largely overcome, thanks to a scalable, federated digital library architecture from the San Diego Supercomputer Center, implemented at SIO, WHOI and other sites. The metadata design is flexible, supporting modular blocks of metadata tailored to the needs of instruments, samples, documents, derived products, cruises or dives, as appropriate. Controlled metadata vocabularies, with content and definitions negotiated by all parties, are critical. Metadata may be mapped to required external standards and formats, as needed. Cultural Lessons Learned: The cultural challenges have been more formidable than expected. They became most apparent during attempts to categorize and stage digital data objects across two institutions, each with their own naming conventions and practices, generally undocumented, and evolving across decades. Whether the questions concerned data ownership, collection techniques, data diversity or institutional practices, the solution involved a joint discussion with scientists, data managers, technicians and archivists, working together. Because metadata discussions go on endlessly, significant benefit comes from dictionaries with definitions of all community-authorized metadata values.

  9. Lessons We Learned Designing and Building the Chandra Telescope

    Science.gov (United States)

    Arenberg, Jonathan; Matthews, Gary; Atkinson, C.; Cohen, L.; Golisano, C.; Havey, K.; Hefner, K.; Jones, C.; Kegley, J.; Knollenberg, P.; Lavoie, T.; Oliver, J.; Plucinsky, P.; Tananbaun, H.; Texter, S.; Weisskopf, M.

    2014-01-01

    2014 marks the crystal (15th) anniversary of the launch of the Chandra X-ray Observatory. This paper offers some of the major lessons learned by some of the key members of the Chandra Telescope team. We offer some of the lessons gleaned from our experiences developing, designing, building and testing the telescope and its subsystems, with 15 years of hindsight. Among the topics to be discussed are the early developmental tests, known as VETA-I and VETA-II, requirements derivation, the impact of late requirements and reflection on the conservatism in the design process.

  10. Lessons learned from the NREL village power program

    Energy Technology Data Exchange (ETDEWEB)

    Taylor, R.W. [National Renewable Energy Lab., Golden, CO (United States)

    1998-09-01

    Renewable energy solutions for village power applications can be economical, functional, and sustainable. Pilot projects are an appropriate step in the development of a commercially viable market for rural renewable energy solutions. Moreover, there are a significant number of rural electrification projects under way that employ various technologies, delivery mechanisms, and financing arrangements. These projects, if properly evaluated, communicated, and their lessons incorporated in future projects and programs, can lead the way to a future that includes a robust opportunity for cost-effective, renewable-based village power systems. This paper summarizes some of NREL`s recent experiences and lessons learned.

  11. Developing Student-Centered Learning Model to Improve High Order Mathematical Thinking Ability

    Science.gov (United States)

    Saragih, Sahat; Napitupulu, Elvis

    2015-01-01

    The purpose of this research was to develop student-centered learning model aiming to improve high order mathematical thinking ability of junior high school students of based on curriculum 2013 in North Sumatera, Indonesia. The special purpose of this research was to analyze and to formulate the purpose of mathematics lesson in high order…

  12. Lessons from Learning to Have Rational Expectations

    OpenAIRE

    Lindh, Thomas

    1989-01-01

    This paper reviews a growing literature investigating how economic agents may learn rational expectations. Fully rational learning requires implausible initial information assumptions, therefore some form of bounded rationality has come into focus. Such learning models often converge to rational expectations equilibria within certain bounds. Convergence analysis has been much simplified by methods from adaptive control theory. Learning stability as a correspondence principle show some promise...

  13. Refueling Infrastructure for Alternative Fuel Vehicles: Lessons Learned for Hydrogen; Workshop Proceedings

    Energy Technology Data Exchange (ETDEWEB)

    Melaina, M. W.; McQueen, S.; Brinch, J.

    2008-07-01

    DOE sponsored the Refueling Infrastructure for Alternative Fuel Vehicles: Lessons Learned for Hydrogen workshop to understand how lessons from past experiences can inform future efforts to commercialize hydrogen vehicles. This report contains the proceedings from the workshop.

  14. Influences of Multimedia Lesson Contents On Effective Learning

    Directory of Open Access Journals (Sweden)

    Tuncay Yavuz Ozdemir

    2013-11-01

    Full Text Available In the information era that we experience today, there is a rapid change in the methods, techniques and materials used for education and teaching. The usage of information and communication technology-assisted teaching materials are becoming more commonplace. Parallel to these developments, the Ministry of National Education took steps to develop IT substructures of all schools in the country and implemented many projects. The purpose of this study is to determine whether or not the multimedia lesson content used by teachers affect effective learning. This study is a qualitative study, conducted with 45 teachers working in primary schools during the 2011-2012 academic year. According to the study findings, participants believe that using multimedia lesson content during lectures increases student motivation, makes students more curious and interested, and think that using multimedia lesson content has positive effects.

  15. After-Action Reports: Capturing Lessons Learned and Identifying Areas for Improvement. Lessons Learned from School Crises and Emergencies. Volume 2, Issue 1, 2007

    Science.gov (United States)

    US Department of Education, 2007

    2007-01-01

    "Lessons Learned" is a series of publications that are a brief recounting of actual school emergencies and crises. This issue of "Lessons Learned" addresses after-action reports, which are an integral part of the emergency preparedness planning continuum and support effective crisis response. After-action reports have a threefold purpose. They…

  16. Bringing Research into Educational Practice: Lessons Learned

    Science.gov (United States)

    Hille, Katrin

    2011-01-01

    Bringing research into educational practice is necessary but does not happen automatically. The Transfercenter for Neuroscience and Learning, at the University of Ulm in Germany, is set up to transfer (neuro)scientific knowledge into educational practice. In doing so we have learned why this does not happen automatically, and have tried to make…

  17. Summary of Planned Implementation for the HTGR Lessons Learned Applicable to the NGNP

    Energy Technology Data Exchange (ETDEWEB)

    Ian Mckirdy

    2011-09-01

    This document presents a reconciliation of the lessons learned during a 2010 comprehensive evaluation of pertinent lessons learned from past and present high temperature gas-cooled reactors that apply to the Next Generation Nuclear Plant Project along with current and planned activities. The data used are from the latest Idaho National Laboratory research and development plans, the conceptual design report from General Atomics, and the pebble bed reactor technology readiness study from AREVA. Only those lessons related to the structures, systems, and components of the Next Generation Nuclear Plant (NGNP), as documented in the recently updated lessons learned report are addressed. These reconciliations are ordered according to plant area, followed by the affected system, subsystem, or component; lesson learned; and finally an NGNP implementation statement. This report (1) provides cross references to the original lessons learned document, (2) describes the lesson learned, (3) provides the current NGNP implementation status with design data needs associated with the lesson learned, (4) identifies the research and development being performed related to the lesson learned, and (5) summarizes with a status of how the lesson learned has been addressed by the NGNP Project.

  18. Learning in Plants: Lessons from Mimosa pudica

    Directory of Open Access Journals (Sweden)

    Charles Ira Abramson

    2016-03-01

    Full Text Available This article provides an overview of the early Mimosa pudica literature; much of which is in journals not easily accessible to the reader. In contrast to the contemporary plant learning literature which is conducted primarily by plant biologists, this early literature was conducted by comparative psychologists whose goal was to search for the generality of learning phenomena such as habituation, and classical conditioning using experimental designs based on animal conditioning studies. In addition to reviewing the early literature, we hope to encourage collaborations between plant biologists and comparative psychologists by familiarizing the reader with issues in the study of learning faced by those working with animals. These issues include no consistent definition of learning phenomena and an overreliance on the use of cognition. We suggested that greater collaborative efforts be made between plant biologists and comparative psychologists if the study of plant learning is to be fully intergraded into the mainstream behavior theory.

  19. Learning in Plants: Lessons from Mimosa pudica.

    Science.gov (United States)

    Abramson, Charles I; Chicas-Mosier, Ana M

    2016-01-01

    This article provides an overview of the early Mimosa pudica literature; much of which is in journals not easily accessible to the reader. In contrast to the contemporary plant learning literature which is conducted primarily by plant biologists, this early literature was conducted by comparative psychologists whose goal was to search for the generality of learning phenomena such as habituation, and classical conditioning using experimental designs based on animal conditioning studies. In addition to reviewing the early literature, we hope to encourage collaborations between plant biologists and comparative psychologists by familiarizing the reader with issues in the study of learning faced by those working with animals. These issues include no consistent definition of learning phenomena and an overreliance on the use of cognition. We suggested that greater collaborative efforts be made between plant biologists and comparative psychologists if the study of plant learning is to be fully intergraded into the mainstream behavior theory. PMID:27065905

  20. Safety and Mission Assurance for In-House Design Lessons Learned from Ares I Upper Stage

    Science.gov (United States)

    Anderson, Joel M.

    2011-01-01

    This viewgraph presentation identifies lessons learned in the course of the Ares I Upper Stage design and in-house development effort. The contents include: 1) Constellation Organization; 2) Upper Stage Organization; 3) Presentation Structure; 4) Lesson-Importance of Systems Engineering/Integration; 5) Lesson-Importance of Early S&MA Involvement; 6) Lesson-Importance of Appropriate Staffing Levels; 7) Lesson-Importance S&MA Team Deployment; 8) Lesson-Understanding of S&MA In-Line Engineering versus Assurance; 9) Lesson-Importance of Close Coordination between Supportability and Reliability/Maintainability; 10) Lesson-Importance of Engineering Data Systems; 11) Lesson-Importance of Early Development of Supporting Databases; 12) Lesson-Importance of Coordination with Safety Assessment/Review Panels; 13) Lesson-Implementation of Software Reliability; 14) Lesson-Implementation of S&MA Technical Authority/Chief S&MA Officer; 15) Lesson-Importance of S&MA Evaluation of Project Risks; 16) Lesson-Implementation of Critical Items List and Government Mandatory Inspections; 17) Lesson-Implementation of Critical Items List Mandatory Inspections; 18) Lesson-Implementation of Test Article Safety Analysis; and 19) Lesson-Importance of Procurement Quality.

  1. LESSONS LEARNED Biosurveillance Mobile App Development Intern Competition (Summer 2013)

    Energy Technology Data Exchange (ETDEWEB)

    Noonan, Christine F.; Henry, Michael J.; Corley, Courtney D.

    2014-01-14

    The purpose of the lessons learned document for the BEOWulf Biosurveillance Mobile App Development Intern Competition is to capture the project’s lessons learned in a formal document for use by other project managers on similar future projects. This document may be used as part of new project planning for similar projects in order to determine what problems occurred and how those problems were handled and may be avoided in the future. Additionally, this document details what went well with the project and why, so that other project managers may capitalize on these actions. Project managers may also use this document to determine who the project team members were in order to solicit feedback for planning their projects in the future. This document will be formally communicated with the organization and will become a part of the organizational assets and archives.

  2. Lessons Learned Implementing Multi-Mission Sequencing Software

    Science.gov (United States)

    Needles, Laura M.

    2005-01-01

    This paper will describe the software and its uses to provide context for its criticality. The different approaches that have been taken to implement the software in a multi-mission format will be outlined. The advantages and disadvantages as well as the lessons learned during development and maintenance of these different architectures will be discussed, Finally. the use of multi-mission software in operations and the lessons learned from using it will be discussed.This paper will provide valuable information to organizations exploring the use of multi-mission software. regardless of whether the change is to minimize spacecraft ground software development time or cost reduction. Similarly. the paper will provide insight into some of the steps that can be taken during software development and operational use that will minimize difficulty later.

  3. Identifying and Addressing Lessons Learned from Plant Modification Programs

    International Nuclear Information System (INIS)

    Utilities are Modifying Plant Systems and Control Rooms. This has Impacts on Human Factors and on facility personnel. NRC has been studying plant modification and modernization programs to identify safety significant human performance impacts on facility personnel. In addition to human performance impacts, other consistent observations emerged which are summarized in 10 lessons learned divided into two categories: A - Impact on Individual and Team Performance (1. Impact of modifications on personnel performance is not always obvious, 2. Plant personnel come to favor new technology, but may not at first, 3. Even new technology can be poorly designed from a human factors standpoint, 4. New technology has unanticipated consequences, 5.Personnel do not use HSIs in the way designers expect). B - Organizational and Programmatic Considerations (7. Knowledge gaps early in a modification project can be problematic, 7. Involvement of plant personnel increases over time and is usually more than what is expected, 8. End-point vision is often not achieved, 9. Computer-based systems may change staffing, training, and procedure requirements, 10. Coordination of plant modification with training and operational requirements is difficult). Lesson have implications for both plant safety and production missions. Learning the lessons and how to address them can ensure that the benefits of plant modifications are achieved. Characteristics of Effective Human Factors Engineering Programs: - Human factors program should be follow a top-down model; - Human factors should be considered a life-cycle process; - A graded approach should be used. The US NRC design review process reflects these characteristics: - Review process is designed to correlate with and track the design process; - Flexible, graded, risk-informed application. The addressing lessons are: - Impact of modifications on personnel performance is not always obvious; - Plant personnel come to favor new technology, but may not at

  4. Designing nursing learning centers of the future.

    Science.gov (United States)

    Billings, D M

    1996-01-01

    As Drucker notes in The Atlantic Monthly (1994:53), the 21st century will be one of transformations and challenges. Nurse educators will need to think through the purposes, values, and content of educational programs and lifelong learning opportunities. Nurse educators as knowledge workers must prepare to meet challenges by developing nursing learning centers for future needs. Whereas a bold vision of the future, concrete plans that a customer driven, and monitoring for improvement are important, the nurse educator as manager/dean/director for the learning center and faculty teaching here will be key to facilitating nursings' transformation into the information age. PMID:8904359

  5. Savannah River Site environmental restoration lessons learned program

    International Nuclear Information System (INIS)

    For the past three years environmental restoration has been formally consolidated at Savannah River Site. Accomplishments include waste site investigations to closure activities. Positive, as well as negatively impacting, events have occurred. Until recently, lessons learned were captured on a less than formal basis. Now, a program based upon critiques, evaluations and corrective actions is being used. This presentation reviews the development, implementation and use of that program

  6. Global Innovation – Lessons Learned from the Novo Nordisk Case

    Directory of Open Access Journals (Sweden)

    Nina BIRKMOSE

    2011-06-01

    Full Text Available This paper looks at the possibilities of Western multinationals to efficiently and effectively relocate research and development to emerging markets. In order to exemplify the findings, we will use the case of Danish pharmaceutical company Novo Nordisk and their approach to the Chinese market. Thus, the research question of this paper is: Which lessons are to be learned from the case of Novo Nordisk in China?

  7. Learning from Asia's success beyond simplistic 'lesson-making'

    OpenAIRE

    Hobday, Mike

    2011-01-01

    Many international organizations, governments and academics concerned with economic development look to Asia's success, recommending that other poor countries follow similar models and paths of development. This study argues that such Asian 'lesson-making' is a grave mistake in policy-thinking - and in the historical understanding of the nature and process of development. In identifying what we can and cannot learn from the Asian experience, this study examines the various paths of successful...

  8. Lessons Learned from Recent Failure and Incident Investigations of Composite Structures

    Science.gov (United States)

    Ransom, J. B.; Glaessgen, E. H.; Raju, L. S.; Knight, N. F., Jr.; Reeder, J. R.

    2008-01-01

    During the past few decades, NASA Langley Research Center (LaRC) has supported several large-scale failure and incident investigations and numerous requests for engineering consultations. Although various extenuating circumstances contributed to each of these incidents, in all cases, the failure resulted from accumulation and/or propagation of damage that reduced the load carrying capability of the structure to a level below that which was needed to sustain structural loads. A brief overview of various failure and incident investigations supported by LaRC, including some of the computational and experimental methodologies that have been applied, is presented. An important outcome of many of these failure and incident investigations is the development of an improved understanding of not only the state-of-the-art in experimental and analytical methods but also the state-of-the-art in the design and manufacturing processes that may contribute to such failures. In order to provide insight into such large-scale investigations, a series of lessons learned were captured. Awareness of these lessons learned is highly beneficial to engineers involved in similar investigations. Therefore, it is prudent that the lessons learned are disseminated such that they can be built upon in other investigations and in ensuing research and development activities.

  9. Team learning center design principles

    Energy Technology Data Exchange (ETDEWEB)

    Daily, B.; Loveland, J.; Whatley, A. [New Mexico State Univ., Las Cruces, NM (United States)] [and others

    1995-06-01

    This is a preliminary report of a multi-year collaboration of the authors addressing the subject: Can a facility be designed for team learning and would it improve the efficiency and effectiveness of team interactions? Team learning in this context is a broad definition that covers all activities where small to large groups of people come together to work, to learn, and to share through team activities. Multimedia, networking, such as World Wide Web and other tools, are greatly enhancing the capability of individual learning. This paper addresses the application of technology and design to facilitate group or team learning. Many organizational meetings need tens of people to come together to do work as a large group and then divide into smaller subgroups of five to ten to work and then to return and report and interact with the larger group. Current facilities were not, in general, designed for this type of meeting. Problems with current facilities are defined and a preliminary design solution to many of the identified problems is presented.

  10. Lessons learned -- NREL Village Power Program

    Energy Technology Data Exchange (ETDEWEB)

    Flowers, L.

    1998-07-01

    In 1993, a workshop was convened at the National Renewable Energy Laboratory (NREL) to discuss the issues of applying renewable energy in a sustainable manner to international rural development. One of the summary recommendations was that NREL could assist in the renewable energy for rural electrification effort by developing and supplying six related activities: resource assessment, comparative analysis and modeling, performance monitoring and analysis, pilot project development, internet-based project data, communications, and training. In response to this recommendation, NREL launched its Village Power Program consisting of these activities that cut across NREL technologies and disciplines. Currently NREL is active in 20 countries, with pilot projects in 12 of those countries. At this time the technologies include photovoltaics, wind, biomass, and hybrids. The rural applications include home lighting and communications, water pumping, schools and health posts, battery charging stations, ecotourism, and village systems. These pilot projects are central to the renewable energy village power development through the demonstration of three aspects critical to replication and implementation of the projects on a significant scale. The three aspects are technical functionality, economic competitiveness, and institutional sustainability. It is important to note that the pilot projects from which NREL's experience has been gained were funded and, in many cases, developed by other organizations and agencies. NREL's role has been one of technical assistance or project management or both. The purpose of this paper is to describe the lessons NREL staff has gleaned from their participation in the various pilot projects. The author hopes that these lessons will help the Renewable Energy-Based Rural Electrification (RERE) community in implementing sustainable projects that lead to replication.

  11. A summary of lessons learned activities conducted at the OECD Halden Reactor Project

    Energy Technology Data Exchange (ETDEWEB)

    Hallbert, B.P. [OECD Halden Reactor Project (Norway)

    1997-02-01

    A series of lessons learned studies have been conducted at the OECD Halden Reactor Project. The purpose of these lessons learned reports are to summarize knowledge and experience gained across a number of research project. This paper presents a summary of main issues addressed in four of these lessons learned projects. These are concerned with software development and quality assurance, software reliability, methods for test and evaluation of developed systems, and the evaluation of system design features.

  12. A summary of lessons learned activities conducted at the OECD Halden Reactor Project

    International Nuclear Information System (INIS)

    A series of lessons learned studies have been conducted at the OECD Halden Reactor Project. The purpose of these lessons learned reports are to summarize knowledge and experience gained across a number of research project. This paper presents a summary of main issues addressed in four of these lessons learned projects. These are concerned with software development and quality assurance, software reliability, methods for test and evaluation of developed systems, and the evaluation of system design features

  13. Lessons learned from case studies of inhalation exposures of workers to radioactive aerosols

    Energy Technology Data Exchange (ETDEWEB)

    Hoover, M.D.; Fencl, A.F.; Newton, G.J. [and others

    1995-12-01

    Various Department of Energy requirements, rules, and orders mandate that lessons learned be identified, evaluated, shared, and incorporated into current practices. The recently issued, nonmandatory DOE standard for Development of DOE Lessons Learned Program states that a DOE-wide lessons learned program will {open_quotes}help to prevent recurrences of negative experiences, highlight best practices, and spotlight innovative ways to solve problems or perform work more safely, efficiently, and cost effectively.{close_quotes} Additional information about the lessons learned program is contained in the recently issued DOE handbook on Implementing U.S. Department of Energy Lessons Learned Programs and in October 1995 DOE SAfety Notice on Lessons Learned Programs. This report summarizes work in progress at ITRI to identify lessons learned for worker exposures to radioactive aerosols, and describes how this work will be incorporated into the DOE lessons learned program, including a new technical guide for measuring, modeling, and mitigating airborne radioactive particles. Follow-on work is focusing on preparation of {open_quotes}lessons learned{close_quotes} training materials for facility designers, managers, health protection professionals, line supervisors, and workers.

  14. Developing Learner Centered Action Learning Model

    Directory of Open Access Journals (Sweden)

    Chalard Chantarasombat

    2011-01-01

    Full Text Available Problem statement: This study aimed to examine the effects of using Learner Centered Action Learning Model. The research was research and development by applying Participatory Action Research method. Instruments used were an achievement test, a questionnaire on students’ satisfaction and focused group discussion. Approach: The statistic included the Mean, Standard Deviation, effectiveness index and Dependent Sample t-test. The results revealed that the learning model had 2 Key factors: PAR with 6 stages and using the model with 21 sub activity together with learning activity organization showing efficiency in cognitive domain, psychomotor domain, affective domain, effectiveness index and learning retention. Result: The students showed their satisfaction at the highest Level. The factors of success included: Participation in actions of the participants and researcher, responsibility and learning climate. Conclusion: The factor of success in knowledge management outcome on Learner Centered Action Learning with the product after using Participatory Action Research aligned with learning activity implementation, consisted of Key aspects as: (1 the participation in performance practice, (2 the awareness, feeling, thinking, good attitude, responsibility in the course they were studying both of individual performance and group performance, (3 the persistence in acting for achieving common agreement, (4 the learning climate, the instructor was a facilitator encouraging for learning in program, including textbook of he course, media and instrument to search for, AAR and case study from the senor cohorts for comparing the quality of their performances, (5 the evaluation and conclusion of implementation in outcome Learner Centered Action Learning Model regarding to knowledge, feeling and skill of practice in field performance, (6 sharing among the students, instructors and learning network.

  15. Building a Virtual Solar Observatory: Lessons Learned

    Science.gov (United States)

    Bogart, R. S.; Tian, K. Q.; Davey, A.; Dimitoglou, G.; Gurman, J. B.; Hill, F.; Hourclé, J.; Martens, P. C.; Suárez-Sola, I.; Wampler, S.; Yoshimura, K.

    2005-05-01

    Two years into its development, the VSO has emerged from a drawing board concept into a full-fledged data query and data delivery system serving the Solar Physics community. Throughout its development, the VSO has lived up to its `small box' motto and has built light-weight servers that can easily run on a desktop or laptop. The two basic functions of the VSO are data query and data delivery. For these functions, the VSO servers act like switchboards, dispatching query/data requests to relevant data providers. More important, these servers present an abstraction that integrates diverse data archives, thus reducing complexity. The design of the VSO has evolved during its implementation in response to difficulties and user feedback. We discuss the changes in areas such as the data model, user interface, and performance. These lessons should be of interest to people designing and building other virtual observatories. We also discuss challenges and opportunities we foresee as the VSO becomes a significant and enabling research tool.

  16. Barriers, strategies, and lessons learned from complementary and alternative medicine curricular initiatives.

    Science.gov (United States)

    Sierpina, Victor S; Schneeweiss, Ronald; Frenkel, Moshe A; Bulik, Robert; Maypole, Jack

    2007-10-01

    Fifteen U.S. academic programs were the recipients of a National Center for Complementary and Alternative Medicine R25 Education Grant Program to introduce curricular changes in complementary and alternative medicine (CAM) in their institutions. The authors describe the lessons learned during the implementation of these CAM education initiatives. Principal investigators identified these lessons along with discovered barriers and strategies, both those traditionally related to medical and nursing education and those unique to CAM education. Many lessons, barriers, and strategies were common across multiple institutions. Most significant among the barriers were issues such as the resistance by faculty; the curriculum being perceived as too full; presenting CAM content in an evidence-based and even-handed way; providing useful, reliable resources; and developing teaching and assessment tools. Strategies included integration into existing curriculum; creating increased visibility of the curriculum; placing efforts into faculty development; cultivating and nurturing leadership at all levels in the organization, including among students, faculty, and administration; providing access to CAM-related databases through libraries; and fostering efforts to maintain sustainability of newly established CAM curricular elements through institutionalization and embedment into overall educational activities. These lessons, along with some detail on barriers and strategies, are reported and summarized here with the goal that they will be of practical use to other institutions embarking on new CAM education initiatives. PMID:17895653

  17. Learning System Center App Controller

    CERN Document Server

    Naeem, Nasir

    2015-01-01

    This book is intended for IT professionals working with Hyper-V, Azure cloud, VMM, and private cloud technologies who are looking for a quick way to get up and running with System Center 2012 R2 App Controller. To get the most out of this book, you should be familiar with Microsoft Hyper-V technology. Knowledge of Virtual Machine Manager is helpful but not mandatory.

  18. The learning teacher in a collaborative lesson study team within the context of mathematics

    NARCIS (Netherlands)

    Goei, Sui Lin; Verhoef, Nellie

    2015-01-01

    This paper summarises results of two studies on teachers’ learning when participating in a collaborative Lesson Study team within the context of mathematics teaching. In study one, Lesson Study was used in the classic way of preparing, designing, executing and reflecting on the research lesson. Teac

  19. Lessons Learned from the Collaborative Writing Process

    Science.gov (United States)

    Bhavsar, Victoria; Ahn, Ruth

    2013-01-01

    We reflect on how to implement the instrumental aspect of collaborative writing in such a way that the developmental aspect of collaborative writing is maximally fostered, based on conditions necessary for socially constructed learning. We discuss four instrumental strategies that bolster mutual ownership of the writing and protect the social…

  20. Lessons Learned from One-to-One

    Science.gov (United States)

    McLester, Susan

    2011-01-01

    When in 2002 Maine launched its pioneering Maine Learning Technology Initiative (MLTI) that equipped every one of the state's 30,000 seventh- and eighth-grade public school students and teachers with their own Apple iBook, all eyes were on the endeavor. As the first statewide one-to-one deployment, MLTI's $37 million education experiment…

  1. Lessons from a Global Learning Virtual Classroom

    Science.gov (United States)

    Patterson, Lynn M.; Carrillo, Paula Botero; Salinas, Rigoberto Solano

    2012-01-01

    As institutions of higher education adopt more global learning initiatives to improve global competencies and increase global citizenship among their students, the creative implementation of intercultural exchanges is critical. This article is a reflection on the experiences of implementing a virtual classroom linking students at Kennesaw State…

  2. Facilitating Interdisciplinary Learning: Lessons from Project Kaleidoscope

    Science.gov (United States)

    Kezar, Adrianna; Elrod, Susan

    2012-01-01

    Many major funding organizations, policymakers, government agencies, and other higher education stakeholders want higher education to encourage interdisciplinary learning so that students graduate with the requisite skills to take on complex jobs in science, policy, business, and industry. Calls for this kind of change have been most urgent within…

  3. Secondary Teacher Candidates' Lesson Planning Learning

    Science.gov (United States)

    Santoyo, Christina; Zhang, Shaoan

    2016-01-01

    Teacher candidates (TCs) use clinical experiences to enact concepts taught in their university courses; therefore field experiences may be the most important component of teacher preparation (Hammerness et al., 2005). TCs require support and guidance as they learn to adapt curriculum materials for effective use in the classroom (Davis, 2006). They…

  4. Lessons learned about ageing and gerontological nursing in South Africa

    Directory of Open Access Journals (Sweden)

    Staja Q. Booker

    2015-02-01

    Full Text Available Background: The unprecedented global growth in older adults merits high-quality gerontological nursing care. As gerontological nursing grows in visibility in developed and developing countries, nurses must possess a broader worldview of ageing with knowledge of physiological, psychosocial, and cultural issues.Purpose: The purpose of this article is to: (1 highlight lessons learned on differences and similarities in ageing and care of older adults in the United States of America (USA and South Africa (SA; and (2 provide recommendations on how to advance gerontological nursingeducation in SA.Methods: A two-week international service-learning project was undertaken by visiting SA and learning about their nursing system and care of older adults. Service-learning is an innovative teaching-learning-service method that provided reflective and hands-on experience of gerontological nursing. This article provides a personal reflection of lessons learned about ageing and gerontological nursing during the service-learning project.Findings: Care of older adults in SA is in many ways different from and similar to that in the USA. Consequently global nurses should recognise those differences and provide culturally appropriate care. This service-learning experience also demonstrated the need for gerontological nursing education in SA. Based on this, recommendations on how to infuse and advance gerontological nursing education in SA are provided.Conclusion: Caring for older adults in a global context requires knowledge and understanding of cultures and their values and practices. With a growing population of diverse older adults, there is a need for incorporation

  5. Lessons learned from case studies of inhalation exposures of workers to radioactive aerosols

    International Nuclear Information System (INIS)

    Various Department of Energy requirements, rules, and orders mandate that lessons learned be identified, evaluated, shared, and incorporated into current practices. The recently issued, nonmandatory DOE standard for Development of DOE Lessons Learned Program states that a DOE-wide lessons learned program will open-quotes help to prevent recurrences of negative experiences, highlight best practices, and spotlight innovative ways to solve problems or perform work more safely, efficiently, and cost effectively.close quotes Additional information about the lessons learned program is contained in the recently issued DOE handbook on Implementing U.S. Department of Energy Lessons Learned Programs and in October 1995 DOE SAfety Notice on Lessons Learned Programs. This report summarizes work in progress at ITRI to identify lessons learned for worker exposures to radioactive aerosols, and describes how this work will be incorporated into the DOE lessons learned program, including a new technical guide for measuring, modeling, and mitigating airborne radioactive particles. Follow-on work is focusing on preparation of open-quotes lessons learnedclose quotes training materials for facility designers, managers, health protection professionals, line supervisors, and workers

  6. Learn a lesson from industry. Future planning.

    Science.gov (United States)

    Bohlmann, R C

    1985-01-01

    The future need not be viewed as gloomy. In fact, competition creates opportunity. The experience of the manufacturing industry during the last sixty years has been a foreshadowing for the healthcare industry. Successful corporations have emerged from the recession knowing exactly who they are, what their market is, and where they are going. The healthcare industry can learn a great deal from these experiences. The author offers seven steps to medical groups that wish to logically relate to their future.

  7. Climate services: Lessons learned and future prospects

    Science.gov (United States)

    Brasseur, Guy P.; Gallardo, Laura

    2016-03-01

    This perspective paper reviews progress made in the last decades to enhance the communication and use of climate information relevant to the political and economic decision process. It focuses, specifically, on the creation and development of climate services, and highlights a number of difficulties that have limited the success of these services. Among them are the insufficient awareness by societal actors of their vulnerability to climate change, the lack of relevant products and services offered by the scientific community, the inappropriate format in which the information is provided, and the inadequate business model adopted by climate services. The authors suggest that, to be effective, centers should host within the same center a diversity of staff including experts in climate science, specialists in impact, adaptation, and vulnerability, representatives of the corporate world, agents of the public service as well as social managers and communication specialists. The role and importance of environmental engineering is emphasized.

  8. The development scale of learning strategies used in piano lesson

    Directory of Open Access Journals (Sweden)

    Özlem Kılınçer

    2013-03-01

    Full Text Available The aim of this study is to develop a valid and reliable measurement tool to designate the learning strategies exploited during the piano lesson by the answers of the students studying at the departments of music education. The sampling group is composed of 372 students of 5 music education departments around Turkey at second, third and fourth grades between 2010 and 2011. The scale which is developed for the study is based on the classification of the learning strategies by Weinstein and Meyer (1986. The phrases in the scale are determined via the essays of the students and screening of the literature. The hypothesis that each item is evaluating the related psychological formation is tested by confirmative factor analysis. The scale is made up of 5 sub-dimensions and 66 items. The factorial weights of items in the scale takes place between 0.452 and 0.802. The reliability coefficient for the scale (Cronbach alpha as a whole was 0.955. The confidence coefficients for sub-scales were determined as 0.940, 0.888, 0.858, 0.884 and 0.867. The results of the study suggests that this scale may help determining and assess the aplication levels of learning strategies exploited during the piano lesson and organizing the teaching and learning environment this direction.

  9. Education with SDSS Data: Activities and Lessons Learned

    Science.gov (United States)

    Raddick, M. J.

    2006-12-01

    We have been developing and maintaining the SkyServer web site (http://skyserver.sdss.org), which offers the complete dataset of the Sloan Digital Sky Survey to educators, for the past five years. We have developed tools for displaying and searching the data, both as images and measured parameters. We have also developed a set of exercises that use these data to teach science at levels from elementary school through introductory college. In this talk, we will demonstrate the resources we have made available, and we will discuss the lessons we have learned from developing and maintaining these resources. We hope that these lessons will be useful for other education and public outreach programs, and for teachers who want to use data from large astronomy surveys with their students.

  10. Energy market reform - lessons learned and next steps

    International Nuclear Information System (INIS)

    This presentation will be based on the World Energy Council's recently published report, Energy Market Reform: Lessons Learned and Next Steps with Special Emphasis on the Energy Access Problems of Developing Countries. The report draws on practical lessons from past studies carried out by the World Energy Council and on current experiences on the desirable architecture of market reforms in electricity and natural gas. The approach of the study was not to further deepen the analysis or to provide technical recommendations but rather, to build a debate guided by the common thread of energy security and end-user empowerment, highlighting the possible areas of conflict of interest and the broad solutions that might be chosen depending on the local circumstances for different parts of the energy chains. The ambition was to identify key concerns and to initiate a debate on possible answers.(author)

  11. Global Online Learning among Asia-Pacific Economies: Lessons Learned.

    Science.gov (United States)

    Treuhaft, Jack D.

    2000-01-01

    Discussion of online learning in a multicultural environment focuses on experiences with the Asian Pacific Economic Cooperation (APEC). Topics include technology problems; differences in learning styles; Web site use; cultural differences, and their influence on learning environments; and language considerations. (LRW)

  12. Sustainability, Organizational Learning, and Lessons Learned from Aviation

    Science.gov (United States)

    Pourdehnad, John; Smith, Peter A. C.

    2012-01-01

    Purpose: While the importance of organizational learning for sustainability has been stressed by a number of authors in the literature, the practicalities of how organizational leaders might foster such learning are seldom treated. This paper seeks to demonstrate that there is much that could be learned from the aviation industry about…

  13. Solid-State Lighting: Early Lessons Learned on the Way to Market

    Energy Technology Data Exchange (ETDEWEB)

    Sandahl, Linda J.; Cort, Katherine A.; Gordon, Kelly L.

    2013-12-31

    The purpose of this report is to document early challenges and lessons learned in the solid-state lighting (SSL) market development as part of the DOE’s SSL Program efforts to continually evaluate market progress in this area. This report summarizes early actions taken by DOE and others to avoid potential problems anticipated based on lessons learned from the market introduction of compact fluorescent lamps and identifies issues, challenges, and new lessons that have been learned in the early stages of the SSL market introduction. This study identifies and characterizes12 key lessons that have been distilled from DOE SSL program results.

  14. Oil field redevelopment -- some lessons learned

    International Nuclear Information System (INIS)

    This paper presents a summary of some oil field redevelopment experiences that resulted in unanticipated expenses or other inconveniences and consequently became learning experiences. Compared with many other types of contaminated properties, oil fields are relatively easy to remediate. The primary contaminant is crude oil ranging in nature from hard and weathered tar to fresh crude with a notable fraction of light end hydrocarbons. Groundwater is usually not impacted due to the low mobility and solubility of crude oil. Crude oil overall has a relatively low toxicity, is not considered a hazardous material and can usually be easily remediated using bioremediation. All of these factors contribute to the notion that oil fields are low risk in terms of cleanup. However, experience has shown that oil field redevelopment does have some risks as is illustrated by examples

  15. Lessons Learned in Student Venture Creation

    Science.gov (United States)

    Caner, Edward

    The Physics Entrepreneurship Master's Program (PEP) at Case Western Reserve University is now in its 15th year of operation. PEP is a 27 credit-hour Master of Science in Physics, Entrepreneurship Track. The curriculum can be tailored to the needs of each student. Coursework consists of graduate-level classes in science, business, intellectual property law, and innovation. A master's thesis is required that is based on a real-world project in innovation or entrepreneurship within an existing company or startup (possibly the student's). PEP faculty help students connect with mentors, advisors, partners, funding sources and job opportunities. In this talk I will chronicle several pitfalls that we have encountered with our ''real world'' student projects and start-up businesses, several of which met their complete demise despite showing great promise for success. I will discuss how we have learned to avoid most of these pitfalls by taking surprisingly simple actions.

  16. A Student-Centered Learning Model

    Directory of Open Access Journals (Sweden)

    Mihyar Hesson

    2007-01-01

    Full Text Available Based on the authors experience in applying different approaches of active learning and student-centered teaching, the main problem that prevented the achievement of the full advantages of these approaches is the lack of motivation of students for self-centered learning. A new model for a student-centered learning is presented in this work. This model is of teaching integrative thinking, based on existing models of creativity and synthesis. In this model, the student is put at the heart of a bigger learning process that includes instructors, specialists and the public. Usually students who are in the final year of their study will be the target of the application of this model as a part of a capstone course or final year project. This model promotes the research and thinking skills of the students as well as the gained motivation of self-learning as a result of being in contact with the specialists who might be their potential future employers. A proto-type web-based system based on this model was developed. Although it is applied on a sample of students from the Biology department, the system is readily expandable to any number of other disciplines without any complications or programming overheads. The results achieved from the application of this model were very encouraging.

  17. Lessons learned from a great master!

    Directory of Open Access Journals (Sweden)

    Wagner Seixas da Silva

    2015-06-01

    Full Text Available Teaching Biochemistry is a huge challenge in the basic cycle of many undergraduate courses. How to convince students that this discipline is important for their academic degree so early in their college journeys? It may be hard to define in words a good teaching strategy for this purpose, but during the 70s'/80's a group of professors accepted this tough task! Professor Leopoldo de Meis paid particular attention to the way of teaching biochemistry. As a very sensitive person, he realized that the secret to a good teaching would be to keep the students motivated with doses of challenge.With this in mind, Prof. de Meis joined a small group of professors and graduate students from the former Department of Medical Biochemistry, now named Institute of Medical Biochemistry Leopoldo de Meis, at the Federal University of Rio de Janeiro, and proposed to use the Discovery learning method in classroom. The idea was to present the contents of the biochemistry course while challenging students to interpret the original data of the major biochemical findings. For this purpose, each biochemistry theme was shown through the experiments that led to the originally obtained conclusions currently present in the textbooks. Thus, students were motivated to ask questions and propose experiments that allow the interpretation of the scientists’ historical results. At first the methodology seemed very novel and difficult, but over the first few minutes the environment became a place for broad scientific discussion, where students enthusiastically participated and developed the ability to draw up the necessary questions to decipher the functioning of metabolic pathways. The parallel between the observed experimental facts and the physiological state of the experimental model used in classic experiments permitted the development of a broad and critical knowledge in the learning of biochemistry.To imagine that the students were motivated to develop the autonomy of

  18. Lessons Learned from School Crises and Emergencies, Vol. 1, Issue 2, Fall 2006

    Science.gov (United States)

    US Department of Education, 2006

    2006-01-01

    "Lessons Learned" is a series of publications that are a brief recounting of actual school emergencies and crises. School and student names have been changed to protect identities. Information for this publication was gathered through a series of interviews with school stakeholders involved in the actual incident. This "Lessons Learned" issue…

  19. Lessons learned on utilizing the SEI/CMM in the federal government work for others environment

    Energy Technology Data Exchange (ETDEWEB)

    Stewart, A.

    1997-11-01

    This report contains viewgraphs on lessons learned on utilizing the Software Engineering Institute Capability Maturity Model in the federal government work for others environment. These viewgraphs outline: data systems research and development; what is the SEI/CMM; Data Systems Research and Development process improvement approach; accomplishments; and lessons learned.

  20. Solid-State Lighting. Early Lessons Learned on the Way to Market

    Energy Technology Data Exchange (ETDEWEB)

    Sandahl, L. J.; Cort, K. A.; Gordon, K. L.

    2014-01-01

    Analysis of issues and lessons learned during the early stages of solid-state lighting market introduction in the U.S., which also summarizes early actions taken to avoid potential problems anticipated based on lessons learned from the market introduction of compact fluorescent lamps.

  1. JLab SRF Cavity Fabrication Errors, Consequences and Lessons Learned

    Energy Technology Data Exchange (ETDEWEB)

    Frank Marhauser

    2011-09-01

    Today, elliptical superconducting RF (SRF) cavities are preferably made from deep-drawn niobium sheets as pursued at Jefferson Laboratory (JLab). The fabrication of a cavity incorporates various cavity cell machining, trimming and electron beam welding (EBW) steps as well as surface chemistry that add to forming errors creating geometrical deviations of the cavity shape from its design. An analysis of in-house built cavities over the last years revealed significant errors in cavity production. Past fabrication flaws are described and lessons learned applied successfully to the most recent in-house series production of multi-cell cavities.

  2. PUREX/UO3 facilities deactivation lessons learned history

    International Nuclear Information System (INIS)

    In May 1997, a historic deactivation project at the PUREX (Plutonium URanium EXtraction) facility at the Hanford Site in south-central Washington State concluded its activities (Figure ES-1). The project work was finished at $78 million under its original budget of $222.5 million, and 16 months ahead of schedule. Closely watched throughout the US Department of Energy (DOE) complex and by the US Department of Defense for the value of its lessons learned, the PUREX Deactivation Project has become the national model for the safe transition of contaminated facilities to shut down status

  3. PUREX/UO{sub 3} facilities deactivation lessons learned: History

    Energy Technology Data Exchange (ETDEWEB)

    Gerber, M.S.

    1997-11-25

    In May 1997, a historic deactivation project at the PUREX (Plutonium URanium EXtraction) facility at the Hanford Site in south-central Washington State concluded its activities (Figure ES-1). The project work was finished at $78 million under its original budget of $222.5 million, and 16 months ahead of schedule. Closely watched throughout the US Department of Energy (DOE) complex and by the US Department of Defense for the value of its lessons learned, the PUREX Deactivation Project has become the national model for the safe transition of contaminated facilities to shut down status.

  4. Regional Stability & Lessons Learned in Regional Peace Building

    DEFF Research Database (Denmark)

    Vestenskov, David; Johnsen, Anton Asklund

    , and many of them were addressed at the conference: The withdrawal of international military forces, the Taliban, India/Pakistan relations, the need for regionalism, China’s role, EU and ASEAN as models for inspiration and regional perspectives from Iran and Afghanistan were all part of the talks......, as none of the countries is able to deal with the intrastate and interstate conflicts on its own. The conference Regional Stability & Lessons Learned in Regional Peace Building was the result of comprehensive cooperation between Pakistan’s National Defence University and the Royal Danish Defence College...

  5. Job task analysis: lessons learned from application in course development

    International Nuclear Information System (INIS)

    Those at Public Service Electric and Gas Company are committed to a systematic approach to training known as Instructional System Design. Our performance-based training emphasizes the ISD process to have trainees do or perform the task whenever and wherever it is possible for the jobs for which they are being trained. Included is a brief description of our process for conducting and validating job analyses. The major thrust of this paper is primarily on the lessons that we have learned in the design and development of training programs based upon job analysis results

  6. Lessons Learned Concerning the Human Element in Events and Training

    Energy Technology Data Exchange (ETDEWEB)

    Michael D. Sandvig

    2006-02-01

    As the number and complexity of responses to hazardous material incidents have increased, government regulators have implemented a national incident command system, bolstered by a host of protective measures and response equipment. Special advanced technical equipment has also been developed and made available to on-scene responders and command staff. Yet with all the investment in organizational and technical advance, the human element of emergency response remains critical and also needs our continued attention to ensure effective operation and success. This paper focuses on lessons learned from radiological events and training exercises that pertain to these human elements.

  7. Evidence for Ancient Life in Mars Meteorites: Lessons Learned

    Science.gov (United States)

    McKay, D. S.

    1998-01-01

    The lines of evidence we first proposed as supporting a hypothesis of early life on Mars are discussed by Treiman, who presents pros and cons of our hypothesis in the light of subsequent research by many groups. Our assessment of the current status of the many controversies over our hypothesis is given in reports by Gibson et al. Rather than repeat or elaborate on that information, I prefer to take an overview and present what I think are some of the "lessons learned" by our team in particular, and by the science community in general.

  8. Lessons Learned from Creating a Course Advising Tool

    CERN Document Server

    Mattei, Nicholas; Guerin, Joshua T; Goldsmith, Judy; Mazur, Joan M

    2013-01-01

    We detail some lessons learned while designing and testing a course selection tool for undergraduates at a large state university. Between 2009 - 2011 we conducted two surveys of over 500 students in multiple majors and colleges. These surveys asked students detailed questions about their preferences concerning courses selection, advising, and career paths. We present data from this study which may be helpful for faculty and staff who advise undergraduate students. We find that advising software tools can help both students and human advisors in terms of rote requirement checking and basic course planning, but nothing can replace an in person advising session.

  9. Lessons learned from a regional strategy for resource allocation.

    Science.gov (United States)

    Edwards, Janine C; Stapley, Jonathan; Akins, Ralitsa; Silenas, Rasa; Williams, Josie R

    2005-01-01

    Two qualitative case studies focus on the allocation of CDC funds distributed during 2002 for bioterrorism preparedness in two Texas public health regions (each as populous and complex as many states). Lessons learned are presented for public health officials and others who work to build essential public health services and security for our nation. The first lesson is that personal relationships are the cornerstone of preparedness. A major lesson is that a regional strategy to manage funds may be more effective than allocating funds on a per capita basis. One regional director required every local department to complete a strategic plan as a basis for proportional allocation of the funds. Control of communicable diseases was a central component of the planning. Some funds were kept at the regional level to provide epidemiology services, computer software, equipment, and training for the entire region. Confirmation of the value of this regional strategy was expressed by local public health and emergency management officials in a focus group 1 year after the strategy had been implemented. The group members also pointed out the need to streamline the planning process, provide up-to-date computer networks, and receive more than minimal communication. This regional strategy can be viewed from the perspective of adaptive leadership, defined as activities to bring about constructive change, which also can be used to analyze other difficult areas of preparedness.

  10. A Computer Learning Center for Environmental Sciences

    Science.gov (United States)

    Mustard, John F.

    2000-01-01

    In the fall of 1998, MacMillan Hall opened at Brown University to students. In MacMillan Hall was the new Computer Learning Center, since named the EarthLab which was outfitted with high-end workstations and peripherals primarily focused on the use of remotely sensed and other spatial data in the environmental sciences. The NASA grant we received as part of the "Centers of Excellence in Applications of Remote Sensing to Regional and Global Integrated Environmental Assessments" was the primary source of funds to outfit this learning and research center. Since opening, we have expanded the range of learning and research opportunities and integrated a cross-campus network of disciplines who have come together to learn and use spatial data of all kinds. The EarthLab also forms a core of undergraduate, graduate, and faculty research on environmental problems that draw upon the unique perspective of remotely sensed data. Over the last two years, the Earthlab has been a center for research on the environmental impact of water resource use in and regions, impact of the green revolution on forest cover in India, the design of forest preserves in Vietnam, and detailed assessments of the utility of thermal and hyperspectral data for water quality analysis. It has also been used extensively for local environmental activities, in particular studies on the impact of lead on the health of urban children in Rhode Island. Finally, the EarthLab has also served as a key educational and analysis center for activities related to the Brown University Affiliated Research Center that is devoted to transferring university research to the private sector.

  11. Six Lessons We Learned Applying Six Sigma

    Science.gov (United States)

    Carroll, Napoleon; Casleton, Christa H.

    2005-01-01

    As Chief Financial Officer of Kennedy Space Center (KSC), I'm not only responsible for financial planning and accounting but also for building strong partnerships with the CFO customers, who include Space Shuttle and International Space Station operations as well all who manage the KSC Spaceport. My never ending goal is to design, manage and continuously improve our core business processes so that they deliver world class products and services to the CFO's customers. I became interested in Six Sigma as Christa Casleton (KSC's first Six Sigma Black belt) applied Six Sigma tools and methods to our Plan and Account for Travel Costs Process. Her analysis was fresh, innovative and thorough but, even more impressive, was her approach to ensure ongoing, continuous process improvement. Encouraged by the results, I launched two more process improvement initiatives aimed at applying Six Sigma principles to CFO processes that not only touch most of my employees but also have direct customer impact. As many of you know, Six Sigma is a measurement scale that compares the output of a process with customer requirements. That's straight forward, but demands that you not only understand your processes but also know your products and the critical customer requirements. The objective is to isolate and eliminate the causes of process variation so that the customer sees consistently high quality.

  12. Communicating Tsunami Preparedness Through the Lessons Learned by Survivors

    Science.gov (United States)

    Kerlow, I.

    2015-12-01

    Often times science communication is reactive and it minimizes the perceptions of the general public. The Tsunami of New Dreams is a film with the testimonies of survivors of the 2004 Indian Ocean tsunami in Banda Aceh and Aceh Besar in West Sumatra, Indonesia. Production of the film spanned over five years and dozens of interviews, and is based on a unique geographic, demographic and experiential sampling of the local population. This documentary feature film underscores the importance of Earth science and science communication in building sustainable communities. The film is a lesson in survival and sustainability, and it provides a simple but powerful testimony of what to do and what not to do before and during a tsunami. The film also highlights the direct relationship that exists between disaster survival rates and the knowledge of basic Earth science and preparedness facts. We hope that the human stories presented in the film will serve as a strong motivator for general audiences to learn about natural hazards, preparedness, and Earth science. These engaging narratives can touch the minds and hearts of general audiences much faster than technical lectures in a classroom. Some of the testimonies are happy and others are sad, but they all present the wide range of beliefs that influenced the outcomes of the natural disaster. The interviews with survivors are complemented with unique archival footage of the tsunami and unique footage of daily life in Aceh. Hand-drawn illustrations are used to recreate what survivors did immediately after the earthquake, and during the extreme moments when they faced the tsunami waves. Animated visuals, maps and diagrams enhance the understanding of earthquake and tsunami dynamics. The film is a production of the Earth Observatory of Singapore (EOS) in collaboration with the International Center for Aceh and Indian Ocean Studies (ICAIOS) in Banda Aceh, Indonesia. The film is scheduled for release in late 2015. This is a unique

  13. Design and evaluation of two blended learning approaches: Lessons learned

    OpenAIRE

    Cheung, WS; Hew, KF

    2011-01-01

    In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with fa...

  14. 77 FR 55232 - Japan Lessons-Learned Project Directorate Interim Staff Guidance JLD-ISG-2012-03; Compliance With...

    Science.gov (United States)

    2012-09-07

    ... COMMISSION Japan Lessons-Learned Project Directorate Interim Staff Guidance JLD-ISG-2012-03; Compliance With...: Nuclear Regulatory Commission (NRC). ACTION: Japan Lessons-Learned Project Directorate Interim Staff... Final Japan Lessons-Learned Project Directorate (JLD) Interim Staff Guidance (ISG),...

  15. 78 FR 48201 - Japan Lessons-Learned Project Directorate Interim Staff Guidance JLD-ISG-2013-01; Guidance for...

    Science.gov (United States)

    2013-08-07

    ... COMMISSION Japan Lessons-Learned Project Directorate Interim Staff Guidance JLD-ISG-2013-01; Guidance for... Lessons-Learned Project Directorate Interim Staff Guidance (JLD-ISG), JLD-ISG-2013-01, ``Guidance for... to http://www.nrc.gov/reading-rm/doc-collections/isg/japan-lessons-learned.html and refer to...

  16. 77 FR 55231 - Japan Lessons-Learned Project Directorate Interim Staff Guidance JLD-ISG-2012-02; Compliance With...

    Science.gov (United States)

    2012-09-07

    ... COMMISSION Japan Lessons-Learned Project Directorate Interim Staff Guidance JLD-ISG-2012-02; Compliance With...: Nuclear Regulatory Commission (NRC). ACTION: Japan Lessons-Learned Project Directorate interim staff... Final Japan Lessons-Learned Project Directorate Interim Staff Guidance (JLD-ISG),...

  17. Lessons learned about coordinating academic partnerships from an international network for health education.

    Science.gov (United States)

    Luo, Airong; Omollo, Kathleen Ludewig

    2013-11-01

    There is a growing trend of academic partnerships between U.S., Canadian, and European health science institutions and academic health centers in low- and middle-income countries. These partnerships often encounter challenges such as resource disparities and power differentials, which affect the motivations, expectations, balance of benefits, and results of the joint projects. Little has been discussed in previous literature regarding the communication and project management processes that affect the success of such partnerships. To fill the gap in the literature, the authors present lessons learned from the African Health Open Educational Resources Network, a multicountry, multiorganizational partnership established in May 2008. The authors introduce the history of the network, then discuss actively engaging stakeholders throughout the project's life cycle (design, planning, execution, and closure) through professional development, relationship building, and assessment activities. They focus on communication and management practices used to identify mutually beneficial project goals, ensure timely completion of deliverables, and develop sustainable sociotechnical infrastructure for future collaborative projects. These activities yielded an interactive process of action, assessment, and reflection to ensure that project goals and values were aligned with implementation. The authors conclude with a discussion of lessons learned and how the partnership project may serve as a model for other universities and academic health centers in high-income countries and low- and middle-income countries that are interested in or currently pursuing international academic partnerships. PMID:24072125

  18. The teaching learning collaborative's influence on lesson plans

    Science.gov (United States)

    De La Riva, Yanette

    With a growing population of English Language Learners in our schools, their specialized classroom needs must be addressed. California state testing shows that English Language Learners (ELL) consistently perform below proficiency as compared to other students who are not English Language Learners. Many times, in response to pressure placed by the state testing requirements, administrators and educators focus on English Language development strategies at the cost of other content areas such as science. The Science and English Learning Development Blended Program is a professional development project that combines English Language Development (ELD) strategies within science lesson plans to address the language needs of English Language Learners through science content. The Blended Program was in place for four years in an urban school district in southern California. During its initial year of implementation, a research study focused on the types of changes teachers made to their science lesson plans as a result of their professional development: all of the changes made had to do with English Language Development and not Science. Implications of this study suggest that at the start of the program changes to support science content were not made because the teachers did not have the science knowledge to be comfortable enough to make changes to address the science portion of the lesson. The data analyzed for this study was collected during the Blended Program's third and fourth year of implementation. The findings show changes which reflect the following themes: science concept acquisition, oral language development, and scaffolding instruction. These themes reflect changes . that address both English Language Development and science. The individuals involved with the Blended Program have now had training for ELD and Science content for three or four years. Results suggest that the training not only equipped the teachers with English Language Development strategies

  19. Cybernetic Service-Learning Course Development: Lessons Learned

    Science.gov (United States)

    Marx, Jonathan I.; Miller, Lee Q.

    2009-01-01

    Although the title of the course, Combating Loneliness among Older People in Contemporary Society, states a clear goal, our service-learning class was shaped by five guiding parameters. By avoiding certain things, we allowed the course to self-organize and evolve into a learning experience beyond the one originally envisioned. This paper…

  20. Design and Evaluation of Two Blended Learning Approaches: Lessons Learned

    Science.gov (United States)

    Cheung, Wing Sum; Hew, Khe Foon

    2011-01-01

    In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to…

  1. Twenty years of immunocontraceptive research: lessons learned.

    Science.gov (United States)

    Miller, Lowell A; Fagerstone, Kathleen A; Eckery, Douglas C

    2013-12-01

    The National Wildlife Research Center (NWRC) began immunocontraception vaccine research by testing porcine zona pellucida (PZP) on white-tailed deer (Odocoileus virginianus). Early PZP research demonstrated that PZP induced infertility; however, increased length of the rut was observed in PZP-treated deer. An alternative vaccine using a keyhole limpet hemocyanin-gonadotropin-releasing hormone (KLH-GnRH) conjugate formulated with modified Freund's adjuvant was developed at NWRC. Suppression of GnRH has reduced reproduction in both sexes but is most effective in females. This vaccine was effective in preventing contraception in female deer for several years after a prime and boost. Due to adverse side effects of Freund's adjuvant, NWRC developed a new adjuvant called AdjuVac, a mineral oil/surfactant adjuvant with the addition of Mycobacterium avium as an immunostimulant. The price of KLH prompted a search for a more economical hemocyanin carrier protein for the GnRH peptide. Blue protein, derived from the mollusk Concholepas concholepas, proved to be a successful option. Formulation improvements resulted in a vaccine that can be effective as a single injection for multiple years, now called GonaCon. GonaCon is registered with the Environmental Protection Agency (EPA) for use in white-tailed deer in urban/suburban areas and for wild horses (Equus caballus) and burros (Equus asinus). Future GonaCon applications may include reducing reproduction to manage populations of other wildlife species, such as prairie dogs (Cynomys ludovicianus) in urban areas and suppressing reproduction to reduce the spread of venereal diseases such as brucellosis. Research is being conducted to develop a GnRH vaccine used in combination with the rabies vaccine to control population growth in free-roaming dogs, with the secondary effect of managing the spread of rabies. The EPA would regulate all these uses. Research is also ongoing on a GnRH vaccine to delay the onset of adrenocortical

  2. 241-SY-101 air lance removal lessons learned

    International Nuclear Information System (INIS)

    An emergency task was undertaken to remove four air lances and one thermocouple (TC) tree from tank 241-SY-101 (SY-101). This resulted from video observation that these pipes were being severely bent during periodic gas release events that regularly occurred every three to four months. At the time, the gas release events were considered to be the number one safety issue within the US Department of Energy (DOE) complex. This emergency removal task was undertaken on an extremely short schedule that required all activities possible to be completed in parallel. This approach and extremely short schedule, while successful, resulted in some undesirable consequences from less than desired time for design, reviews, equipment testing, operations training, and bad weather conditions. These consequences included leakage of liquid waste from the containers to the ground, higher than expected dose rates at the container surface, difficult field operations, and unexpected pipe configuration during removal. In addition, changes to environmental regulations and severe winter weather impacted the packaging and shipping activities required the prepare the removed pipes for storage at the Central Waste Complex (CWC). The purpose of this document is to identify lessons to be learned for future activities. In context of the emergency conditions that existed at the time and the urgency to remove these pipes, their removal was successfully completed under extremely difficult conditions and schedule. The success of the task should not be overshadowed by the desire to identify areas needing improvement and lessons to be learned. Many of the lessons identified in this document have already resulted in improved conduct of operations and engineering

  3. Progress of the Architectural Competition: Learning Center, the Lausanne Example

    Directory of Open Access Journals (Sweden)

    Mirjana Rittmeyer

    2006-07-01

    Full Text Available Point of entry to the Ecole Polytechnique Fédérale de Lausanne (EPFL, the Learning Center will be a place to learn, to obtain information, and to live. Replacing and improving the old main library, this new building will gradually assimilate all EPFL department libraries collections and services, as they are integrated into a global information system. Conceived as the place for those who are learning, mainly students, who have no personal working area on the campus, it is designed to adapt itself to the ‘seasons’ of academic life throughout the year (flexibility and modularity of rooms, extended opening hours during exam periods. It will take into account group working habits (silence vs. noise, changes in the rhythm of student life (meals, working alone, discussions, etc., and other environmental factors. Of course the needs of EPFL staff and alumni, local industry and citizens have also been carefully considered in the design. By offering a multitude of community functions, such as a bookshop, cafeteria and restaurant services, and rooms for relaxation and discussion, the Learning Center will link the campus to the city. Areas devoted to exhibition and debate will also be included, enforcing its role as an interactive science showcase, in particular for those technologies related to the research and teaching of the EPFL. The presentation described the process and steps towards the actual realisation of such a vital public space: from the programme definition to the collaboration with the bureau of architects (SAANA, Tokyo who won the project competition, the speakers showed what are the challenges and lessons already taken when working on this major piece of architecture, indeed the heart of the transformation of the technical school build in the 1970s into a real 2000s campus.

  4. The Postmodern Writing Center: Some Lessons from Lyotard.

    Science.gov (United States)

    DeCiccio, Albert C.

    Reflecting on Jean-Francois Lyotard's work "The Postmodern Condition" may provide those who work in the writing center with additional ideas about how to make writing centers the next best thing in composition instruction. Lyotard offers a way to argue against the affirmation of traditional values and characteristics in writing (i.e., Standard…

  5. Lessons learned from decommissioning projects at Los Alamos National Laboratory

    International Nuclear Information System (INIS)

    This paper describes lessons learned over the last 20 years from 12 decommissioning projects at Los Alamos National Laboratory. These lessons relate both to overall program management and to management of specific projects during the planning and operations phases. The issues include waste management; the National Environmental Policy Act (NEPA); the Resource Conservation and Recovery Act (RCRA); the Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA); contracting; public involvement; client/customer interface; and funding. Key elements of our approach are to be proactive; follow the observation method; perform field activities concurrently; develop strategies to keep reportable incidents from delaying work; seek and use programs, methods, etc., in existence to shorten learning curves; network to help develop solutions; and avoid overstudying and overcharacterizing. This approach results in preliminary plans that require very little revision before implementation, reasonable costs and schedules, early acquisition of permits and NEPA documents, preliminary characterization reports, and contracting documents. Our track record is good -- the last four projects (uranium and plutonium-processing facility and three research reactors) have been on budget and on schedule

  6. Lessons learned in TRU waste process improvement at LANL

    International Nuclear Information System (INIS)

    Typical papers that discuss lessons learned or quality improvement focus on the challenge for a production facility reaching six sigma (3.4 Defects Per Million Opportunities) from five sigma. This paper discusses lessons learned when the Los Alamos National Laboratory's (LANL) transuranic (TRU) waste management project was challenged to establish a production system to meet the customer's expectations. The target for FY 2003 was set as two shipments of TRU waste per week leaving the site. The average for the four previous years (FY99-02) was about one shipment every two months. LANL recognized that, despite its success in 1999 as the first site to ship TRU waste to open the Waste Isolation Pilot Plant (WIPP), significant changes to the way business was being done were required to move to a production mode. Process improvements began in earnest in April 2002. This paper discusses several of the initiatives LANL took to achieve forty-five shipments in FY03. The paper is organized by topic into five major areas that LANL worked to get the job done.

  7. IAEA International Generic Ageing Lessons Learned programme phase 1 results

    International Nuclear Information System (INIS)

    Highlights: • International Generic Ageing Lessons Learned (IGALL) Programme was commenced to develop a practical guide for ageing management programmes. • Results of IGALL Phase 1 are publicly available on IAEA web sites. • 76 ageing management programmes and 27 time limited ageing analyses is provided. • More than 2000 consolidated line items in ageing management review tables was prepared. • The IGALL represents a common internationally agreed basis on what constitutes acceptable ageing management programme. - Abstract: This paper presents purpose and results of the IAEA International Generic Ageing Lessons Learned (IGALL) programme phase 1. The IGALL programme phase 1 (2010–2013) was successfully completed in September 2013. The IGALL safety report, which includes consolidated IGALL database information on 76 ageing management programmes, 27 time limited ageing analyses and more than 2000 consolidated line items in ageing management review tables was prepared for publication. The IGALL database was made publicly available in February 2014. The IGALL safety report represents a common internationally agreed basis on what constitutes acceptable ageing management programmes, as well as a knowledge base on ageing management for design of new plants, design reviews, safety reviews (such as periodic safety review), etc., and serves as a roadmap to available information on ageing management. The IAEA IGALL programme assures that information contained in the IGALL safety report will be kept updated and creates an international network for continuous discussion and development of AMPs and TLAAs as recommended tools to manage ageing

  8. The German Climate Service Center: Philosophy, First Achievements and Lessons Learnt

    Science.gov (United States)

    Brasseur, G.; Braun, R.; Jacob, D.; Schaller, M.; Schwarze, R.

    2012-04-01

    The German Climate Service Center (CSC) has been established at the initiative of the Federal Government of Germany to help society (business and government) adapt to climate change. The center provides data, information, analyses and other services to a wide spectrum of stakeholders. The paper will discuss the philosophy that drives the centeŕs activities, present a few products as examples, and provide some "lessons learnt" during the 2.5 years of the Centeŕs existence.

  9. WHY CANT WE LEARN FROM OUR MISTAKES LEARN THE LESSON TELL THE STORY

    International Nuclear Information System (INIS)

    Tell the story well and people can learn from the lesson. The United States Department of Energy (DOE) Office of Environmental Management (EM) and its contractors are pursuing environmental remediation at the Hanford Site. This endeavor has been underway for a number of years, both at Hanford and at other sites across the DOE complex. Independently, the occurrence of two fatalities on two Sites at opposite ends of the country within two weeks raised the question, ''What is going on in the Field?'' Corporate EM management communicated directly with Field Office Managers to answer the question. As a result of this intense interest and focused communication, EM identified four areas that need additional exploration. One of those is, ''EM's ability to learn from its mistakes.'' The need to cultivate the ability to learn from our mistakes is not unique to DOE. A quick review of EM Lessons Learned reports shows that most of the reports in the EM system originate at the sites with the largest budgets doing the most work. Not surprising. A second look, however, reveals that many reports are repetitive, that many people might consider many reports trivial, and that reports on some of the more significant events sometimes take a long time to get distributed across the DOE Complex. Spot checks of event reports revealed frequent identification of symptoms rather than root causes. With a high percentage of identified root causes in the questionable category, it is highly unlikely that the real root causes of many events are being corrected, thus leading to recurrences of events. To learn the lesson from an event, people need to be aware of the root causes of the event. Someone has to tell a story the reader can learn from, i.e., include all the information needed to understand what happened and why it happened. Most importantly, they need to understand the lesson to be learned

  10. The Problems and its Countermeasures of Autonomous Language Learning Center

    Institute of Scientific and Technical Information of China (English)

    NIE Jian-feng

    2014-01-01

    With the popularity of Computer Assisted Language Learning (CALL), autonomous language learning centers have been established in the universities throughout the country. However, there are many problems exist in the practice of the auton-omous language learning center. This essay tries to discuss the problems and its countermeasures with an aim of improving Col-lege English learning and teaching by the example of autonomous language learning center in Nanyang Institute of Technology.

  11. IPY Education, Outreach and Communication - Some Lessons Learned (Invited)

    Science.gov (United States)

    Carlson, D. J.; Salmon, R.; Munro, N.

    2009-12-01

    IPY Education, Outreach and Communications planning and implementation occurred with a minimum of staff and resources and a maximum of international volunteer enthusiasm and energy. Although many relatively well-funded and remarkable national activities occurred, sharing and promoting these internationally depended entirely on the volunteer networks of individuals and institutions. Through these partnerships we have learned valuable lessons about impact and distribution, and challenged several assumptions about educational partnerships. For example, we learned the importance of regular pre-scheduled events, and how to use networks of volunteer translators and free geobrowser tools. We have learned how best to conduct planning meetings and live events across time zones and hemispheres, and shown how the best concepts and ideas of science education can propagate across age groups and among languages. We have learned the optimal times of year for international events, and the most effective means for international distribution and communication. We have established a rapid-response help desk without home or staff, and sustained active and high-impact interactions with journalists largely without press releases. We have shown that, in general, wide-spread distribution of freely accessible materials produces a better impact than embargoes and restrictions. Most fundamentally, we have exposed a pervasive interest in polar science and a hunger for climate information, and responded with an active, flexible, and efficient network of partners and products.

  12. Unintended Learning in Primary School Practical Science Lessons from Polanyi's Perspective of Intellectual Passion

    Science.gov (United States)

    Park, Jisun; Song, Jinwoong; Abrahams, Ian

    2016-01-01

    This study explored, from the perspective of intellectual passion developed by Michael Polanyi, the unintended learning that occurred in primary practical science lessons. We use the term "unintended" learning to distinguish it from "intended" learning that appears in teachers' learning objectives. Data were collected using…

  13. PUREX/UO3 Facilities deactivation lessons learned history

    Energy Technology Data Exchange (ETDEWEB)

    Gerber, M.S.

    1996-09-19

    accompanied by and were an integral part of sweeping ``culture changes,`` the story of the lessons learned during the PUREX Deactivation Project are worth recounting. Foremost among the lessons is recognizing the benefits of ``right to left`` project planning. A deactivation project must start by identifying its end points, then make every task, budget, and organizational decision based on reaching those end points. Along with this key lesson is the knowledge that project planning and scheduling should be tied directly to costing, and the project status should be checked often (more often than needed to meet mandated reporting requirements) to reflect real-time work. People working on a successful project should never be guessing about its schedule or living with a paper schedule that does not represent the actual state of work. Other salient lessons were learned in the PUREX/UO3 Deactivation Project that support these guiding principles. They include recognizing the value of independent review, teamwork, and reengineering concepts; the need and value of cooperation between the DOE, its contractors, regulators, and stakeholders; and the essential nature of early and ongoing communication. Managing a successful project also requires being willing to take a fresh look at safety requirements and to apply them in a streamlined and sensible manner to deactivating facilities; draw on the enormous value of resident knowledge acquired by people over years and sometimes decades of working in old plants; and recognize the value of bringing in outside expertise for certain specialized tasks.This approach makes possible discovering the savings that can come when many creative options are pursued persistently and the wisdom of leaving some decisions to the future. The essential job of a deactivation project is to place a facility in a safe, stable, low-maintenance mode, for an interim period. Specific end points are identified to recognize and document this state. Keeping the limited

  14. A Proposal to Manage Lessons Learned in Projects: Web 2.0 Technologies to Promote Innovation

    Directory of Open Access Journals (Sweden)

    Marcirio Silveira Chaves

    2014-06-01

    Full Text Available The web 2.0 is transforming the project management in organizations by improving communication and collaboration. The new generation of web-based collaborative tools provides much better experience than the traditional software package allowing document sharing, integrated task tracking, enforcing team processes and agile planning. Despite of the indubitable benefits brought by web 2.0, the use of these technologies to promote knowledge management remains unexplored. For many project managers to obtain and integrate information from different tools of previous similar projects in global organizations remains a challenge. This theoretical paper presents a proposal that suggests an innovation in the knowledge management area applying web 2.0 technologies. The main goal is to provide an integrated vision of a set of technologies that could be used by organizations in order to promote better management of lessons learned. The proposal includes the lessons learned processes (e.g. capture, share and dissemination, the process-based (e.g. project review and after action review and documentation-based (e.g. micro article and learning histories methods. Results show how web 2.0 technologies can help project managers and team project to cope with the main lessons learned processes and methods to learn from experience. Moreover, recommendations are made for the effective use of web 2.0 components promoting innovation and supporting lessons learned management in projects.Keywords: Project management; Lessons learned processes; lessons learned methods; project learning; web 2.0 technologies; innovation.

  15. Establishing an implementation network: lessons learned from community-based participatory research

    Directory of Open Access Journals (Sweden)

    Garcia Piedad

    2009-03-01

    Full Text Available Abstract Background Implementation of evidence-based mental health assessment and intervention in community public health practice is a high priority for multiple stakeholders. Academic-community partnerships can assist in the implementation of efficacious treatments in community settings; yet, little is known about the processes by which these collaborations are developed. In this paper, we discuss our application of community-based participatory research (CBPR approach to implementation, and we present six lessons we have learned from the establishment of an academic-community partnership. Methods With older adults with psychosis as a focus, we have developed a partnership between a university research center and a public mental health service system based on CBPR. The long-term goal of the partnership is to collaboratively establish an evidence-based implementation network that is sustainable within the public mental healthcare system. Results In building a sustainable partnership, we found that the following lessons were instrumental: changing attitudes; sharing staff; expecting obstacles and formalizing solutions; monitoring and evaluating; adapting and adjusting; and taking advantage of emerging opportunities. Some of these lessons were previously known principles that were modified as the result of the CBPR process, while some lessons derived directly from the interactive process of forming the partnership. Conclusion The process of forming of academic-public partnerships is challenging and time consuming, yet crucial for the development and implementation of state-of-the-art approaches to assessment and interventions to improve the functioning and quality of life for persons with serious mental illnesses. These partnerships provide necessary organizational support to facilitate the implementation of clinical research findings in community practice benefiting consumers, researchers, and providers.

  16. Lessons Learned from the Puerto Rico Battery Energy Storage System

    Energy Technology Data Exchange (ETDEWEB)

    BOYES, JOHN D.; DE ANA, MINDI FARBER; TORRES, WENCESLANO

    1999-09-01

    The Puerto Rico Electric Power Authority (PREPA) installed a distributed battery energy storage system in 1994 at a substation near San Juan, Puerto Rico. It was patterned after two other large energy storage systems operated by electric utilities in California and Germany. The U.S. Department of Energy (DOE) Energy Storage Systems Program at Sandia National Laboratories has followed the progress of all stages of the project since its inception. It directly supported the critical battery room cooling system design by conducting laboratory thermal testing of a scale model of the battery under simulated operating conditions. The Puerto Rico facility is at present the largest operating battery storage system in the world and is successfully providing frequency control, voltage regulation, and spinning reserve to the Caribbean island. The system further proved its usefulness to the PREPA network in the fall of 1998 in the aftermath of Hurricane Georges. The owner-operator, PREPA, and the architect/engineer, vendors, and contractors learned many valuable lessons during all phases of project development and operation. In documenting these lessons, this report will help PREPA and other utilities in planning to build large energy storage systems.

  17. Lessons learned and their application to program development and cultural issues

    Science.gov (United States)

    Roth, Gilbert L.

    1991-01-01

    The main objectives of space product assurance are, in effect, the same as those of Total Quality Management (TQM) or its many variants. The most significant ingredients are the lessons learned and their application to ongoing and future programs as they are affected by changes in the cultural environment. The cultural issues which affect almost everything done in technical programs and projects are considered. Understanding the lessons learned and the synergism which results from this combination of knowledge, culture, and lessons learned is identified as crucial. A brief discussion of the closed loop linkage that should exist between the world of hands on activities and that of educational institutions is presented.

  18. MAVEN Information Security Governance, Risk Management, and Compliance (GRC): Lessons Learned

    Science.gov (United States)

    Takamura, Eduardo; Gomez-Rosa, Carlos A.; Mangum, Kevin; Wasiak, Fran

    2014-01-01

    As the first interplanetary mission managed by the NASA Goddard Space Flight Center, the Mars Atmosphere and Volatile EvolutioN (MAVEN) had three IT security goals for its ground system: COMPLIANCE, (IT) RISK REDUCTION, and COST REDUCTION. In a multiorganizational environment in which government, industry and academia work together in support of the ground system and mission operations, information security governance, risk management, and compliance (GRC) becomes a challenge as each component of the ground system has and follows its own set of IT security requirements. These requirements are not necessarily the same or even similar to each other's, making the auditing of the ground system security a challenging feat. A combination of standards-based information security management based on the National Institute of Standards and Technology (NIST) Risk Management Framework (RMF), due diligence by the Mission's leadership, and effective collaboration among all elements of the ground system enabled MAVEN to successfully meet NASA's requirements for IT security, and therefore meet Federal Information Security Management Act (FISMA) mandate on the Agency. Throughout the implementation of GRC on MAVEN during the early stages of the mission development, the Project faced many challenges some of which have been identified in this paper. The purpose of this paper is to document these challenges, and provide a brief analysis of the lessons MAVEN learned. The historical information documented herein, derived from an internal pre-launch lessons learned analysis, can be used by current and future missions and organizations implementing and auditing GRC.

  19. Planning to Serve: Using Backwards Planning to Design Service-Learning Lesson Plans in the Preservice Curriculum

    Science.gov (United States)

    Stiler, Gary

    2009-01-01

    The author describes how the Understanding by Design (backwards planning) lesson plan format was used by his preservice K-12 students to develop service-learning lesson plans. Preservice teachers in a multicultural education course were given an assignment to develop service-learning lesson plans using the Understanding by Design planning process.…

  20. Lesson Study-Building Communities of Learning Among Pre-Service Science Teachers

    Science.gov (United States)

    Hamzeh, Fouada

    Lesson Study is a widely used pedagogical approach that has been used for decades in its country of origin, Japan. It is a teacher-led form of professional development that involves the collaborative efforts of teachers in co-planning and observing the teaching of a lesson within a unit for evidence that the teaching practices used help the learning process (Lewis, 2002a). The purpose of this research was to investigate if Lesson Study enables pre-service teachers to improve their own teaching in the area of science inquiry-based approaches. Also explored are the self-efficacy beliefs of one group of science pre-service teachers related to their experiences in Lesson Study. The research investigated four questions: 1) Does Lesson Study influence teacher preparation for inquiry-based instruction? 2) Does Lesson Study improve teacher efficacy? 3) Does Lesson Study impact teachers' aspiration to collaborate with colleagues? 4) What are the attitudes and perceptions of pre-service teachers to the Lesson Study idea in Science? The 12 participants completed two pre- and post-study surveys: STEBI- B, Science Teaching Efficacy Belief Instrument (Enochs & Riggs, 1990) and ASTQ, Attitude towards Science Teaching. Data sources included student teaching lesson observations, lesson debriefing notes and focus group interviews. Results from the STEBI-B show that all participants measured an increase in efficacy throughout the study. This study added to the body of research on teaching learning communities, professional development programs and teacher empowerment.

  1. Radiofrequency ablation of hepatic tumors: lessons learned from 3000 procedures.

    Science.gov (United States)

    Rhim, Hyunchul; Lim, Hyo K; Kim, Young-sum; Choi, Dongil; Lee, Won Jae

    2008-10-01

    Radiofrequency ablation has been accepted as the most popular local ablative therapy for unresectable malignant hepatic tumors. For 9 years from April 1999, we performed 3000 radiofrequency ablation procedures for hepatic tumors in our institution. Our results on the safety (mortality, 0.15%/patient) and therapeutic efficacy (5-year survival rate, 58%) are similar to those of previous studies reported, supporting the growing evidence of a clear survival benefit, excellent results for local tumor control and improved quality of life. The most important lesson learned from our 3000 procedures is that the best planning, safe ablation and complete ablation are key factors for patient outcome. Furthermore, multimodality treatment is the best strategy for recurrent hepatocellular carcinoma encountered after any kind of first-line treatment.

  2. Small grant management in health and behavioral sciences: Lessons learned.

    Science.gov (United States)

    Sakraida, Teresa J; D'Amico, Jessica; Thibault, Erica

    2010-08-01

    This article describes considerations in health and behavioral sciences small grant management and describes lessons learned during post-award implementation. Using the components by W. Sahlman [Sahlman, W. (1997). How to write a great business plan. Harvard Business Review, 75(4), 98-108] as a business framework, a plan was developed that included (a) building relationships with people in the research program and with external parties providing key resources, (b) establishing a perspective of opportunity for research advancement, (c) identifying the larger context of scientific culture and regulatory environment, and (d) anticipating problems with a flexible response and rewarding teamwork. Small grant management included developing a day-to-day system, building a grant/study program development plan, and initiating a marketing plan. PMID:20643328

  3. Controlling changes - lessons learned from waste management facilities

    International Nuclear Information System (INIS)

    This paper discusses lessons learned about change control at the Waste Reduction Operations Complex (WROC) and Waste Experimental Reduction Facility (WERF) of the Idaho National Engineering Laboratory (INEL). WROC and WERF have developed and implemented change control and an as-built drawing process and have identified structures, systems, and components (SSCS) for configuration management. The operations have also formed an Independent Review Committee to minimize costs and resources associated with changing documents. WROC and WERF perform waste management activities at the INEL. WROC activities include storage, treatment, and disposal of hazardous and mixed waste. WERF provides volume reduction of solid low-level waste through compaction, incineration, and sizing operations. WROC and WERF's efforts aim to improve change control processes that have worked inefficiently in the past

  4. Development of a public health reporting data warehouse: lessons learned.

    Science.gov (United States)

    Rizi, Seyed Ali Mussavi; Roudsari, Abdul

    2013-01-01

    Data warehouse projects are perceived to be risky and prone to failure due to many organizational and technical challenges. However, often iterative and lengthy processes of implementation of data warehouses at an enterprise level provide an opportunity for formative evaluation of these solutions. This paper describes lessons learned from successful development and implementation of the first phase of an enterprise data warehouse to support public health surveillance at British Columbia Centre for Disease Control. Iterative and prototyping approach to development, overcoming technical challenges of extraction and integration of data from large scale clinical and ancillary systems, a novel approach to record linkage, flexible and reusable modeling of clinical data, and securing senior management support at the right time were the main factors that contributed to the success of the data warehousing project.

  5. PUREX/UO3 facilities deactivation lessons learned history

    International Nuclear Information System (INIS)

    The Plutonium-Uranium Extraction (PUREX) Facility operated from 1956-1972, from 1983-1988, and briefly during 1989-1990 to produce for national defense at the Hanford Site in Washington State. The Uranium Trioxide (UO3) Facility operated at the Hanford Site from 1952-1972, 1984-1988, and briefly in 1993. Both plants were ordered to permanent shutdown by the U.S. Department of Energy (DOE) in December 1992, thus initiating their deactivation phase. Deactivation is that portion of a facility's life cycle that occurs between operations and final decontamination and decommissioning (D ampersand D). This document details the history of events, and the lessons learned, from the time of the PUREX Stabilization Campaign in 1989-1990, through the end of the first full fiscal year (FY) of the deactivation project (September 30, 1994)

  6. Nuclear Instrumentation and Control Cyber Testbed Considerations – Lessons Learned

    Energy Technology Data Exchange (ETDEWEB)

    Jonathan Gray; Robert Anderson; Julio G. Rodriguez; Cheol-Kwon Lee

    2014-08-01

    Abstract: Identifying and understanding digital instrumentation and control (I&C) cyber vulnerabilities within nuclear power plants and other nuclear facilities, is critical if nation states desire to operate nuclear facilities safely, reliably, and securely. In order to demonstrate objective evidence that cyber vulnerabilities have been adequately identified and mitigated, a testbed representing a facility’s critical nuclear equipment must be replicated. Idaho National Laboratory (INL) has built and operated similar testbeds for common critical infrastructure I&C for over ten years. This experience developing, operating, and maintaining an I&C testbed in support of research identifying cyber vulnerabilities has led the Korean Atomic Energy Research Institute of the Republic of Korea to solicit the experiences of INL to help mitigate problems early in the design, development, operation, and maintenance of a similar testbed. The following information will discuss I&C testbed lessons learned and the impact of these experiences to KAERI.

  7. Pollution prevention program for new projects -- Lessons learned

    Energy Technology Data Exchange (ETDEWEB)

    Lum, J. [Dept. of Energy, Washington, DC (United States)

    1993-03-01

    The purpose of this presentation is to relay the experience of the Office of New Production Reactors (NP) in developing and implementing its pollution prevention program. NP was established to plan, design, and construct a new safe and environmentally acceptable nuclear reactor capacity necessary to provide an assured supply of tritium to maintain the nation`s long-term deterrent capability. The Program offered the Department of Energy an opportunity to demonstrate its commitment to environmental protection via minimization of environmental releases; new design offers the best opportunity for pollution prevention. The NP pollution prevention program was never fully implemented because NP`s tritium production design activity was recovery terminated. The information in this paper represented lessons learned from the last three years of NP operation.

  8. Small grant management in health and behavioral sciences: Lessons learned.

    Science.gov (United States)

    Sakraida, Teresa J; D'Amico, Jessica; Thibault, Erica

    2010-08-01

    This article describes considerations in health and behavioral sciences small grant management and describes lessons learned during post-award implementation. Using the components by W. Sahlman [Sahlman, W. (1997). How to write a great business plan. Harvard Business Review, 75(4), 98-108] as a business framework, a plan was developed that included (a) building relationships with people in the research program and with external parties providing key resources, (b) establishing a perspective of opportunity for research advancement, (c) identifying the larger context of scientific culture and regulatory environment, and (d) anticipating problems with a flexible response and rewarding teamwork. Small grant management included developing a day-to-day system, building a grant/study program development plan, and initiating a marketing plan.

  9. Lessons Learned from PEP-II LLRF and Longitudinal Feedback

    Energy Technology Data Exchange (ETDEWEB)

    Fox, J.D.; Mastorides, T.; Rivetta, C.H.; Van Winkle, D.; /SLAC; Teytelman, D.; /Dimtel, Redwood City

    2010-08-26

    The PEP-II B-Factory collider ended the final phase of operation at nearly twice the design current and 4X the design luminosity. To highlight the evolution from the original conceptual design through to the 1.2E34 final machine we choose one example each from the broadband feedback and from the LLRF system. They illustrate the original design estimation missed some very significant details, and how in the course of PEP-II operation unexpected difficulties led to significant insights and new approaches which allowed higher machine performance. We present valuable 'lessons learned' which are of interest to designers of next generation feedback and impedance controlled LLRF systems.

  10. Food security in China: lessons learned and future expectations

    Science.gov (United States)

    Cui, X.

    2011-12-01

    Population expansion and rapid economic development have been and will continue placing dramatic pressure on Chinese land resources to provide food, water, and energy. Globalisation and international cooperation makes China land use system inseparable from the rest of the world. In this study, we will first analyze the historic changes of food supply/demand in China during the past by ensemble all the available dataset and information from literature. During the past 60 years, China has been self-fed its own population benefiting from the increase of productivity which helps provide enough food. By analyzing the factors behind of the increase of productivity, it raises quite some concerns with future development. Projections of possible pathways of development will be discussed in this paper. Lessons learn from the past will help study food security in other countries particularly in countries like India or African countries.

  11. Lessons learned: advantages and disadvantages of mixed method research

    DEFF Research Database (Denmark)

    Malina, Mary A.; Nørreklit, Hanne; Selto, Frank H.

    2011-01-01

    on the use and usefulness of a specialized balanced scorecard; and third, to encourage researchers to actually use multiple methods and sources of data to address the very many accounting phenomena that are not fully understood. Design/methodology/approach – This paper is an opinion piece based...... on the authors' experience conducting a series of longitudinal mixed method studies. Findings – The authors suggest that in many studies, using a mixed method approach provides the best opportunity for addressing research questions. Originality/value – This paper provides encouragement to those who may wish......Purpose – The purpose of this paper is first, to discuss the theoretical assumptions, qualities, problems and myopia of the dominating quantitative and qualitative approaches; second, to describe the methodological lessons that the authors learned while conducting a series of longitudinal studies...

  12. Lessons Learned from the Past Accidents for Safety Culture Development

    International Nuclear Information System (INIS)

    All nuclear organizations strive to sustain and improve safety. There is diversity in the way organizations understand the concept of safety and the actions that can help to drive improvements. This paper presents an overview of the lessons to be learned from past nuclear accidents and their relevance for the development of nuclear safety culture. Although the term Safety Culture emerged after the Chernobyl accident, the factors that contributed to earlier accidents, of which the most notable was the accident of Three Mile Island Unit 2 , are also relevant for nuclear safety culture. As regards the Fukushima accident from 2011, safety culture was once again brought into discussion. It is easier to manage the workplaces and the organizations than the minds of employees, as it is not possible to change the human condition, but changing the conditions under which people work. For this, the commitment of the top management is important, without which, it is not possible to make the necessary changes. (author)

  13. Lessons Learned From Developing Reactor Pressure Vessel Steel Embrittlement Database

    Energy Technology Data Exchange (ETDEWEB)

    Wang, Jy-An John [ORNL

    2010-08-01

    Materials behaviors caused by neutron irradiation under fission and/or fusion environments can be little understood without practical examination. Easily accessible material information system with large material database using effective computers is necessary for design of nuclear materials and analyses or simulations of the phenomena. The developed Embrittlement Data Base (EDB) at ORNL is this comprehensive collection of data. EDB database contains power reactor pressure vessel surveillance data, the material test reactor data, foreign reactor data (through bilateral agreements authorized by NRC), and the fracture toughness data. The lessons learned from building EDB program and the associated database management activity regarding Material Database Design Methodology, Architecture and the Embedded QA Protocol are described in this report. The development of IAEA International Database on Reactor Pressure Vessel Materials (IDRPVM) and the comparison of EDB database and IAEA IDRPVM database are provided in the report. The recommended database QA protocol and database infrastructure are also stated in the report.

  14. Development of a public health reporting data warehouse: lessons learned.

    Science.gov (United States)

    Rizi, Seyed Ali Mussavi; Roudsari, Abdul

    2013-01-01

    Data warehouse projects are perceived to be risky and prone to failure due to many organizational and technical challenges. However, often iterative and lengthy processes of implementation of data warehouses at an enterprise level provide an opportunity for formative evaluation of these solutions. This paper describes lessons learned from successful development and implementation of the first phase of an enterprise data warehouse to support public health surveillance at British Columbia Centre for Disease Control. Iterative and prototyping approach to development, overcoming technical challenges of extraction and integration of data from large scale clinical and ancillary systems, a novel approach to record linkage, flexible and reusable modeling of clinical data, and securing senior management support at the right time were the main factors that contributed to the success of the data warehousing project. PMID:23920680

  15. External Police Oversight in Mexico: Experiences, Challenges, and Lessons Learned

    Directory of Open Access Journals (Sweden)

    Rubén Guzmán Sánchez

    2014-11-01

    Full Text Available After nearly 20 years of ‘reformist’ measures, the police in Mexico continues to be an ineffective, unreliable, and ‘far from citizen’ institution. The efforts made so far have faded amongst political interests and agendas; multidimensional frameworks out-dated at both conceptual and interagency levels; short-sighted competition for resources; evaluation and performance monitors that are handicapped by bureaucratic inaction; and weak transparency and accountability that perpetuate the opacity in which the police operate. In this context, the agenda of external police oversight is still at a rudimentary stage. However, there are several initiatives that have managed to push the issue to the frontier of new knowledge and promising practices. This paper outlines the experiences and challenges of—as well as the lessons learned by—the Institute for Security and Democracy (Insyde A.C., one of the most recognised think tanks in Mexico.

  16. Lessons learned from CIRFT testing on SNF vibration integrity study

    Energy Technology Data Exchange (ETDEWEB)

    Wang, Jy-An John [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Wang, Hong [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Jiang, Hao [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Bevard, Bruce Balkcom [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Howard, Rob L. [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Scaglione, John M. [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States)

    2015-01-01

    A cyclic integrated reversible-bending fatigue tester (CIRFT) was developed to support U.S. NRC and DOE Used Fuel Disposition Campaign studies on high burn-up (HBU) spent nuclear fuel (SNF) transportation during normal conditions of transport (NCT). Two devices were developed; the first CIRFT was successfully installed and operated in the ORNL hot-cells in September 2013. Since hot cell testing commenced several HBU SNF samples from both Zr-4 and M5 clads were investigated. The second CIRFT device was developed in February 2014, and has been used to test clad/fuel surrogate rods (stainless steel with alumina pellet inserts). The second CIRFT machine has also been used for sensor development and test sensitivity analyses, as well as loading boundary condition parameter studies. The lessons learned from CIRFT testing will be presented in this paper.

  17. Robotic Esophagectomy for Cancer: Early Results and Lessons Learned.

    Science.gov (United States)

    Cerfolio, Robert J; Wei, Benjamin; Hawn, Mary T; Minnich, Douglas J

    2016-01-01

    Minimally invasive esophagectomy with intrathoracic dissection and anastomosis is increasingly performed. Our objectives are to report our operative technique, early results and lessons learned. This is a retrospective review of 85 consecutive patients who were scheduled for minimally invasive Ivor Lewis esophagectomy (laparoscopic or robotic abdominal and robotic chest) for esophageal cancer. Between 4/2011 and 3/2015, 85 (74 men, median age: 63) patients underwent robotic Ivor Lewis esophageal resection. In all, 64 patients (75%) had preoperative chemoradiotherapy, 99% had esophageal cancer, and 99% had an R0 resection. There were no abdominal or thoracic conversions for bleeding. There was 1 abdominal conversion for the inability to completely staple the gastric conduit. The mean operative time was 6 hours, median blood loss was 35ml (no intraoperative transfusions), median number of resected lymph nodes was 22, and median length of stay was 8 days. Conduit complications (anastomotic leak or conduit ischemia) occurred in 6 patients. The 30 and 90-day mortality were 3/85 (3.5%) and 9/85 (10.6%), respectively. Initial poor results led to protocol changes via root cause analysis: longer rehabilitation before surgery, liver biopsy in patients with history of suspected cirrhosis, and refinements to conduit preparation and anastomotic technique. Robotic Ivor Lewis esophagectomy for cancer provides an R0 resection with excellent lymph node resection. Our preferred port placement and operative techniques are described. Disappointingly high thoracic conduit problems and 30 and 90-day mortality led to lessons learned and implementation of change which are shared. PMID:27568155

  18. Psychometric Analysis of a 5E Learning Cycle Lesson Plan Assessment Instrument

    Science.gov (United States)

    Goldston, M. Jenice; Day, Jeanelle Bland; Sundberg, Cheryl; Dantzler, John

    2010-01-01

    The purpose of this paper is to describe the procedures and the analysis of an instrument designed to measure preservice teachers' ability to develop appropriate 5E learning cycle lesson plans. The 5E "inquiry lesson plan" (ILP) rubric is comprised of 12 items with a scoring range of zero to four points per item. Content validity was determined…

  19. Professional Learning through the Collaborative Design of Problem-Solving Lessons

    Science.gov (United States)

    Wake, Geoff; Swan, Malcolm; Foster, Colin

    2016-01-01

    This article analyses lesson study as a mode of professional learning, focused on the development of mathematical problem solving processes, using the lens of cultural-historical activity theory. In particular, we draw attention to two activity systems, the classroom system and the lesson-study system, and the importance of making artefacts…

  20. Lessons Learned from Web-Enhanced Teaching in Landscape Architecture Studios

    Science.gov (United States)

    Li, Ming-Han

    2007-01-01

    The purpose of this article was to summarize lessons learned from implementing web-enhanced teaching in landscape architecture studio courses. The lessons are documented as challenges and opportunities based on a two-year assessment study of web-enhanced landscape architecture construction studios. This article will help landscape architecture…

  1. Blended learning: strengths, challenges, and lessons learned in an interprofessional training program.

    Science.gov (United States)

    Lotrecchiano, G R; McDonald, P L; Lyons, L; Long, T; Zajicek-Farber, M

    2013-11-01

    This field report outlines the goals of providing a blended learning model for an interdisciplinary training program for healthcare professionals who care for children with disabilities. The curriculum blended traditional face-to-face or on-site learning with integrated online interactive instruction. Credit earning and audited graduate level online coursework, community engagement experiences, and on-site training with maternal and child health community engagement opportunities were blended into a cohesive program. The training approach emphasized adult learning principles in different environmental contexts integrating multiple components of the Leadership Education in Neurodevelopmental and Related Disabilities Program. This paper describes the key principles adopted for this blended approach and the accomplishments, challenges, and lessons learned. The discussion offers examples from training content, material gathered through yearly program evaluation, as well as university course evaluations. The lessons learned consider the process and the implications for the role of blended learning in this type of training program with suggestions for future development and adoption by other programs.

  2. Organic marketing initiatives and rural development - lessons learned for the organic industry

    DEFF Research Database (Denmark)

    Kristensen, Niels Heine; Kujala, Jouni

    2005-01-01

    Kujala J, Kristensen NH, (2005): Organic marketing initiatives and rural development - lessons learned for the organic industry. Article in "Organic farming for a new millennium - status and future challenges". Published by Nordic Association of Agricultural Scientists (NJF). Swedish University...

  3. Climate change adaptation planning in agriculture: processes, experiences and lessons learned from early adapters

    NARCIS (Netherlands)

    Bizikova, L.; Crawford, E.; Nijnik, M.; Swart, R.J.

    2014-01-01

    This paper explores the lessons learned by leaders in agricultural adaptation planning in order to assist other jurisdictions to develop adaptation strategies. It seeks to identify effective institutional, participatory and collaborative processes involved in designing agricultural adaptation strate

  4. Lessons Learned from the Node 1 Temperature and Humidity Control Subsystem Design

    Science.gov (United States)

    Williams, David E.

    2010-01-01

    Node 1 flew to the International Space Station (ISS) on Flight 2A during December 1998. To date the National Aeronautics and Space Administration (NASA) has learned a lot of lessons from this module based on its history of approximately two years of acceptance testing on the ground and currently its twelve years on-orbit. This paper will provide an overview of the ISS Environmental Control and Life Support (ECLS) design of the Node 1 Temperature and Humidity Control (THC) subsystem and it will document some of the lessons that have been learned to date for this subsystem and it will document some of the lessons that have been learned to date for these subsystems based on problems prelaunch, problems encountered on-orbit, and operational problems/concerns. It is hoped that documenting these lessons learned from ISS will help in preventing them in future Programs. 1

  5. Personality disorders in the DSM-5: current status, lessons learned, and future challenges. Introduction.

    Science.gov (United States)

    Widiger, Thomas A; Krueger, Robert F

    2013-10-01

    Provides an introduction to a special section of Personality Disorders: Theory, Research, and Treatment. The purpose of this special section is to provide a discussion of the current status, lessons learned, and future challenges for the classification of personality disorders.

  6. SRS SLUDGE BATCH QUALIFICATION AND PROCESSING; HISTORICAL PERSPECTIVE AND LESSONS LEARNED

    Energy Technology Data Exchange (ETDEWEB)

    Cercy, M.; Peeler, D.; Stone, M.

    2013-09-25

    This report provides a historical overview and lessons learned associated with the SRS sludge batch (SB) qualification and processing programs. The report covers the framework of the requirements for waste form acceptance, the DWPF Glass Product Control Program (GPCP), waste feed acceptance, examples of how the program complies with the specifications, an overview of the Startup Program, and a summary of continuous improvements and lessons learned. The report includes a bibliography of previous reports and briefings on the topic.

  7. A Customizable Model for Chronic Disease Coordination: Lessons Learned From the Coordinated Chronic Disease Program.

    Science.gov (United States)

    Voetsch, Karen; Sequeira, Sonia; Chavez, Amy Holmes

    2016-01-01

    In 2012, the Centers for Disease Control and Prevention provided funding and technical assistance to all states and territories to implement the Coordinated Chronic Disease Program, marking the first time that all state health departments had federal resources to coordinate chronic disease prevention and control programs. This article describes lessons learned from this initiative and identifies key elements of a coordinated approach. We analyzed 80 programmatic documents from 21 states and conducted semistructured interviews with 7 chronic disease directors. Six overarching themes emerged: 1) focused agenda, 2) identification of functions, 3) comprehensive planning, 4) collaborative leadership and expertise, 5) managed resources, and 6) relationship building. These elements supported 4 essential activities: 1) evidence-based interventions, 2) strategic use of staff, 3) consistent communication, and 4) strong program infrastructure. On the basis of these elements and activities, we propose a conceptual model that frames overarching concepts, skills, and strategies needed to coordinate state chronic disease prevention and control programs. PMID:27032986

  8. Profile of NASA software engineering: Lessons learned from building the baseline

    Science.gov (United States)

    Hall, Dana; Mcgarry, Frank

    1993-01-01

    It is critically important in any improvement activity to first understand the organization's current status, strengths, and weaknesses and, only after that understanding is achieved, examine and implement promising improvements. This fundamental rule is certainly true for an organization seeking to further its software viability and effectiveness. This paper addresses the role of the organizational process baseline in a software improvement effort and the lessons we learned assembling such an understanding for NASA overall and for the NASA Goddard Space Flight Center in particular. We discuss important, core data that must be captured and contrast that with our experience in actually finding such information. Our baselining efforts have evolved into a set of data gathering, analysis, and crosschecking techniques and information presentation formats that may prove useful to others seeking to establish similar baselines for their organization.

  9. Service Oriented Robotic Architecture for Space Robotics: Design, Testing, and Lessons Learned

    Science.gov (United States)

    Fluckiger, Lorenzo Jean Marc E; Utz, Hans Heinrich

    2013-01-01

    This paper presents the lessons learned from six years of experiments with planetary rover prototypes running the Service Oriented Robotic Architecture (SORA) developed by the Intelligent Robotics Group (IRG) at the NASA Ames Research Center. SORA relies on proven software engineering methods and technologies applied to space robotics. Based on a Service Oriented Architecture and robust middleware, SORA encompasses on-board robot control and a full suite of software tools necessary for remotely operated exploration missions. SORA has been eld tested in numerous scenarios of robotic lunar and planetary exploration. The experiments conducted by IRG with SORA exercise a large set of the constraints encountered in space applications: remote robotic assets, ight relevant science instruments, distributed operations, high network latencies and unreliable or intermittent communication links. In this paper, we present the results of these eld tests in regard to the developed architecture, and discuss its bene ts and limitations.

  10. Addressing NCDs through research and capacity building in LMICs: lessons learned from tobacco control

    Science.gov (United States)

    Sturke, Rachel; Vorkoper, Susan; Duncan, Kalina; Levintova, Marya; Parascondola, Mark

    2016-01-01

    Confronting the global non-communicable diseases (NCDs) crisis requires a critical mass of scientists who are well versed in regional health problems and understand the cultural, social, economic, and political contexts that influence the effectiveness of interventions. Investments in global NCD research must be accompanied by contributions to local research capacity. The National Institutes of Health (NIH) and the Fogarty International Center have a long-standing commitment to supporting research capacity building and addressing the growing burden of NCDs in low- and middle-income countries. One program in particular, the NIH International Tobacco and Health Research and Capacity Building Program (TOBAC program), offers an important model for conducting research and building research capacity simultaneously. This article describes the lessons learned from this unique funding model and demonstrates how a relatively modest investment can make important contributions to scientific evidence and capacity building that could inform ongoing and future efforts to tackle the global burden of NCDs. PMID:27545455

  11. TMI-2: Lessons learned by the US Department of Energy: A programmatic perspective

    International Nuclear Information System (INIS)

    This report is a summary of the lessons learned by the US Department of Energy during its decade-long participation in the research and accident cleanup project at Three Mile Island Nuclear Power Station Unit 2 near Harrisburg, Pennsylvania. It is based on a review of a wide range of project documents and interviews with personnel from the many organizations involved. The lessons are organized into major subjects with a brief background section to orient the reader to that subject. The subjects are divided into sub-topics, each with a brief discussion and a series of lessons learned. The lessons are very brief and each is preceded with a keyword phrase to highlight its specific topic. References are given so that the details of the subject and the lesson can be further investigated. 99 refs., 24 figs

  12. Validating a Technology Enhanced Student-Centered Learning Model

    Science.gov (United States)

    Kang, Myunghee; Hahn, Jungsun; Chung, Warren

    2015-01-01

    The Technology Enhanced Student Centered Learning (TESCL) Model in this study presents the core factors that ensure the quality of learning in a technology-supported environment. Although the model was conceptually constructed using a student-centered learning framework and drawing upon previous studies, it should be validated through real-world…

  13. Bringing authentic service learning to the classroom: benefits and lessons learned

    Science.gov (United States)

    Chamberlain, Leslie C.

    2016-06-01

    Project-based learning, which has gained significant attention within K-12 education, provides rich hands-on experiences for students. Bringing an element of service to the projects allow students to engage in a local or global community, providing an abundance of benefits to the students’ learning. For example, service projects build confidence, increase motivation, and exercise problem-solving and communication skills in addition to developing a deep understanding of content. I will present lessons I have learned through four years of providing service learning opportunities in my classroom. I share ideas for astronomy projects, tips for connecting and listening to a community, and helpful guidelines to hold students accountable in order to ensure a productive and educational project.

  14. Supply chain management/ Some lessons learned the hard way.

    Science.gov (United States)

    Nuttall, Stephen

    2013-01-01

    This paper will look at some of the experiences, lessons and frustrations experienced in managing supply chains for business continuity. No-one has time to make all the mistakes, nor to learn all the lessons on their own, so it is useful to share experiences. Over the last 25 years, the author has been involved in supply chain management as a contract manager; a programme and project manager; and as a business continuity manager. Although times change, there are some fundamental principles that are absolutely critical in making sure that supply chains do what they are needed to do/ to keep business going. Supply chains are here to stay. Indeed, with today's drive towards outsourcing, best-shoring and contracting out, they are becoming more important every year and this will only continue over time. Moreover, in the highly competitive markets in which all organisations operate, suppliers may well be carrying out operations that not all that long ago would have been considered to be part of core business. Getting the right relationship with the supply chain is more critical than ever before.1 What does this mean to business continuity professionals? They need to think not just about their own BC plans, but about the plans of their suppliers, and even those of their suppliers' suppliers. This may seem obvious, but unlike internal BC plans written by and for an organisation, it must be considered just what a supplier's plans are designed to achieve. What business outcomes will their plans deliver? If they recover their own business, how does that affect the business they serve? Are others' assumptions of how they will react in line with theirs? PMID:23615062

  15. Supply chain management/ Some lessons learned the hard way.

    Science.gov (United States)

    Nuttall, Stephen

    2013-01-01

    This paper will look at some of the experiences, lessons and frustrations experienced in managing supply chains for business continuity. No-one has time to make all the mistakes, nor to learn all the lessons on their own, so it is useful to share experiences. Over the last 25 years, the author has been involved in supply chain management as a contract manager; a programme and project manager; and as a business continuity manager. Although times change, there are some fundamental principles that are absolutely critical in making sure that supply chains do what they are needed to do/ to keep business going. Supply chains are here to stay. Indeed, with today's drive towards outsourcing, best-shoring and contracting out, they are becoming more important every year and this will only continue over time. Moreover, in the highly competitive markets in which all organisations operate, suppliers may well be carrying out operations that not all that long ago would have been considered to be part of core business. Getting the right relationship with the supply chain is more critical than ever before.1 What does this mean to business continuity professionals? They need to think not just about their own BC plans, but about the plans of their suppliers, and even those of their suppliers' suppliers. This may seem obvious, but unlike internal BC plans written by and for an organisation, it must be considered just what a supplier's plans are designed to achieve. What business outcomes will their plans deliver? If they recover their own business, how does that affect the business they serve? Are others' assumptions of how they will react in line with theirs?

  16. Creating and Maintaining a Successful Service Line in an Academic Medical Center at the Dawn of Value-Based Care: Lessons Learned From the Heart and Vascular Service Line at UMass Memorial Health Care.

    Science.gov (United States)

    Phillips, Robert A; Cyr, Jay; Keaney, John F; Messina, Louis M; Meyer, Theo E; Tam, Stanley K C; Korenda, Kathleen; Darrigo, Melinda; Kumar, Pooja; Challapalli, Sailu

    2015-10-01

    The service line (SL) model has been proven to help shift health care toward value-based services, which is characterized by coordinated, multidisciplinary, high-quality, and cost-effective care. However, academic medical centers struggle with how to effectively set up SL structures that overcome the organizational and cultural challenges associated with simultaneously delivering the highest-value care for the patient and advancing the academic mission. In this article, the authors examine the evolution of UMass Memorial Health Care's heart and vascular service line (HVSL) from 2006 to 2011 and describe the impact on its success of multiple strategic decisions. These include key academic physician leadership recruitments and engagement via a matrixed governance and management model; development of multidisciplinary teams; empowerment of SL leadership through direct accountability and authority over programs and budgets; joint educational and training programs; incentives for academic achievement; and co-localization of faculty, personnel, and facilities. The authors also explore the barriers to success, including the need to overcome historical departmental-based silos, cultural and training differences among disciplines, confusion engendered by a matrixed reporting structure, and faculty's unfamiliarity with the financial and organizational skills required to operate a successful SL. Also described here is the impact that successful implementation of the SL has on creating high-quality services, increased profitability, and contribution to the financial stability and academic achievement of the academic medical center. PMID:26222322

  17. Experience gained from fires in nuclear power plants: Lessons learned

    International Nuclear Information System (INIS)

    In 1993, the IAEA launched a programme to assist Member States in improving fire safety in nuclear power plants (NPPs). The review of fire safety assessment in many plants has shown that fire is one of the most important risk contributors for NPPs. Moreover, operational experience has confirmed that many events have a similar root cause, initiation and development mechanism. Therefore, many States have improved the analysis of their operational experience and its feedback. States that operate NPPs play an important role in the effort to improve fire safety by circulating their experience internationally - this exchange of information can effectively prevent potential events. When operating experience is well organized and made accessible, it can feed an improved fire hazard assessment on a probabilistic basis. The practice of exchanging operational experience seems to be bearing fruit: serious events initiated by fire are on the decline at plants in operating States. However, to maximize this effort, means for communicating operational experience need to be continuously improved and the pool of recipients of operational experience data enlarged. The present publication is the third in a series started in 1998 on fire events, the first two were: Root Cause Analysis for Fire Events (IAEA-TECDOC-1112) and Use of Operational Experience in Fire Safety Assessment of Nuclear Power Plants (IAEA-TECDOC-1134). This TECDOC summarizes the experience gained and lessons learned from fire events at operating plants, supplemented by specific Member State experiences. In addition, it provides a possible structure of an international fire and explosion event database aimed at the analysis of experience from fire events and the evaluation of fire hazard. The intended readership of this is operators of plants and regulators. The present report includes a detailed analysis of the most recent events compiled with the IAEA databases and other bibliographic sources. It represents a

  18. Learning lessons from natural disasters - sectorial or holistic perspectives?

    Science.gov (United States)

    Johansson, M.; Blumenthal, B.; Nyberg, L.

    2009-04-01

    Lessons learning from systematic analyses of past natural disasters is of great importance for future risk reduction and vulnerability management. It is one crucial piece of a puzzle towards disaster resilient societies, together with e.g. models of future emerging climate-related risks, globalization or demographic changes. Systematic analyses of impact and management of past events have commonly been produced in many sectors, but the knowledge is seldom shared outside the own organization or produced for other actors. To increase the availability of reports and documents, the Swedish Rescue Services Agency has created the Swedish Natural Hazards Information System, in accordance with a government commission from 2005. The system gathers accident reports, investigations and in-depth analyses, together with societal additional costs and mappings of consequences from central and local governments, NGO's and private actors. Evaluation of the collection reveals large differences in quality, systematic approach, depth and extent, clearly consistent with the lack of coherent harmonization of investigation and reporting approaches. Type of hazard, degree of impact and time elapsed since present are decisive for the collected volume. LPHC (low probability high consequences) disasters usually comprise most data and analytical activities, since they often are met with surprise and highlight the failure to integrate resilience into normal societal planning. During the last 50 years, several LPHC events in Sweden have functioned as alarm clocks and entailed major changes and improvements in government policies or legislations, safety management systems, risk assessments, response training, stakeholder communication, etc. Such an event occurred in January 2005 when Northern Europe was confronted with one of the most severe storms in modern history. Accidents that caused 24 fatalities occurred (17 in Sweden), several regions in UK and Germany were flooded and extensive areas of

  19. Decommissioning survey and site characterisation issues and lessons learned

    International Nuclear Information System (INIS)

    The paper presents an overview of several topical areas pertaining to issues and lessons learned for decommissioning characterization and survey, including: subsurface sampling and survey; dose modeling and derivation of DCGLs for survey units; buried pipes survey and characterization; characterization of solid materials for release; and survey and monitoring for detection of leakages and spills. The specific topical areas are briefly discussed below: The paper discusses key subsurface survey and characterization issues pertaining to: lack of sampling, modeling, decision framework approach; and lack of quality in the decision-making throughout the site investigation and remediation processes. Calculation of a DCGLW is a problematic issue for subsurface due to formulation of an appropriate exposure scenario that would occur in the subsurface. Similarly, the DCGLEMC is also a problematic parameter to derive, as the statistical hypothesis testing for surface assumes that the samples come from the same population which may not be the case for subsurface. The paper focuses on a difficulty arising from the fact that investigators cannot completely scan the subsurface (e.g.; due to lack of comprehensive coverage easily gained at the surface, which now presents a real obstacle in determining activity levels at depth). Other issues pertaining to dealing with volumetric (not area) samples present an added complexity; thus, increasing sampling requirements and scrutiny. The paper addresses key dose modeling issues including: selection of a scenario, treatment of uncertainties in support of decision-making, and assessment of contaminant transport through concrete structures or barriers, and considerations for selection of a period of performance to convert risk/dose criteria into radionuclide concentration release limits. The paper addresses a key issue pertaining to survey and characterization of buried pipes and infrastructure components. In this context, the paper discusses

  20. 77 FR 55230 - Japan Lessons-Learned Project Directorate Interim Staff Guidance JLD-ISG-2012-01; Compliance With...

    Science.gov (United States)

    2012-09-07

    ... COMMISSION Japan Lessons-Learned Project Directorate Interim Staff Guidance JLD-ISG-2012-01; Compliance With...-Learned Project Directorate interim staff guidance; issuance. SUMMARY: The U.S. Nuclear Regulatory Commission (NRC or the Commission) is issuing the Final Japan Lessons-Learned Project Directorate...

  1. 77 FR 64565 - Solicitation of Feedback and Lessons-Learned from the Pilot of the Revised Construction Reactor...

    Science.gov (United States)

    2012-10-22

    ... COMMISSION Solicitation of Feedback and Lessons-Learned from the Pilot of the Revised Construction Reactor...-learned from members of the public, licensees, and interest groups regarding the effectiveness of the... basis. The NRC has applied lessons- learned from the prior plants constructed under 10 CFR part 50...

  2. Professionals calling in lifelong learning centers

    Directory of Open Access Journals (Sweden)

    Victor Manuel Monteiro Seco

    2013-06-01

    Full Text Available Purpose: This study aims to understand how the way people see their work and the authentizotic character of their organizational climate contribute to the building of a Great Place to Work. Design/methodology/approach: This paper presents the results of a quantitative investigation that correlate the perceptions of organizational climate and the work orientations of professionals with different occupations on Portuguese lifelong education centers. Findings: The study indicates that all the core elements of an authentizotic organization contribute to explain what people potentially expect from their companies:  adequate  material  conditions  plus  a  meaningful contribution. Practical implications: The study has implications in the future for National Qualification Agency directors, education politicians and human resource managers who are responsible for providing good expectations within a healthy context of talent retention. Originality/value: The novel contribution of this paper is the finding that employee’s work orientations and authentizotic climate are related to each other in a Lifelong learning Center in the public education sector.

  3. Lessons Learned in Developing Multiple Distributed Planning Systems for the International Space Station

    Science.gov (United States)

    Maxwell, Theresa G.

    2002-01-01

    The planning processes for the International Space Station (ISS) Program are quite complex. Detailed mission planning for ISS on-orbit operations is a distributed function. Pieces of the on-orbit plan are developed by multiple planning organizations, located around the world, based on their respective expertise and responsibilities. The pieces are then integrated to yield the final detailed plan that will be executed onboard the ISS. Previous space programs have not distributed the planning and scheduling functions to this extent. Major ISS planning organizations are currently located in the United States (at both the NASA Johnson Space Center (JSC) and NASA Marshall Space Flight Center (MSFC)), in Russia, in Europe, and in Japan. Software systems have been developed by each of these planning organizations to support their assigned planning and scheduling functions. Although there is some cooperative development and sharing of key software components, each planning system has been tailored to meet the unique requirements and operational environment of the facility in which it operates. However, all the systems must operate in a coordinated fashion in order to effectively and efficiently produce a single integrated plan of ISS operations, in accordance with the established planning processes. This paper addresses lessons learned during the development of these multiple distributed planning systems, from the perspective of the developer of one of the software systems. The lessons focus on the coordination required to allow the multiple systems to operate together, rather than on the problems associated with the development of any particular system. Included in the paper is a discussion of typical problems faced during the development and coordination process, such as incompatible development schedules, difficulties in defining system interfaces, technical coordination and funding for shared tools, continually evolving planning concepts/requirements, programmatic and

  4. Toward a powerful problem-based training tool for harnessing lessons learned

    International Nuclear Information System (INIS)

    One of the purposes of this paper is to describe a training method and supporting technologies (tool) to increase personnel awareness of error precursors. This model-centered method may be an effective 'part task training' to precede more expensive fall-blown multimedia scenarios (behavioral simulations). The training is designed to efficiently increase positive transfer from lessons learned case studies. The tool enables developers to take actual instances and inexpensively frame them within an interactive computer learning environment. The learning is engaging and helps model the kind of causal thinking needed to prevent future occurrences. This method and tool could help workers 'see' the problems and feel the need to take action when they are in real settings. Another purpose of this paper is to present the results of research into the process of designing and developing this training software. The benefits for attendees are insights that may enable more rapid proto-typing of software for training the workforce. The authors will present the models, methodologies, and patterns in the participants' design activities. Results show that participants used a cyclical, spiral process that revisited design topics until they were clarified. (authors)

  5. Lessons learned from the MIT Tara control and data system

    International Nuclear Information System (INIS)

    The control and data system of the MIT Tara Tandem Mirror has worked successfully throughout the lifetime of the experiment (1983 through 1987). As the Tara project winds down, it is appropriate to summarize the lessons learned from the implementation and operation of the control and data system over the years and in its final form. The control system handled ∼2400 I/0 points in real time throughout the 5 to 10 minute shot cycle while the data system, in near real time, handled ∼1000 signals with a total of 5 to 7 Mbytes of data each shot. The implementation depended upon a consistent approach based on separating physics and engineering functions and on detailed functional diagrams with narrowly defined cross communication. This paper is a comprehensive treatment of the principal successes, residual problems, and dilemmas that arose from the beginning until the final hardware and software implementation. Suggestions for future systems of either similar size or of larger scale such as CIT are made in the conclusion. 11 refs., 1 fig

  6. Nmag micromagnetic simulation tool - software engineering lessons learned

    CERN Document Server

    Fangohr, Hans; Franchin, Matteo

    2016-01-01

    We review design decisions and their impact for the open source code Nmag from a software engineering in computational science point of view. Key lessons to learn include that the approach of encapsulating the simulation functionality in a library of a general purpose language, here Python, eliminates the need for configuration files, provides greatest flexibility in using the simulation, allows mixing of multiple simulations, pre- and post-processing in the same (Python) file, and allows to benefit from the rich Python ecosystem of scientific packages. The choice of programming language (OCaml) for the computational core did not resonate with the users of the package (who are not computer scientists) and was suboptimal. The choice of Python for the top-level user interface was very well received by users from the science and engineering community. The from-source installation in which key requirements were compiled from a tarball was remarkably robust. In places, the code is a lot more ambitious than necessa...

  7. Integrating gender into natural resources management projects: USAID lessons learned.

    Science.gov (United States)

    1998-01-01

    This article discusses USAID's lessons learned about integrating gender into natural resource management (NRM) projects in Peru, the Philippines, and Kenya. In Peru, USAID integrated women into a solid waste management project by lending money to invest in trash collection supplies. The loans allowed women to collect household waste, transfer it to a landfill, and provide additional sanitary disposal. The women were paid through direct fees from households and through service contracts with municipalities. In Mindanao, the Philippines, women were taught about the health impact of clean water and how to monitor water quality, including the monitoring of E. coli bacteria. Both men and women were taught soil conservation techniques for reducing the amount of silt running into the lake, which interferes with the generation of electricity and affects the health of everyone. The education helped women realize the importance of reducing silt and capitalized on their interest in protecting the health of their families. The women were thus willing to monitor the lake's water quality to determine if the conservation efforts were effective. In Kenya, USAID evaluated its Ecology, Community Organization, and Gender project in the Rift Valley, which helped resettle a landless community and helped with sustainable NRM. The evaluation revealed that women's relative bargaining power was less than men's. Organized capacity building that strengthened women's networks and improved their capacity to push issues onto the community agenda assured women a voice in setting the local NRM agenda. PMID:12321706

  8. Transboundary Movement of Radioactively Contaminated Scrap Metal - Lessons Learned

    International Nuclear Information System (INIS)

    Starting in 1989, Bulgaria has undergone a comprehensive transformation of its economy and social conditions. Part of this process is related to the intensive privatization that started in 2001. This privatization included facilities, as well as sites that use radioactive material for different applications - industry, medicine, agriculture, science, etc. The rapid change of property ownership and, in some cases, the resulting bankruptcy, has caused difficulties in tracing and identifying radioactive sources and materials and a deterioration of the system of safety, physical protection, etc. of radioactive material. In some cases, radioactive sources were stolen because of the value of their protective containers and sold for scrap metal. This led to the occurrence of different types of radiation incidents, mainly related to the discovery of radioactive sources in scrap metal. The consequences of these incidents include the risk of radiation exposure of the workers at scrap metal yards or reprocessing facilities and of members of the public and, in addition, radioactive contamination of the environment. The Bulgarian Nuclear Regulatory Agency (BNRA) has been responding to these incidents and has carried out a series of measures to improve the control over materials (e.g. activated or surface contaminated materials) and radioactive sources and to strengthen the preventive, monitoring, emergency preparedness and mitigating measures at facility, national and transboundary levels. This paper presents an analysis of the lessons learned by the BNRA and of the control of the transboundary movement of radioactively contaminated scrap metal through the territory of Bulgaria. (author)

  9. Warfighter information services: lessons learned in the intelligence domain

    Science.gov (United States)

    Bray, S. E.

    2014-05-01

    A vision was presented in a previous paper of how a common set of services within a framework could be used to provide all the information processing needs of Warfighters. Central to that vision was the concept of a "Virtual Knowledge Base". The paper presents an implementation of these ideas in the intelligence domain. Several innovative technologies were employed in the solution, which are presented and their benefits explained. The project was successful, validating many of the design principles for such a system which had been proposed in earlier work. Many of these principles are discussed in detail, explaining lessons learned. The results showed that it is possible to make vast improvements in the ability to exploit available data, making it discoverable and queryable wherever it is from anywhere within a participating network; and to exploit machine reasoning to make faster and better inferences from available data, enabling human analysts to spend more of their time doing more difficult analytical tasks rather than searching for relevant data. It was also demonstrated that a small number of generic Information Processing services can be combined and configured in a variety of ways (without changing any software code) to create "fact-processing" workflows, in this case to create different intelligence analysis capabilities. It is yet to be demonstrated that the same generic services can be reused to create analytical/situational awareness capabilities for logistics, operations, planning or other military functions but this is considered likely.

  10. Anthropology and Epidemiology: learning epistemological lessons through a collaborative venture.

    Science.gov (United States)

    Béhague, Dominique Pareja; Gonçalves, Helen; Victora, Cesar Gomes

    2008-01-01

    Collaboration between anthropology and epidemiology has a long and tumultuous history. Based on empirical examples, this paper describes a number of epistemological lessons we have learned through our experience of cross disciplinary collaboration. Although critical of both mainstream epidemiology and medical anthropology, our analysis focuses on the implications of addressing each discipline's main epistemological differences, while addressing the goal of adopting a broader social approach to health improvement. We believe it is important to push the boundaries of research collaborations from the more standard forms of "multidisciplinarity," to the adoption of theoretically imbued "interdisciplinarity." The more we challenge epistemological limitations and modify ways of knowing, the more we will be able to provide in-depth explanations for the emergence of disease-patterns and thus, to problem-solve. In our experience, both institutional support and the adoption of a relativistic attitude are necessary conditions for sustained theoretical interdisciplinarity. Until researchers acknowledge that methodology is merely a human-designed tool to interpret reality, unnecessary methodological hyper-specialization will continue to alienate one field of knowledge from the other.

  11. MIDAS: Lessons learned from the first spaceborne atomic force microscope

    CERN Document Server

    Bentley, Mark S; Butler, Bart; Gavira, Jose; Jeszenszky, Harald; Mannel, Thurid; Romstedt, Jens; Schmied, Roland; Torkar, Klaus

    2016-01-01

    The Micro-Imaging Dust Analysis System (MIDAS) atomic force microscope (AFM) onboard the Rosetta orbiter was the first such instrument launched into space in 2004. Designed only a few years after the technique was invented, MIDAS is currently orbiting comet 67P Churyumov-Gerasimenko and producing the highest resolution 3D images of cometary dust ever made in situ. After more than a year of continuous operation much experience has been gained with this novel instrument. Coupled with operations of the Flight Spare and advances in terrestrial AFM a set of "lessons learned" has been produced, cumulating in recommendations for future spaceborne atomic force microscopes. The majority of the design could be reused as-is, or with incremental upgrades to include more modern components (e.g. the processor). Key additional recommendations are to incorporate an optical microscope to aid the search for particles and image registration, to include a variety of cantilevers (with different spring constants) and a variety of ...

  12. MIDAS: Lessons learned from the first spaceborne atomic force microscope

    Science.gov (United States)

    Bentley, Mark Stephen; Arends, Herman; Butler, Bart; Gavira, Jose; Jeszenszky, Harald; Mannel, Thurid; Romstedt, Jens; Schmied, Roland; Torkar, Klaus

    2016-08-01

    The Micro-Imaging Dust Analysis System (MIDAS) atomic force microscope (AFM) onboard the Rosetta orbiter was the first such instrument launched into space in 2004. Designed only a few years after the technique was invented, MIDAS is currently orbiting comet 67P Churyumov-Gerasimenko and producing the highest resolution 3D images of cometary dust ever made in situ. After more than a year of continuous operation much experience has been gained with this novel instrument. Coupled with operations of the Flight Spare and advances in terrestrial AFM a set of "lessons learned" has been produced, cumulating in recommendations for future spaceborne atomic force microscopes. The majority of the design could be reused as-is, or with incremental upgrades to include more modern components (e.g. the processor). Key additional recommendations are to incorporate an optical microscope to aid the search for particles and image registration, to include a variety of cantilevers (with different spring constants) and a variety of tip geometries.

  13. Pediatric Care Coordination: Lessons Learned and Future Priorities.

    Science.gov (United States)

    Cady, Rhonda G; Looman, Wendy S; Lindeke, Linda L; LaPlante, Bonnie; Lundeen, Barbara; Seeley, Amanda; Kautto, Mary E

    2015-09-30

    A fundamental component of the medical home model is care coordination. In Minnesota, this model informed design and implementation of the state's health care home (HCH) model, a key element of statewide healthcare reform legislation. Children with medical complexity (CMC) often require care from multiple specialists and community resources. Coordinating this multi-faceted care within the HCH is challenging. This article describes the need for specialized models of care coordination for CMC. Two models of care coordination for CMC were developed to address this challenge. The TeleFamilies Model of Pediatric Care Coordination uses an advanced practice registered nurse care (APRN) coordinator embedded within an established HCH. The PRoSPer Model of Pediatric Care Coordination uses a registered nurse/social worker care coordinator team embedded within a specialty care system. We describe key findings from implementation of these models, and conclude with lessons learned. Replication of the models is encouraged to increase the evidence base for care coordination for the growing population of children with medical complexities.

  14. Project Interface Requirements Process Including Shuttle Lessons Learned

    Science.gov (United States)

    Bauch, Garland T.

    2010-01-01

    Most failures occur at interfaces between organizations and hardware. Processing interface requirements at the start of a project life cycle will reduce the likelihood of costly interface changes/failures later. This can be done by adding Interface Control Documents (ICDs) to the Project top level drawing tree, providing technical direction to the Projects for interface requirements, and by funding the interface requirements function directly from the Project Manager's office. The interface requirements function within the Project Systems Engineering and Integration (SE&I) Office would work in-line with the project element design engineers early in the life cycle to enhance communications and negotiate technical issues between the elements. This function would work as the technical arm of the Project Manager to help ensure that the Project cost, schedule, and risk objectives can be met during the Life Cycle. Some ICD Lessons Learned during the Space Shuttle Program (SSP) Life Cycle will include the use of hardware interface photos in the ICD, progressive life cycle design certification by analysis, test, & operations experience, assigning interface design engineers to Element Interface (EI) and Project technical panels, and linking interface design drawings with project build drawings

  15. Radioactivity: lessons learned from Chernobyl; Radioactivite: les lecons de Tchernobyl

    Energy Technology Data Exchange (ETDEWEB)

    Hertel, O.; Rouat, S.; Mulot, R.; Chauveau, L.; Khalatbari, A.; Riou-Milliot, S.

    2011-05-15

    A set of articles draws lessons learned from the Chernobyl accident and indicates how they can be applied to the Fukushima accident. Notably, it describes contamination mechanisms and how food, milk, vegetables, water organisms become hazardous. It highlights the influence of the initial contamination concentration. Then, it addresses soil contamination where caesium 137 reveals itself not much mobile and concentrated in surface layers. As far as oceans are concerned, they are said to be able to absorb radioactivity: 60 years of anthropic radioactive releases apparently did not have any obvious negative impact on sea environment. Underground waters are affected with some delay, and radioactive dusts which are present in the atmosphere fall with the rain and may appear again later in case of forest fires as it has been noticed. A brief article presents the French radioactivity detection network. The lack of knowledge on the effect of low doses is also commented. The technological aspect is addressed, with the development of automatic means of intervention. A last article gives an overview of the situation in the Fukushima area, indicates and comments contamination levels

  16. Space Stirling Cryocooler Contamination Lessons Learned and Recommended Control Procedures

    Science.gov (United States)

    Glaister, D. S.; Price, K.; Gully, W.; Castles, S.; Reilly, J.

    The most important characteristic of a space cryocooler is its reliability over a lifetime typically in excess of 7 years. While design improvements have reduced the probability of mechanical failure, the risk of internal contamination is still significant and has not been addressed in a consistent approach across the industry. A significant fraction of the endurance test and flight units have experienced some performance degradation related to internal contamination. The purpose of this paper is to describe and assess the contamination issues inside long life, space cryocoolers and to recommend procedures to minimize the probability of encountering contamination related failures and degradation. The paper covers the sources of contamination, the degradation and failure mechanisms, the theoretical and observed cryocooler sensitivity, and the recommended prevention procedures and their impact. We begin with a discussion of the contamination sources, both artificial and intrinsic. Next, the degradation and failure mechanisms are discussed in an attempt to arrive at a contaminant susceptibility, from which we can derive a contamination budget for the machine. This theoretical sensitivity is then compared with the observed sensitivity to illustrate the conservative nature of the assumed scenarios. A number of lessons learned on Raytheon, Ball, Air Force Research Laboratory, and NASA GSFC programs are shared to convey the practical aspects of the contamination problem. Then, the materials and processes required to meet the proposed budget are outlined. An attempt is made to present a survey of processes across industry.

  17. Nuclear power plant Generic Aging Lessons Learned (GALL). Appendix B

    International Nuclear Information System (INIS)

    The purpose of this generic aging lessons learned (GALL) review is to provide a systematic review of plant aging information in order to assess materials and component aging issues related to continued operation and license renewal of operating reactors. Literature on mechanical, structural, and thermal-hydraulic components and systems reviewed consisted of 97 Nuclear Plant Aging Research (NPAR) reports, 23 NRC Generic Letters, 154 Information Notices, 29 Licensee Event Reports (LERs), 4 Bulletins, and 9 Nuclear Management and Resources Council Industry Reports (NUMARC IRs) and literature on electrical components and systems reviewed consisted of 66 NPAR reports, 8 NRC Generic Letters, 111 Information Notices, 53 LERs, 1 Bulletin, and 1 NUMARC IR. More than 550 documents were reviewed. The results of these reviews were systematized using a standardized GALL tabular format and standardized definitions of aging-related degradation mechanisms and effects. The tables are included in volumes 1 and 2 of this report. A computerized data base has also been developed for all review tables and can be used to expedite the search for desired information on structures, components, and relevant aging effects. A survey of the GALL tables reveals that all ongoing significant component aging issues are currently being addressed by the regulatory process. However, the aging of what are termed passive components has been highlighted for continued scrutiny. This report consists of Volume 2, which consists of the GALL literature review tables for the NUMARC Industry Reports reviewed for the report

  18. Sports genetics moving forward: lessons learned from medical research.

    Science.gov (United States)

    Mattsson, C Mikael; Wheeler, Matthew T; Waggott, Daryl; Caleshu, Colleen; Ashley, Euan A

    2016-03-01

    Sports genetics can take advantage of lessons learned from human disease genetics. By righting past mistakes and increasing scientific rigor, we can magnify the breadth and depth of knowledge in the field. We present an outline of challenges facing sports genetics in the light of experiences from medical research. Sports performance is complex, resulting from a combination of a wide variety of different traits and attributes. Improving sports genetics will foremost require analyses based on detailed phenotyping. To find widely valid, reproducible common variants associated with athletic phenotypes, study sample sizes must be dramatically increased. One paradox is that in order to confirm relevance, replications in specific populations must be undertaken. Family studies of athletes may facilitate the discovery of rare variants with large effects on athletic phenotypes. The complexity of the human genome, combined with the complexity of athletic phenotypes, will require additional metadata and biological validation to identify a comprehensive set of genes involved. Analysis of personal genetic and multiomic profiles contribute to our conceptualization of precision medicine; the same will be the case in precision sports science. In the refinement of sports genetics it is essential to evaluate similarities and differences between sexes and among ethnicities. Sports genetics to date have been hampered by small sample sizes and biased methodology, which can lead to erroneous associations and overestimation of effect sizes. Consequently, currently available genetic tests based on these inherently limited data cannot predict athletic performance with any accuracy.

  19. SAGE III on ISS Lessons Learned on Thermal Interface Design

    Science.gov (United States)

    Davis, Warren

    2015-01-01

    The Stratospheric Aerosol and Gas Experiment III (SAGE III) instrument - the fifth in a series of instruments developed for monitoring vertical distribution of aerosols, ozone, and other trace gases in the Earth's stratosphere and troposphere - is currently scheduled for delivery to the International Space Station (ISS) via the SpaceX Dragon vehicle in 2016. The Instrument Adapter Module (IAM), one of many SAGE III subsystems, continuously dissipates a considerable amount of thermal energy during mission operations. Although a portion of this energy is transferred via its large radiator surface area, the majority must be conductively transferred to the ExPRESS Payload Adapter (ExPA) to satisfy thermal mitigation requirements. The baseline IAM-ExPA mechanical interface did not afford the thermal conductance necessary to prevent the IAM from overheating in hot on-orbit cases, and high interfacial conductance was difficult to achieve given the large span between mechanical fasteners, less than stringent flatness specifications, and material usage constraints due to strict contamination requirements. This paper will examine the evolution of the IAM-ExPA thermal interface over the course of three design iterations and will include discussion on design challenges, material selection, testing successes and failures, and lessons learned.

  20. The iCub Software Architecture: evolution and lessons learned

    Directory of Open Access Journals (Sweden)

    Lorenzo eNatale

    2016-04-01

    Full Text Available The complexity of humanoid robots is increasing with the availability of new sensors, embedded CPUs and actuators. This wealth of technologies allows researchers to investigate new problems like whole-body force control, multi-modal human-robot interaction and sensory fusion. Under the hood of these robots, the software architecture has an important role: it allows researchers to get access to the robot functionalities focusing primarily on their research problems, it supports code reuse to minimize development and debugging, especially when new hardware becomes available. But more importantly it allows increasing the complexity of the experiments that can be implemented before system integration becomes unmanageable and debugging draws more resources than research itself.In this paper we illustrate the software architecture of the iCub humanoid robot and the software engineering best practices that have emerged driven by the needs of our research community. We describe the latest developments at the level of the middleware supporting interface definition and automatic code generation, logging, ROS compatibility and channel prioritization. We show the robot abstraction layer and how it has been modified to better address the requirements of the users and to support new hardware as it became available. We also describe the testing framework we have recently adopted for developing code using a test driven methodology. We conclude the paper discussing the lessons we have learned during the past eleven years of software development on the iCub humanoid robot.

  1. Building a GPS Receiver for Space Lessons Learned

    Science.gov (United States)

    Sirotzky, Steve; Heckler, G. W.; Boegner, G.; Roman, J.; Wennersten, M.; Butler, R.; Davis, M.; Lanham, A.; Winternitz, L.; Thompson, W.; Bamford, B.; Banes, V.

    2008-01-01

    Over the past 4 years the Component Systems and Hardware branch at NASA GSFC has pursued an inhouse effort to build a unique space-flight GPS receiver. This effort has resulted in the Navigator GPS receiver. Navigator's first flight opportunity will come with the STS-125 HST-SM4 mission in August 2008. This paper covers the overall hardware design for the receiver and the difficulties encountered during the transition from the breadboard design to the final flight hardware design. Among the different lessons learned, the paper stresses the importance of selecting and verifying parts that are appropriate for space applications, as well as what happens when these parts are not accurately characterized by their datasheets. Additionally, the paper discusses what analysis needs to be performed when deciding system frequencies and filters. The presentation also covers how to prepare for thermal vacuum testing, and problems that may arise during vibration testing. It also contains what criteria should be considered when determining which portions of a design to create in-house, and which portions to license from a third party. Finally, the paper shows techniques which have proven to be extraordinarily helpful in debugging and analysis.

  2. The Tokyo subway sarin attack-lessons learned

    International Nuclear Information System (INIS)

    The sarin gas attack in the Tokyo subway system is reviewed from a clinical toxicology perspective. Based on the lessons learned from this attack, the following areas should be addressed on a global scale. First, an adequate supply of protective equipment is required, including level B protective equipment with a pressure demand breathing apparatus. In addition, a system should be established that enables a possible cause to be determined based on symptoms, physical findings, general laboratory tests, and a simple qualitative analysis for poisonous substances. If an antidote is needed, the system should enable it to be administered to the victims as quickly as possible. Preparation for a large-scale chemical attack by terrorists requires the prior establishment of a detailed decontamination plan that utilizes not only mass decontamination facilities but also public facilities in the area. A system should be established for summarizing, evaluating, and disseminating information on poisonous substances. Finally, a large-scale scientific investigation of the Tokyo sarin attack should be conducted to examine its long-term and subclinical effects and the effects of exposure to asymptomatic low levels of sarin

  3. Geocuration Lessons Learned from the Climate Data Initiative Project

    Science.gov (United States)

    Ramachandran, R.; Bugbee, K.; Tilmes, C.; Privette, A. P.

    2015-12-01

    Curation is traditionally defined as the process of collecting and organizing information around a common subject matter or a topic of interest and typically occurs in museums, art galleries, and libraries. The task of organizing data around specific topics or themes is a vibrant and growing effort in the biological sciences but to date this effort has not been actively pursued in the Earth sciences. This presentation will introduce the concept of geocuration, which we define it as the act of searching, selecting, and synthesizing Earth science data/metadata and information from across disciplines and repositories into a single, cohesive, and useful compendium.We also present the Climate Data Initiative (CDI) project as an exemplar example. The CDI project is a systematic effort to manually curate and share openly available climate data from various federal agencies. CDI is a broad multi-agency effort of the U.S. government and seeks to leverage the extensive existing federal climate-relevant data to stimulate innovation and private-sector entrepreneurship to support national climate-change preparedness. The geocuration process used in CDI project, key lessons learned, and suggestions to improve similar geocuration efforts in the future will be part of this presentation.

  4. Suit Port Aft Bulkhead Mockup Test Results and Lessons Learned

    Science.gov (United States)

    Romig, Barbara A.; Allton, Charles

    2009-01-01

    The Small Pressurized Rover (SPR) is currently being carried as an integral part of the current Lunar Surface Architectures under consideration in the Constellation program. One element of the SPR is the suit port, the means by which the crew performs Extravehicular Activities (EVAs). Two suit port deliverables were produced in fiscal year 2008: an aft bulkhead mockup for functional integrated testing with the 1-G SPR mockup and a functional and pressurizable engineering unit. This paper focuses on the test results and lessons learned on the aft bulkhead mockup. The suit port aft bulkhead mockup was integrated with the mockup of the SPR cabin and chassis. It is located on the aft bulkhead of the SPR cabin structure and includes hatches, a locking mechanism, seals, interior and exterior suit don/doff aids, and exterior platforms to accommodate different crewmember heights. A lightweight mockup of the Mark III suit was tested with the suit port aft bulkhead mockup. There are several limitations to the suit port and mockup suits, and results of the suit port evaluation are presented and interpreted within the context of the limitations.

  5. New architectures support for ALMA common software: lessons learned

    Science.gov (United States)

    Menay, Camilo E.; Zamora, Gabriel A.; Tobar, Rodrigo J.; Avarias, Jorge A.; Dahl-skog, Kevin R.; von Brand, Horst H.; Chiozzi, Gianluca

    2010-07-01

    ALMA Common Software (ACS) is a distributed control framework based on CORBA that provides communication between distributed pieces of software. Because of its size and complexity it provides its own compilation system, a mix of several technologies. The current ACS compilation process depends on specific tools, compilers, code generation, and a strict dependency model induced by the large number of software components. This document presents a summary of several porting and compatibility attempts at using ACS on platforms other than the officially supported one. A porting of ACS to the Microsoft Windows Platform and to the ARM processor architecture were attempted, with different grades of success. Also, support for LINUX-PREEMPT (a set of real-time patches for the Linux kernel) using a new design for real-time services was implemented. These efforts were integrated with the ACS building and compilation system, while others were included in its design. Lessons learned in this process are presented, and a general approach is extracted from them.

  6. Lessons Learned From Gen I Carbon Dioxide Cooled Reactors

    Energy Technology Data Exchange (ETDEWEB)

    David E. Shropshire

    2004-04-01

    This paper provides a review of early gas cooled reactors including the Magnox reactors originating in the United Kingdom and the subsequent development of the Advanced Gas-cooled Reactors (AGR). These early gas cooled reactors shared a common coolant medium, namely carbon dioxide (CO2). A framework of information is provided about these early reactors and identifies unique problems/opportunities associated with use of CO2 as a coolant. Reactor designers successfully rose to these challenges. After years of successful use of the CO2 gas cooled reactors in Europe, the succeeding generation of reactors, called the High Temperature Gas Reactors (HTGR), were designed with Helium gas as the coolant. Again, in the 21st century, with the latest reactor designs under investigation in Generation IV, there is a revived interest in developing Gas Cooled Fast Reactors that use CO2 as the reactor coolant. This paper provides a historical perspective on the 52 CO2 reactors and the reactor programs that developed them. The Magnox and AGR design features and safety characteristics were reviewed, as well as the technologies associated with fuel storage, reprocessing, and disposal. Lessons-learned from these programs are noted to benefit the designs of future generations of gas cooled nuclear reactors.

  7. Evaluation and lessons learned from an undergraduate service learning course providing youth-focused relationship education.

    Science.gov (United States)

    McElwain, Alyssa; Finnegan, Vanessa; Whittaker, Angela; Kerpelman, Jennifer; Adler-Baeder, Francesca; Duke, Adrienne

    2016-10-01

    Adolescent romantic relationships are known to have a significant impact on individual well-being and development. However, few teens experience formal education about the knowledge and skills necessary for building healthy romantic relationships. In response, a statewide relationship education initiative was developed at a large university in a Southeastern state. Undergraduates who enrolled in a service learning course in Human Development and Family Studies partnered with this initiative and implemented a relationship education program targeting high school students. A service learning model is used in this initiative because it offers opportunities for students' professional development and experiential learning. The present article provides a formative and illustrative summative evaluation of the service learning program. Specifically, the primary aims of this paper are to 1) provide an overview of the service learning course components; 2) describe preparation of the service learning students and their implementation of the relationship education program; 3) discuss challenges and lessons learned; and 4) offer initial evidence of effectiveness by showing change in targeted outcomes for the high school student recipients of the relationship education program.

  8. Evaluation and lessons learned from an undergraduate service learning course providing youth-focused relationship education.

    Science.gov (United States)

    McElwain, Alyssa; Finnegan, Vanessa; Whittaker, Angela; Kerpelman, Jennifer; Adler-Baeder, Francesca; Duke, Adrienne

    2016-10-01

    Adolescent romantic relationships are known to have a significant impact on individual well-being and development. However, few teens experience formal education about the knowledge and skills necessary for building healthy romantic relationships. In response, a statewide relationship education initiative was developed at a large university in a Southeastern state. Undergraduates who enrolled in a service learning course in Human Development and Family Studies partnered with this initiative and implemented a relationship education program targeting high school students. A service learning model is used in this initiative because it offers opportunities for students' professional development and experiential learning. The present article provides a formative and illustrative summative evaluation of the service learning program. Specifically, the primary aims of this paper are to 1) provide an overview of the service learning course components; 2) describe preparation of the service learning students and their implementation of the relationship education program; 3) discuss challenges and lessons learned; and 4) offer initial evidence of effectiveness by showing change in targeted outcomes for the high school student recipients of the relationship education program. PMID:27367554

  9. Nuclear disasters and health: lessons learned, challenges, and proposals.

    Science.gov (United States)

    Ohtsuru, Akira; Tanigawa, Koichi; Kumagai, Atsushi; Niwa, Ohtsura; Takamura, Noboru; Midorikawa, Sanae; Nollet, Kenneth; Yamashita, Shunichi; Ohto, Hitoshi; Chhem, Rethy K; Clarke, Mike

    2015-08-01

    Past nuclear disasters, such as the atomic bombings in 1945 and major accidents at nuclear power plants, have highlighted similarities in potential public health effects of radiation in both circumstances, including health issues unrelated to radiation exposure. Although the rarity of nuclear disasters limits opportunities to undertake rigorous research of evidence-based interventions and strategies, identification of lessons learned and development of an effective plan to protect the public, minimise negative effects, and protect emergency workers from exposure to high-dose radiation is important. Additionally, research is needed to help decision makers to avoid premature deaths among patients already in hospitals and other vulnerable groups during evacuation. Since nuclear disasters can affect hundreds of thousands of people, a substantial number of people are at risk of physical and mental harm in each disaster. During the recovery period after a nuclear disaster, physicians might need to screen for psychological burdens and provide general physical and mental health care for many affected residents who might experience long-term displacement. Reliable communication of personalised risks has emerged as a challenge for health-care professionals beyond the need to explain radiation protection. To overcome difficulties of risk communication and provide decision aids to protect workers, vulnerable people, and residents after a nuclear disaster, physicians should receive training in nuclear disaster response. This training should include evidence-based interventions, support decisions to balance potential harms and benefits, and take account of scientific uncertainty in provision of community health care. An open and joint learning process is essential to prepare for, and minimise the effects of, future nuclear disasters. PMID:26251394

  10. Towards Global Transdisciplinary Research: Lessons Learned from the Belmont Forum

    Science.gov (United States)

    Paillard, S. J.; Uhle, M. E.; van Jaarsveld, A. S.; Monfray, P.

    2014-12-01

    The Belmont Forum was initiated in 2009 by a sub group of the International Group of Funding Agencies for Global Change Research. The Belmont Challenge embodies the Forum's central goal: to deliver knowledge needed for societies to take action to mitigate and adapt to detrimental environmental change. This is fostered through collaboration among scientists across the globe and by stressing the importance of co-production of knowledge associated with coupled natural and social systems. The Belmont Challenge was clearly aligned with other collective thinking processes within the research community and key knowledge users from intergovernmental bodies. Convergence of these efforts gave rise to the S&T Alliance for Global Sustainability and its initiative - Future Earth. Collaborative Research Actions, consisting primarily of multilateral research calls to address topics relevant to Future Earth, have been the main tool developed to address the Belmont Challenge and some early lessons emerged. First, obstacles faced by the Belmont Forum are similar to those met by scientists collaborating across traditional boundaries. Building shared languages and interests between various disciplines and across global cultures, remains difficult; this results in a persistent underestimation of the transformation required to move knowledge creation towards a truly global inter- and transdisciplinary science. Second, the diversity of organizations, cultures and practices within the Belmont Forum is the main source of its creativity and its challenges. While some convergence is needed to build coherent strategies and work efficiently together, diversity is necessary to design actions suitable for all partners regardless of their national research system and science-policy priorities. Finding the right trade-offs is a learning process that Future Earth is also facing; thus both initiatives are not only linked through funding relations but also through strongly intertwined learning curves.

  11. Project-Based Learning Using Discussion and Lesson-Learned Methods via Social Media Model for Enhancing Problem Solving Skills

    Science.gov (United States)

    Jewpanich, Chaiwat; Piriyasurawong, Pallop

    2015-01-01

    This research aims to 1) develop the project-based learning using discussion and lesson-learned methods via social media model (PBL-DLL SoMe Model) used for enhancing problem solving skills of undergraduate in education student, and 2) evaluate the PBL-DLL SoMe Model used for enhancing problem solving skills of undergraduate in education student.…

  12. Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School

    OpenAIRE

    Manuela Leidinger; Franziska Perels

    2012-01-01

    The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulated learning and were subdivided into six units, ...

  13. Lessons Learned from Real-Time, Event-Based Internet Science Communications

    Science.gov (United States)

    Phillips, T.; Myszka, E.; Gallagher, D. L.; Adams, M. L.; Koczor, R. J.; Whitaker, Ann F. (Technical Monitor)

    2001-01-01

    For the last several years the Science Directorate at Marshall Space Flight Center has carried out a diverse program of Internet-based science communication. The Directorate's Science Roundtable includes active researchers, NASA public relations, educators, and administrators. The Science@NASA award-winning family of Web sites features science, mathematics, and space news. The program includes extended stories about NASA science, a curriculum resource for teachers tied to national education standards, on-line activities for students, and webcasts of real-time events. The focus of sharing science activities in real-time has been to involve and excite students and the public about science. Events have involved meteor showers, solar eclipses, natural very low frequency radio emissions, and amateur balloon flights. In some cases, broadcasts accommodate active feedback and questions from Internet participants. Through these projects a pattern has emerged in the level of interest or popularity with the public. The pattern differentiates projects that include science from those that do not, All real-time, event-based Internet activities have captured public interest at a level not achieved through science stories or educator resource material exclusively. The worst event-based activity attracted more interest than the best written science story. One truly rewarding lesson learned through these projects is that the public recognizes the importance and excitement of being part of scientific discovery. Flying a camera to 100,000 feet altitude isn't as interesting to the public as searching for viable life-forms at these oxygen-poor altitudes. The details of these real-time, event-based projects and lessons learned will be discussed.

  14. Medical mountain rescue in the Yushu Earthquake:Have lessons been learned?

    Institute of Scientific and Technical Information of China (English)

    Wu Tianyi

    2013-01-01

    On April 14,2010,an earthquake reaching Richter scale 7.1 struck Jiegu Town of Yushu,a mountain rescue operation promptly launched.All injurers had a direct assess to take medical care,and were immediately rescued and rapidly evacuated by air to Xining and Golmud at lower altitudes and admitted to advanced hospitals.Almost all of the injurers have been completely recovered.Yushu Earthquake was one of the highest earthquakes in the world,with a high incidence of acute altitude illness,which was observed in about 80 % of the lowland rescuers at an altitude of 4 000 m."Rescue the rescuers" became the major task of Qinghai-Tibetan rescue teams,all the severe patients were rapidly descended to Xining and treated promptly and effectively.The outcome was excellent,all patients survived.After the earthquake,it is a long and arduous task to reconstruct what has been destroyed.Medical teams continue to work in the Yushu Earthquake area because about 30000 workers and carders are now here for rebuilding the earthquake center.Thus the prevention and treatment of altitude illness are still critical tasks for medical teams.Although all the fights are successful,there are more experiences and lessons we have learned from the medical mountain rescue during the earthquake and the reconstruction,and reports here are to sum up our experiences from the medical mountain rescue operation in Yushu Earthquake and draw the lessons that we should learn.With the increasing of earthquake probability occurring in the Qinghai-Tibetan Plateau,we also should prepare against earthquake disasters and for further rescue training in the high mountains.

  15. When a natural disaster occurs: lessons learned in meeting students' needs.

    Science.gov (United States)

    Watson, Pamela G; Loffredo, Vincent J; McKee, John C

    2011-01-01

    Across the nation, weather-related natural disasters-tropical storms, floods, tornadoes, and earthquakes-struck even areas where weather concerns are not paramount on the minds of most people. These natural disasters heightened awareness that all geographic areas are susceptible to aberrant weather conditions. The purpose of this article was to relate the lessons learned by one academic health center in meeting students' emergency preparedness and disaster recovery needs following a major hurricane in fall 2008. To gauge students' storm-related needs, a Hurricane Needs Survey (HNS) was conducted in spring 2009, 7 months after the hurricane. Students responded to 26 structured response items and 3 open-ended questions. Five hundred fifteen surveys were completed, constituting a response rate of 37.2%. Data were analyzed by creating frequencies to profile students' hurricane experiences. Results indicated that all students left the island under mandatory evacuation orders; most stayed with their families, and most experienced moderate material losses. For some students, the evacuation process and life after the storm contributed to ongoing problems, worries, and academic performance issues. Qualitative content analysis was used to derive themes from the students' narrative responses to the HNS open-ended questions about their perceptions of the extent to which the University of Texas Medical Branch met their needs. When students' hurricane response comments were analyzed, three major themes emerged: being prepared, needing to be connected, and returning to normalcy. The major lessons learned are that the emergency preparation of students requires greater specificity and that discussion about poststorm recovery expectations is essential. Following a natural disaster, students experience more distress than may be readily apparent. PMID:22142912

  16. Dynamic Lesson Planning in EFL Reading Classes through a New e-Learning System

    Science.gov (United States)

    Okada, Takeshi; Sakamoto, Yasunobu

    2015-01-01

    This paper illustrates how lesson plans, teaching styles and assessment can be dynamically adapted on a real-time basis during an English as a Foreign Language (EFL) reading classroom session by using a new e-learning system named iBELLEs (interactive Blended English Language Learning Enhancement system). iBELLEs plays a crucial role in filling…

  17. Novice Teachers' Perspectives on Learning in Lesson Rehearsals in Second Language Teacher Preparation

    Science.gov (United States)

    Troyan, Francis John; Peercy, Megan Madigan

    2016-01-01

    Although scholars working in core practices have put forth lesson rehearsals as central to novice teachers' learning and development, there is little work on how novice teachers experience rehearsals. This qualitative research investigated learning opportunities for novice teachers of language learners during rehearsals. The analysis examines two…

  18. PREFACE Protein folding: lessons learned and new frontiers Protein folding: lessons learned and new frontiers

    Science.gov (United States)

    Pappu, Rohit V.; Nussinov, Ruth

    2009-03-01

    multi-scale dynamical problem when one considers the synergies between protein expression, spontaneous folding, chaperonin-assisted folding, protein targeting, the kinetics of post-translational modifications, protein degradation, and of course the drive to avoid aggregation. Further, there is growing recognition that cells not only tolerate but select for proteins that are intrinsically disordered. These proteins are essential for many crucial activities, and yet their inability to fold in isolation makes them prone to proteolytic processing and aggregation. In the series of papers that make up this special focus on protein folding in physical biology, leading researchers provide insights into diverse cross-sections of problems in protein folding. Barrick provides a concise review of what we have learned from the study of two-state folders and draws attention to how several unanswered questions are being approached using studies on large repeat proteins. Dissecting the contribution of hydration-mediated interactions to driving forces for protein folding and assembly has been extremely challenging. There is renewed interest in using hydrostatic pressure as a tool to access folding intermediates and decipher the role of partially hydrated states in folding, misfolding, and aggregation. Silva and Foguel review many of the nuances that have been uncovered by perturbing hydrostatic pressure as a thermodynamic parameter. As noted above, protein folding in vivo is expected to be considerably more complex than the folding of two-state proteins in dilute solutions. Lucent et al review the state-of-the-art in the development of quantitative theories to explain chaperonin-assisted folding in vivo. Additionally, they highlight unanswered questions pertaining to the processing of unfolded/misfolded proteins by the chaperone machinery. Zhuang et al present results that focus on the effects of surface tethering on transition state ensembles and folding mechanisms of a model two

  19. A Summary of the Rendezvous, Proximity Operations, Docking, and Undocking (RPODU) Lessons Learned from the Defense Advanced Research Project Agency (DARPA) Orbital Express (OE) Demonstration System Mission

    Science.gov (United States)

    Dennehy, Cornelius J.; Carpenter, James R.

    2011-01-01

    The Guidance, Navigation, and Control (GN&C) Technical Discipline Team (TDT) sponsored Dr. J. Russell Carpenter, a Navigation and Rendezvous Subject Matter Expert (SME) from NASA's Goddard Space Flight Center (GSFC), to provide support to the Defense Advanced Research Project Agency (DARPA) Orbital Express (OE) rendezvous and docking flight test that was conducted in 2007. When that DARPA OE mission was completed, Mr. Neil Dennehy, NASA Technical Fellow for GN&C, requested Dr. Carpenter document his findings (lessons learned) and recommendations for future rendezvous missions resulting from his OE support experience. This report captures lessons specifically from anomalies that occurred during one of OE's unmated operations.

  20. Organic synthesis in the Smith Group: a personal selection of a dozen lessons learned at the University of Pennsylvania.

    Science.gov (United States)

    Minbiole, Kevin P C

    2016-04-01

    The passionate study of the complex and ever-evolving discipline of organic synthesis over more than a four-decade span is certain to elucidate meaningful and significant lessons. Over this period, Amos B. Smith III, the Rhodes-Thompson Professor of Chemistry and Member of the Monell Chemical Senses Center at the University of Pennsylvania, has mentored well over 100 doctoral and masters students, more than 200 postdoctoral associates and numerous undergraduates, in addition to collaborating with a wide spectrum of internationally recognized scholars. His research interests, broadly stated, comprise complex molecule synthesis, the development of new, versatile and highly effective synthetic methods, bioorganic and medicinal chemistry, peptide mimicry chemistry and material science. Each area demands a high level of synthetic design and execution. United by a passion to unlock the secrets of organic synthesis, and perhaps of Nature itself, innumerable lessons have been, and continue to be, learned by the members of the Smith Group. This lead article in a Special Issue of the Journal of Antibiotics affords an opportunity to share some of those lessons learned, albeit a small selection of personal favorites.

  1. Lessons of experience: Key events and lessons learned of effective chief medical officers at freestanding children's hospitals.

    Science.gov (United States)

    Nowill, Donald P

    2011-01-01

    As the healthcare environment changes, physician executives who are effective leaders and agents of change are needed. Healthcare organizations that are successful at developing effective physician leaders will be at an advantage. This article examines how physician leaders develop on the job. Such knowledge and insight can be useful to healthcare systems looking to develop a new physician leadership development program or improve an existing one. This study identified that learning from other people (e.g., mentors, role models, bosses) and key events involving hardships are valuable means in developing leadership acumen for chief medical officers (CMOs) at freestanding children's hospitals. Most of the hardships CMOs reported were a result of mistakes made when they were trying to institute change. CMOs reported a disproportionately low number of learning events from developmental job assignments. This finding may indicate a lost opportunity on the part of healthcare organizations in developing leaders. The most frequent lessons learned pertained to handling relationships, interpersonal skills, and executive temperament. Skills in handling relationships and interpersonal skills were best learned through business mistakes made in dealing with others. Lessons in executive temperament, self confidence, and handling adversity were most often learned from role models and bosses. These findings indicate that physician leadership development initiatives should intentionally and systematically incorporate job assignments, role models, and mentors. PMID:21323028

  2. The Development of a Suburban Junior High School Learning Center.

    Science.gov (United States)

    Freund, Janet W.

    The purpose of the study is to present a descriptive report of the difficulties and successes in the first eight months of the development of a Learning Center in Northwood Junior High School in Highland Park, Illinois. The report is intended to contribute information which will be helpful to others whose task it is to develop Learning Centers.…

  3. Learning Through the Use of Instructional Materials: Secondary Mathematics Teachers’ Enactment of Formative Assessment Lessons

    OpenAIRE

    Seashore, Kimberly Holmes

    2015-01-01

    This dissertation is an exploratory study that investigates what and how teachers learn from use of instructional materials. Over the course of one school year, eight secondary mathematics teachers in two urban schools interspersed their usual instruction with “formative assessment lessons” (FALs), based on lessons and lesson guides designed to allow teachers to use student thinking to inform instructional decision-making. The focus of the study was on understanding how the teachers interpret...

  4. Lessons Learned in International Safeguards - Implementation of Safeguards at the Rokkasho Reprocessing Plant

    Energy Technology Data Exchange (ETDEWEB)

    Ehinger, Michael H [ORNL; Johnson, Shirley [Tucker Creek Consulting

    2010-02-01

    The focus of this report is lessons learned at the Rokkasho Reprocessing Plant (RRP). However, the subject of lessons learned for application of international safeguards at reprocessing plants includes a cumulative history of inspections starting at the West Valley (New York, U.S.A.) reprocessing plant in 1969 and proceeding through all of the efforts over the years. The RRP is the latest and most challenging application the International Atomic Energy Agency has faced. In many ways the challenges have remained the same, timely inspection and evaluation with limited inspector resources, with the continuing realization that planning and preparations can never start early enough in the life cycle of a facility. Lessons learned over the years have involved the challenges of using ongoing advances in technology and dealing with facilities with increased throughput and continuous operation. This report will begin with a review of historical developments and lessons learned. This will provide a basis for a discussion of the experiences and lessons learned from the implementation of international safeguards at RRP.

  5. High Temperature Gas-Cooled Reactors Lessons Learned Applicable to the Next Generation Nuclear Plant

    Energy Technology Data Exchange (ETDEWEB)

    J. M. Beck; L. F. Pincock

    2011-04-01

    The purpose of this report is to identify possible issues highlighted by these lessons learned that could apply to the NGNP in reducing technical risks commensurate with the current phase of design. Some of the lessons learned have been applied to the NGNP and documented in the Preconceptual Design Report. These are addressed in the background section of this document and include, for example, the decision to use TRISO fuel rather than BISO fuel used in the Peach Bottom reactor; the use of a reactor pressure vessel rather than prestressed concrete found in Fort St. Vrain; and the use of helium as a primary coolant rather than CO2. Other lessons learned, 68 in total, are documented in Sections 2 through 6 and will be applied, as appropriate, in advancing phases of design. The lessons learned are derived from both negative and positive outcomes from prior HTGR experiences. Lessons learned are grouped according to the plant, areas, systems, subsystems, and components defined in the NGNP Preconceptual Design Report, and subsequent NGNP project documents.

  6. Flipped Learning, MOOCs and Learning Analytics: Lessons learnt from a Web Map Design course redesign

    Science.gov (United States)

    Treves, R.

    2013-12-01

    Five weeks content of a 12 week course in web map design were converted to 'flipped learning': Lecture sessions were replaced by online short video lectures and multiple choice questions to be completed outside class. Class time was taken up with activities and exercises linked to the online learning. Students use of the online content was carefully tracked and detailed student feedback gathered. The response from students was good, 90% of them completed all the out of class activities and their feedback was very positive. The format has the advantage of being easily repurposed as a MOOC or scaled up in other ways. Lessons learnt from the implementation of the materials and the analysis of the VLE logs will be discussed as will ongoing efforts to reuse the materials in a MOOC.

  7. Breastfeeding social marketing: lessons learned from USDA's "Loving Support" campaign.

    Science.gov (United States)

    Pérez-Escamilla, Rafael

    2012-10-01

    Social marketing involves the application of commercial marketing principles to advance the public good. Social marketing calls for much more than health communications campaigns. It involves four interrelated tasks: audience benefit, target behavior, essence (brand, relevance, positioning), and developing the "4Ps" (product, price, place, promotion) marketing mix. The ongoing U.S. Department of Agriculture "Loving Support Makes Breastfeeding Work" campaign was launched in 1997 based on social marketing principles to increase breastfeeding initiation rates and breastfeeding duration among Special Supplemental Nutrition Program for Women, Infants and Children (WIC) participants. Since then there have been improvements in breastfeeding duration in the country, and the majority of WIC women now initiate breastfeeding. Breastfeeding in public places is still not well accepted by society at large, and any and exclusive breastfeeding durations remain exceedingly low. Lessons learned from "Loving Support" and other campaigns indicate that it is important to design social marketing campaigns to target the influential societal forces (e.g., family and friends, healthcare providers, employers, formula industry, legislators) that affect women's decision and ability to breastfeed for the recommended amount of time. This will require formative research that applies the social-ecological model to different population segments, taking and identifying the right incentives to nudge more women to breastfeed for longer. Any new breastfeeding campaign needs to understand and take into account the information acquisition preferences of the target audiences. The vast majority of WIC women have mobile devices and are accessing social media. The Brazilian experience indicates that making breastfeeding the social norm can be done with a solid social marketing strategy. This is consistent with the recently released "Six Steps to Achieve Breastfeeding Goals for WIC Clinics," which identifies

  8. Breastfeeding social marketing: lessons learned from USDA's "Loving Support" campaign.

    Science.gov (United States)

    Pérez-Escamilla, Rafael

    2012-10-01

    Social marketing involves the application of commercial marketing principles to advance the public good. Social marketing calls for much more than health communications campaigns. It involves four interrelated tasks: audience benefit, target behavior, essence (brand, relevance, positioning), and developing the "4Ps" (product, price, place, promotion) marketing mix. The ongoing U.S. Department of Agriculture "Loving Support Makes Breastfeeding Work" campaign was launched in 1997 based on social marketing principles to increase breastfeeding initiation rates and breastfeeding duration among Special Supplemental Nutrition Program for Women, Infants and Children (WIC) participants. Since then there have been improvements in breastfeeding duration in the country, and the majority of WIC women now initiate breastfeeding. Breastfeeding in public places is still not well accepted by society at large, and any and exclusive breastfeeding durations remain exceedingly low. Lessons learned from "Loving Support" and other campaigns indicate that it is important to design social marketing campaigns to target the influential societal forces (e.g., family and friends, healthcare providers, employers, formula industry, legislators) that affect women's decision and ability to breastfeed for the recommended amount of time. This will require formative research that applies the social-ecological model to different population segments, taking and identifying the right incentives to nudge more women to breastfeed for longer. Any new breastfeeding campaign needs to understand and take into account the information acquisition preferences of the target audiences. The vast majority of WIC women have mobile devices and are accessing social media. The Brazilian experience indicates that making breastfeeding the social norm can be done with a solid social marketing strategy. This is consistent with the recently released "Six Steps to Achieve Breastfeeding Goals for WIC Clinics," which identifies

  9. Lessons Learned for Planning and Estimating Operations Support Requirements

    Science.gov (United States)

    Newhouse, Marilyn

    2011-01-01

    Operations (phase E) costs are typically small compared to the spacecraft development and test costs. This, combined with the long lead time for realizing operations costs, can lead projects to focus on hardware development schedules and costs, de-emphasizing estimation of operations support requirements during proposal, early design, and replan cost exercises. The Discovery and New Frontiers (D&NF) programs comprise small, cost-capped missions supporting scientific exploration of the solar system. Even moderate yearly underestimates of the operations costs can present significant LCC impacts for deep space missions with long operational durations, and any LCC growth can directly impact the programs ability to fund new missions. The D&NF Program Office at Marshall Space Flight Center recently studied cost overruns for 7 D&NF missions related to phase C/D development of operational capabilities and phase E mission operations. The goal was to identify the underlying causes for the overruns and develop practical mitigations to assist the D&NF projects in identifying potential operations risks and controlling the associated impacts to operations development and execution costs. The study found that the drivers behind these overruns include overly optimistic assumptions regarding the savings resulting from the use of heritage technology, late development of operations requirements, inadequate planning for sustaining engineering and the special requirements of long duration missions (e.g., knowledge retention and hardware/software refresh), and delayed completion of ground system development work. This presentation summarizes the study and the results, providing a set of lessons NASA can use to improve early estimation and validation of operations costs.

  10. Usability Evaluation of the Student Centered e-Learning Environment

    Science.gov (United States)

    Junus, Inas Sofiyah; Santoso, Harry Budi; Isal, R. Yugo K.; Utomo, Andika Yudha

    2015-01-01

    Student Centered e-Learning Environment (SCeLE) has substantial roles to support learning activities at Faculty of Computer Science, Universitas Indonesia (Fasilkom UI). Although it has been utilized for about 10 years, the usability aspect of SCeLE as an e-Learning system has not been evaluated. Therefore, the usability aspects of SCeLE Fasilkom…

  11. Integrated Strategic Planning in a Learning-Centered Community College

    Science.gov (United States)

    Kelley, Susan; Kaufman, Roger

    2007-01-01

    In learning-centered community colleges, planning, like all processes, must measurably improve learning and learner performance. This article shares Valencia Community College's approach to revising its strategic planning process based on the Organizational Elements Model to: 1) focus strategic planning on learning results that add value for…

  12. Plan of Work 2010: Towards True Student-Centered Learning

    Science.gov (United States)

    European Students' Union (NJ1), 2010

    2010-01-01

    The European Students' Union's (ESU's) vision regarding the Student Centered Learning concept stems from the fundamental belief that the learning process should have at its core learning objectives as they are prioritized by each individual students, also that each (potential) student should be empowered to define those objectives and progress…

  13. A Planetary Geophysicist Does EPO: Lessons Learned Along the Way

    Science.gov (United States)

    Kiefer, W. S.

    2011-12-01

    My "day job" is numerical modeling of the interiors of the terrestrial planets, but I have also done EPO projects for the last 17 years while at the Lunar and Planetary Institute. These range from single, hour long talks in classrooms or astronomy clubs, to week-long summer workshops for teachers and librarians, and even semester-long programs, along with a number of curriculum development projects. EPO projects are a great way to help develop both the next generation of scientists and, more importantly, of scientifically literate citizens and taxpayers. Here are a few lessons learned along the way in the school of hard knocks. (1) An engaging delivery style is even more important in EPO presentations than it is in college lectures or conference presentations. Emphasize a few key concepts rather than numerous facts, and keep the jargon out. Good analogies can go a long way towards explaining a concept to any age group. I teach the role of size in planetary cooling by first asking students how long it takes to cook food of various sizes (a hamburger, roast beef, turkey). (2) If you will be working with a group of students for more than one class period, classroom friendly activities strengthen the learning process. Such activities do not need to be elaborate - when teaching about the Moon, I sometimes assign students to take their parents outside at night and show them how to find lava flows on the Moon. Teachers usually need to have classroom activities that are aligned to state or national teaching standards. Fortunately, many effective, standards-aligned activities already exist, so you don't need to reinvent the wheel. For a useful listing of planetary science and astronomy activities, see the LPI website www.lpi.usra.edu/education/resources/ (3) Although EPO work can be personally rewarding, it is not always well rewarded in a professional context, and it can be difficult to find the time and financial resources to sustain major projects. We sometimes use a

  14. Lessons learned from the CEOG generic accident management guidelines confirmation (validation) exercise

    International Nuclear Information System (INIS)

    In July 1995, the CE Owner's Group completed and issued Revision 0 of the Generic Accident Management Guidelines (AMG's) to the owners group task participants. This guidance provides a structured mechanism for the plant staff at CE utilities to respond to accidents that beyond the plant design basis and, possibly, the Emergency Operating Procedures. Prior to final issue of the generic AMGs, the CEOG conducted an AMG Confirmation Exercise to establish the ability of the AMGs to fulfill this important role. The specific objectives of the AMG Confirmation Exercise were to (1) clarify the interactions and transitions between the AMG/Technical Support Center (TSC) and the EOPS/Operations Personnel (2) validate the adequacy of the AMG data collection and plant condition diagnostic evaluation process and (3) assess the feasibility of the mechanical material and recommendations contained in the AMG's. The purpose of paper is to provide a detailed description of the AMG Confirmation Exercise as well as important lessons learned during the planning and implementation of the exercise. In addition, a discussion will be presented pertaining to the relationship between the AMG's (incumbent to the Technical Support Center) and the plants Emergency Operating Procedures (incumbent to the Control Room Operations Staff)

  15. 77 FR 71019 - Japan Lessons-Learned Project Directorate Interim Staff Guidance JLD-ISG-2012-04; Guidance on...

    Science.gov (United States)

    2012-11-28

    ... COMMISSION Japan Lessons-Learned Project Directorate Interim Staff Guidance JLD-ISG-2012-04; Guidance on...: Nuclear Regulatory Commission. ACTION: Japan Lessons-Learned Project Directorate Interim Staff Guidance issuance. SUMMARY: The U.S. Nuclear Regulatory Commission (NRC) is issuing the Final Japan...

  16. Learning with and about Advertising in Chemistry Education with a Lesson Plan on Natural Cosmetics--A Case Study

    Science.gov (United States)

    Belova, Nadja; Eilks, Ingo

    2015-01-01

    This paper describes a case study on the chemistry behind natural cosmetics in five chemistry learning groups (grades 7-11, age range 13-17) in a German comprehensive school. The lesson plan intends to promote critical media literacy in the chemistry classroom and specifically emphasizes learning with and about advertising. The lessons of four…

  17. Managing an Infectious Disease Outbreak in a School. Lessons Learned from School Crises and Emergencies. Volume 2, Issue 3

    Science.gov (United States)

    US Department of Education, 2007

    2007-01-01

    "Lessons Learned" is a series of publications that are a brief recounting of actual school emergencies and crises. This "Lessons Learned" issue focuses on an infectious disease incident, which resulted in the death of a student, closure of area schools and the operation of an on-site school vaccine clinic. The report highlights the critical need…

  18. Engineering Lessons Learned and Technical Standards Integration: Capturing Key Technologies for Future Space Missions

    Science.gov (United States)

    Mellen, Daniele P.; Garcia, Danny; Vaughan, William W.

    2003-01-01

    Capturing engineering lessons learned derived from past experiences and new technologies, then integrating them with technical standards, provides a viable process for enhancing engineering capabilities. The development of future space missions will require ready access, not only to the latest technical standards, but also to lessons learned derived from past experiences and new technologies. The integration of this information such that it is readily accessible by engineering and programmatic personnel is a key aspect of enabling technology. This paper addresses the development of a new and innovative Lessons Learned/Best Practices/Applications Notes--Standards Integration System, including experiences with its initial implementation as a pilot effort within the NASA Technical Standards Program. Included are metrics on the Program, feedbacks from users, future plans, and key issues that are being addressed to expand the System's utility. The objective is the enhancement of engineering capabilities on all aspects of systems development applicable to the success of future space missions.

  19. Lessons learned applying CASE methods/tools to Ada software development projects

    Science.gov (United States)

    Blumberg, Maurice H.; Randall, Richard L.

    1993-01-01

    This paper describes the lessons learned from introducing CASE methods/tools into organizations and applying them to actual Ada software development projects. This paper will be useful to any organization planning to introduce a software engineering environment (SEE) or evolving an existing one. It contains management level lessons learned, as well as lessons learned in using specific SEE tools/methods. The experiences presented are from Alpha Test projects established under the STARS (Software Technology for Adaptable and Reliable Systems) project. They reflect the front end efforts by those projects to understand the tools/methods, initial experiences in their introduction and use, and later experiences in the use of specific tools/methods and the introduction of new ones.

  20. Space Operations Learning Center Facebook Application

    Science.gov (United States)

    Lui, Ben; Milner, Barbara; Binebrink, Dan; Kuok, Heng

    2012-01-01

    The proposed Space Operations Learning Center (SOLC) Facebook module, initially code-named Spaceville, is intended to be an educational online game utilizing the latest social networking technology to reach a broad audience base and inspire young audiences to be interested in math, science, and engineering. Spaceville will be a Facebook application/ game with the goal of combining learning with a fun game and social environment. The mission of the game is to build a scientific outpost on the Moon or Mars and expand the colony. Game activities include collecting resources, trading resources, completing simple science experiments, and building architectures such as laboratories, habitats, greenhouses, machine shops, etc. The player is awarded with points and achievement levels. The player s ability increases as his/her points and levels increase. A player can interact with other players using multiplayer Facebook functionality. As a result, a player can discover unexpected treasures through scientific missions, engineering, and working with others. The player creates his/her own avatar with his/her selection of its unique appearance, and names the character. The player controls the avatar to perform activities such as collecting oxygen molecules or building a habitat. From observations of other successful social online games such as Farmville and Restaurant City, a common element of these games is having eye-catching and cartoonish characters, and interesting animations for all activities. This will create a fun, educational, and rewarding environment. The player needs to accumulate points in order to be awarded special items needed for advancing to higher levels. Trophies will be awarded to the player when certain goals are reached or tasks are completed. In order to acquire some special items needed for advancement in the game, the player will need to visit his/her neighboring towns to discover the items. This is the social aspect of the game that requires the

  1. 77 FR 14446 - Changes to the Generic Aging Lessons Learned (GALL) Report Revision 2 AMP XI.M41, “Buried and...

    Science.gov (United States)

    2012-03-09

    ... COMMISSION Changes to the Generic Aging Lessons Learned (GALL) Report Revision 2 AMP XI.M41, ``Buried and... program in NUREG-1801, Revision 2, ``Generic Aging Lessons Learned (GALL) Report,'' and the NRC staff's... and lessons learned and to address emergent issues not covered in license renewal guidance...

  2. Implementing a One-on-One Peer Support Program for Cancer Survivors Using a Motivational Interviewing Approach: Results and Lessons Learned

    OpenAIRE

    Allicock, Marlyn; Carr, Carol; Johnson, La-Shell; Smith, Rosie; Lawrence, Mary; Kaye, Leanne; Gellin, Mindy; Manning, Michelle

    2014-01-01

    Peer Connect matches cancer survivors and caregivers (guides) with those currently experiencing cancer-related issues seeking support (partners). Motivational interviewing (MI)-based communication skills are taught to provide patient-centered support. There is little guidance about MI-based applications with cancer survivors who may have multiple coping needs. This paper addresses the results and lessons learned from implementing Peer Connect. Thirteen cancer survivors and two caregivers rece...

  3. SOCAP: Lessons learned in applying SIPE-2 to the military operations crisis action planning domain

    Science.gov (United States)

    Desimone, Roberto

    1992-01-01

    This report describes work funded under the DARPA Planning and Scheduling Initiative that led to the development of SOCAP (System for Operations Crisis Action Planning). In particular, it describes lessons learned in applying SIPE-2, the underlying AI planning technology within SOCAP, to the domain of military operations deliberate and crisis action planning. SOCAP was demonstrated at the U.S. Central Command and at the Pentagon in early 1992. A more detailed report about the lessons learned is currently being prepared. This report was presented during one of the panel discussions on 'The Relevance of Scheduling to AI Planning Systems.'

  4. Learning with multiple representations: An example of a revision lesson in mechanics

    CERN Document Server

    Wong, Darren; Ng, Eng Hock; Wee, Loo Kang; 10.1088/0031-9120/46/2/005

    2012-01-01

    We describe an example of learning with multiple representations in an A-level revision lesson on mechanics. The context of the problem involved the motion of a ball thrown vertically upwards in air and studying how the associated physical quantities changed during its flight. Different groups of students were assigned to look at the ball's motion using various representations: motion diagrams, vector diagrams, free-body diagrams, verbal description, equations and graphs, drawn against time as well as against displacement. Overall, feedback from students about the lesson was positive. We further discuss the benefits of using computer simulation to support and extend student learning.

  5. Learning with multiple representations: an example of a revision lesson in mechanics

    Science.gov (United States)

    Wong, Darren; Poo, Sng Peng; Eng Hock, Ng; Loo Kang, Wee

    2011-03-01

    We describe an example of learning with multiple representations in an A-level revision lesson on mechanics. The context of the problem involved the motion of a ball thrown vertically upwards in air and studying how the associated physical quantities changed during its flight. Different groups of students were assigned to look at the ball's motion using various representations: motion diagrams, vector diagrams, free-body diagrams, verbal description, equations and graphs, drawn against time as well as against displacement. Overall, feedback from students about the lesson was positive. We further discuss the benefits of using computer simulation to support and extend student learning.

  6. The child and adolescent psychiatry trials network (CAPTN: infrastructure development and lessons learned

    Directory of Open Access Journals (Sweden)

    Breland-Noble Alfiee

    2009-03-01

    Full Text Available Abstract Background In 2003, the National Institute of Mental Health funded the Child and Adolescent Psychiatry Trials Network (CAPTN under the Advanced Center for Services and Intervention Research (ACSIR mechanism. At the time, CAPTN was believed to be both a highly innovative undertaking and a highly speculative one. One reviewer even suggested that CAPTN was "unlikely to succeed, but would be a valuable learning experience for the field." Objective To describe valuable lessons learned in building a clinical research network in pediatric psychiatry, including innovations intended to decrease barriers to research participation. Methods The CAPTN Team has completed construction of the CAPTN network infrastructure, conducted a large, multi-center psychometric study of a novel adverse event reporting tool, and initiated a large antidepressant safety registry and linked pharmacogenomic study focused on severe adverse events. Specific challenges overcome included establishing structures for network organization and governance; recruiting over 150 active CAPTN participants and 15 child psychiatry training programs; developing and implementing procedures for site contracts, regulatory compliance, indemnification and malpractice coverage, human subjects protection training and IRB approval; and constructing an innovative electronic casa report form (eCRF running on a web-based electronic data capture system; and, finally, establishing procedures for audit trail oversight requirements put forward by, among others, the Food and Drug Administration (FDA. Conclusion Given stable funding for network construction and maintenance, our experience demonstrates that judicious use of web-based technologies for profiling investigators, investigator training, and capturing clinical trials data, when coupled to innovative approaches to network governance, data management and site management, can reduce the costs and burden and improve the feasibility of

  7. Development practices and lessons learned in developing SimPEG

    Science.gov (United States)

    Cockett, R.; Heagy, L. J.; Kang, S.; Rosenkjaer, G. K.

    2015-12-01

    Inverse modelling provides a mathematical framework for constructing a model of physical property distributions in the subsurface that are consistent with the data collected in geophysical surveys. The geosciences are increasingly moving towards the integration of geological, geophysical, and hydrological information to better characterize the subsurface. This integration must span disciplines and is not only challenging scientifically, but additionally the inconsistencies between conventions often makes implementations complicated, non­ reproducible, or inefficient. SimPEG is an open-source, multi-university effort aimed at providing a generalized framework for solving forward and inverse problems. SimPEG includes finite volume discretizations on structured and unstructured meshes, interfaces to standard numerical solver packages, convex optimization algorithms, model parameterizations, and visualization routines. The SimPEG package (http://simpeg.xyz) supports an ecosystem of forward and inverse modelling applications, including electromagnetics, vadose zone flow, seismic, and potential­ fields, that are all written with a common interface and toolbox. The goal of SimPEG is to support a community of researchers with well-tested, extensible tools, and encourage transparency and reproducibility both of the SimPEG software and the geoscientific research it is applied to. In this presentation, we will share some of the lessons we have learned in designing the modular infrastructure, testing and development practices of SimPEG. We will discuss our use of version control, extensive unit-testing, continuous integration, documentation, issue tracking, and resources that facilitate communication between existing team members and allows new researchers to get involved. These practices have enabled the use of SimPEG in research, industry, and education as well as the ability to support a growing number of dependent repositories and applications. We hope that sharing our

  8. Lesson learned from the SARNET wall condensation benchmarks

    International Nuclear Information System (INIS)

    Highlights: • The results of the benchmarking activity on wall condensation are reported. • The work was performed in the frame of SARNET. • General modelling techniques for condensation are discussed. • Results of University of Pisa and of other benchmark participants are discussed. • The lesson learned is drawn. - Abstract: The prediction of condensation in the presence of noncondensable gases has received continuing attention in the frame of the Severe Accident Research Network of Excellence, both in the first (2004–2008) and in the second (2009–2013) EC integrated projects. Among the different reasons for considering so relevant this basic phenomenon, coped with by classical treatments dated in the first decades of the last century, there is the interest for developing updated CFD models for reactor containment analysis, requiring validating at a different level the available modelling techniques. In the frame of SARNET, benchmarking activities were undertaken taking advantage of the work performed at different institutions in setting up and developing models for steam condensation in conditions of interest for nuclear reactor containment. Four steps were performed in the activity, involving: (1) an idealized problem freely inspired at the actual conditions occurring in an experimental facility, CONAN, installed at the University of Pisa; (2) a first comparison with experimental data purposely collected by the CONAN facility; (3) a second comparison with data available from experimental campaigns performed in the same apparatus before the inclusion of the activities in SARNET; (4) a third exercise involving data obtained at lower mixture velocity than in previous campaigns, aimed at providing conditions closer to those addressed in reactor containment analyses. The last step of the benchmarking activity required to change the configuration of the experimental apparatus to achieve the lower flow rates involved in the new test specifications. The

  9. Developing a PLC-friendly state machine model: lessons learned

    Science.gov (United States)

    Pessemier, Wim; Deconinck, Geert; Raskin, Gert; Saey, Philippe; Van Winckel, Hans

    2014-07-01

    Modern Programmable Logic Controllers (PLCs) have become an attractive platform for controlling real-time aspects of astronomical telescopes and instruments due to their increased versatility, performance and standardization. Likewise, vendor-neutral middleware technologies such as OPC Unified Architecture (OPC UA) have recently demonstrated that they can greatly facilitate the integration of these industrial platforms into the overall control system. Many practical questions arise, however, when building multi-tiered control systems that consist of PLCs for low level control, and conventional software and platforms for higher level control. How should the PLC software be structured, so that it can rely on well-known programming paradigms on the one hand, and be mapped to a well-organized OPC UA interface on the other hand? Which programming languages of the IEC 61131-3 standard closely match the problem domains of the abstraction levels within this structure? How can the recent additions to the standard (such as the support for namespaces and object-oriented extensions) facilitate a model based development approach? To what degree can our applications already take advantage of the more advanced parts of the OPC UA standard, such as the high expressiveness of the semantic modeling language that it defines, or the support for events, aggregation of data, automatic discovery, ... ? What are the timing and concurrency problems to be expected for the higher level tiers of the control system due to the cyclic execution of control and communication tasks by the PLCs? We try to answer these questions by demonstrating a semantic state machine model that can readily be implemented using IEC 61131 and OPC UA. One that does not aim to capture all possible states of a system, but rather one that attempts to organize the course-grained structure and behaviour of a system. In this paper we focus on the intricacies of this seemingly simple task, and on the lessons that we

  10. Tank Waste Retrieval Lessons Learned at the Hanford Site

    International Nuclear Information System (INIS)

    completed February 28, 2007, meeting the TPA Limits of less than 360 cu ft using salt-cake dissolution, modified sluicing, in-tank vehicle with high pressure water spray and caustic dissolution. Tanks C-108 and C-109 have been retrieved to 90% and 85% respectively. Modified sluicing was no longer effective at retrieving the remaining 5,000 to 10,000 gallons of residual. A Mobile Retrieval Tool (FoldTrac) is scheduled for installation early in 2008 to assist in breaking up chunks of waste and mobilizing the waste for transfer. Lessons learned from application of new tank waste retrieval methods are being documented and incorporated into future retrieval operations. They address all phases of retrieval including process design, equipment procurement and installation, supporting documentation, and system operations. Information is obtained through interviews with retrieval project personnel, focused workshops, review of problem evaluation requests, and evaluation of retrieval performance data. This paper presents current retrieval successes and lessons learned from retrieval of tank waste at the Hanford Site and discusses how this information is used to optimize retrieval system efficiency, improve overall cost effectiveness of retrieval operations, and ensure that HFFACO requirements are met. (authors)

  11. Learning and Teaching Centers: Hubs of Educational Reform.

    Science.gov (United States)

    Singer, Susan R.

    2002-01-01

    Provides an overview of the history and future direction of campus learning and teaching centers, and discusses how they serve as repositories of institutional memory and catalysts of campus conversations about critical educational issues. (EV)

  12. Teaching and learning in the international classroom: quality principles and lessons learned from the IntlUni project

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.; Cozart, Stacey Marie

    2015-01-01

    , and expectations about the teaching and learning processes and outcomes. Certainly, many teachers in these settings are meeting the challenges of this diversity, and some are leveraging it to improve student learning and intercultural competence. Nevertheless, the work of IntlUni, an Erasmus Academic Network (2012......As higher education in Europe becomes increasingly internationalized, many higher education institutions are facing new diversity issues as well as opportunities arising from educational settings where students and teachers often have different first languages, cultural backgrounds...... of principles for quality teaching and learning in the international classroom, developed by the network, as well as a number of the important lessons learned...

  13. Integrating Individual and Organizational Learning: Agency Lessons Learned Systems and The Case Method in Teaching Public Procurement

    OpenAIRE

    Snider, Keith F

    2008-01-01

    Numerous public agencies have implemented systems for capturing and disseminating "lessons learned." To the extent that these systems provide descriptions of procurement practice, they compose a repository of case studies that may be used to train and educate public procurement professionals. Realizing the potential for such use depends on the degree to which agency organizational learning processes and procurement teaching processes may be integrated. This paper (1) describ...

  14. Implementasi Student Centered Learning dalam Praktikum Fisika Dasar

    Directory of Open Access Journals (Sweden)

    Rudy K.

    2011-12-01

    Full Text Available Telah dilakukan penelitian untuk mengimplementasikan student centered learning dalam praktikum fisika dasar. Berdasarkan pengalaman di jurusan fisika Unesa selama ini, kendala yang dijumpai adalah masih banyak mahasiswa yang belum dapat mandiri dalam melaksanakan kegiatan praktikumnya karena lebih banyak menunggu penjelasan dari pembimbing dan kurang berinisiatif dalam menyelesaikan masalah praktikumnya. Student centered learning (SCL merupakan strategi pembelajaran yang menempatkan mahasiswa sebagai subyek aktif dan mandiri yang bertanggung jawab sepenuhnya atas pembelajarannya. Memperhatikan karakteristik praktikum yang lebih mengarah pada pengembangan keterampilan ilmiah (hard skills dan soft skills mahasiswa dalam mengidentifikasi gejala dan menyelesaikan masalah perlu dilakukan pendekatan pembelajaran yang inovatif yang dapat mengembangkan keterampilan ilmiah mahasiswa secara maksimal. Untuk mengatasi keadaan tersebut, telah diujicobakan suatu mekanisme implementasi SCL dalam praktikum fisika dasar yang diharapkan dapat mengoptimalkan keterampilan praktikum mahasiswa. Efektivitas mekanisme kegiatan praktikum dengan pendekatan SCL tersebut dilihat berdasarkan sejauhmana sasaran yang diinginkan tersebut tercapai. Hasil implementasi student centered learning dalam penelitian ini menunjukkan bahwa: 1 Atribut-atribut student centered learning yang dapat diintegrasikan ke dalam praktikum fisika dasar meliputi: kerja kelompok, diskusi, menulis, presentasi, dan pemecahan masalah. 2 Atribut-atribut softs skills mahasiswa yang bersesuaian dengan atribut-atribut student centered learning yang diintegrasikan ke dalam praktikum fisika dasar adalah: kerjasama merupakan penekanan dari kegiatan kerja kelompok, manajemen diri merupakan penekanan dari kegiatan diskusi, komunikasi tulis merupakan penekanan dari kegiatan menulis, komunikasi lisan merupakan penekanan dari kegiatan presentasi, berfikir kritis dan analitis merupakan penekanan dari pemecahan

  15. Affordance, Learning Opportunities, and the Lesson Plan Pro Forma

    Science.gov (United States)

    Anderson, Jason

    2015-01-01

    This article argues that the most commonly used lesson plan pro formas in language teacher education are inappropriately premised on an outcomes-based approach to teaching, one that is in conflict with what we know about how languages are learnt and how experienced teachers teach. It proposes an alternative, affordance-based approach to lesson…

  16. Lessons Learned in the Plato Elementary Reading Curriculum Project.

    Science.gov (United States)

    Yeager, Robert F.

    This paper summarizes the successes and failures of the Plato Elementary Reading Curriculum Project, a computer-assisted instructional system funded by the National Science Foundation from 1971 to 1976. The paper discusses what the project did, the types of hardware that were used, how lessons were designed, the two approaches that were taken…

  17. Learning from Successful Skills Development Systems: Lessons from Australia

    Science.gov (United States)

    Karmel, Tom

    2014-01-01

    This article describes the main institutional features of Australia's TVET sector, focussing particularly on the qualifications framework, how it relates to the labour market, and the role of industry. It also looks briefly at two current policy challenges for Australia. Seeking lessons for other countries in the Asia Pacific region, it…

  18. Ugly Music: Lessons in Learning to Listen Respectfully

    Science.gov (United States)

    Schmidt, Margaret

    2011-01-01

    Listening to music from a variety of national, ethnic, and historical traditions may help adolescents develop respect for individual differences, particularly when they are challenged to confront music that has little immediate musical appeal for them. This article outlines strategies for two sample listening lessons, using Serbo-Croatian gusle…

  19. 1900 America: Historical Voices, Poetic Visions. Learning Page Lesson Plan.

    Science.gov (United States)

    Beckmann, Chris; Gehler, David

    To better understand the turn-of-the-century United States, this interdisciplinary lesson (covering 6-8 weeks) integrates use of primary resources with historical and literary analysis. Students work in groups and express themselves creatively through a multi-media epic poem. The artistic models for the students' multi-media epic poem are Walt…

  20. Special nuclear materials cutoff exercise: Issues and lessons learned. Volume 3

    International Nuclear Information System (INIS)

    This document is appendices D-J for the Special Nuclear Materials Cutoff Exercise: Issues and Lessons Learned. Included are discussions of the US IAEA Treaty, safeguard regulations for nuclear materials, issue sheets for the PUREX process, and the LANL follow up activity for reprocessing nuclear materials

  1. Lessons Learned from Net Zero Energy Assessments and Renewable Energy Projects at Military Installations

    Energy Technology Data Exchange (ETDEWEB)

    Callahan, M.; Anderson, K.; Booth, S.; Katz, J.; Tetreault, T.

    2011-09-01

    Report highlights the increase in resources, project speed, and scale that is required to achieve the U.S. Department of Defense (DoD) energy efficiency and renewable energy goals and summarizes the net zero energy installation assessment (NZEI) process and the lessons learned from NZEI assessments and large-scale renewable energy projects implementations at DoD installations.

  2. Lessons Learnt from Literature on the Diffusion of Innovative Learning and Teaching Practices in Higher Education

    Science.gov (United States)

    Smith, Karen

    2012-01-01

    Faced with the challenges of the changes in: higher education, educational developers' roles and the use of innovation to stimulate change, this study aimed to synthesise literature dealing with the diffusion of innovative learning and teaching practices in higher education to determine what lessons could be learnt. The findings suggest that the…

  3. Lessons for Teachers: What Lower Secondary School Students Tell Us about Learning a Musical Instrument

    Science.gov (United States)

    Lowe, Geoffrey

    2012-01-01

    In this study I set out to investigate why many students drop out from elective instrument programmes, particularly in lower secondary school. I examined the values and beliefs a sample of students in their first year in secondary school attach to learning an instrument, and the impact of the instrument lesson upon these values and beliefs.…

  4. Developing High Performing Boards: Seeking New Talent and Lessons Learned on Great Boards

    Science.gov (United States)

    Bakewell, Thomas

    2005-01-01

    Numerous trends today are prompting organizations to formally seek and add new board members at a record pace. In this article, the author discusses what to look for when adding a new board member and lists some top lessons learned. He concludes with a few final thoughts that should be uppermost in the mind in every new board member search.

  5. Learning Trajectories, Lesson Planning, Affordances, and Constraints in the Design and Enactment of Mathematics Teaching

    Science.gov (United States)

    Amador, Julie; Lamberg, Teruni

    2013-01-01

    Recent reform efforts in mathematics education have stimulated a focus on learning trajectories. At the same time, a global increase in high-stakes testing has influenced instructional practices. This study investigated how four fourth grade teachers within a school planned and enacted lessons to understand what mediated their planning and…

  6. Teaching a Chemistry MOOC with a Virtual Laboratory: Lessons Learned from an Introductory Physical Chemistry Course

    Science.gov (United States)

    O'Malley, Patrick J.; Agger, Jonathan R.; Anderson, Michael W.

    2015-01-01

    An analysis is presented of the experience and lessons learned of running a MOOC in introductory physical chemistry. The course was unique in allowing students to conduct experimental measurements using a virtual laboratory constructed using video and simulations. A breakdown of the student background and motivation for taking the course is…

  7. Taking a Second Look at the Role of IEC in Population Programmes: Some Lessons Learned.

    Science.gov (United States)

    Roque, Francisco

    1994-01-01

    Identifies two factors contributing toward the low impact of information, education, and communication (IEC) activities on population programs: (1) inadequate collaboration in IEC planning, management, monitoring, and evaluation; and (2) lack of quality in training and in materials development and production. Presents five lessons learned from…

  8. Innovative Work Practices and Lessons Learned at the N Area Deactivation Project

    International Nuclear Information System (INIS)

    This report identifies many of the lessons learned, innovations,and effective work practices that derived from activities supporting the N Area Deactivation Project at the U.S. Department of Energy's (DOE) Hanford Site. The work practices discussed in this report may be applicable and beneficial to similar projects throughout the DOE complex

  9. Local markets for global health technologies: lessons learned from advancing 6 new products.

    Science.gov (United States)

    Matthias, Dipika Mathur; Taylor, Catharine H; Sen, Debjeet; Metzler, Mutsumi

    2014-05-01

    Key components to support local institutional and consumer markets are: supply chain, finance, clinical use, and consumer use. Key lessons learned: (1) Build supply and demand simultaneously. (2) Support a lead organization to drive the introduction process. (3) Plan for scale up from the start. (4) Profitability for the private sector is an absolute.

  10. Lessons learned in applying ecosystem goods and services to community decision making

    Science.gov (United States)

    This report is intended to describe lessons learned from the application of FEGS-based research in a series of PBS conducted by EPA’s Office of Research and Development (ORD) and make this information available and useful for planning future research into local decision sup...

  11. Special nuclear materials cutoff exercise: Issues and lessons learned. Volume 3

    Energy Technology Data Exchange (ETDEWEB)

    Libby, R.A.; Segal, J.E.; Stanbro, W.D.; Davis, C.

    1995-08-01

    This document is appendices D-J for the Special Nuclear Materials Cutoff Exercise: Issues and Lessons Learned. Included are discussions of the US IAEA Treaty, safeguard regulations for nuclear materials, issue sheets for the PUREX process, and the LANL follow up activity for reprocessing nuclear materials.

  12. Conservation Learning in Wildlife Tourism Settings: Lessons from Research in Zoos and Aquariums

    Science.gov (United States)

    Ballantyne, Roy; Packer, Jan; Hughes, Karen; Dierking, Lynn

    2007-01-01

    Zoos and aquariums have shifted their focus over recent years, taking a much more active role in wildlife conservation and in promoting conservation learning among their visitors. Research in these settings provides a valuable foundation for the emerging field of non-captive wildlife tourism. In particular, valuable lessons regarding the potential…

  13. Learning with Multiple Representations: An Example of a Revision Lesson in Mathematics

    Science.gov (United States)

    Wong, Darren; Poo, Sng Peng; Hock, Ng Eng; Kang, Wee Loo

    2011-01-01

    We describe an example of learning with multiple representations in an A-level revision lesson on mechanics. The context of the problem involved the motion of a ball thrown vertically upwards in air and studying how the associated physical quantities changed during its flight. Different groups of students were assigned to look at the ball's motion…

  14. Lessons Learned from Migrating to an Online Electronic Business Management Course

    Science.gov (United States)

    Walstrom, Kent A.

    2014-01-01

    This article describes the lessons learned while migrating an Electronic Business Management course from traditional face-to-face delivery to online delivery across a six and a half year time frame. The course under review teaches students how to develop and construct a working information-based online business using free versions of online…

  15. Personal Learning Environment on a Procrustean Bed – Using PLEM in a Secondary-School Lesson

    NARCIS (Netherlands)

    Verpoorten, Dominique; Chatti, Amine; Westera, Wim; Specht, Marcus

    2010-01-01

    Verpoorten, D., Chatti, M., Westera, W., & Specht, M. (2010). Personal Learning Environment on a Procrustean Bed – Using PLEM in a Secondary-School Lesson. In C. A. Shoniregun, & G. A. Akmayeva (Eds.), Proceedings of the London International Conference on Education (LICE-2010) (pp. 197-203). London,

  16. Partial Testing Can Potentiate Learning of Tested and Untested Material from Multimedia Lessons

    Science.gov (United States)

    Yue, Carole L.; Soderstrom, Nicholas C.; Bjork, Elizabeth Ligon

    2015-01-01

    Test-potentiated learning occurs when testing renders a subsequent study period more effective than it would have been without an intervening test. We examined whether testing only a subset of material from a multimedia lesson would potentiate the restudy of both tested and untested material. In Experiments 1a and 1b, participants studied a…

  17. Positive Examples and Lessons Learned from Rural Small Business Adoption of E-Commerce Strategies

    Science.gov (United States)

    Lamie, R. David; Barkley, David L.; Markley, Deborah M.

    2011-01-01

    Rural small businesses struggling against the current of competition from "big box" retailers, weak consumer demand, and on-line shopping options must find strategies that work. Many are finding that adoption of e-commerce strategies is a key to survival, even prosperity. This article highlights the lessons learned from a recent case study…

  18. Hydrogen Fuel Cell Analysis: Lessons Learned from Stationary Power Generation Final Report

    Energy Technology Data Exchange (ETDEWEB)

    Scott E. Grasman; John W. Sheffield; Fatih Dogan; Sunggyu Lee; Umit O. Koylu; Angie Rolufs

    2010-04-30

    This study considered opportunities for hydrogen in stationary applications in order to make recommendations related to RD&D strategies that incorporate lessons learned and best practices from relevant national and international stationary power efforts, as well as cost and environmental modeling of pathways. The study analyzed the different strategies utilized in power generation systems and identified the different challenges and opportunities for producing and using hydrogen as an energy carrier. Specific objectives included both a synopsis/critical analysis of lessons learned from previous stationary power programs and recommendations for a strategy for hydrogen infrastructure deployment. This strategy incorporates all hydrogen pathways and a combination of distributed power generating stations, and provides an overview of stationary power markets, benefits of hydrogen-based stationary power systems, and competitive and technological challenges. The motivation for this project was to identify the lessons learned from prior stationary power programs, including the most significant obstacles, how these obstacles have been approached, outcomes of the programs, and how this information can be used by the Hydrogen, Fuel Cells & Infrastructure Technologies Program to meet program objectives primarily related to hydrogen pathway technologies (production, storage, and delivery) and implementation of fuel cell technologies for distributed stationary power. In addition, the lessons learned address environmental and safety concerns, including codes and standards, and education of key stakeholders.

  19. Unintended Learning in Primary School Practical Science Lessons from Polanyi's Perspective of Intellectual Passion

    Science.gov (United States)

    Park, Jisun; Song, Jinwoong; Abrahams, Ian

    2016-03-01

    This study explored, from the perspective of intellectual passion developed by Michael Polanyi, the unintended learning that occurred in primary practical science lessons. We use the term `unintended' learning to distinguish it from `intended' learning that appears in teachers' learning objectives. Data were collected using video and audio recordings of a sample of twenty-four whole class practical science lessons, taught by five teachers, in Korean primary schools with 10- to 12-year-old students. In addition, video and audio recordings were made for each small group of students working together in order to capture their activities and intra-group discourse. Pre-lesson interviews with the teachers were undertaken and audio-recorded to ascertain their intended learning objectives. Selected key vignettes, including unintended learning, were analysed from the perspective of intellectual passion developed by Polanyi. What we found in this study is that unintended learning could occur when students got interested in something in the first place and could maintain their interest. In addition, students could get conceptual knowledge when they tried to connect their experience to their related prior knowledge. It was also found that the processes of intended learning and of unintended learning were different. Intended learning was characterized by having been planned by the teacher who then sought to generate students' interest in it. In contrast, unintended learning originated from students' spontaneous interest and curiosity as a result of unplanned opportunities. Whilst teachers' persuasive passion comes first in the process of intended learning, students' heuristic passion comes first in the process of unintended learning. Based on these findings, we argue that teachers need to be more aware that unintended learning, on the part of individual students, can occur during their lesson and to be able to better use this opportunity so that this unintended learning can be

  20. Lessons Learned from Designing a Comprehensive Case- Based Reasoning (CBR) Tool for Support of Complex Thinking

    OpenAIRE

    Richmond, Doug

    2007-01-01

    This research study focused on learning lessons from the experience of designing a comprehensive case-based reasoning (CBR) tool for support of complex thinking skills. Theorists have historically identified, analyzed, and classified different thinking processes and skills. Thinking skills have been increasingly emphasized in national standards, state testing, curricula, teaching and learning resources, and research agendas. Complex thinking is the core of higher-order thinking. Complex think...

  1. Open Distance Learning for Development: Lessons from Strengthening Research Capacity on Gender, Crisis Prevention, and Recovery

    Directory of Open Access Journals (Sweden)

    Suresh Chandra Babu

    2013-09-01

    Full Text Available This paper documents the experience and lessons from implementing an e-learning program aimed at creating research capacity for gender, crisis prevention, and recovery. It presents a case study of bringing together a multidisciplinary group of women professionals through both online and face-to-face interactions to learn the skills needed to be a successful researcher. It reviews the issues related to distance learning programs with particular reference to the e-learning courses and highlights the constraints and challenges in implementing them. Lessons from the experience for future development of similar courses indicate that participant profiling prior to the course, user friendliness of technology, meeting various learning styles, encouraging and rewarding online exchanges, commitment of course moderators, a variety of learning materials, and mixed approaches to learning are some of the factors that can enhance the success of e-learning programs. The paper concludes that enhancing skills of developing country researchers through e-learning programs can increase learning accessibility to those living and working in remote and conflict ridden areas, and bring together a network of professionals to interact and exchange experiences on common problems and solutions.

  2. The Delaware Geography-Health Initiative: Lessons Learned in Designing a GIS-Based Curriculum

    Science.gov (United States)

    Rees, Peter W.; Silberman, Jordan A.

    2010-01-01

    The Delaware Geography-Health Initiative is a Web- and GIS-based set of lesson units for teaching geographic concepts and research methods within the context of the state's high school geography standards. Each unit follows a research-based, inquiry-centered model addressing questions of health because of Delaware's high incidence of cancer,…

  3. Barriers, Lessons Learned, and Best Practices in Engaging Scientists in Education and Public Outreach

    Science.gov (United States)

    Buxner, S. R.; Sharma, M.; Hsu, B.; Peticolas, L.; Nova, M. A. M.; CoBabe-Ammann, E.

    2012-08-01

    This Astronomical Society of the Pacific conference brought together a group of specialists interested in education and public outreach (EPO) from a wide variety of contexts including NASA centers, non-profits, museums, and universities. Active engagement of scientists in EPO activities results in benefits for both the audience and the scientists. Despite this, education research has shown that many barriers exist that keep scientists from engaging in EPO activities. To counter these barriers, many stakeholders in this community are working to bridge the gap and help scientists make a meaningful contribution to these efforts. There are many documented roles for scientists including giving public talks, classroom visits, large outreach events, radio broadcasts, engaging in curriculum development and teacher workshops. Over the past year, members of the NASA science mission directorate forums have been actively working with their community members to understand the reasons that scientists in our community do and do not participate in EPO activities. This session expanded the discussion to the larger community of stakeholders across science, education, and outreach contexts. It was an open forum for discussion of ideas about barriers and lessons learned regarding engaging scientists in education and public outreach.

  4. Lessons learned from Three Mile Island (TMI), USNRC long-term trends, industry response

    International Nuclear Information System (INIS)

    Studies resulting from Three Mile Island (TMI) showed that corrections were needed in information processing, operator training and procedures, and certain aspects of the safety review process. These have been undertaken by industry and NRC and the results are positive. New safety instructions have been set up. The Nuclear Safety Analysis Center (NSAC) is providing a focus for analysis of issues which have generic elements affecting a number of plants of similar or related design. The Institute of Nuclear Power Operations (INPO) is setting industry standards for training and certification of operators and supervisory personnel, and for training of the managerial chain which oversees safety practices. Changes in procedures and in some design features called for in the recommendations of the NRC Lessons Learned Task Force (NUREG-0578) have been simplemented by utilities. Other requirements included in the NRC Action Plan (NUREG-0660) and its companion document clarification of TMI Action Plan Requirements (NUREG-0737), are also being addressed. Improved operator training and emergency procedures provide a continuing opportunity to make safety gains. Problems remain to be faced in the regulatory and political arenas. The long-term licensing trend will be affected by the manner in which degraded core issues and the development of a safety goal proceed. The Industry Degraded Core Rulemaking (IDCOR) program has been undertaken to develop the nuclear industry's position in anticipation of an impending rulemaking. Both industry and NRC are working on the development of a safety goal and standard risk assessment methodology. (AF)

  5. Lessons Learned from Three Mile Island Packaging, Transportation and Disposition that Apply to Fukushima Daiichi Recovery

    Energy Technology Data Exchange (ETDEWEB)

    Layne Pincock; Wendell Hintze; Dr. Koji Shirai

    2012-07-01

    Following the massive earthquake and resulting tsunami damage in March of 2011 at the Fukushima Daiichi nuclear power plant in Japan, interest was amplified for what was done for recovery at the Three Mile Island Unit 2 (TMI-2) in the United States following its meltdown in 1979. Many parallels could be drawn between to two accidents. This paper presents the results of research done into the TMI-2 recovery effort and its applicability to the Fukushima Daiichi cleanup. This research focused on three topics: packaging, transportation, and disposition. This research work was performed as a collaboration between Japan’s Central Research Institute of Electric Power Industry (CRIEPI) and the Idaho National Laboratory (INL). Hundreds of TMI-2 related documents were searched and pertinent information was gleaned from these documents. Other important information was also obtained by interviewing employees who were involved first hand in various aspects of the TMI-2 cleanup effort. This paper is organized into three main sections: (1) Transport from Three Mile Island to Central Facilities Area at INL, (2) Transport from INL Central Receiving Facility to INL Test Area North (TAN) and wet storage at TAN, and (3) Transport from TAN to INL Idaho Nuclear Technology and Engineering Center (INTEC) and Dry Storage at INTEC. Within each of these sections, lessons learned from performing recovery activities are presented and their applicability to the Fukushima Daiichi nuclear power plant cleanup are outlined.

  6. The value teleradiology represents for Europe: A study of lessons learned in the U.S

    International Nuclear Information System (INIS)

    Pathology and demography have combined to fuel exponential demand for advanced medical imaging. To support this demand, radiology must move beyond traditional department or modality-based picture archiving and communication systems (PACS) to solutions that ensure access regardless of location. This article delineates underlying reasons for the growth in demand for access to medical imaging in both Europe and the United States. It explains why teleradiology/PACS is critical to support this growth in Europe. It discusses the benefits of and barriers to its widespread implementation as discovered in Canada and the U.S. and how these lessons learned relate to Europe. The article establishes the technological imperatives for teleradiology/PACS and presents three real-world case studies of successful data sharing and shared workflow models via single imaging implementations. CML HealthCare: Geographically spanning Canada and the United States with 129 sites performing nearly 5 million plus annual exams. Shields MRI: 29 facilities, including 3 Radiation Oncology centers, across an area 4 times the size of Switzerland. MRA/Novant: 40 radiologists working in a complete subspecialty reporting environment. Finally, it provides a high-level list of selection criteria for teleradiology/PACS and examines how industry trends affecting the U.S. are important baseline considerations to the success of teleradiology/PACS in Europe.

  7. The Puente Learning Center: A Building and a Program.

    Science.gov (United States)

    Wilson, Kelly R.

    1998-01-01

    Describes the People United To Enrich the Neighborhood through Education (Puente) Learning Center, a nonprofit center in Los Angeles (California) providing programs in literacy, English-as-a-Second-Language, study skills, job training, and computer skills for people who traditionally have had limited access to education and technology. (SLD)

  8. Lessons to be learned from an analysis of ammonium nitrate disasters in the last 100 years

    International Nuclear Information System (INIS)

    Highlights: • Root causes and contributing factors from ammonium nitrate incidents are categorized into 10 lessons. • The lessons learned from the past 100 years of ammonium nitrate incidents can be used to improve design, operation, and maintenance procedures. • Improving organizational memory to help improve safety performance. • Combating and changing organizational cultures. - Abstract: Process safety, as well as the safe storage and transportation of hazardous or reactive chemicals, has been a topic of increasing interest in the last few decades. The increased interest in improving the safety of operations has been driven largely by a series of recent catastrophes that have occurred in the United States and the rest of the world. A continuous review of past incidents and disasters to look for common causes and lessons is an essential component to any process safety and loss prevention program. While analyzing the causes of an accident cannot prevent that accident from occurring, learning from it can help to prevent future incidents. The objective of this article is to review a selection of major incidents involving ammonium nitrate in the last century to identify common causes and lessons that can be gleaned from these incidents in the hopes of preventing future disasters. Ammonium nitrate has been involved in dozens of major incidents in the last century, so a subset of major incidents were chosen for discussion for the sake of brevity. Twelve incidents are reviewed and ten lessons from these incidents are discussed

  9. Addressing Ebola-related Stigma: Lessons Learned from HIV/AIDS

    Directory of Open Access Journals (Sweden)

    Mariam Davtyan

    2014-11-01

    Full Text Available Background: HIV/AIDS and Ebola Virus Disease (EVD are contemporary epidemics associated with significant social stigma in which communities affected suffer from social rejection, violence, and diminished quality of life. Objective: To compare and contrast stigma related to HIV/AIDS and EVD, and strategically think how lessons learned from HIV stigma can be applied to the current EVD epidemic. Methods: To identify relevant articles about HIV/AIDS and EVD-related stigma, we conducted an extensive literature review using multiple search engines. PubMed was used to search for relevant peer-reviewed journal articles and Google for online sources. We also consulted the websites of the World Health Organization (WHO, Centers for Disease Control and Prevention (CDC, and the National Institutes of Health to retrieve up-to-date information about EVD and HIV/AIDS. Results: Many stigmatizing attitudes and behaviors directed towards those with EVD are strikingly similar to those with HIV/AIDS but there are significant differences worthy of discussion. Both diseases are life-threatening and there is no medical cure. Additionally misinformation about affected groups and modes of transmission runs rampant. Unlike in persons with EVD, historically criminalized and marginalized populations carry a disproportionately higher risk for HIV infection. Moreover, mortality due to EVD occurs within a shorter time span as compared to HIV/AIDS. Conclusions: Stigma disrupts quality of life, whether it is associated with HIV infection or EVD. When addressing EVD, we must think beyond the immediate clinical therapeutic response, to possible HIV implications of serum treatment. There are emerging social concerns of stigma associated with EVD infection and double stigma associated with EVD and HIV infection. Drawing upon lessons learned from HIV, we must work to empower and mobilize prominent members of the community, those who recovered from the disease, and organizations

  10. Lessons learned from the clinical development of oral peptides.

    Science.gov (United States)

    Karsdal, Morten Asser; Riis, Bente Juul; Mehta, Nozer; Stern, William; Arbit, Ehud; Christiansen, Claus; Henriksen, Kim

    2015-05-01

    The oral delivery of peptides and proteins has been hampered by an array of obstacles. However, several promising novel oral delivery systems have been developed. This paper reviews the most advanced oral formulation technologies, and highlights key lessons and implications from studies undertaken to date with these oral formulations. Special interest is given to oral salmon calcitonin (CT), glucagon-like peptide-1 (GLP-1), insulin, PYY-(3-36), recombinant human parathyroid hormone (rhPTH(1-31)-NH2) and PTH(1-34), by different technologies. The issues addressed include (i) interaction with water, (ii) interaction with food, (iii) diurnal variation, (iv) inter- and intra-subject variability, (v) correlation between efficacy and exposure and (vi) key deliverables of different technologies. These key lessons may aid research in the development of other oral formulations. PMID:25408230

  11. Moving Forward with Lessons Learned About Long-term Radioactive Waste Management

    International Nuclear Information System (INIS)

    A range of lessons have been identified from previous attempts to implement long term radioactive waste management policy in the UK and internationally. Many of these relate to the way the decision-making process is undertaken and the fact that there needs to be an open, transparent process that enables continuous stakeholder involvement. Nirex believes that using the SEA and EIA frameworks will help to incorporate the lessons learned into the future decision-making process relating to long-term radioactive waste management

  12. Characteristics and lessons learned from practice-based research networks (PBRNs in the United States

    Directory of Open Access Journals (Sweden)

    Keller S

    2012-09-01

    Full Text Available Melinda M Davis,1,2 Sara Keller,1 Jennifer E DeVoe,1,3 Deborah J Cohen11Department of Family Medicine, 2Oregon Rural Practice-based Research Network, Oregon Health & Science University, Portland, OR, USA; 3OCHIN Practice-based Research Network, Portland, OR, USAAbstract: Practice-based research networks (PBRNs are organizations that involve practicing clinicians in asking and answering clinically relevant research questions. This review explores the origins, characteristics, funding, and lessons learned through practice-based research in the United States. Primary care PBRNs emerged in the USA in the 1970s. Early studies explored the etiology of common problems encountered in primary care practices (eg, headache, miscarriage, demonstrating the gap between research conducted in controlled specialty settings and real-world practices. Over time, national initiatives and an evolving funding climate have shaped PBRN development, contributing to larger networks, a push for shared electronic health records, and the use of a broad range of research methodologies (eg, observational studies, pragmatic randomized controlled trials, continuous quality improvement, participatory methods. Today, there are over 160 active networks registered with the Agency for Healthcare Research and Quality's PBRN Resource Center that engage primary care clinicians, pharmacists, dentists, and other health care professionals in research and quality-improvement initiatives. PBRNs provide an important laboratory for encouraging collaborative research partnerships between academicians and practices or communities to improve population health, conduct comparative effectiveness and patient-centered outcomes research, and study health policy reform. PBRNs continue to face critical challenges that include: (1 adapting to a changing landscape; (2 recruiting and retaining membership; (3 securing infrastructure support; (4 straddling two worlds (academia and community and managing

  13. A Rubric for Assessing Teachers' Lesson Activities with Respect to TPACK for Meaningful Learning with ICT

    Science.gov (United States)

    Koh, Joyce Hwee Ling

    2013-01-01

    Teachers' technological pedagogical content knowledge (TPACK) for meaningful learning with ICT describes their knowledge for designing ICT lesson activities with respect to five dimensions: active, constructive, authentic, intentional, and cooperative. The ICT lesson activities designed by teachers can be assessed to determine the strengths…

  14. Student Learning Styles in Advanced Instrumental Music Lessons

    Science.gov (United States)

    Zhukov, Katie

    2007-01-01

    Despite a large body of research into learning styles from cognitive, personality and activity perspectives, the definition of learning style is still unclear. The assessment instruments commonly in use have methodological problems. The learning styles of conservatorium instrumentalists are scarcely known and are best studied using an…

  15. International academic service learning: lessons learned from students' travel experiences of diverse cultural and health care practices in morocco.

    Science.gov (United States)

    Kaddoura, Mahmoud; Puri, Aditi; Dominick, Christine A

    2014-01-01

    Academic service learning (ASL) is an active teaching-learning approach to engage students in meaningful hands-on activities to serve community-based needs. Nine health professions students from a private college and a private university in the northeastern United States volunteered to participate in an ASL trip to Morocco. The participants were interviewed to reflect on their experiences. This article discusses the lessons learned from students' ASL experiences regarding integrating ASL into educational programs. The authors recommend a paradigm shift in nursing and dental hygiene curricula to appreciate diversity and promote cultural competency, multidisciplinary teamwork, and ethics-based education.

  16. International Space Station Passive Thermal Control System Analysis, Top Ten Lessons-Learned

    Science.gov (United States)

    Iovine, John

    2011-01-01

    The International Space Station (ISS) has been on-orbit for over 10 years, and there have been numerous technical challenges along the way from design to assembly to on-orbit anomalies and repairs. The Passive Thermal Control System (PTCS) management team has been a key player in successfully dealing with these challenges. The PTCS team performs thermal analysis in support of design and verification, launch and assembly constraints, integration, sustaining engineering, failure response, and model validation. This analysis is a significant body of work and provides a unique opportunity to compile a wealth of real world engineering and analysis knowledge and the corresponding lessons-learned. The analysis lessons encompass the full life cycle of flight hardware from design to on-orbit performance and sustaining engineering. These lessons can provide significant insight for new projects and programs. Key areas to be presented include thermal model fidelity, verification methods, analysis uncertainty, and operations support.

  17. Professionals calling in lifelong learning centers

    OpenAIRE

    Victor Manuel Monteiro Seco; Miguel Pereira Lopes

    2013-01-01

    Purpose: This study aims to understand how the way people see their work and the authentizotic character of their organizational climate contribute to the building of a Great Place to Work. Design/methodology/approach: This paper presents the results of a quantitative investigation that correlate the perceptions of organizational climate and the work orientations of professionals with different occupations on Portuguese lifelong education centers. Findings: The study indicates that all the co...

  18. Lessons premier hospitals learned about implementing electronic health records.

    Science.gov (United States)

    DeVore, Susan D; Figlioli, Keith

    2010-04-01

    Implementing health information technology (IT) is a major strategic objective for providers. To pinpoint considerations that tie to success, the Premier health care alliance surveyed hospitals to develop an electronic health record best-practices library. Compiled from diverse health care organizations, the library outlines considerations to support "meaningful use" in the areas of computerized physician order entry, medication management, clinical documentation, reporting of measures, privacy, information exchange, management of populations' health, and personal health records. Best practices also uncovered strategies for securing executive leadership, culture change, communication, and support for clinicians. This paper summarizes lessons from the library, providing recommendations to speed up health IT implementation.

  19. Learning from Physics Education Research: Lessons for Economics Education

    OpenAIRE

    Simkins, Scott P.; Maier, Mark H.

    2008-01-01

    We believe that economists have much to learn from educational research practices and related pedagogical innovations in other disciplines, in particular physics education. In this paper we identify three key features of physics education research that distinguish it from economics education research - (1) the intentional grounding of physics education research in learning science principles, (2) a shared conceptual research framework focused on how students learn physics concepts, and (3) a...

  20. 77 FR 46127 - Interim Staff Guidance on Changes to the Generic Aging Lessons Learned (GALL) Report Revision 2...

    Science.gov (United States)

    2012-08-02

    ... COMMISSION Interim Staff Guidance on Changes to the Generic Aging Lessons Learned (GALL) Report Revision 2... Learned (GALL) Report,'' and the NRC staff's aging management review procedure and acceptance criteria... learned and to address emergent issues not covered in license renewal guidance documents. In this way,...

  1. An Interview with Joe McMann: Lessons Learned from Fifty Years of Observing Hardware and Human Behavior

    Science.gov (United States)

    McMann, Joe

    2011-01-01

    Pica Kahn conducted "An Interview with Joe McMann: Lessons Learned in Human and Hardware Behavior" on August 16, 2011. With more than 40 years of experience in the aerospace industry, McMann has gained a wealth of knowledge. This presentation focused on lessons learned in human and hardware behavior. During his many years in the industry, McMann observed that the hardware development process was intertwined with human influences, which impacted the outcome of the product.

  2. Falls risk assessment begins with hello: lessons learned from the use of one home health agency's fall risk tool.

    Science.gov (United States)

    Flemming, Patricia J; Ramsay, Katherine

    2012-10-01

    Identifying older adults at risk for falls is a challenge all home healthcare agencies (HHAs) face. The process of assessing for falls risk begins with the initial home visit. One HHA affiliated with an academic medical center describes its experience in development and use of a Falls Risk Assessment (FRA) tool over a 10-year period. The FRA tool has been modified since initial development to clarify elements of the tool based on research and to reflect changes in the Outcome and Assessment Information Set (OASIS) document. The primary purpose of this article is to share a validated falls risk assessment tool to facilitate identification of fall-related risk factors in the homebound population. A secondary purpose is to share lessons learned by the HHA during the 10 years using the FRA.

  3. Lessons Learned... and Not Learned: A Case Study in Regulatory Evolution

    International Nuclear Information System (INIS)

    'Are you better off than you were four years ago?' 'You've come a long way, baby.' Eschewing politics and advertising, these idioms are applied to the evolution of regulatory processes for Decontamination and Decommissioning (D and D) of nuclear facilities. We use a case study of a (nearly) completed D and D project at a large nuclear fuel manufacturing facility, to chronicle one licensee's experience with US Nuclear Regulatory Commission (NRC) D and D regulations from the 1990's to the present. Historical milestones include the birth of a D and D project, a false start and resultant consequences, a D and D 'moratorium' with subsequent planning and stakeholder integration, a second start which included the challenge of parallel path D and D physical work and regulatory processes, and the 'lessons learned' contributions to timely project progress. Further discussion includes a look at the 'declaration of victory' and examines what it really means to be finished. The rich contextual experience from the case study and the observations of other industry members provides the basis for answers to several key questions: How far has the regulatory process for D and D really evolved, and in what direction? Are licensees generally satisfied or dissatisfied with the methods? What has not improved? Which improvements looked promising, but languished in recent years? How far have we really come and are we better off? What are the opportunities for further improvement? The summary answer to each question, using compendious engineering terms is... 'it depends'. (authors)

  4. Lessons Learned from Developing a New Distance-Learning Masters Course in the Green Economy

    Directory of Open Access Journals (Sweden)

    Adrian C. Newton

    2014-04-01

    Full Text Available It is widely recognised that for the green economy to develop successfully, new educational curricula will be required to help professionals develop appropriate knowledge and skills. Relatively few university courses have been developed to date that explicitly focus on the green economy, reflecting its recent origins. Here we present the lessons learned from developing and implementing a new Masters course in the green economy, at Bournemouth University in the UK. The most significant challenges were institutional barriers, such as different departmental policies and procedures and decentralised budget strategies, which inhibited the cross-departmental collaboration desired for interdisciplinarity. Uncertainty about the future development of the green economy and its value as a concept, among both teaching staff and prospective students, presented a further challenge. In addition, the development of an appropriate curriculum for green economy courses has received little attention previously. Here, we present an overview of the curriculum developed for this Masters-level course, and, based on our experience, we demonstrate how the challenges in developing such a course can successfully be overcome.

  5. Educating Professional Musicians: Lessons Learned from School Music

    Science.gov (United States)

    Carruthers, Glen

    2008-01-01

    Music in Canadian schools at one time focused on skills development. Building on talent, aptitude, prior learning and physical coordination, students would become better at singing or playing an instrument by studying it at school. Over time, new approaches to music teaching and learning opened the umbrella to a more comprehensive range of…

  6. Learning Design Rashomon II: Exploring One Lesson through Multiple Tools

    Science.gov (United States)

    Prieto, Luis P.; Dimitriadis, Yannis; Craft, Brock; Derntl, Michael; Emin, Valerie; Katsamani, Mary; Laurillard, Diana; Masterman, Elizabeth; Retalis, Symeon; Villasclaras, Eloy

    2013-01-01

    An increasing number of tools are available to support the learning design process at different levels and from different perspectives. However, this variety can make it difficult for researchers and teachers to assess the tool that is best suited to their objectives and contexts as learning designers. Several of the tools are presented elsewhere…

  7. Developing user-centered concepts for language learning video games

    OpenAIRE

    Poels, Yorick; Annema, Jan Henk; Zaman, Bieke; Cornillie, Frederik

    2012-01-01

    This paper will report on an ongoing project which aims to develop video games for language learning through a user-centered and evidence-based approach. Therefore, codesign sessions were held with adolescents between 14 and 16 years old, in order to gain insight into their preferences for educational games for language learning. During these sessions, 11 concepts for video games were developed. We noticed a divide between the concepts for games that were oriented towa...

  8. Goal-Setting Learning Principles: A Lesson From Practitioner

    Directory of Open Access Journals (Sweden)

    Zainudin bin Abu Bakar

    2014-02-01

    Full Text Available One of the prominent theory was the goal-setting theory which was widely been used in educational setting. It is an approach than can enhance the teaching and learning activities in the classroom. This is a report paper about a simple study of the implementation of the goal-setting principle in the classroom. A clinical data of the teaching and learning session was then analysed to address several issues highlighted. It is found that the goal-setting principles if understood clearly by the teachers can enhance the teaching and learning activities. Failed to see the needs of the session will revoke the students learning interest. It is suggested that goal-setting learning principles could become a powerful aid for the teachers in the classroom.

  9. International experience in the implementation of the lessons learned from the Three Mile Island incident

    International Nuclear Information System (INIS)

    This document consists of two parts and an Appendix. Part I provides a summary of worldwide experiences and subsequent recommendations regarding the implementation of the Three Mile Island-Unit 2 incident lessons learned. Part II gives in a summary fashion, specific responses and actions of the mentioned countries and international organizations as categorized into ten (10) subject areas. The Appendix, on the other hand, contains examples of the experiences of Brazil, Germany (F.R.), Hungary, and the Philippines, on the implementation of TMI lessons learned. This document should be useful to countries with nuclear power development programmes in that it provides a means for comparison of their actions with others. For countries which are embarking on their first nuclear power project, the document should provide a useful reference for specific TMI-related issues that need to be considered in their nuclear programmes

  10. Communication of radiation benefits and risks in decision making: some lessons learned.

    Science.gov (United States)

    Locke, Paul A

    2011-11-01

    This paper is focused on summarizing the "lessons learned" from discussions at the 2010 NCRP Annual Meeting on effective communications on the subject of radiation benefits and risks in public exposures. Five main lessons learned are discussed in regard to effective methods of public communication: the use of new social media communication tools such as Facebook and Twitter, emergency situations that require rapid societal and personal messaging, medical radiological procedures where benefits must be described in comparison to long-term health risks of radiation exposures, and information that should be provided to stakeholders in situations such as environmental radionuclide contamination to which members of the public may be exposed. It is concluded that effective communications in which radiation benefits are contrasted with health risks of exposure are an important aspect of making and implementing decisions on employing radiation health protection procedures. PMID:21979551

  11. Gender and learning attitudes in using Web-based science lessons

    Directory of Open Access Journals (Sweden)

    Siew Chee Leong

    1999-01-01

    Full Text Available This study was carried out in a mixed gender school using the World Wide Web to teach the top primary five (11 years old class of forty pupils using a constructivist approach to learning. The study shows differences in gender attitudes toward computers. Generally, boys spent more time with computers at home playing games and had more experience using the World Wide Web compared to girls. On the other hand, more girls preferred the Web-based lesson compared to traditional classroom-based lessons. They learnt more from paired-group work and preferred to work with a partner while boys preferred working alone and learned less working with a partner. The study also found that unlike girls, boys disliked reading from computer screens because they had difficulty reading long pages of text.

  12. Active in-situ petroleum hydrocarbon remediation in discontinuous permafrost : practical experience and lessons learned

    Energy Technology Data Exchange (ETDEWEB)

    Brown, M. [WorleyParsons Canada Ltd., Calgary, AB (Canada)

    2010-07-01

    The active in-situ petroleum hydrocarbon remediation in discontinuous permafrost was presented as practical experience and lessons learned. The presentation provided background information on permafrost, the site characterization phase, and conceptual site model. Remedial options analysis, permeability enhancement, and full scale remediation system were discussed. Remediation options that were presented included: impacted soil; excavation and landfill; excavation and biocell; soil vapour extraction (SVE); and dual phase extraction (DPE). The remediation strategy of SVE and DPE was outlined, with particular reference to full scale DPE remediation; enhancing limited permeability; remediation trench installation; radius of influence; trench potential radius of influence; and fluid and vapour gathering system. The presentation also discussed challenges and lessons learned regarding seasonal operation; permafrost encroachment into trenches; flammable vapours; downhole pump freezing over time; and variable performance and balancing flows. tabs., figs.

  13. Lessons learned from decontaminating and decommissioning fuel cycle facilities in France

    International Nuclear Information System (INIS)

    This paper draws on 20 years of experience and lessons learned by COGEMA and the CEA during the decontamination and decommissioning (DandD) of its nuclear fuel cycle facilities. COGEMA and the CEA have developed a wealth of knowledge on issues such as assessing decommissioning alternatives, selecting appropriate technical procedures on the basis of thorough site characterization, and developing waste management and disposal procedures. (author)

  14. Lessons learned from the Hubble Space Telescope planning and scheduling system implementation and operation

    Science.gov (United States)

    Ruitberg, Edward O.; Ondrus, Paul J.

    1990-01-01

    The major challenge of the NASA Hubble Space Telescope (HST) Ground System has been the implementation of the planning and scheduling system. This paper describes the operational flow of HST from science proposals to the actual execution of science observations on board the HST. The paper provides a collection of lessons learned over the 10 years that have covered the definition, development, test, and initial operation of HST's planning and scheduling system.

  15. Introducing Partnering in Denmark – Lessons Learned Applying Public Private Partnerships as an Innovation Platform

    DEFF Research Database (Denmark)

    Bonke, Sten; Olsen, Ib Steen

    as sustainability and economic welfare and prosperity in society. One approach to increasing the focus and rate of innovation processes is to facilitate closer interaction between at public and private companies targeting new thinking and innovation. This strategy characterises a Plan of Action, published...... work and 4)dissemination and implementation. Lessons learned through the experimental cases are discussed, and the applicability of PPP as an approach to innovation in construction is evaluated. Keywords: public private partnership, partnering, experimental projects, innovation process...

  16. Sustainable urban development of metropolitan Johannesburg: The lessons learned from international practice

    OpenAIRE

    Mosha A.C.; Cavrić Branko I.

    2004-01-01

    This paper consists of an overview of programmes supporting sustainable planning and management in the City of Johannesburg one of the most important social and economic hubs of the transitional Republic of South Africa. Following from this is an analysis of the experience identified as most appropriate for Johannesburg City and its metropolitan region (Gauteng). This case study is used to highlight efforts and lessons learned from the international project "Designing, Implementing and Measur...

  17. Corporate Governance and Responsible Bankers: Lesson Learned from Lehman Brothers' Minibonds Saga

    OpenAIRE

    Ho, Angel / W.Y.

    2009-01-01

    The focus of this research is the case of Lehman Brothers’ Minibonds Saga in Hong Kong which directly followed the current economic crisis. Such a study is important to identify the problems faced by Hong Kong since the collapse of Lehman Brothers in US and to reflect on the lessons learned from the case. The research then seeks to identify the enablers in respect of responsibilities from economic, legal, ethical, social and management/administration perspectives contributed to the Minibond...

  18. Project management lessons learned on SDIO's Delta Star and Single Stage Rocket Technology programs

    Science.gov (United States)

    Klevatt, Paul L.

    1992-01-01

    The topics are presented in viewgraph form and include the following: a Delta Star (Delta 183) Program Overview, lessons learned, and rapid prototyping and the Single Stage Rocket Technology (SSRT) Program. The basic objective of the Strategic Defense Initiative Programs are to quickly reduce key uncertainties to a manageable range of parameters and solutions, and to yield results applicable to focusing subsequent research dollars on high payoff areas.

  19. Pragmatic meta-analytic studies: learning the lessons from naturalistic evaluations of multiple cases

    OpenAIRE

    Lam, Paul; McNaught, Carmel; Cheng, Kin-Fai

    2008-01-01

    This paper explores the concept of pragmatic meta-analytic studies in eLearning. Much educational technology literature focuses on developers and teachers describing and reflecting on their experiences. Few connections are made between these experiential ‘stories’. The data set is fragmented and offers few generalisable lessons. The field needs guidelines about what can be learnt from such single-case reports. The pragmatic meta-analytic studies described in this paper have two common aspects...

  20. Lessons Learned from the First Decade of Adaptive Management in Comprehensive Everglades Restoration

    OpenAIRE

    Andrew J. LoSchiavo; Ronnie G. Best; Rebecca E. Burns; Susan Gray; Matthew C. Harwell; Eliza B. Hines; Agnes R. McLean; Tom St. Clair; Steve Traxler; James W. Vearil

    2013-01-01

    Although few successful examples of large-scale adaptive management applications are available to ecosystem restoration scientists and managers, examining where and how the components of an adaptive management program have been successfully implemented yields insight into what approaches have and have not worked. We document five key lessons learned during the decade-long development and implementation of the Comprehensive Everglades Restoration Plan (CERP) Collaborative Adaptive Management P...

  1. Lessons Learned and Future Goals of the High Lift Prediction Workshops

    Science.gov (United States)

    Rumsey, Christopher L.; Lee-Rausch, Elizabeth; Slotnick, Jeffrey P.

    2016-01-01

    The American Institute of Aeronautics and Astronautics (AIAA) High Lift Prediction Workshop series is described. Two workshops have been held to date. Major conclusions are summarized, and plans for future workshops are outlined. A compilation of lessons learned from the first two workshops is provided. This compilation includes a summary of needs for future high-lift experiments that are intended for computational fluid dynamics (CFD) validation.

  2. Learning with multiple representations: An example of a revision lesson in mechanics

    OpenAIRE

    Wong, Darren; Sng, Peng Poo; Ng, Eng Hock; Wee, Loo Kang

    2012-01-01

    We describe an example of learning with multiple representations in an A-level revision lesson on mechanics. The context of the problem involved the motion of a ball thrown vertically upwards in air and studying how the associated physical quantities changed during its flight. Different groups of students were assigned to look at the ball's motion using various representations: motion diagrams, vector diagrams, free-body diagrams, verbal description, equations and graphs, drawn against time a...

  3. The Road Towards “Zero Energy” in Buildings: Lessons Learned from SOLARXXI Building in Portugal

    OpenAIRE

    Aelenei, Laura; Gonçalves, Helder; Rodrigues, Carlos

    2010-01-01

    In this paper the authors intend to share the lessons learned in the designing process of a solar office building currently underway to reach the Net Zero-Energy performance. Solar XXI building was built in Lisbon in 2006 as a demonstration project [1]. The building, which design is based on a combination of passive design techniques with renewable energy technologies (PV, solar collectors), may be currently considered, from this perspective, a near Net Zero Energy Building. Despite Sol...

  4. Military outsourcing in Poland: lessons learned and prospects for further development

    OpenAIRE

    Lis, Andrzej

    2011-01-01

    The aim of the paper is to discuss the key issues of military outsourcing in Poland. Outlining the theoretical background, the article discusses the nature and scope of military outsourcing. Then the development of military outsourcing market is analysed. In its empirical part, the paper identifies the outcomes and lessons learned from the implementation of contracting-out program in the Polish Armed Forces. Finally it attempts to forecast prospects for the further dev...

  5. Lessons Learned in Integration for Sensor-Based Robot Navigation Systems

    OpenAIRE

    Javier Minguez; Luis Montesano; Luis Montano

    2006-01-01

    This paper presents our work of integration during the last years within the context of sensor-based robot navigation systems. In our motion system, as in many others, there are functionalities involved such as modeling, planning or motion control, which have to be integrated within an architecture. This paper addresses this problematic. Furthermore, we also discuss the lessons learned while: (i) designing, testing and validating techniques that implement the functionalities of the navigation...

  6. Commercial Crew Cost Estimating - A Look at Estimating Processes, Challenges and Lessons Learned

    Science.gov (United States)

    Battle, Rick; Cole, Lance

    2015-01-01

    To support annual PPBE budgets and NASA HQ requests for cost information for commercial crew transportation to the International Space Station (ISS), the NASA ISS ACES team developed system development and per flight cost estimates for the potential providers for each annual PPBE submit from 2009-2014. This paper describes the cost estimating processes used, challenges and lessons learned to develop estimates for this key NASA project that diverted from the traditional procurement approach and used a new way of doing business

  7. Outsourced design services lessons learned from LHC civil engineering

    CERN Document Server

    Watson, T

    2003-01-01

    In April 1996 CERN awarded three contracts for the provision of civil engineering design and site supervision services associated with the LHC Project. These three contracts with an average value at signature of 12MCHF were placed using the “two envelope” award system. Eight firms from six member states were integrated into three Joint Ventures. For Projects prior to the LHC, CERN would have carried out the design and supervision using in-house staff. The change to out-sourced services represented a major step for CERN. After seven years, the contracts are now coming to their conclusion. This paper aims to discuss the reasons why these contracts were originally implemented, the lessons than have been learnt over the last seven years and conclusions on how CERN could approach the need for civil engineering design services in the future.

  8. Progress of the Architectural Competition: Learning Center, the Lausanne Example

    OpenAIRE

    Mirjana Rittmeyer; David Aymonin; Nicolas Joye

    2006-01-01

    Point of entry to the Ecole Polytechnique Fédérale de Lausanne (EPFL), the Learning Center will be a place to learn, to obtain information, and to live. Replacing and improving the old main library, this new building will gradually assimilate all EPFL department libraries collections and services, as they are integrated into a global information system. Conceived as the place for those who are learning, mainly students, who have no personal working area on the campus, it is designed to...

  9. Learning Feature Hierarchies with Centered Deep Boltzmann Machines

    CERN Document Server

    Montavon, Grégoire

    2012-01-01

    Deep Boltzmann machines are in principle powerful models for extracting the hierarchical structure of data. Unfortunately, attempts to train layers jointly (without greedy layer-wise pretraining) have been largely unsuccessful. We propose a modification of the learning algorithm that initially recenters the output of the activation functions to zero. This modification leads to a better conditioned Hessian and thus makes learning easier. We test the algorithm on real data and demonstrate that our suggestion, the centered deep Boltzmann machine, learns a hierarchy of increasingly abstract representations and a better generative model of data.

  10. Identifying different methods for creating knowledge from lessons learned in project oriented organizations

    Directory of Open Access Journals (Sweden)

    Ahmad Norang

    2016-01-01

    Full Text Available Nowadays, the increase in competition has increased the relative importance of innovation for most firms and many managers believe a good innovation must be knowledge oriented. This paper has tried to determine different methods for creating knowledge in project oriented organizations. The study designs a questionnaire in Likert scale and distributes it among 32 experts who were well informed about different methods of knowledge creation and lessons learned. Cronbach alphas for all components of the survey were well above the desirable level. The study has detected 11 methods for knowledge creation and lessons learned. In terms of preliminary assessment, business transactions has received the highest impact while knowledge team has received the highest effect in terms of necessary assessment. The results of this survey have indicated that although there are several methods for detecting knowledge within organizations, in most cases, it is not easy to gain value added knowledge within an organization, quickly. The people who participated in our survey have indicated that organizational commitment, brainstorming, Delphi and storytelling also have played important role for creation of knowledge. The results have also shown that brainstorming, knowledge brokers, map knowledge and work experience were easier to use for knowledge creation and lessons learned compared with other forms of knowledge creation.

  11. Neonatal nursing care issues following a natural disaster: lessons learned from the Katrina experience.

    Science.gov (United States)

    Orlando, Susan; Bernard, Marirose L; Mathews, Pamela

    2008-01-01

    The massive evacuation of sick and at-risk infants from a large metropolitan area following a natural disaster provides many lessons for neonatal nurses. Planning and education are of utmost importance, and disaster education and training are essential for all nurses. Unit-specific disaster plans can serve as a guide for nurses but the real test occurs during and after the event. Nurses must learn to adapt neonatal care to the rapidly changing environment during a disaster. Supporting high-risk infants without the aid of technology requires a back-to-the-basics approach. The ability to maintain communication and facilitate transportation of neonates out of a disaster area is essential. Nurses must also consider their own well-being in the aftermath of a disaster. Planning for future disasters should include lessons learned from the past events. This article addresses nursing care issues and lessons learned from the events that unfolded in the New Orleans area neonatal units during and after Hurricane Katrina, and guidance in support of disaster education for neonatal nurses. PMID:18496075

  12. Improving the Identification, Dissemination and Implementation of Deactivation and Decommissioning Lessons Learned and Best Practices

    International Nuclear Information System (INIS)

    Approximately $150 billion of work currently remains in the United States Department of Energy's (DoE's) Office of Environmental Management (EM) life cycle budget for U.S. projects. Contractors who manage facilities for the DOE have been challenged to identify transformational changes to reduce the life cycle costs and to develop a knowledge-management system that identifies, disseminates, and tracks the implementation of lessons learned and best practices. This paper discusses DoE's rationale for using lessons learned and best practices to improve safety and performance while reducing life cycle costs for Deactivation and Decommissioning (D and D) projects. It also provides an update on the Energy Facility Contractors Group's (EFCOG's) progress in supporting DoE's efforts. At this juncture the best practice efforts described are in developmental stages; however, the commitment to and the concrete nature of the work thus far is noteworthy in regard to improving the way D and D lessons learned and best practices are identified, disseminated and implemented across the DOE Complex

  13. Turning points and lessons learned: stressful life events and personality trait development across middle adulthood.

    Science.gov (United States)

    Sutin, Angelina R; Costa, Paul T; Wethington, Elaine; Eaton, William

    2010-09-01

    The present research examined stressful life events and personality development across middle adulthood. Participants (N = 533) related the most stressful event they had experienced within the last 10 years, indicated whether they considered the event to be a turning point and/or lesson learned, and twice completed a comprehensive measure of traits defined by the five-factor model of personality; the stressful event occurred between these two assessments. Descriptions were coded to classify events into broad content domains based on the nature of the event. Prospectively, individuals high in Neuroticism perceived the event as a turning point; extraverts learned a lesson from it. Longitudinally, perceiving the event as a negative turning point was associated with increases in Neuroticism, whereas learning a lesson from the event was associated with increases in Extraversion and Conscientiousness. Characteristics of the events themselves were primarily unrelated to trait change. Across middle adulthood, personality trait change may be more strongly related to how individuals understand the stressful events in their lives rather than simply the occurrence of such events.

  14. Heritage and Advanced Technology Systems Engineering Lessons Learned from NASA Deep Space Missions

    Science.gov (United States)

    Barley, Bryan; Newhouse, Marilyn; Clardy, Dennon

    2010-01-01

    applications. The paper summarizes the study's lessons learned in more detail and offers suggestions for improving the project's ability to identify and manage the technology and heritage risks inherent in the design solution.

  15. Promoting system-level learning from project-level lessons

    International Nuclear Information System (INIS)

    A growing number of low and middle income nations (LMCs) have adopted some sort of system for environmental impact assessment (EIA). However, generally many of these EIA systems are characterised by a low performance in terms of timely information dissemination, monitoring and enforcement after licencing. Donor actors (such as the World Bank) have attempted to contribute to a higher performance of EIA systems in LMCs by intervening at two levels: the project level (e.g. by providing scoping advice or EIS quality review) and the system level (e.g. by advising on EIA legislation or by capacity building). The aims of these interventions are environmental protection in concrete cases and enforcing the institutionalisation of environmental protection, respectively. Learning by actors involved is an important condition for realising these aims. A relatively underexplored form of learning concerns learning at EIA system-level via project level donor interventions. This ‘indirect’ learning potentially results in system changes that better fit the specific context(s) and hence contribute to higher performances. Our exploratory research in Ghana and the Maldives shows that thus far, ‘indirect’ learning only occurs incidentally and that donors play a modest role in promoting it. Barriers to indirect learning are related to the institutional context rather than to individual characteristics. Moreover, ‘indirect’ learning seems to flourish best in large projects where donors achieved a position of influence that they can use to evoke reflection upon system malfunctions. In order to enhance learning at all levels donors should thereby present the outcomes of the intervention elaborately (i.e. discuss the outcomes with a large audience), include practical suggestions about post-EIS activities such as monitoring procedures and enforcement options and stimulate the use of their advisory reports to generate organisational memory and ensure a better information

  16. Promoting system-level learning from project-level lessons

    Energy Technology Data Exchange (ETDEWEB)

    Jong, Amos A. de, E-mail: amosdejong@gmail.com [Innovation Management, Utrecht (Netherlands); Runhaar, Hens A.C., E-mail: h.a.c.runhaar@uu.nl [Section of Environmental Governance, Utrecht University, Utrecht (Netherlands); Runhaar, Piety R., E-mail: piety.runhaar@wur.nl [Organisational Psychology and Human Resource Development, University of Twente, Enschede (Netherlands); Kolhoff, Arend J., E-mail: Akolhoff@eia.nl [The Netherlands Commission for Environmental Assessment, Utrecht (Netherlands); Driessen, Peter P.J., E-mail: p.driessen@geo.uu.nl [Department of Innovation and Environment Sciences, Utrecht University, Utrecht (Netherlands)

    2012-02-15

    A growing number of low and middle income nations (LMCs) have adopted some sort of system for environmental impact assessment (EIA). However, generally many of these EIA systems are characterised by a low performance in terms of timely information dissemination, monitoring and enforcement after licencing. Donor actors (such as the World Bank) have attempted to contribute to a higher performance of EIA systems in LMCs by intervening at two levels: the project level (e.g. by providing scoping advice or EIS quality review) and the system level (e.g. by advising on EIA legislation or by capacity building). The aims of these interventions are environmental protection in concrete cases and enforcing the institutionalisation of environmental protection, respectively. Learning by actors involved is an important condition for realising these aims. A relatively underexplored form of learning concerns learning at EIA system-level via project level donor interventions. This 'indirect' learning potentially results in system changes that better fit the specific context(s) and hence contribute to higher performances. Our exploratory research in Ghana and the Maldives shows that thus far, 'indirect' learning only occurs incidentally and that donors play a modest role in promoting it. Barriers to indirect learning are related to the institutional context rather than to individual characteristics. Moreover, 'indirect' learning seems to flourish best in large projects where donors achieved a position of influence that they can use to evoke reflection upon system malfunctions. In order to enhance learning at all levels donors should thereby present the outcomes of the intervention elaborately (i.e. discuss the outcomes with a large audience), include practical suggestions about post-EIS activities such as monitoring procedures and enforcement options and stimulate the use of their advisory reports to generate organisational memory and ensure a better

  17. Lessons Learned from Sloan Digital Sky Survey Operations

    OpenAIRE

    Kleinman, S. J.; Gunn, J. E.; Boroski, B.; Long, D.; Snedden, S.; Nitta, A; Krzesiński, J.; Harvanek, M.; Neilsen, E.; Gillespie, B.; Barentine, J. C.; Uomoto, A.; Tucker, D.; York, D.; Jester, S.

    2008-01-01

    Astronomy is changing. Large projects, large collaborations, and large budgets are becoming the norm. The Sloan Digital Sky Survey (SDSS) is one example of this new astronomy, and in operating the original survey, we put in place and learned many valuable operating principles. Scientists sometimes have the tendency to invent everything themselves but when budgets are large, deadlines are many, and both are tight, learning from others and applying it appropriately can make the difference betwe...

  18. Lessons Learned from Experiential Learning: What Do Students Learn from a Practicum/Internship?

    Science.gov (United States)

    Simons, Lori; Fehr, Lawrence; Blank, Nancy; Connell, Heather; Georganas, Denise; Fernandez, David; Peterson, Verda

    2012-01-01

    A multi-method approach was used in a pilot assessment of student learning outcomes for 38 students enrolled in an undergraduate psychology practicum/internship program. The results from a pretest-posttest survey revealed that students improved their multicultural skills from the beginning to the end of the program. The results also indicate that…

  19. Integrating Adaptive Games in Student-Centered Virtual Learning Environments

    Science.gov (United States)

    del Blanco, Angel; Torrente, Javier; Moreno-Ger, Pablo; Fernandez-Manjon, Baltasar

    2010-01-01

    The increasing adoption of e-Learning technology is facing new challenges, such as how to produce student-centered systems that can be adapted to each student's needs. In this context, educational video games are proposed as an ideal medium to facilitate adaptation and tracking of students' performance for assessment purposes, but integrating the…

  20. Factors That Influence Faculty Adoption of Learning-Centered Approaches

    Science.gov (United States)

    Blumberg, Phyllis

    2016-01-01

    This article proposes a recommended course of action for faculty development based upon Rogers' theory of Diffusion of Innovations and data collected in a study looking at the prevalence of use of learning-centered teaching practices. Specific faculty development strategies are aligned with Rogers' factors influencing decisions to adopt…

  1. Work in Progress: Learner-Centered Online Learning Facility

    NARCIS (Netherlands)

    Pantic, M.; Zwitserloot, R.; De Weerdt, M.M.

    2006-01-01

    This paper describes a novel, learner-centered technology for authoring web lectures. Besides seamless integration of video and audio feeds, Microsoft PowerPoint slides, and web-pages, the proposed Online Learning Facility (OLF) also facilitates online interactive testing and review of covered mater

  2. Proprioception in motor learning: lessons from a deafferented subject.

    Science.gov (United States)

    Yousif, N; Cole, J; Rothwell, J; Diedrichsen, J

    2015-08-01

    Proprioceptive information arises from a variety of channels, including muscle, tendon, and skin afferents. It tells us where our static limbs are in space and how they are moving. It remains unclear however, how these proprioceptive modes contribute to motor learning. Here, we studied a subject (IW) who has lost large myelinated fibres below the neck and found that he was strongly impaired in sensing the static position of his upper limbs, when passively moved to an unseen location. When making reaching movements however, his ability to discriminate in which direction the trajectory had been diverted was unimpaired. This dissociation allowed us to test the involvement of static and dynamic proprioception in motor learning. We found that IW showed a preserved ability to adapt to force fields when visual feedback was present. He was even sensitive to the exact form of the force perturbation, responding appropriately to a velocity- or position-dependent force after a single perturbation. The ability to adapt to force fields was also preserved when visual feedback about the lateral perturbation of the hand was withdrawn. In this experiment, however, he did not exhibit a form of use-dependent learning, which was evident in the control participants as a drift of the intended direction of the reaching movement in the perturbed direction. This suggests that this form of learning may depend on static position sense at the end of the movement. Our results indicate that dynamic and static proprioception play dissociable roles in motor learning. PMID:25990821

  3. It's Rather like Learning a Language: Development of talk and conceptual understanding in mechanics lessons

    Science.gov (United States)

    Rincke, Karsten

    2011-01-01

    Although a broad literature exists concerning the development of conceptual understanding of force and other topics within mechanics, little is known about the role and development of students' talk about the subject. The paper presents an in-depth investigation of students' talk whilst being introduced to the concept of force. The main research goal was to investigate and understand how students develop an understanding of the concept of force and how they use and understand the term 'force'. Therefore, we make relation to the research field of students' preconceptions and the field of second language learning. Two classes of students (N = 47) were videotaped during a time period of nine lessons, each transcribed and analysed using a category system. Additional data were obtained via written tasks, logs kept by the students, and tests. The detailed analysis of the talk and the results of the tests indicate that students face difficulties in using the term 'force' scientifically similar to those in a foreign language instruction. Vygotsky already recognised a relationship between learning in science and learning a language. In this paper, important aspects of this relationship are discussed based upon empirical data. We conclude that in some respects it might be useful to make reference to the research related to language learning when thinking about improving science education. In particular, according to Selinker's concept of interlanguage describing language-learning processes within language instruction, the language used by the students during physics lessons can be viewed as a 'scientific interlanguage'.

  4. Learning from Physics Education Research: Lessons for Economics Education

    CERN Document Server

    Simkins, Scott P

    2008-01-01

    We believe that economists have much to learn from educational research practices and related pedagogical innovations in other disciplines, in particular physics education. In this paper we identify three key features of physics education research that distinguish it from economics education research - (1) the intentional grounding of physics education research in learning science principles, (2) a shared conceptual research framework focused on how students learn physics concepts, and (3) a cumulative process of knowledge-building in the discipline - and describe their influence on new teaching pedagogies, instructional activities, and curricular design in physics education. In addition, we highlight four specific examples of successful pedagogical innovations drawn from physics education - context-rich problems, concept tests, just-in-time teaching, and interactive lecture demonstrations - and illustrate how these practices can be adapted for economic education.

  5. Lessons learned in developing family medicine residency training programs in Japan

    Directory of Open Access Journals (Sweden)

    Kitamura Kazuya

    2005-09-01

    Full Text Available Abstract Background While family medicine is not well established as a discipline in Japan, a growing number of Japanese medical schools and training hospitals have recently started sougoushinryoubu (general medicine departments. Some of these departments are incorporating a family medicine approach to residency training. We sought to learn from family medicine pioneers of these programs lessons for developing residency training. Methods This qualitative project utilized a long interview research design. Questions focused on four topics: 1 circumstances when becoming chair/faculty member; 2 approach to starting the program; 3 how Western ideas of family medicine were incorporated; and 4 future directions. We analyzed the data using immersion/crystallization to identify recurring themes. From the transcribed data, we selected representative quotations to illustrate them. We verified the findings by emailing the participants and obtaining feedback. Results Participants included: five chairpersons, two program directors, and three faculty members. We identified five lessons: 1 few people understand the basic concepts of family medicine; 2 developing a core curriculum is difficult; 3 start with undergraduates; 4 emphasize clinical skills; and 5 train in the community. Conclusion While organizational change is difficult, the identified lessons suggest issues that merit consideration when developing a family medicine training program. Lessons from complexity science could inform application of these insights in other countries and settings newly developing residency training.

  6. Goal-Setting Learning Principles: A Lesson From Practitioner

    OpenAIRE

    Zainudin bin Abu Bakar; Lee Mei Yun; NG Siew Keow; Tan Hui Li

    2014-01-01

    One of the prominent theory was the goal-setting theory which was widely been used in educational setting. It is an approach than can enhance the teaching and learning activities in the classroom. This is a report paper about a simple study of the implementation of the goal-setting principle in the classroom. A clinical data of the teaching and learning session was then analysed to address several issues highlighted. It is found that the goal-setting principles if understood clearly by the te...

  7. How to learn and develop from both good and bad lessons- the 2011Tohoku tsunami case -

    Science.gov (United States)

    Sugimoto, Megumi; Okazumi, Toshio

    2013-04-01

    The 2011 Tohoku tsunami revealed Japan has repeated same mistakes in a long tsunami disaster history. After the disaster Japanese remember many old lessons and materials: an oral traditional evacuation method 'Tsunami TENDENKO' which is individual independent quick evacuation, a tsunami historical memorial stone "Don't construct houses below this stone to seaside" in Aneyoshi town Iwate prefecture, Namiwake-shrine naming from the story of protect people from tsunami in Sendai city, and so on. Tohoku area has created various tsunami historical cultures to descendent. Tohoku area had not had a tsunami disaster for 50 years after the 1960 Chilean tsunami. The 2010 Chilean tsunami damaged little fish industry. People gradually lost tsunami disaster awareness. At just the bad time the magnitude (M) 9 scale earthquake attacked Tohoku. It was for our generations an inexperienced scale disaster. People did not make use of the ancestor's lessons to survive. The 2004 Sumatra tsunami attacked just before 7 years ago. The magnitude scale is almost same as M 9 scale. Why didn't Tohoku people and Japanese tsunami experts make use of the lessons? Japanese has a character outside Japan. This lesson shows it is difficult for human being to learn from other countries. As for Three mile island accident case in US, it was same for Japan. To addition to this, there are similar types of living lessons among different hazards. For examples, nuclear power plantations problem occurred both the 2012 Hurricane Sandy in US and the 2011 Tohoku tsunami. Both local people were not informed about the troubles though Oyster creek nuclear power station case in US did not proceed seriously all. Tsunami and Hurricane are different hazard. Each exparts stick to their last. 1. It is difficult for human being to transfer living lessons through next generation over decades. 2. It is difficult for human being to forecast inexperienced events. 3. It is usually underestimated the danger because human being

  8. Lessons learned from Brazilian natural gas industry reform

    International Nuclear Information System (INIS)

    Over the past decades many countries have reformed their infrastructure industries. Although these reforms have been broadly similar for the most part, aiming at introducing competition in potentially competitive segments, the contexts in which they have been carried out differ. This is due to the past regulatory experience in each country, the maturity of the industry and/or the number of agents when the reform process started. The Brazilian natural gas reform stands out due to the country's singular conditions. The development of the natural gas industry in Brazil was grounded on stepping up supplies through integration with neighboring nations (particularly Bolivia) and establishing a competitive environment by lowering the barriers hampering the arrival of new investors. However, natural gas is located at the crossroads of two main energy chains: oil and hydroelectricity. This article analyzes the Brazilian natural gas reform, and extracts lessons from this process. The low capillarity of transportation and distribution systems continues to be the main bottleneck of the country's natural gas industry. The challenges of the new legal framework are to encourage investments in networks and guarantee supply, to allow the industry to consolidate and mature, against a backdrop of rapid changes in the world market. (author)

  9. NASA/Mir Phase 1: A Lesson Learned in Long Duration Mission Planning and Operations

    Science.gov (United States)

    Hagopian, Jeff; Maxwell, Theresa; Nahay, Ed

    1998-01-01

    The NASA/Mir Phase I Program is a precursor to the assembly and operations of the International Space Station (ISS). The Phase I Program covers a four-year period and encompasses over ten shuttle flights to the Mir, culminating with the flight of STS-91 in June 1998. The Mir-Orbiting Station (Mir-OS) provides an excellent environment, both onboard and on the ground, for learning and studying the characteristics associated with crew-tended operations on long duration missions. By the end of the Phase I program, NASA astronauts will have accumulated over two years of continuous operations experience working and living onboard the Mir-OS. Ground controllers, working in Russia and at remote sites in the United States, will have gained valuable experience in the generation, maintenance, and coordination of the information and products required to support the long duration crew members onboard the Mir-OS. The experience gained by the crew and ground support personnel in the area of long duration mission operations has resulted in a number of factors that need to be considered in the definition and implementation of the processes and products for the ISS. While there are many areas in which experience has been gained, this paper focuses on the lessons learned regarding the level of detail and flexibility of crew timelines. Provided in this paper is an overview of the characteristics associated with long duration mission timeline development and execution, a summary of applicable lessons learned identified and documented through participation in the NASA/Mir Phase I Program, a detailed discussion of "Gross Timelines" as implementation which addresses the lessons learned. Also discussed are the challenges that must be overcome in getting the ISS program to recognize, evaluate, and learn from the crew and ground controller experience gained through participation in the NASA/Mir Phase I Program.

  10. Lessons learned from the birth and evolution of the EduFinland virtual community for educators

    Directory of Open Access Journals (Sweden)

    Kim Holmberg

    2012-03-01

    Full Text Available Educators around the world are experimenting with the possibilities virtual three dimensional worlds have for education and learning how to use these new environments efficiently. Virtual worlds have the potential to bring some new added value to education and educators can use them to create something that is not possible to do or show in traditional classrooms. Although a lot have been learned about virtual worlds and their potential, a lot more has to be learned before virtual worlds can become an integrated part of education on various levels. The article looks back at the birth and growth of the EduFinland community in the virtual world of Second Life and discusses lessons learned so far during the years of its existence.

  11. Multiple intelligences and underachievement: lessons from individuals with learning disabilities.

    Science.gov (United States)

    Hearne, D; Stone, S

    1995-01-01

    The field of learning disabilities, like education in the main, is undergoing calls for reform and restructuring, an upheaval brought on in great part by the forces of opposing paradigms--reductionism and constructivism. In reexamining our past, we must begin to address the failures of traditional deficit models and their abysmally low "cure" rate. Several new theories have arisen that challenge traditional practices in both general and special education classrooms. Particularly influential has been the work of Howard Gardner, whose theory of multiple intelligences calls for a restructuring of our schools to accommodate modes of learning and inquiry with something other than deficit approaches. At least some current research in the field of learning disabilities has begun to focus on creativity and nontraditional strengths and talents that have not been well understood or highly valued by the schools. In this article, we briefly summarize the findings in our search for the talents of students labeled learning disabled, evidence of their abilities, implications of these for the schools, and a beginning set of practical recommendations.

  12. The Lessons of Non-Formal Learning for Urban Youth

    Science.gov (United States)

    Thompson, Carol C.

    2012-01-01

    Non-formal learning for urban youth has a long history in the United States; it remains a source of innovation. This essay draws on literature about organizations that use community ties to encourage cognitive development and identity formation. It then describes how one youth organization in Camden, New Jersey uses presentations to the community…

  13. The Cohort Model: Lessons Learned When Principals Collaborate

    Science.gov (United States)

    Umekubo, Lisa A.; Chrispeels, Janet H.; Daly, Alan J.

    2015-01-01

    This study explored a formal structure, the cohort model that a decentralized district put in place over a decade ago. Schools were clustered into cohorts to facilitate professional development for leadership teams for all 44 schools within the district. Drawing upon Senge's components of organizational learning, we used a single case study design…

  14. Changing Our Schools: Implementing Successful Educational Reform. Lessons in Learning

    Science.gov (United States)

    Canadian Council on Learning, 2009

    2009-01-01

    Large-scale educational reform--systemic approaches to changing the way schools operate--helps to meet students' learning needs more effectively. These approaches focus on reorganizing entire school systems, rather than implementing individual school-improvement initiatives. Such reforms require a significant investment of resources and--if…

  15. Information Technologies in Higher Education: Lessons Learned in Industrial Engineering

    Science.gov (United States)

    Delgado-Almonte, Milagros; Andreu, Hernando Bustos; Pedraja-Rejas, Liliana

    2010-01-01

    This article describes a teaching experience in which information and communication technologies were applied in five industrial engineering courses at the Universidad de Tarapaca in Chile. The paper compares the performance and course pass rates of the e-learning platform and portable pocket PC platform with those of the same courses teaching in…

  16. Multiple intelligences and underachievement: lessons from individuals with learning disabilities.

    Science.gov (United States)

    Hearne, D; Stone, S

    1995-01-01

    The field of learning disabilities, like education in the main, is undergoing calls for reform and restructuring, an upheaval brought on in great part by the forces of opposing paradigms--reductionism and constructivism. In reexamining our past, we must begin to address the failures of traditional deficit models and their abysmally low "cure" rate. Several new theories have arisen that challenge traditional practices in both general and special education classrooms. Particularly influential has been the work of Howard Gardner, whose theory of multiple intelligences calls for a restructuring of our schools to accommodate modes of learning and inquiry with something other than deficit approaches. At least some current research in the field of learning disabilities has begun to focus on creativity and nontraditional strengths and talents that have not been well understood or highly valued by the schools. In this article, we briefly summarize the findings in our search for the talents of students labeled learning disabled, evidence of their abilities, implications of these for the schools, and a beginning set of practical recommendations. PMID:7673790

  17. Lessons about Learning: Comparing Learner Experiences with Language Research

    Science.gov (United States)

    Rowland, Luke

    2011-01-01

    This is an account of how one class of English language learners compared and contrasted their language learning experiences with English language teaching (ELT) research findings during a five-week Intensive Academic Preparation course at an Australian university. It takes as its starting point the fact that learners, unlike teachers and…

  18. Special Education Coordinator: Learning Lessons From All Our Students

    Science.gov (United States)

    Satterley, Donna

    2015-01-01

    As a special education coordinator of students with learning disabilities, I come into contact quite frequently with students who are considered twice exceptional. My role is to provide support to teachers on how to best meet the needs of the students with special needs in my school district. It is imperative that collaboration occurs between…

  19. Lessons learned during the D & D of Fernald plant 7

    Energy Technology Data Exchange (ETDEWEB)

    Motl, G.P.; Borgman, T.D.

    1994-12-31

    The Fernald environmental management project (FEMP), formerly the Feed Materials Production Center, is a US Department of Energy (DOE) site that has produced high-quality uranium for military defense since 1951. Production at the FEMP was halted in July 1989. Later that year, the facility was placed on the national priorities list. Major decommissioning and decontamination milestones are presented.

  20. Randomized controlled trial of a collaborative care intervention to manage cancer-related symptoms: lessons learned

    Science.gov (United States)

    Steel, Jennifer; Geller, David A; Tsung, Allan; Marsh, J Wallis; Dew, Mary Amanda; Spring, Michael; Grady, Jonathan; Likumahuwa, Sonja; Dunlavy, Andrea; Youssef, Michael; Antoni, Michael; Butterfield, Lisa H; Schulz, Richard; Day, Richard; Helgeson, Vicki; Kim, Kevin H; Gamblin, T Clark

    2012-01-01

    Background Collaborative care interventions to treat depression have begun to be tested in settings outside of primary care. However, few studies have expanded the collaborative care model to other settings and targeted comorbid physical symptoms of depression. Purpose The aims of this report were to: (1) describe the design and methods of a trial testing the efficacy of a stepped collaborative care intervention designed to manage cancer-related symptoms and improve overall quality of life in patients diagnosed with hepatobiliary carcinoma; and (2) share the lessons learned during the design, implementation, and evaluation of the trial. Methods The trial was a phase III randomized controlled trial testing the efficacy of a stepped collaborative care intervention to reduce depression, pain, and fatigue in patients diagnosed with advanced cancer. The intervention was compared to an enhanced usual care arm. The primary outcomes included the Center for Epidemiological Studies-Depression scale, Brief Pain Inventory, and Functional Assessment of Cancer Therapy (FACT)-Fatigue, and the FACT-Hepatobiliary. Sociodemographic and disease-specific characteristics were recorded from the medical record; Natural Killer cells and cytokines that are associated with these symptoms and with disease progression were assayed from serum. Results and Discussion The issues addressed include: (1) development of collaborative care in the context of oncology (e.g., timing of the intervention, tailoring of the intervention, ethical issues regarding randomization of patients, and changes in medical treatment over the course of the study); (2) use of a website by chronically ill populations (e.g., design and access to the website, development of the website and intervention, ethical issues associated with website development, website usage, and unanticipated costs associated with website development); (3) evaluation of the efficacy of intervention (e.g., patient preferences, proxy raters

  1. Lessons learned from the Three Mile Island Unit 2 Advisory Panel

    International Nuclear Information System (INIS)

    In response to public concern about the cleanup of the Three Mile Island, Unit 2 (TMI-2) facility after an accident on March 28, 1979 involving a loss of reactor coolant and subsequent damage to the reactor fuel, twelve citizens were asked to serve on an independent Advisory Panel to consult with the Nuclear Regulatory Commission (NRC) on the decontamination and cleanup of the facility. The panel met 78 times over a period of thirteen years, holding public meetings in the vicinity of TMI-2 and meeting regularly with NRC Commissioners in Washington, DC. This report describes the results of a project designed to identify and describe the lessons learned from the Advisory Panel and place those lessons in the context of what we generally know about citizen advisory groups. A summary of the empirical literature on citizen advisory panels is followed by a brief history of the TMI-2 Advisory Panel. The body of the report contains the analysis of the lessons learned, preliminary conclusions about the effectiveness of the Panel, and implications for the NRC in the use of advisory panels. Data for the report include meeting transcripts and interviews with past and present Panel participants

  2. Water for Warfighters in Iraq and Afghanistan: A Summary of Lessons Learned.

    Science.gov (United States)

    Richards, Steven C; Lundquist, Arthur H; Richards, Todd E

    2016-01-01

    The Army is the Department of Defense executive agent for land-based field water supplies. The Army Corps of Engineers, Army Quartermaster Corps, and Army Medical Department coordinate to provide the necessary support to obtain, treat, disinfect, certify, distribute, and monitor drinking water during deployments. This collaboration is necessary to ensure that an adequate quantity of acceptable quality drinking water is available for deployed personnel at all base camps and in all operations. Important lessons were learned from the beginning of operations in Iraq in 2003 continuing throughout 2 wars. These included lessons about the employment and management of bottled water during deployments, the quality and potential usefulness of "wastewater" from the reverse osmosis water purifiers, the usefulness and acceptability of military packaged water, and our lack of preparedness to readily address the drinking water needs of small squad and platoon-sized operations lasting more than a few days. The lessons we learned have and will continue to enhance our ability to readily meet Warfighters' requirements for that most critical of supplies--sustaining a supply of safe, aesthetically pleasing drinking water. PMID:27215890

  3. Lessons learned from the Three Mile Island Unit 2 Advisory Panel

    Energy Technology Data Exchange (ETDEWEB)

    Lach, D.; Bolton, P.; Durbin, N. [Battelle Seattle Research Center, WA (United States); Harty, R. [Pacific Northwest Lab., Richland, WA (United States)

    1994-08-01

    In response to public concern about the cleanup of the Three Mile Island, Unit 2 (TMI-2) facility after an accident on March 28, 1979 involving a loss of reactor coolant and subsequent damage to the reactor fuel, twelve citizens were asked to serve on an independent Advisory Panel to consult with the Nuclear Regulatory Commission (NRC) on the decontamination and cleanup of the facility. The panel met 78 times over a period of thirteen years, holding public meetings in the vicinity of TMI-2 and meeting regularly with NRC Commissioners in Washington, DC. This report describes the results of a project designed to identify and describe the lessons learned from the Advisory Panel and place those lessons in the context of what we generally know about citizen advisory groups. A summary of the empirical literature on citizen advisory panels is followed by a brief history of the TMI-2 Advisory Panel. The body of the report contains the analysis of the lessons learned, preliminary conclusions about the effectiveness of the Panel, and implications for the NRC in the use of advisory panels. Data for the report include meeting transcripts and interviews with past and present Panel participants.

  4. Lessons Learned During the Manufacture of the NCSX Modular Coils

    Energy Technology Data Exchange (ETDEWEB)

    James H. Chrzanowski,Thomas G. Meighan, Steven Raftopoulos and Lawrence Dudek and Paul J. Fogarty

    2009-09-15

    The National Compact Stellarator Experiment's (NCSX) modular coils presented a number of engineering and manufacturing challenges due to their complex shapes, requirements for high dimensional accuracy and high current density requirements due to space constraints. Being the first of their kind, these coils required the implementation of many new manufacturing and measuring techniques and procedures. This was the first time that these manufacturing techniques and methods were applied in the production of coils at the laboratory. This resulted in a steep learning curve for the first several coils. Through the effective use of procedures, tooling modifications, involvement and ownership by the manufacturing workforce, and an emphasis on safety, the assembly team was able to reduce the manufacturing times and improve upon the manufacturing methods. This paper will discuss the learning curve and steps that were taken to improve the manufacturing efficiency and reduce the manufacturing times for the modular coils without forfeiting quality.

  5. Graduate Nurse Education in Haiti: Lessons Taught and Learned.

    Science.gov (United States)

    Baumann, Steven L; Alexandre, Margarett S

    2016-10-01

    The plight of the people of Haiti that came to the world's attention following the devastating earthquake there in 2010 has for the most part receded into the background amid other issues despite their continuing economic and health problems. The purpose of this article is to explore the experiences of the first graduate nurse students in Haiti. The program is funded and operated by a nonprofit, nongovernment nursing organization, Promoting Health in Haiti, based in New York City. A narrative was generated by doing focus groups and interviews with 10 of the students in the program. Three themes found in the narrative are pressing on amid uncertainty and unanswered questions, living and learning amid competing responsibilities, and enjoying support while learning new skills that can make a difference. The implications for graduate nurse education in low-resource countries are discussed. PMID:27641282

  6. Cooperative Meat Packing, lessons learned from Sterling Colorado Beef Company

    OpenAIRE

    Ward, Clement E.

    1981-01-01

    Integration into meatpacking is a marketing alternative for livestock producers. For those considering such a step, Sterling Colorado Beef Co. provides a valuable learning experience. Feeders willing to commit capital, cattle, and time established the cooperative. Members said primary benefits were having a guaranteed market outlet and receiving a fair market price, rather than receiving a higher price or obtaining additional returns from meatpacking. Members attributed the cooperative's succ...

  7. Lessons learned in developing a Second Life educational environment

    OpenAIRE

    Rapanotti, Lucia; Hall, Jon

    2010-01-01

    Virtual worlds are rapidly spreading beyond gaming and entertainment into education and the corporate world. Should this trend continue, as forecast by the industry, then immersive applications will become more prominent, with bespoke software developed in the metaverse affording both opportunities and challenges. This paper reflects on the experience of developing a learning virtual space based on Second Life as part of an innovation project at The Open University, UK. The paper focuses on t...

  8. E-learning tool for information technologies lessons

    OpenAIRE

    Vyzas, Vytautas

    2005-01-01

    IT and telecommunication technologies penetrate into our everyday lives intensively. This makes to change our lifestyles too. If a man does not want to stay behind, he has to learn actively and adapt to constantly emerging innovations. IT and telecommunication technologies as well come to secondary schools. They penetrate not just into everyday work, but both to educational and teachers’ develop-ment process. IT and telecommunication technologies allowed new pedagogical technologies to emerge...

  9. Spatial generalization in operant learning: lessons from professional basketball.

    Directory of Open Access Journals (Sweden)

    Tal Neiman

    2014-05-01

    Full Text Available In operant learning, behaviors are reinforced or inhibited in response to the consequences of similar actions taken in the past. However, because in natural environments the "same" situation never recurs, it is essential for the learner to decide what "similar" is so that he can generalize from experience in one state of the world to future actions in different states of the world. The computational principles underlying this generalization are poorly understood, in particular because natural environments are typically too complex to study quantitatively. In this paper we study the principles underlying generalization in operant learning of professional basketball players. In particular, we utilize detailed information about the spatial organization of shot locations to study how players adapt their attacking strategy in real time according to recent events in the game. To quantify this learning, we study how a make\\miss from one location in the court affects the probabilities of shooting from different locations. We show that generalization is not a spatially-local process, nor is governed by the difficulty of the shot. Rather, to a first approximation, players use a simplified binary representation of the court into 2 pt and 3 pt zones. This result indicates that rather than using low-level features, generalization is determined by high-level cognitive processes that incorporate the abstract rules of the game.

  10. Spatial generalization in operant learning: lessons from professional basketball.

    Science.gov (United States)

    Neiman, Tal; Loewenstein, Yonatan

    2014-05-01

    In operant learning, behaviors are reinforced or inhibited in response to the consequences of similar actions taken in the past. However, because in natural environments the "same" situation never recurs, it is essential for the learner to decide what "similar" is so that he can generalize from experience in one state of the world to future actions in different states of the world. The computational principles underlying this generalization are poorly understood, in particular because natural environments are typically too complex to study quantitatively. In this paper we study the principles underlying generalization in operant learning of professional basketball players. In particular, we utilize detailed information about the spatial organization of shot locations to study how players adapt their attacking strategy in real time according to recent events in the game. To quantify this learning, we study how a make\\miss from one location in the court affects the probabilities of shooting from different locations. We show that generalization is not a spatially-local process, nor is governed by the difficulty of the shot. Rather, to a first approximation, players use a simplified binary representation of the court into 2 pt and 3 pt zones. This result indicates that rather than using low-level features, generalization is determined by high-level cognitive processes that incorporate the abstract rules of the game. PMID:24853373

  11. Effectiveness of Taste Lessons with and without additional experiential learning activities on children's psychosocial determinants of vegetables consumption

    NARCIS (Netherlands)

    Battjes-Fries, Marieke C.E.; Haveman-Nies, Annemien; Dongen, van Ellen J.I.; Meester, Hante J.; Top, van den Rinelle; Graaf, de Kees; Veer, van 't Pieter

    2016-01-01

    Experiential learning methods seem to be promising to enhance healthy eating behaviour in children. Therefore, this study compared the effectiveness of the Dutch programme Taste Lessons with and without additional experiential learning activities on children's psychosocial determinants of vegetab

  12. Educating Cancer Prevention Researchers in Emerging Biobehavioral Models: Lessons Learned

    OpenAIRE

    Correa-Fernández, Virmarie; Davila, Marivel; Kamrudin, Samira A.; Li, Dennis H.; Noor, Syed W.; Oluyomi, Abiodun O; Chang, Shine; Cameron, Carrie

    2011-01-01

    To increase the adoption of transdisciplinary research methods among future cancer prevention investigators, faculty members from The University of Texas MD Anderson Cancer Center developed a graduate-level course in biobehavioral methods in cancer prevention research. Two instructors paired by topic and area of expertise offered an hour-long lecture-based seminar every week for 15 weeks during the spring semester of 2010. Students and presenters both evaluated the overall course content and ...

  13. Gene Therapy for Muscular Dystrophy: Lessons Learned and Path Forward

    OpenAIRE

    Mendell, Jerry R.; Rodino-Klapac, Louise; Sahenk, Zarife; Malik, Vinod; Kaspar, Brian K.; Walker, Christopher M.; Clark, K. Reed

    2012-01-01

    Our Translational Gene Therapy Center has used small molecules for exon skipping and mutation suppression and gene transfer to replace or provide surrogate genes as tools for molecular-based approaches for the treatment of muscular dystrophies. Exon skipping is targeted at the pre-mRNA level allowing one or more exons to be omitted to restore the reading frame. In Duchenne Muscular Dystrophy (DMD), clinical trials have been performed with two different oligomers, a 2′O-methyl-ribo-oligonucleo...

  14. NASA's Earth Science Data Systems - Lessons Learned and Future Directions

    Science.gov (United States)

    Ramapriyan, Hampapuram K.

    2010-01-01

    In order to meet the increasing demand for Earth Science data, NASA has significantly improved the Earth Science Data Systems over the last two decades. This improvement is reviewed in this slide presentation. Many Earth Science disciplines have been able to access the data that is held in the Earth Observing System (EOS) Data and Information System (EOSDIS) at the Distributed Active Archive Centers (DAACs) that forms the core of the data system.

  15. Validation of retrofit analysis simulation tool: Lessons learned

    OpenAIRE

    Trcka, Marija; Pasini, Jose Miguel; Oggianu, Stella Maris

    2014-01-01

    It is well known that residential and commercial buildings account for about 40% of the overall energy consumed in the United States, and about the same percentage of CO2 emissions. Retrofitting existing old buildings, which account for 99% of the building stock, represents the best opportunity of achieving challenging energy and emission targets. United Technologies Research Center (UTC) has developed a methodology and tool that provides computational support for analysis and decision-making...

  16. Becoming a global citizen through nursing education: lessons learned in developing evaluation tools.

    Science.gov (United States)

    Chavez, Freida; Bender, Amy; Hardie, Kate; Gastaldo, Denise

    2010-01-01

    While global health practica are being increasingly described in nursing education literature, course evaluation of same receives comparatively less attention. In this article, authors report on an evaluation project, undertaken to rigorously examine the existing evaluation methods for an elective global health practicum with placements in India and northern Canada. Sixteen students were interviewed and course evaluation tools were reviewed. Resulting themes include students' sense of preparedness, the centrality of the student-preceptor relationship, the importance of supported self-reflection, and the usefulness of evaluation methods. Participants viewed existing course evaluation methods as generally useful, therefore requiring only minor adjustments. There were also structural revisions to the preparation, placement, and post-placement phases of the course and broader lessons learned. Lessons include the importance of critical social perspectives and the value of past students revisiting their experiences in such a way as make conscious connections between placement experiences and their current professional practice.

  17. Lessons Learned from ASCI applied to the Fusion Simulation Project (FSP)

    Science.gov (United States)

    Post, Douglass

    2003-10-01

    The magnetic fusion program has proposed a 20M dollar per year project to develop a computational predictive capability for magnetic fusion experiments. The DOE NNSA launched a program in 1996, the Accelerated Strategic Computing Initiative (ASCI) to achieve the same goal for nuclear weapons to allow certification of the stockpile without testing. We present a "lessons learned" analysis of the 3B dollary 7 year ASCI program with the goal of improving the FSP to maximize the likelihood of success. The major lessons from ASCI are: 1. Build on your institution's successful history; 2.Teams are the key element; 3. Sound Software Project Management is essential: 4. Requirements, schedule and resources must be consistent; 5. Practices, not processes, are important; 6. Minimize and mitigate risks; 7. Minimize the computer science research aspect and maximize the physics elements; and 8. Verification and Validation are essential. We map this experience and recommendations into the FSP.

  18. State Support for Clean Energy Deployment. Lessons Learned for Potential Future Policy

    Energy Technology Data Exchange (ETDEWEB)

    Kubert, Charles [Clean Energy States Alliance, Montpelier, VT (United States); Sinclair, Mark [Clean Energy States Alliance, Montpelier, VT (United States)

    2011-04-01

    Proposed federal clean energy initiatives and climate legislation have suggested significant increases to federal funding for clean energy deployment and investment. Many states and utilities have over a decade of experience and spend billions of public dollars every year to support EE/RE deployment through programs that reduce the cost of technologies, provide financing for EE/RE projects, offer technical assistance, and educate market participants. Meanwhile, constraints on public expenditures at all levels of government continue to call upon such programs to demonstrate their value. This report reviews the results of these programs and the specific financial incentives and financing tools used to encourage clean energy investment. Lessons from such programs could be used to inform the future application of EE/RE incentives and financing tools. These lessons learned apply to use of distributed resources and the historical focus of these EE/RE programs.

  19. State Support for Clean Energy Deployment: Lessons Learned for Potential Future Policy

    Energy Technology Data Exchange (ETDEWEB)

    Kubert, C.; Sinclair, M.

    2011-04-01

    Proposed federal clean energy initiatives and climate legislation have suggested significant increases to federal funding for clean energy deployment and investment. Many states and utilities have over a decade of experience and spend billions of public dollars every year to support EE/RE deployment through programs that reduce the cost of technologies, provide financing for EE/RE projects, offer technical assistance, and educate market participants. Meanwhile, constraints on public expenditures at all levels of government continue to call upon such programs to demonstrate their value. This report reviews the results of these programs and the specific financial incentives and financing tools used to encourage clean energy investment. Lessons from such programs could be used to inform the future application of EE/RE incentives and financing tools. These lessons learned apply to use of distributed resources and the historical focus of these EE/RE programs.

  20. Next generation nuclear equipment: Lessons learned from the procurement initiatives of the 1980s

    International Nuclear Information System (INIS)

    As the nuclear power industry awaits the imminent dawn of the next generation of nuclear power plants, several lessons from the 1980's procurement initiatives will shape the way we specify and procure tomorrow's plant equipment. This presentation discusses how significantly different future equipment specifications will be compared to the functional specifications of the 1960's and 1970's. With the anxiety of accepting commercial products for safety related use fresh in the nuclear power industry's mind, the next generation equipment suppliers surely will be asked to furnish an array of technical information in addition to the hardware itself. This presentation explores what and how we will communicate the next generation of technical and quality requirements, as we apply the lessons learned from the procurement and materials management issues addressed during the 1980's