WorldWideScience

Sample records for education lessons learned

  1. Two Approaches to Distance Education: Lessons Learned.

    Science.gov (United States)

    Sedlak, Robert A.; Cartwright, G. Phillip

    1997-01-01

    Outlines lessons learned by the University of Wisconsin-Stout in implementing two distance education programs, a technology program using interactive television and a hospitality program using Lotus Notes to deliver courses. Topics discussed include program concept vs. technology as stimulus for innovation, program planning/administration,…

  2. Learning to observe mathematical learning in lesson studies

    DEFF Research Database (Denmark)

    Rasmussen, Klaus; Østergaard, Camilla Hellsten; Foss, Kristian Kildemoes

    2016-01-01

    This poster deals with lesson study (LS) in pre-service teacher education. In particular how to prepare for, carry out, and reflect upon, observations of pupil learning. Observation is of crucial importance to the lesson study process, and here we present a study of observation features which ena...... enable or hinder fruitful lesson study. While substantial research has been carried out in the general field of bserving pupils’ learning processes and teachers’ pedagogical practice, little is known about this in the particular setting of lesson study....

  3. Lessons Learned by Comparing On-line Education Strategies Across Disciplines

    Directory of Open Access Journals (Sweden)

    Stephen H. Edwards

    2004-12-01

    Full Text Available When choosing how best to employ educational technologies for on-line learning, there is much to be gained by examining the experience of educators in other disciplines. This paper presents four brief case studies in the disciplines of computer science and social work. Lessons learned by comparing these diverse experiences are discussed, including creating a community of learners, supporting asynchronous student communication, using synchronous on-line meetings, and providing social support. In addition, the experiences presented indicate that stereotypes of student capabilities and expectations may often be inaccurate, and revising one's views may be helpful in achieving better results in on-line education.

  4. Building Accessible Educational Web Sites: The Law, Standards, Guidelines, Tools, and Lessons Learned

    Science.gov (United States)

    Liu, Ye; Palmer, Bart; Recker, Mimi

    2004-01-01

    Professional education is increasingly facing accessibility challenges with the emergence of webbased learning. This paper summarizes related U.S. legislation, standards, guidelines, and validation tools to make web-based learning accessible for all potential learners. We also present lessons learned during the implementation of web accessibility…

  5. Providing Simulated Online and Mobile Learning Experiences in a Prison Education Setting: Lessons Learned from the PLEIADES Pilot Project

    Science.gov (United States)

    Farley, Helen; Murphy, Angela; Bedford, Tasman

    2014-01-01

    This article reports on the preliminary findings, design criteria and lessons learned while developing and piloting an alternative to traditional print-based education delivery within a prison environment. PLEIADES (Portable Learning Environments for Incarcerated Distance Education Students), was designed to provide incarcerated students with…

  6. Higher Education ERP: Lessons Learned.

    Science.gov (United States)

    Swartz, Dave; Orgill, Ken

    2001-01-01

    Shares experiences and lessons learned by chief information officers of large universities about enterprise resource planning (ERP). Specifically, provides a framework for approaching an ERP that could save universities millions of dollars. (EV)

  7. Lessons from school: what nurse leaders can learn from education.

    Science.gov (United States)

    Davies, Nigel

    2015-07-01

    The drive to improve quality in the education sector is similar to that in health care, and lessons from the schools system are relevant to nursing leadership. This article discusses these shared traits, and details how school improvement was achieved in London and how a model of learning-centred leadership helped to transform pupil attainment in schools that had been performing poorly. Parallels are drawn between the education inspection system undertaken by Ofsted and the hospital inspections undertaken by the Care Quality Commission, and between the practice discipline-based managerial roles of nurse directors and head teachers. The article suggests that a learning-centred approach to improving the quality of patient care is needed, with a focus on the education and continuing professional development of staff.

  8. Lessons learned bulletin

    International Nuclear Information System (INIS)

    1994-05-01

    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

  9. Deploying Serious Games for Management in Higher Education: lessons learned and good practices

    NARCIS (Netherlands)

    Baalsrud Hauge, Jannicke; Bellotti, Francesco; Nadolski, Rob; Kickmeier-Rust, Michael; Berta, Riccardo; Carvalho, Maria B.

    2013-01-01

    Baalsrud Hauge, J., Bellotti, F., Nadolski, R. J., Kickmeier-Rust, M., Berta, R., & Carvalho, M. B. (2013, 4 October). Deploying Serious Games for Management in Higher Education: lessons learned and good practices. Presentation at ECGBL 2013, Porto, Portugal.

  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. Noncombatant Evacuation Operations: Department of State’s Lessons Learned Program

    Science.gov (United States)

    2016-06-10

    means for utilizing the lessons learned, in some form of rehearsal or exercise, will 4 make the lessons learned meaningful. A lesson should only...required by DOS policy. The Department agreed with the recommendations to establish certain procedures to address the need to constantly 44 update...doctrine.31 Futch also explained that CALL is constantly seeking to expand training and educational efforts about the lessons learned process and

  12. Deploying Serious Games for Management in Higher Education: lessons learned and good practices

    NARCIS (Netherlands)

    Baalsrud Hauge, Jannicke; Bellotti, Francesco; Nadolski, Rob; Kickmeier-Rust, Michael; Berta, Riccardo; Carvalho, Maria B.

    2013-01-01

    Baalsrud Hauge, J., Bellotti, F., Nadolski, R. J., Kickmeier-Rust, M., Berta, R., & Carvalho, M. B. (2013). Deploying Serious Games for Management in Higher Education: lessons learned and good practices. In C. Vaz de Carvalho, & P. Escudeiro (Eds.), Proceedings of the 7th European Conference on

  13. Lessons Learned from the USAID Girls' Education Activity in Guatemala, Morocco, and Peru.

    Science.gov (United States)

    Rugh, Andrea; Brush, Lorelei

    The Girls' Education Activity (GEA) is a project of the United States Agency for International Development's (USAID's) Office of Women in Development (WID) in the Bureau for Economic Growth, Agriculture and Trade. This report summarizes the experiences and lessons learned from 12 project initiatives in the 3 participating countries (Guatemala,…

  14. English language-in-education: A lesson planning model for subject ...

    African Journals Online (AJOL)

    English language-in-education: A lesson planning model for subject teachers. ... lack of critical academic language skills in English as the Language of Learning and ... process of lesson design and the 'forward' process of lesson presentation.

  15. Kinesthetic Astronomy: Significant Upgrades to the Sky Time Lesson that Support Student Learning

    Science.gov (United States)

    Morrow, C. A.; Zawaski, M.

    2004-12-01

    This paper will report on a significant upgrade to the first in a series of innovative, experiential lessons we call Kinesthetic Astronomy. The Sky Time lesson reconnects students with the astronomical meaning of the day, year, and seasons. Like all Kinesthetic Astronomy lessons, it teaches basic astronomical concepts through choreographed bodily movements and positions that provide educational sensory experiences. They are intended for sixth graders up through adult learners in both formal and informal educational settings. They emphasize astronomical concepts and phenomenon that people can readily encounter in their "everyday" lives such as time, seasons, and sky motions of the Sun, Moon, stars, and planets. Kinesthetic Astronomy lesson plans are fully aligned with national science education standards, both in content and instructional practice. Our lessons offer a complete learning cycle with written assessment opportunities now embedded throughout the lesson. We have substantially strengthened the written assessment options for the Sky Time lesson to help students translate their kinesthetic and visual learning into the verbal-linguistic and mathematical-logical realms of expression. Field testing with non-science undergraduates, middle school science teachers and students, Junior Girl Scouts, museum education staff, and outdoor educators has been providing evidence that Kinesthetic Astronomy techniques allow learners to achieve a good grasp of concepts that are much more difficult to learn in more conventional ways such as via textbooks or even computer animation. Field testing of the Sky Time lesson has also led us to significant changes from the previous version to support student learning. We will report on the nature of these changes.

  16. 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

  17. Applying cinematic materials at geography lessons with suggestopedic educational technology

    Directory of Open Access Journals (Sweden)

    Вікторія Салімон

    2017-09-01

    Full Text Available The article describes the use of cinematic materials, especially materials from feature films as one of the best means to assimilate the information on the lessons with suggestopedic educational technology. Scientific research of this method including on geography  essons, have been analyzed. Modern pupils study, learn and grow under the influence of communication technologies, so they require a rapid response and adaptation to modern conditions, as well as other interests, a special motivation in training. Feature films, like nothing else, captivates the modern youth, so there is an opportunity to use the screen art for educational purposes and effect of the suggestopedic influence allows pupils to perceive a large amount of information. The use of cinematic materials with suggestopedic educational technology on geography lessons belongs to audiovisual learning tools, giving the opportunity to acquire different modern motivating knowledge. After analyzing suggestive teaching methods, the results of these methods application have been presented, the essence of cinematic materials use as audiovisual learning tools, especially materials from feature films, on suggestopedic lessons and feasibility of their use in the educational process have been described. The authors propose to focus on artistic learning tools or means of art, as a special type of vacated (released stimulating didactical art, that reveals the spare capacity in education and improves memorization and understanding of the studied material when using cinematic materials on geography lessons with suggestopedic educational technology. Methodical recommendations for the suggestopedic lesson using cinematic materials for the topic «Major relief forms of dry land of the Earth. Mountains» in the general geographic course have been suggested.

  18. Using Selective Redundancy and Testing to Optimize Learning from Multimedia Lessons

    OpenAIRE

    Yue, Carole Leigh

    2014-01-01

    Multimedia learning refers to learning from a combination of words and images. In the present dissertation, a multimedia lesson is defined as an animated, narrated educational video that depicts a scientific process--a format of instructional material becoming increasingly common in online, hybrid, and traditional classrooms. The overarching goal of the present research was to investigate how to optimize learning from multimedia lessons using two related theories of multimedia learning (the...

  19. Penn State continuing education program on low-level radioactive waste disposal and management: lessons learned

    International Nuclear Information System (INIS)

    Vincenti, J.R.

    1985-01-01

    Since November of 1983, The Pennsylvania State University, Institute for Research on Land and Water Resources has provided the citizens of the Commonwealth of Pennsylvania with information on low-level radioactive waste disposal and management through a continuing education program called the PIER (Public Involvement and Education on Radiation) Program. This paper will review the form, function, and development of this continuing education program and some of the lessons learned in providing citizens of the Commonwealth with information in both formal and informal educational settings

  20. On being a successful clinician educator: Lessons learned to share with new practitioners.

    Science.gov (United States)

    Huggins, Charnicia E

    2017-05-01

    This article discusses lessons learned by a pharmacy clinician-educator during the early stage of her career in academia. In particular, the importance of establishing good mentoring relationships is highlighted as is the need for flexibility, board certification, publications, and loyalty to one's institution. The purpose of this article is to provide new clinician-educators with specific action steps - i.e. principles for success, to combine with self-motivation in order to promote longevity in academia and a sense of personal fulfillment and accomplishment. Copyright © 2017 Elsevier Inc. All rights reserved.

  1. Development of a Teen-Friendly Health Education Program on Facebook: Lessons Learned.

    Science.gov (United States)

    Park, Bu Kyung; Nahm, Eun-Shim; Rogers, Valerie E

    2016-01-01

    Facebook is the most popular online platform among adolescents and can be an effective medium to deliver health education. Although Korean American (KA) adolescents are at risk of obesity, a culturally tailored health education program is not available for them. Thus, our research team developed a health education program for KA adolescents on Facebook called "Healthy Teens." The aim of this study was to discuss important lessons learned through the program development process. This program includes culturally tailored learning modules about healthy eating and physical activity. The program was developed on the basis of the social cognitive theory, and the online program was developed by applying Web usability principles for adolescents. Upon completion, the usability of the program was assessed using heuristic evaluation. The findings from the heuristic evaluation showed that the Healthy Teens program was usable for KA adolescents. The findings from this study will assist researchers who are planning to build similar Facebook-based health education programs. Copyright © 2016 National Association of Pediatric Nurse Practitioners. Published by Elsevier Inc. All rights reserved.

  2. Lessons from Zhu Xi’s Views on Inquiry and Learning for Contemporary Advanced Humanities Education and Research

    Directory of Open Access Journals (Sweden)

    Kirill Ole THOMPSON

    2017-06-01

    Full Text Available We are bearing witness to the rapid rise of a brave new world of education as flashy websites and interactive software replace individual study and classroom lectures. The expansion of college lecture halls has been stretched thin with video lessons and distance learning, and the siren call of massive open online courses (MOOCs by star Ivy League professors renders the traditional classroom barren in the eyes of savvy students who have the system pegged. Several questions arise in this context. Can the students of today receive a college education in the full sense? Does learning still have the same quality without close interactions with teachers and classmates in small to medium sized classrooms? Does research hold the same significance today when much of the work is done and so much information supplied by computers? What lessons do Zhu Xi’s teachings on inquiry and learning have for this educational world of e-texts and cyber-lessons? While not a Luddite tract, the present study raises questions and concerns about the goals and conduct of higher education today which, as Heisenberg avers, should not only aim at transmitting knowledge understood in set ways, but also at inculcating new ways of thinking and understanding. A college education, as Zhu Xi holds for “advanced learning”, is as much about cultivating a thoughtful, responsible person as producing a professional expert. Such education should include cultivating a student’s sensitivity, logic, and judgment, as well as knowledge about humanity, society, and the world. It is often forgotten that such sensitivity, logic, knowledge, and commitment not only make the student more thoughtful and responsible, in short more self-conscious, but also give her additional perspectives and enhance her professional expertise.

  3. Lessons learned related to packaging and transportation

    International Nuclear Information System (INIS)

    Wallen, C.

    1995-01-01

    The use of lessons learned as a tool for learning from past experiences is well established, especially by many organizations within the nuclear industry. Every person has, at some time, used the principles of lessons learned to adopt good work practices based on their own experiences or the experiences of others. Lessons learned can also help to avoid the recurrence of adverse practices, which is often an area that most lessons-learned programs tend to focus on. This paper will discuss how lessons learned relate to packaging and transportation issues and events experienced at Department of Energy (DOE) facilities. It will also discuss the role performed by the Office of Nuclear and Facility Safety's Office of Operating Experience Analysis and Feedback in disseminating lessons learned and operating experience feedback to the DOE complex. The central concept of lessons learned is that any organization should be able to learn from its own experiences and events. In addition, organizations should implement methodologies to scan external environments for lessons learned, to analyze and determine the relevance of lessons learned, and to bring about the necessary changes learned from these experiences. With increased concerns toward facility safety, the importance of utilizing the lessons-learned principles and the establishment of lessons-learned programs can not be overstated

  4. Deploying Serious Games for Management in Higher Education: lessons learned and good practices

    Directory of Open Access Journals (Sweden)

    Jannicke Baalsrud Hauge

    2014-08-01

    Full Text Available Deployment of serious games (SGs and their insertion in higher education (HE curricula is still low. The lacks papers describing deployment of SGs in HE critically showing educational benefits and providing guidelines and good practices for their use. With the present work, we intend to make a first step in this direction, by reporting our experience in using state of the art managerial SGs in MSc engineering/business courses in four different European universities. In order to describe and analyse the educational characteristics and effectiveness of each game, we propose to use two models that we have straightforwardly extracted from two major pedagogical paradigms: the Bloom’s revised cognitive learning goals taxonomy and the Kolb’s experiential learning cycle. Based on our experience, we also propose a set of lessons and good practices to incentivize and better support deployment of SGs in HE courses.

  5. Constellation Program Lessons Learned. Volume 2; Detailed Lessons Learned

    Science.gov (United States)

    Rhatigan, Jennifer; Neubek, Deborah J.; Thomas, L. Dale

    2011-01-01

    These lessons learned are part of a suite of hardware, software, test results, designs, knowledge base, and documentation that comprises the legacy of the Constellation Program. The context, summary information, and lessons learned are presented in a factual format, as known and described at the time. While our opinions might be discernable in the context, we have avoided all but factually sustainable statements. Statements should not be viewed as being either positive or negative; their value lies in what we did and what we learned that is worthy of passing on. The lessons include both "dos" and "don ts." In many cases, one person s "do" can be viewed as another person s "don t"; therefore, we have attempted to capture both perspectives when applicable and useful. While Volume I summarizes the views of those who managed the program, this Volume II encompasses the views at the working level, describing how the program challenges manifested in day-to-day activities. Here we see themes that were perhaps hinted at, but not completely addressed, in Volume I: unintended consequences of policies that worked well at higher levels but lacked proper implementation at the working level; long-term effects of the "generation gap" in human space flight development, the need to demonstrate early successes at the expense of thorough planning, and the consequences of problems and challenges not yet addressed because other problems and challenges were more immediate or manifest. Not all lessons learned have the benefit of being operationally vetted, since the program was cancelled shortly after Preliminary Design Review. We avoid making statements about operational consequences (with the exception of testing and test flights that did occur), but we do attempt to provide insight into how operational thinking influenced design and testing. The lessons have been formatted with a description, along with supporting information, a succinct statement of the lesson learned, and

  6. Creating a Community of Practice: Lessons Learned from the Center for Astronomy Education (Invited)

    Science.gov (United States)

    Brissenden, G.

    2009-12-01

    The Center for Astronomy Education (CAE) is devoted to improving teaching and learning in Astro 101. To accomplish this, a vital part of CAE is our broader community of practice which includes over 1000 instructors, graduate and undergraduate students, and postdocs. It is this greater community of practice that supports each other, helps, and learns from each other beyond what would be possible without it. As our community of practice has grown, we at CAE have learned many lessons about how different facets of CAE can best be used to promote and support our community both as a whole and for individual members. We will discuss the various facets of CAE, such as our online discussion group Astrolrner@CAE (http://astronomy101.jpl.nasa.gov/discussion) and its Guest Moderator program, our CAE Regional Teaching Exchange Coordinator program, our CAE Workshop Presenter Apprenticeship Training program, our online This Month’s Teaching Strategy, monthly newsletters, and various types of socializing and networking sessions we hold at national meetings. But more importantly, we will discuss the lessons we’ve learned about what does and does not work in building community within each of these facets.

  7. Lesson play in mathematics education a tool for research and professional development

    CERN Document Server

    Zazkis, Rina; Liljedahl, Peter

    2015-01-01

    This book applies years of experience in the use of lesson play to a variety of situations involving mathematics thinking and learning. Covers lesson play in pre-service teacher education, and discusses its potential for both researchers and teacher educators.

  8. New Orleans Education Reform: A Guide for Cities or a Warning for Communities? (Grassroots Lessons Learned, 2005-2012)

    Science.gov (United States)

    Buras, Kristen L.

    2013-01-01

    Louisiana Senator Mary Landrieu, co-chair of the Senate Public Charter School Caucus in Washington, DC, hosted a forum for education policymakers. It centered on "New Orleans-Style Education Reform: A Guide for Cities (Lessons Learned, 2004-2010)," a report published by the charter school incubator New Schools for New Orleans (NSNO).…

  9. Building Bridges between Technology and Content Literacy in Special Education: Lessons Learned from Special Educators' Use of Integrated Technology and Perceived Benefits for Students

    Science.gov (United States)

    Ciampa, Katia

    2017-01-01

    This single-site case study describes the outcomes and lessons learned from the implementation of a technology professional development initiative aimed at helping three special education teachers from an urban elementary school learn how to infuse technology in their content literacy instruction. Three types of qualitative data were collected:…

  10. 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…

  11. BLENDED LEARNING: STUDENT PERCEPTION OF FACE-TO-FACE AND ONLINE EFL LESSONS

    Directory of Open Access Journals (Sweden)

    Brenda M. Wright

    2017-05-01

    Full Text Available With the ever-increasing development of technology, online teaching is more readily accepted as a viable component in teaching and learning, and blended learning, the combining of online and face-to-face learning, is becoming commonplace in many higher education institutions. Blended learning is, particularly in developing countries, in its early stages and not without its challenges. Asynchronous online lessons are currently still more prevalent in many areas of South-East Asia, perhaps due to potential difficulty in obtaining strong Internet connections, which may deter educators from synchronous options. Technological media have the potential to broaden the scope of resources available in teaching and to enhance the language learning experience. Although research to date shows some focus on blended learning, literature on distance online teaching seems more prevalent. This study exposed 112 Malaysian undergraduate EFL students' responses to an online lesson as part of an English grammar course, and investigates common student perceptions of the online lesson as compared with face-to-face lessons. Questionnaires using qualitative (Likert scale questions and quantitative (open-ended questions approaches provided data for content analysis to determine common student perceptions, with particular reference to motivation and interest. In general, more students associated in-class lessons with higher motivation and more interest, due to better understanding, valued classroom interaction with the lecturer and peers, and input from the lecturer. Students preferring the online lesson cited speed and convenience of study and flexibility of time and place of study as reasons for their choice. Skilful implementation of online lessons can enhance a language course but should not undermine the value of face-to-face instruction with EFL teachers.

  12. 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

  13. Interprofessional education through service-learning: lessons from a student-led free clinic.

    Science.gov (United States)

    Farlow, Janice L; Goodwin, Charles; Sevilla, Javier

    2015-05-01

    The academic community must replicate and strengthen existing models for interprofessional education (IPE) to meet widespread calls for team-based patient-centered care. One effective but under-explored possibility for IPE is through student-led clinics, which now exist in the majority of medical schools. This short report presents the Indiana University Student Outreach Clinic (IU-SOC), which involves seven different professional programs across three institutions, as a model for how IPE can be delivered formally through service learning. Lessons learned, such as nurturing an intentional interprofessional program, structured orientation and reflection, and resource and knowledge sharing between the clinic and academic institutions, can be applied to all student-led clinics, but also can inform other IPE initiatives in health professional curricula.

  14. E-LEARNING FROM NATURE THROUGH E-LESSONS

    Directory of Open Access Journals (Sweden)

    Anca Cristina COLIBABA

    2017-08-01

    Full Text Available The article is a study based on the e-Learning from Nature project (2015-1-IT02-KA201-015133 funded by the European Commission. The project’s main objectives are centred on improving students’ low achievement and stimulating secondary school students’ interest in science subjects. The article focuses on scientific education and its challenges and suggests an innovative approach which connects science with nature. It examines one of the most important project outputs: the e-lessons (short video lessons created within the European partnership and the way they can contribute to increasing students’ motivation to learn science. Participant teachers’ testimonials have also been considered in the general evaluation of this project output.

  15. 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.

  16. 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.

  17. IMPROVING LECTURERS’ PAEDAGOGIC COMPETENCE THROUGH THE IMPLEMENTATION OF LESSON STUDY IN FACULTY OF TEACHER TRAINING AND EDUCATION OF PAKUAN UNIVERSITY, INDONESIA

    Directory of Open Access Journals (Sweden)

    Eri Sarimanah

    2017-03-01

    Full Text Available This research is aimed at improving the lecturers of Faculty of Teacher Training and Education of Pakuan University paedagogic competence through the implementation of lesson study which covers learning management competence including developing chapter design and lesson design, media making, teaching and learning, evaluation, post evaluation follow-up and learning supervision. This research involves four study program. The method used in this research is qualitative descriptive. The data are collected through documentation, observation, interview and questionnaire. The data are analyzed descriptively to investigate the improvement of the lecturers’ paedagogic competence in teaching through the implementation of lesson study. Lesson study has been implemented for two years in Indonesian and Literature Education Study Program, English Education Study Program, Biology Education Study Program, and Primary Education Study Program. The findings show that there is an improvement of the lecturers paedagogic competence in developing chapter design and lesson design, developing material and designing media for learning (plan stage; running the lesson (do stage; and observing the lesson as well as evaluating and reflecting it (see stage. Besides, it is found the lecturers develop learning innovation to create students’ active learning. The colleagality among the lecturers is also develop well through the implementation of lesson study. The questionnaire result also shows that the implementation of lesson study can make the student become autonomous learners.

  18. Wikiwijs: An unexpected journey and the lessons learned towards OER

    Directory of Open Access Journals (Sweden)

    Robert Schuwer

    2014-04-01

    Full Text Available The Dutch Ministry of Education, Culture and Science has funded a five years program to encourage the use, creation and sharing of Open Educational Resources (OER by teachers from various types of education. This program is known as Wikiwijs. Ultimo 2013, the program has come to an end. As some of the assumptions at the start of Wikiwijs proved to work out in unexpected ways the lessons learned could fuel the next steps in developing Wikiwijs. Besides, other national initiatives on opening up education may also benefit from the lessons learned reported here. The main conclusion from five years Wikiwijs was that to accomplish mainstreaming OER, the Wikiwijs program should go along with other interventions that are more oriented toward prescriptive policies and regulations. In particular: the Dutch government should be more directive in persuading executive boards and teachers on schools to adopt OER as an important part of educational reform and the acquisition of 21st century skills.

  19. St. Louis FUSRAP Lessons Learned

    International Nuclear Information System (INIS)

    Eberlin, J.; Williams, D.; Mueller, D.

    2003-01-01

    The purpose of this paper is to present lessons learned from fours years' experience conducting Remedial Investigation and Remedial Action activities at the St. Louis Downtown Site (SLDS) under the Formerly Utilized Sites Remedial Action Program (FUSRAP). Many FUSRAP sites are experiencing challenges conducting Remedial Actions within forecasted volume and budget estimates. The St. Louis FUSRAP lessons learned provide insight to options for cost effective remediation at FUSRAP sites. The lessons learned are focused on project planning (budget and schedule), investigation, design, and construction

  20. 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.

  1. Workplace Wisdom: What Educators Can Learn from the Business World

    Science.gov (United States)

    Williams, Sheri S.; Williams, John W.

    2014-01-01

    In many schools and businesses today, the pressure to produce results is far greater than attention to employee learning. If continued learning impacts service for business customers and their communities, then what lessons can be learned from business to support and advocate for educator learning? This article is a collection of lessons learned…

  2. TBAL: Technology-Based Active Learning in Higher Education

    Science.gov (United States)

    Ghilay, Yaron; Ghilay, Ruth

    2015-01-01

    In many institutions of higher education worldwide, faculty members manage lessons based on information transfer whereas their students become passive listeners. According to international research, passive learning has disadvantages mainly because students do not engage in the lesson. The study introduces a new model for higher education called…

  3. Let's Cooperate! Integrating Cooperative Learning Into a Lesson on Ethics.

    Science.gov (United States)

    Reineke, Patricia R

    2017-04-01

    Cooperative learning is an effective teaching strategy that promotes active participation in learning and can be used in academic, clinical practice, and professional development settings. This article describes that strategy and provides an example of its use in a lesson about ethics. J Contin Nurs Educ. 2017;48(4):154-156. Copyright 2017, SLACK Incorporated.

  4. Planning geometry lessons with learning platforms

    DEFF Research Database (Denmark)

    Tamborg, Andreas Lindenskov

    mathematics teachers’ joint planning of a lesson in geometry with a learning platform called Meebook is analyzed using the instrumental approach. It is concluded that the interface in Meebook orients the teachers work toward what the students should do rather than what they should learn, although the latter......This paper investigates how mathematics teachers plan lessons with a recently implemented Danish learning platform designed to support teachers in planning lessons in line with a recent objective-oriented curriculum. Drawing on data from observations of and interviews with teachers, three...... is a key intention behind the implementation of the platform. It is also concluded that when the teachers succeed in using learning objectives actively in their planning, the objectives support the teachers in designing lessons that correspond with their intentions. The paper concludes with a discussion...

  5. 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.…

  6. Lessons Learned from Becoming an Independent Standards Board.

    Science.gov (United States)

    Board, John C.

    This paper discusses lessons learned from becoming an independent standards board. It begins by explaining that teachers lacked adequate academic preparation during the two World Wars and shortly thereafter. At the end of World War II, public education had to deal with poor pay, little job security, inadequate pensions, and inadequate and…

  7. Improving the primary school science learning unit about force and motion through lesson study

    Science.gov (United States)

    Phaikhumnam, Wuttichai; Yuenyong, Chokchai

    2018-01-01

    The study aimed to develop primary school science lesson plan based on inquiry cycle (5Es) through lesson study. The study focused on the development of 4 primary school science lesson plans of force and motion for Grade 3 students in KKU Demonstration Primary School (Suksasart), first semester of 2015 academic year. The methodology is mixed method. The Inthaprasitha (2010) lesson study cycle was implemented in group of KKU Demonstration Primary School. Instruments of reflection of lesson plan developing included participant observation, meeting and reflection report, lesson plan and other document. The instruments of examining students' learning include classroom observation and achievement test. Data was categorized from these instruments to find the issues of changing and improving the good lesson plan of Thai primary school science learning. The findings revealed that teachers could develop the lesson plans through lesson study. The issues of changing and improving were disused by considering on engaging students related to societal issues, students' prior knowledge, scientific concepts for primary school students, and what they learned from their changing. It indicated that the Lesson Study allowed primary school science teachers to share ideas and develop ideas to improve the lesson. The study may have implications for Thai science teacher education through Lesson Study.

  8. 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.

  9. Integrating self-regulated learning and discovery learning into English lesson plan

    Directory of Open Access Journals (Sweden)

    Sayukti Ni Kadek Heny

    2018-01-01

    Full Text Available The notion of learner-centeredness has been embedded in the National Curriculum of Indonesia, 2013 Curriculum. However, most of the teachers seem to be hardly acquainted with the concept of Self-Regulated Learning (SRL and discovery learning in the lesson planning. Considering the phenomenon, this study intends to explore the concept of Self-Regulated Learning in the lesson plan of English subject for a tenth-grade level by employing a qualitative design with data obtained from a teacher-made lesson plan and a semi-structured interview. The researcher used content analysis to analyze the lesson plan. Meanwhile, the qualitative data from interview result were preceded through a coding sheet and transcribed modified figure. The findings revealed an integration of SRL cyclical phase and discovery learning in the teacher-made lesson plan. Based on the discussion, the results need to be applied in a considerably large context, in order to see thoroughly dynamic integration between Self-Regulated Learning model, lesson planning and the concept of learner autonomy.

  10. 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.

  11. 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...

  12. Lessons-Learned from an Event during Overhaul

    Energy Technology Data Exchange (ETDEWEB)

    Kim, Jitae [Korea Institute of Nuclear Safety, Daejeon (Korea, Republic of)

    2013-05-15

    The event frequency, also including portion of human errors, has been decreasing compared to last ten years. However, events due to human errors during overhaul occur every year. From analyzed results for human-related events during overhaul, similar problems were identified. And organizational and safety cultural factors were also identified. On the other hand, another event during overhaul is analyzed and Lessons-Learned is drawn in an aspect of the operators' situation awareness. There was an event during overhaul and the analyzed results drawn Lessons-Learned in the aspect of the operators' situation awareness. From the analysis, several alarms and variation of plant parameters during overhaul can occur due to various maintenance works and tests. And in the aspect of the situation awareness, operators can miss, neglect, or not recognize the abnormal situation due to other maintenance activities occurring simultaneously. Therefore, countermeasures such as operator education or training, development of operator support systems, and further researches should be necessary to cope with these problems.

  13. Lessons-Learned from an Event during Overhaul

    International Nuclear Information System (INIS)

    Kim, Jitae

    2013-01-01

    The event frequency, also including portion of human errors, has been decreasing compared to last ten years. However, events due to human errors during overhaul occur every year. From analyzed results for human-related events during overhaul, similar problems were identified. And organizational and safety cultural factors were also identified. On the other hand, another event during overhaul is analyzed and Lessons-Learned is drawn in an aspect of the operators' situation awareness. There was an event during overhaul and the analyzed results drawn Lessons-Learned in the aspect of the operators' situation awareness. From the analysis, several alarms and variation of plant parameters during overhaul can occur due to various maintenance works and tests. And in the aspect of the situation awareness, operators can miss, neglect, or not recognize the abnormal situation due to other maintenance activities occurring simultaneously. Therefore, countermeasures such as operator education or training, development of operator support systems, and further researches should be necessary to cope with these problems

  14. Achieving Balance: Lessons Learned from University and College Presidents

    Science.gov (United States)

    Havice, Pamela A.; Williams, Frankie K.

    2005-01-01

    This study investigated strategies used by college and university presidents in balancing their professional and personal lives. The conceptual framework for this study comes from the work of Schein (1985, 1992). Lessons learned and words of wisdom from these presidents can enhance leadership effectiveness at all levels in higher education.

  15. Human Spaceflight Conjunction Assessment: Lessons Learned

    Science.gov (United States)

    Smith, Jason T.

    2011-01-01

    This viewgraph presentation reviews the process of a human space flight conjunction assessment and lessons learned from the more than twelve years of International Space Station (ISS) operations. Also, the application of these lessons learned to a recent ISS conjunction assessment with object 84180 on July 16, 2009 is also presented.

  16. Bruce A restart (execution and lessons-learned)

    International Nuclear Information System (INIS)

    Soini, J.

    2011-01-01

    Lessons learned with the Bruce Units 3 and 4 restart have been incorporated into the current refurbishment of Units 1 and 2. In addition, lessons learned on the lead unit (U2) are aggressively applied on the lagging unit (U1) to maximize efficiency and productivity. There will be a discussion on how this internal OPEX, along with external lessons learned, are used to continuously improve all aspects of the Bruce A Restart project management cycle, from scope selection, through planning and scheduling, to execution.

  17. Lessons learned from women in leadership positions.

    Science.gov (United States)

    Elias, Eileen

    2018-01-01

    Eileen Elias has decades of experience in leadership positions within government and nongovernmental organizations. As the first female Commissioner for Mental Health in the Commonwealth of Massachusetts and the US in the early 1990s, Elias gained experience on navigating gender-based challenges to attain recognized performance outcomes. From lessons learned from women leaders, educate young women entering their careers on attaining leadership positions. Comprehensive research of literature from 2012 through 2017 and interviews with women leaders representing non-Fortune 500 companies including academia, research, non-profit, for-profit, and primary and secondary education. Interviewees included:1.Gail Bassin, Co-Chief Executive Officer and Treasurer, JBS International Inc.2.Jeri Epstein, Executive Director, The Ambit Foundation3.Valerie Fletcher, Executive Director, Institute for Human Centered Design4.Christine James-Brown, President and CEO, Child Welfare League of America5.Daria Mochly-Rosen, PhD, Professor and Fellow, Chemical and Systems Biology, Stanford University School of Medicine6.Eileen O'Keefe, MD, MPH, Clinical Associate Professor and Director, Boston University Health Sciences7.Jeri Shaw, President and Co-Chief Executive Officer, JBS International Inc. A comprehensive understanding of key women leaders' lessons learned and recommendations targeting young women as they assess leadership opportunities in the public or private sectors.

  18. Lessons learned from accidents investigations

    Energy Technology Data Exchange (ETDEWEB)

    Zuniga-Bello, P. [Consejo Nacional de Ciencia y Tecnologia (CONACYT), Mexico City (Mexico); Croft, J. [National Radiological Protection Board (United Kingdom); Glenn, J

    1997-12-31

    Accidents from three main practices: medical applications, industrial radiography and industrial irradiators are used to illustrate some common causes of accidents and the main lessons to be learned. A brief description of some of these accidents is given. Lessons learned from the described accidents are approached by subjects covering: safety culture, quality assurance, human factors, good engineering practice, defence in depth, security of sources, safety assessment and monitoring and verification compliance. (author)

  19. Lessons learned from accident investigations

    International Nuclear Information System (INIS)

    Zuniga-Bello, P.; Croft, J.R.; Glenn, J.

    1998-01-01

    Accidents in three main practices - medical applications, industrial radiography and industrial irradiators - are used to illustrate some common causes of accidents and the main lessons to be learned from them. A brief description of some of these accidents is given. Lessons learned from the accidents described are approached bearing in mind: safety culture, quality assurance, human factors, good engineering practice, defence in depth, security of sources, safety assessment and monitoring and verification compliance. (author)

  20. 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.

  1. The Role of a Commander in Military Lessons Learned Systems

    Directory of Open Access Journals (Sweden)

    Zenon Waliński

    2015-06-01

    Full Text Available The aim of the paper is to investigate the role of a commander in military Lessons Learned systems. In order to achieve the aim, the paper presents (1 the architecture of the Lessons Learned capabilities in the U.S. Army, NATO and the Polish Armed Forces, (2 the commander’s role in the Lessons Learned process (3 the commander’s role in fostering Lessons Learned organisation culture. The paper is based on multiple case study analysis including Lessons Learned systems in NATO, the U.S. Army and the Polish Armed Forces.

  2. 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…

  3. Feedback of safety - related operational experience: Lessons learned

    Energy Technology Data Exchange (ETDEWEB)

    Elias, D [Commonwealth Edison Co. (United States)

    1997-09-01

    The presentation considers the following aspects of feedback of safety-related operational experience: lessons learned program, objectives, personnel characteristics; three types of documents for transmitting lessons learned issues.

  4. Feedback of safety - related operational experience: Lessons learned

    International Nuclear Information System (INIS)

    Elias, D.

    1997-01-01

    The presentation considers the following aspects of feedback of safety-related operational experience: lessons learned program, objectives, personnel characteristics; three types of documents for transmitting lessons learned issues

  5. Planning lessons with learning platforms - problem and prospects for mathematics education

    DEFF Research Database (Denmark)

    Tamborg, Andreas Lindenskov

    2018-01-01

    is a key intention behind the implementation of the platform. It is also concluded that when the teachers succeed in using learning objectives actively in their planning, the objectives support the teachers in designing lessons that correspond with their intentions. The paper concludes with a discussion...

  6. Driver. D530.2 – Tools for the Lessons Learned Framework

    NARCIS (Netherlands)

    Schaik, M.G. van; et al

    2016-01-01

    In this deliverable D530.2 “Tools for the Lessons Learned Framework” the overall lessons learned framework will be clarified based on the delivery D53.1 “Lessons Learned Framework Concept” and aligned with the deliverable D52.1 “Harmonized competence framework”. The Tools for the Lessons Learned

  7. Towards a lessons learned system for critical software

    International Nuclear Information System (INIS)

    Andrade, J.; Ares, J.; Garcia, R.; Pazos, J.; Rodriguez, S.; Rodriguez-Paton, A.; Silva, A.

    2007-01-01

    Failure can be a major driver for the advance of any engineering discipline and Software Engineering is no exception. But failures are useful only if lessons are learned from them. In this article we aim to make a strong defence of, and set the requirements for, lessons learned systems for safety-critical software. We also present a prototype lessons learned system that includes many of the features discussed here. We emphasize that, apart from individual organizations, lessons learned systems should target industrial sectors and even the Software Engineering community. We would like to encourage the Software Engineering community to use this kind of systems as another tool in the toolbox, which complements or enhances other approaches like, for example, standards and checklists

  8. Towards a lessons learned system for critical software

    Energy Technology Data Exchange (ETDEWEB)

    Andrade, J. [University of A Coruna. Campus de Elvina, s/n. 15071, A Coruna (Spain)]. E-mail: jag@udc.es; Ares, J. [University of A Coruna. Campus de Elvina, s/n. 15071, A Coruna (Spain)]. E-mail: juanar@udc.es; Garcia, R. [University of A Coruna. Campus de Elvina, s/n. 15071, A Coruna (Spain)]. E-mail: rafael@udc.es; Pazos, J. [Technical University of Madrid. Campus de Montegancedo, s/n. 28660, Boadilla del Monte, Madrid (Spain)]. E-mail: jpazos@fi.upm.es; Rodriguez, S. [University of A Coruna. Campus de Elvina, s/n. 15071, A Coruna (Spain)]. E-mail: santi@udc.es; Rodriguez-Paton, A. [Technical University of Madrid. Campus de Montegancedo, s/n. 28660, Boadilla del Monte, Madrid (Spain)]. E-mail: arpaton@fi.upm.es; Silva, A. [Technical University of Madrid. Campus de Montegancedo, s/n. 28660, Boadilla del Monte, Madrid (Spain)]. E-mail: asilva@fi.upm.es

    2007-07-15

    Failure can be a major driver for the advance of any engineering discipline and Software Engineering is no exception. But failures are useful only if lessons are learned from them. In this article we aim to make a strong defence of, and set the requirements for, lessons learned systems for safety-critical software. We also present a prototype lessons learned system that includes many of the features discussed here. We emphasize that, apart from individual organizations, lessons learned systems should target industrial sectors and even the Software Engineering community. We would like to encourage the Software Engineering community to use this kind of systems as another tool in the toolbox, which complements or enhances other approaches like, for example, standards and checklists.

  9. The Implementation of Lesson Study in English Language Learning: A Case Study

    Directory of Open Access Journals (Sweden)

    Wakhid Nashruddin

    2016-12-01

    Full Text Available Lesson Study as a growing interest in the education world has attracted educators, experts, and professionals in the area to make use of it in improving the lessons—it also happens in Indonesia. Originally applied in the teaching of mathematics in Japan, now it turns to be used in other fields, and English is one of them. This paper highlights the guideline on Lesson Study and pictures its application in a private senior high school in Malang, East Java, Indonesia. The adaptation of Lesson Study is interesting since Japan and Indonesia have different cultural background. How Lesson Study is usually implemented in Japan and the US and how it is applied in Indonesia will be seen here. As this is a case study, it will only focus on a school and the result should not be used to generalize Lesson Study applications in Indonesia. Interview and observation were instruments used in this study. The interview was used to gain information on how Lesson Study was normally conducted and observation (and the researchers’ involvements was used to see the real implementation of Lesson Study. What happened during the implementation of Lesson Study and during the teaching and learning process become a great attention here.

  10. Lessons learned on digital systems safety

    International Nuclear Information System (INIS)

    Sivertsen, Terje

    2005-06-01

    A decade ago, in 1994, lessons learned from Halden research activities on digital systems safety were summarized in the reports HWR-374 and HWR-375, under the title 'A Lessons Learned Report on Software Dependability'. The reports reviewed all activities made at the Halden Project in this field since 1977. As such, the reports provide a wealth of information on Halden research. At the same time, the lessons learned from the different activities are made more accessible to the reader by being summarized in terms of results, conclusions and recommendations. The present report provides a new lessons learned report, covering the Halden Project research activities in this area from 1994 to medio 2005. As before, the emphasis is on the results, conclusions and recommendations made from these activities, in particular how they can be utilized by different types of organisations, such as licensing authorities, safety assessors, power companies, and software developers. The contents of the report have been edited on the basis of input from a large number of Halden work reports, involving many different authors. Brief summaries of these reports are included in the last part of the report. (Author)

  11. Workshop on Learning Technology for Education in Cloud

    CERN Document Server

    Rodríguez, Emilio; Santana, Juan; Prieta, Fernando

    2012-01-01

    Learning Technology for Education in Cloud investigates how cloud computing can be used to design applications to support real time on demand learning using technologies. The workshop proceedings provide opportunities for delegates to discuss the latest research in TEL (Technology Enhanced Learning) and its impacts for learners and institutions, using cloud.   The Workshop on Learning Technology for Education in Cloud (LTEC '12) is a forum where researchers, educators and practitioners came together to discuss ideas, projects and lessons learned related to the use of learning technology in cloud, on the 11th-13th July at Salamanca in Spain.

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

    Directory of Open Access Journals (Sweden)

    Staja Q. Booker

    2015-07-01

    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

  13. Lesson study in prospective mathematics teacher education: didactic and paradidactic technology in the post-lesson reflection

    DEFF Research Database (Denmark)

    Rasmussen, Klaus

    2016-01-01

    This paper presents a detailed analysis of the post-lesson reflection, carried out in the context of eight cases of lesson study conducted by teams of Danish, lower secondaryprospective teachers and their supervisors. The participants, representing different institutions, were all new to the less...... and concern to the whole profession of mathematics teachers and the analysis adds to our insight into the potential of lesson study in prospective education as a meeting place where pertinent actors contribute to the expansion and dissemination of shared professional knowledge......This paper presents a detailed analysis of the post-lesson reflection, carried out in the context of eight cases of lesson study conducted by teams of Danish, lower secondaryprospective teachers and their supervisors. The participants, representing different institutions, were all new to the lesson...... study format. Nevertheless, it is demonstrated how their interaction shape the development of discourse about mathematical learning. The anthropological theory of the didactic is employed as the theoretical approach to analyse the mathematical and primarily didactical praxeologies developed...

  14. STEM learning activity among home-educating families

    Science.gov (United States)

    Bachman, Jennifer

    2011-12-01

    Science, technology, engineering, and mathematics (STEM) learning was studied among families in a group of home-educators in the Pacific Northwest. Ethnographic methods recorded learning activity (video, audio, fieldnotes, and artifacts) which was analyzed using a unique combination of Cultural-Historical Activity Theory (CHAT) and Mediated Action (MA), enabling analysis of activity at multiple levels. Findings indicate that STEM learning activity is family-led, guided by parents' values and goals for learning, and negotiated with children to account for learner interests and differences, and available resources. Families' STEM education practice is dynamic, evolves, and influenced by larger societal STEM learning activity. Parents actively seek support and resources for STEM learning within their home-school community, working individually and collectively to share their funds of knowledge. Home-schoolers also access a wide variety of free-choice learning resources: web-based materials, museums, libraries, and community education opportunities (e.g. afterschool, weekend and summer programs, science clubs and classes, etc.). A lesson-heuristic, grounded in Mediated Action, represents and analyzes home STEM learning activity in terms of tensions between parental goals, roles, and lesson structure. One tension observed was between 'academic' goals or school-like activity and 'lifelong' goals or everyday learning activity. Theoretical and experiential learning was found in both activity, though parents with academic goals tended to focus more on theoretical learning and those with lifelong learning goals tended to be more experiential. Examples of the National Research Council's science learning strands (NRC, 2009) were observed in the STEM practices of all these families. Findings contribute to the small but growing body of empirical CHAT research in science education, specifically to the empirical base of family STEM learning practices at home. It also fills a

  15. Putting education in "educational" apps: lessons from the science of learning.

    Science.gov (United States)

    Hirsh-Pasek, Kathy; Zosh, Jennifer M; Golinkoff, Roberta Michnick; Gray, James H; Robb, Michael B; Kaufman, Jordy

    2015-05-01

    Children are in the midst of a vast, unplanned experiment, surrounded by digital technologies that were not available but 5 years ago. At the apex of this boom is the introduction of applications ("apps") for tablets and smartphones. However, there is simply not the time, money, or resources available to evaluate each app as it enters the market. Thus, "educational" apps-the number of which, as of January 2015, stood at 80,000 in Apple's App Store (Apple, 2015)-are largely unregulated and untested. This article offers a way to define the potential educational impact of current and future apps. We build upon decades of work on the Science of Learning, which has examined how children learn best. From this work, we abstract a set of principles for two ultimate goals. First, we aim to guide researchers, educators, and designers in evidence-based app development. Second, by creating an evidence-based guide, we hope to set a new standard for evaluating and selecting the most effective existing children's apps. In short, we will show how the design and use of educational apps aligns with known processes of children's learning and development and offer a framework that can be used by parents and designers alike. Apps designed to promote active, engaged, meaningful, and socially interactive learning-four "pillars" of learning-within the context of a supported learning goal are considered educational. © The Author(s) 2015.

  16. Value pricing pilot program : lessons learned

    Science.gov (United States)

    2008-08-01

    This "Lessons Learned Report" provides a summary of projects sponsored by the Federal Highway Administration's (FHWA's) Congestion and Value Pricing Pilot Programs from 1991 through 2006 and draws lessons from a sample of projects with the richest an...

  17. Simulated Disaster Day: Benefit From Lessons Learned Through Years of Transformation From Silos to Interprofessional Education.

    Science.gov (United States)

    Livingston, Laura L; West, Courtney A; Livingston, Jerry L; Landry, Karen A; Watzak, Bree C; Graham, Lori L

    2016-08-01

    Disaster Day is a simulation event that began in the College of Nursing and has increased exponentially in size and popularity for the last 8 years. The evolution has been the direct result of reflective practice and dedicated leadership in the form of students, faculty, and administration. Its development and expansion into a robust interprofessional education activity are noteworthy because it gives health care professions students an opportunity to work in teams to provide care in a disaster setting. The "authentic" learning situation has enhanced student knowledge of roles and responsibilities and seems to increase collaborative efforts with other disciplines. The lessons learned and modifications made in our Disaster Day planning, implementation, and evaluation processes are shared in an effort to facilitate best practices for other institutions interested in a similar activity.

  18. E-Learning and the iNtegrating Technology for InQuiry (NTeQ) Model Lesson Design

    Science.gov (United States)

    Flake, Lee Hatch

    2017-01-01

    The author reflects on the history of technology in education and e-learning and introduces the iNtegrating Technology for inQuiry (NTeQ) model of lesson design authored by Morrison and Lowther (2005). The NTeQ model lesson design is a new pedagogy for academic instruction in response to the growth of the Internet and technological advancements in…

  19. 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.

  20. Lessons offered, lessons learned: reflections on how doing family therapy can affect therapists.

    Science.gov (United States)

    Heatherington, Laurie; Friedlander, Myrna L; Diamond, Gary M

    2014-08-01

    Only in working conjointly with couples and families do therapists literally witness clients struggling to improve their most intimate relationships. In writing this article, we realized that, in true systemic fashion, not only have many of our clients benefited from working with us, but also we have learned some invaluable lessons from them. Indeed, practicing couple and family therapy gives therapists many opportunities to learn about themselves, especially when it is done thoughtfully. In this article, we reflect on myriad ways in which couples and family therapy has affected each of us personally-as individuals, as partners, as parents, as adult children in our families of origin, and as educators. © 2014 Wiley Periodicals, Inc.

  1. 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…

  2. Lessons learned from AU PSO-missions in Africa

    DEFF Research Database (Denmark)

    Mandrup, Thomas

    The paper deals with the lessons learned from AU's PSO since 2002, and what that entails for the design of future PSO.......The paper deals with the lessons learned from AU's PSO since 2002, and what that entails for the design of future PSO....

  3. Learning Methodology for Early Child Education Education (Paud) in the Recognition of Legal Capitals based on Android

    Science.gov (United States)

    Siswanto, Didik

    2017-12-01

    School as a place to study require a medium of learning. Instructional media containinginformation about the lessons that will be used by teachers to convey a lesson. School early childhood education Al-Kindy Pekanbaru interms of learning the letter hijaiyah still use conventional learning media. But with the conventionalmedia is not very attractive to use, so the need for an exciting learning medium that can make childrenbecome interested in learningThe purpose of this study was to create a Media Learning Introduction Letter Hijaiyahmultimedia form and benefit from the introduction of letters Hijaiyah Learning Media is a renewal of themedium of learning in School early childhood education Al-Kindy Pekanbaru.In this study the authors tried to make the learning application that contains the basicknowledge of letters hijaiyah dsertai with animation, audio and explanation how to read the letters inorder to complete the learning media letters hijaiyah more interactive.

  4. Synthesis of Findings from 15?years of Educational Reform in Thailand: Lessons on Leading Educational Change in East Asia

    Science.gov (United States)

    Hallinger, Philip; Bryant, Darren A.

    2013-01-01

    The past two decades have been a period of active education reform throughout much of the world, and East Asia is no exception. This paper synthesizes findings from a series of empirical studies of educational reform in Thailand where an ambitious educational reform law was adopted in 1999. The purpose is to identify lessons learned about…

  5. Collecting lessons learned : How project-based organizations in the oil and gas industry learn from their projects

    NARCIS (Netherlands)

    Buttler, T.

    2016-01-01

    Project-based organizations collect lessons learned in order to improve the performance of projects. They aim to repeat successes by using positive lessons learned, and to avoid repeating negative experiences by using negative lessons learned. Cooke-Davies (2002) claimed that the ability to learn

  6. 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. Copyright 2014, SLACK Incorporated.

  7. 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.

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

    International Nuclear Information System (INIS)

    Mckirdy, Ian

    2011-01-01

    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.

  9. Brentwood Lessons Learned Project Report

    Energy Technology Data Exchange (ETDEWEB)

    Rivkin, Carl H. [National Renewable Energy Lab. (NREL), Golden, CO (United States); Caton, Melanie C. [National Renewable Energy Lab. (NREL), Golden, CO (United States); Ainscough, Christopher D. [National Renewable Energy Lab. (NREL), Golden, CO (United States); Marcinkoski, Jason [Dept. of Energy (DOE), Washington DC (United States)

    2017-09-26

    The purpose of this report is to document lessons learned in the installation of the hydrogen fueling station at the National Park Service Brentwood site in Washington, D.C., to help further the deployment of hydrogen infrastructure required to support hydrogen and other fuel cell technologies. Hydrogen fueling is the most difficult infrastructure component to build and permit. Hydrogen fueling can include augmenting hydrogen fueling capability to existing conventional fuel fueling stations as well as building brand new hydrogen fueling stations. This report was produced as part of the Brentwood Lessons Learned project. The project consisted of transplanting an existing modular hydrogen fueling station from Connecticut to the National Park Service Brentwood site. This relocation required design and construction at the Brentwood site to accommodate the existing station design as well as installation and validation of the updated station. One of the most important lessons learned was that simply moving an existing modular station to an operating site was not necessarily straight-forward - performing the relocation required significant effort and cost. The station has to function at the selected operating site and this functionality requires a power supply, building supports connecting to an existing alarm system, electrical grounding and lighting, providing nitrogen for purging, and providing deionized water if an electrolyzer is part of the station package. Most importantly, the station has to fit into the existing site both spatially and operationally and not disrupt existing operations at the site. All of this coordination and integration requires logistical planning and project management. The idea that a hydrogen fueling station can be simply dropped onto a site and made immediately operational is generally not realistic. Other important lessons learned include that delineating the boundaries of the multiple jurisdictions that have authority over a project for

  10. The Investigation of the Effects of Physical Education Lessons Planned in Accordance with Cooperative Learning Approach on Secondary School Students' Problem Solving Skills

    Science.gov (United States)

    Gorucu, Alpaslan

    2016-01-01

    The purpose of the present research was to investigate the effects of physical education lessons planned in accordance with cooperative learning approach on secondary school students' problem solving skills. The research was conducted on 48 students studying at Konya/Selçuklu Sehit Mustafa Çuhadar Secondary School in fall semester of 2015-2016…

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

    International Nuclear Information System (INIS)

    Crimi, F.P.; Mullee, G.R.

    1987-10-01

    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

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

    International Nuclear Information System (INIS)

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

    1995-01-01

    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 learnedclose quotes training materials for facility designers, managers, health protection professionals, line supervisors, and workers

  13. Constellation Program: Lessons Learned. Volume 1; Executive Summary

    Science.gov (United States)

    Rhatigan, Jennifer L. (Editor)

    2011-01-01

    This document (Volume I) provides an executive summary of the lessons learned from the Constellation Program. A companion Volume II provides more detailed analyses for those seeking further insight and information. In this volume, Section 1.0 introduces the approach in preparing and organizing the content to enable rapid assimilation of the lessons. Section 2.0 describes the contextual framework in which the Constellation Program was formulated and functioned that is necessary to understand most of the lessons. Context of a former program may seem irrelevant in the heady days of new program formulation. However, readers should take some time to understand the context. Many of the lessons would be different in a different context, so the reader should reflect on the similarities and differences in his or her current circumstances. Section 3.0 summarizes key findings developed from the significant lessons learned at the program level that appear in Section 4.0. Readers can use the key findings in Section 3.0 to peruse for particular topics, and will find more supporting detail and analyses in Section 4.0 in a topical format. Appendix A contains a white paper describing the Constellation Program formulation that may be of use to readers wanting more context or background information. The reader will no doubt recognize some very similar themes from previous lessons learned, blue-ribbon committee reviews, National Academy reviews, and advisory panel reviews for this and other large-scale human spaceflight programs; including Apollo, Space Shuttle, Shuttle/Mir, and the ISS. This could represent an inability to learn lessons from previous generations; however, it is more likely that similar challenges persist in the Agency structure and approach to program formulation, budget advocacy, and management. Perhaps the greatest value of these Constellation lessons learned can be found in viewing them in context with these previous efforts to guide and advise the Agency and its

  14. 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

  15. Lessons Learned from Sleep Education in Schools: A Review of Dos and Don'ts.

    Science.gov (United States)

    Blunden, Sarah; Rigney, Gabrielle

    2015-06-15

    Sleep duration and quality are associated with negative neuropsychological and psychosocial outcomes in children and adolescents. However, community awareness of this is low and sleep education programs in schools are attempting to address this issue. Several studies now exist assessing the efficacy of these sleep education programs for improving sleep knowledge, sleep hygiene and sleep patterns. This paper presents these sleep education programs, most particularly, it presents the strengths and weaknesses of the current available studies in the hope that this can identify areas where future sleep education programs can improve. A systematic search of all school-based sleep education studies in adolescents was undertaken. Studies were scrutinized for author, teacher and participant comment regarding strengths and limitations of each study, which were then extracted and summarized. Two specific types of sleep education programs emerged from the review, those that sought to change sleep behavior and those that sought simply to disseminate information. Issues that dictated the strength or weakness of a particular study including who delivers the program, the theoretical basis, the tools utilized to measure sleep patterns, the content, and their capacity to engage students were assessed. Sleep education was considered important by teachers, students and parents alike. Future sleep education programs need to take into account lessons learned from previous sleep education efforts in order to maximize the potential for sleep education programs to improve the sleep health of our young people. A commentary on this article appears in this issue on page 595. © 2015 American Academy of Sleep Medicine.

  16. A Lesson about the Circular Flow. Active Learning Lessons. Economics International.

    Science.gov (United States)

    Landfried, Janet

    This lesson plan was developed through "Economics International," an international program to help build economic education infrastructures in the emerging market economies. It provides a lesson description; appropriate grade level; economic concepts; content standards and benchmarks; related subjects; instructional objectives; time…

  17. Design of the Model of Constructivist Learning Theory for Moral Education in Physical Education Teaching

    Science.gov (United States)

    Wang, Chenyu

    2011-01-01

    In order to achieve better effect of moral education in physical education teaching, this article employed constructivist learning theory to design the model of moral education according to the characteristics of physical education teaching, in order that the majority of P.E. teachers draw lessons from it in their teaching practice, and service to…

  18. Implementation of problem-based learning in geometry lessons

    Science.gov (United States)

    Ahamad, S. N. S. H.; Li, H.-C.; Shahrill, M.; Prahmana, R. C. I.

    2017-12-01

    The aim of this study is twofold. Firstly, it aims to examine the effects of the Problem-Based Learning (PBL) approach on students’ performance in the learning of geometry. Secondly, it seeks to gain insights from the students regarding the implementation of PBL in geometry lessons. The participants were 22 students from one Year 10 class in a co-educational secondary school in Brunei Darussalam. A mixed method design was employed with data collected from the pre-, post- and retention tests, and interviews. The findings from this study revealed positive influences on students’ performance in learning geometry as gain and retention of knowledge was observed. Meanwhile, mixed responses from the interviews implied that in terms of 1) learning attitudes, students favoured the idea of independent learning but some critiqued that the process of PBL might be time-consuming; 2) learning difficulties, some students struggled in assimilating information leading to poor decision- making; and 3) knowledge and skills, some students believed to have nurtured some skills such as communication and research skills.

  19. Learning Groups in MOOCs: Lessons for Online Learning in Higher Education

    Directory of Open Access Journals (Sweden)

    Godfrey Mayende

    2017-06-01

    Full Text Available when there is interaction within online learning groups, meaningful learning is achieved. Motivating and sustaining effective student interactions requires planning, coordination and implementation of curriculum, pedagogy and technology. For our aim to understand online learning group processes to identify effective online learning group mechanisms, comparative analysis was used on a massive open online course (MOOC run in 2015 and 2016. Qualitative (interaction on the platform and quantitative (survey methods were used. The findings revealed several possible ways to improve online learning group processes. This paper concludes that course organization helped in increasing individual participation in the groups. Motivation by peers helped to increase sustainability of interaction in the learning groups. Applying these mechanisms in higher education can make online learning groups more effective.

  20. The Effect of Cooperative Learning Method and Systematic Teaching on Students' Achievement and Retention of Knowledge in Social Studies Lesson

    Science.gov (United States)

    Korkmaz Toklucu, Selma; Tay, Bayram

    2016-01-01

    Problem Statement: Many effective instructional strategies, methods, and techniques, which were developed in accordance with constructivist approach, can be used together in social studies lessons. Constructivist education comprises active learning processes. Two active learning approaches are cooperative learning and systematic teaching. Purpose…

  1. Development of an Online Smartphone-Based eLearning Nutrition Education Program for Low-Income Individuals.

    Science.gov (United States)

    Stotz, Sarah; Lee, Jung Sun

    2018-01-01

    The objective of this report was to describe the development process of an innovative smartphone-based electronic learning (eLearning) nutrition education program targeted to Supplemental Nutrition Assistance Program-Education-eligible individuals, entitled Food eTalk. Lessons learned from the Food eTalk development process suggest that it is critical to include all key team members from the program's inception using effective inter-team communication systems, understand the unique resources needed, budget ample time for development, and employ an iterative development and evaluation model. These lessons have implications for researchers and funding agencies in developing an innovative evidence-based eLearning nutrition education program to an increasingly technology-savvy, low-income audience. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  2. Lessons learned from early criticality accidents

    International Nuclear Information System (INIS)

    Malenfant, R.E.

    1996-01-01

    Four accidents involving the approach to criticality occurred during the period July, 1945, through May, 1996. These have been described in the format of the OPERATING EXPERIENCE WEEKLY SUMMARY which is distributed by the Office of Nuclear and Facility Safety. Although the lessons learned have been incorporated in standards, codes, and formal procedures during the last fifty years, this is their first presentation in this format. It is particularly appropriate that they be presented in the forum of the Nuclear Criticality Technology Safety Project Workshop closest to the fiftieth anniversary of the last of the four accidents, and that which was most instrumental in demonstrating the need to incorporate lessons learned

  3. The Problem about Technology in STEM Education: Some Findings from Action Research on the Professional Development & Integrated STEM Lessons in Informal Fields

    Directory of Open Access Journals (Sweden)

    Tomoki Saito

    2015-04-01

    Full Text Available Since 2013, the authors’ Japanese team in the Department of Science Education at Shizuoka University has held trials of STEM Education in informal fields as participatory action research (e.g., Science museum in Shizuoka, Lifelong Learning Center in Fujieda City, and STEM Summer camp for the preparation for implementing STEM education in public schools and for proposing science education reform in a Japanese context. Problems in preparing STEM lessons include numerous new instructional materials and programs and emerging specialized schools. In addition, while most of these initiatives address one or more of the STEM subjects separately, there are increasing calls for emphasizing connections between and among the subjects (Honey, Pearson and Schweingruber, 2014. Unfamiliar problems for Japanese teachers are, What is Engineering? What is Design? and How can they be implemented in lessons? While gathering STEM learning materials to implement in their STEM Summer Camp, the authors noticed a pattern with which to develop a STEM lesson and developed a template “T-SM-E” in reference to prior STEM studies. After the STEM Summer Camp, the authors introduced the model in the pre-service teacher preparation program. As a result, the authors received suggestions about how teachers can develop integrated STEM lessons, how undergraduate (UG teachers can implement it in their lessons, and how teachers can assess student learning in their STEM lessons. From standard based student assessments and reflections written by the UG teachers, the authors found that it was difficult for the UG teachers to include technology in their lessons, and their assessment also indicated that the students did not show performance proficiency in technology. The authors discuss this existing problem in the Japanese education system.

  4. 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.

  5. Improving the quality of learning in science through optimization of lesson study for learning community

    Science.gov (United States)

    Setyaningsih, S.

    2018-03-01

    Lesson Study for Learning Community is one of lecturer profession building system through collaborative and continuous learning study based on the principles of openness, collegiality, and mutual learning to build learning community in order to form professional learning community. To achieve the above, we need a strategy and learning method with specific subscription technique. This paper provides a description of how the quality of learning in the field of science can be improved by implementing strategies and methods accordingly, namely by applying lesson study for learning community optimally. Initially this research was focused on the study of instructional techniques. Learning method used is learning model Contextual teaching and Learning (CTL) and model of Problem Based Learning (PBL). The results showed that there was a significant increase in competence, attitudes, and psychomotor in the four study programs that were modelled. Therefore, it can be concluded that the implementation of learning strategies in Lesson study for Learning Community is needed to be used to improve the competence, attitude and psychomotor of science students.

  6. Functionality for learning networks: lessons learned from social web applications

    NARCIS (Netherlands)

    Berlanga, Adriana; Sloep, Peter; Brouns, Francis; Van Rosmalen, Peter; Bitter-Rijpkema, Marlies; Koper, Rob

    2007-01-01

    Berlanga, A. J., Sloep, P., Brouns, F., Van Rosmalen, P., Bitter-Rijpkema, M., & Koper, R. (2007). Functionality for learning networks: lessons learned from social web applications. Proceedings of the ePortfolio 2007 Conference. October, 18-19, 2007, Maastricht, The Netherlands. [See also

  7. Supporting Elementary Education in-Service Teachers' Proficiency in Planning STEM-Centric Lessons

    Science.gov (United States)

    Bowers, Sharon W.

    The purpose of this study was to explore the McDaniel College Elementary STEM Instructional Leader (ESIL) pilot cohort's ability to proficiently plan lessons that incorporated the Maryland State STEM Standards of Practice (SOP), targeting integration of STEM content, inquiry learning, students' abilities to collaborate as a STEM team and students' strategic application of technology. Data collection, in the form of reviewing and analyzing study participants' lesson plans and self-reflections, was completed by three independent assessors. The researcher examined the interrater reliability among the three assessors using the Fleiss' kappa statistic. A 0.91 proportion of agreement consensus was documented among the three assessors. A test of hypothetical value was conducted using the nonparametric Wilcoxonsigned- rank Test. Interpretation of the Wilcoxon-signed-rank Test results suggest that the sample population demonstrated proficient planning abilities for the four targeted Maryland State STEM SOP. Findings from this research add to the field's knowledge of elements in the promotion of graduate coursework that leads to elementary in-service teachers' proficiency in planning STEM-centric lessons, however the findings also have broader implications for teacher education at large. The McDaniel College ESIL model could frame K-12 teacher education for both preservice and in-service teachers. The pragmatic, hybrid experience maximizes flexibility, promotes analytical thinking and self-reflection and builds communication skills. The introduction and development of inquiry and design-based learning through the 7E Learning Cycle develops the teachers' understanding of practices promoted not only within the Maryland State STEM SOP, but also within the Next Generation Science Standards. The McDaniel College ESIL model also builds upon the collective efforts of academia, a non-profit STEM research facility, and local school divisions to align efforts that may lead to

  8. DSCOVR Contamination Lessons Learned

    Science.gov (United States)

    Graziani, Larissa

    2015-01-01

    The Triana observatory was built at NASA GSFC in the late 1990's, then placed into storage. After approximately ten years it was removed from storage and repurposed as the Deep Space Climate Observatory (DSCOVR). This presentation outlines the contamination control program lessons learned during the integration, test and launch of DSCOVR.

  9. Lesson Study and History Education

    Science.gov (United States)

    Halvorsen, Anne-Lise; Kesler Lund, Alisa

    2013-01-01

    This article examines the experiences of a group of fifth-grade teachers who used lesson study, a teacher-driven form of professional development, to teach history in a project supported by a Teaching American History Grant. The project addressed the following questions: What does a lesson study cycle for history education look like? What…

  10. Can Pre-Service Physical Education Majors Identify Learning Standards during Authentic Teaching Episodes?

    Science.gov (United States)

    Kniffin, Mike; Foley, John; MacDonald, Lynn Couturier; Howarth, Kath

    2014-01-01

    Only a handful of research studies have been conducted to determine whether or not physical educators or pre-service physical education teachers are utilizing learning standards in their teaching. While pre-service teachers are typically required to align lesson objectives and content, their extent of their understanding of how learning standards…

  11. The physical education lesson in Turkish primary schools: Affective ...

    African Journals Online (AJOL)

    In the study students' affective entry characteristics related to Physical Education lessons were examined based on three dimensions: interest towards the lesson, level of motivation in the lesson and educational gains. The study further aimed to investigate how these three dimensions were affected by the gender factor.

  12. A Text Mining Approach for Extracting Lessons Learned from Project Documentation: An Illustrative Case Study

    Directory of Open Access Journals (Sweden)

    Benjamin Matthies

    2017-12-01

    Full Text Available Lessons learned are important building blocks for continuous learning in project-based organisations. Nonetheless, the practical reality is that lessons learned are often not consistently reused for organisational learning. Two problems are commonly described in this context: the information overload and the lack of procedures and methods for the assessment and implementation of lessons learned. This paper addresses these problems, and appropriate solutions are combined in a systematic lesson learned process. Latent Dirichlet Allocation is presented to solve the first problem. Regarding the second problem, established risk management methods are adapted. The entire lessons learned process will be demonstrated in a practical case study

  13. Lessons Learned In Developing The VACIS Products

    International Nuclear Information System (INIS)

    Orphan, Victor J.

    2011-01-01

    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.

  14. 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.

  15. PARTICULARITIES OF EDUCATIONAL OBJECTS IN COMPUTER-ASSISTED LEARNING FOR PERSONS WITH DISABILITIES

    Directory of Open Access Journals (Sweden)

    Narcisa ISĂILĂ

    2010-12-01

    Full Text Available The current trend in computer-assisted learning is the creation of reusable learning objects. They can be used independently or can be coupled to make lessons that best fit the users' learning needs. From this perspective, the specific of learning objects for people with disabilities is to ensure accessibility and usability. Using standards in the process of creating learning objects provide flexibility in achieving lessons, thus being helpful for educational content creators (teachers. Metadata have an essential role in achieving interoperability and provide standardized information about the learning objects, allowing the searching, accessing and their finding. The compliance of eLearning standards ensures the compatibility and portability of materials from one system to another, which reduces the time and cost of development.

  16. What Should Gerontology Learn from Health Education Accreditation?

    Science.gov (United States)

    Bradley, Dana Burr; Fitzgerald, Kelly

    2012-01-01

    Quality assurance and accreditation are closely tied together. This article documents the work toward a unified and comprehensive national accreditation program in health education. By exploring the accreditation journey of another discipline, the field of gerontology should learn valuable lessons. These include an attention to inclusivity, a…

  17. Case Study of Lessons Learned from the Operation of the Fast Flux Test Facility

    International Nuclear Information System (INIS)

    Wootan, D.; Omberg, R.; Grandy, C.

    2016-01-01

    Full text: The lessons learned approach being followed at the Fast Flux Test Facility is to have domain experts in each subject area develop a short write-up or report on each lesson learned. Each lesson learned write-up is on the order of 4–6 pages. Longer reports can be developed as needed. Each lessons learned summary discusses the problem and the resolution method employed to address the problem, and also tries to capture the essential “tacit knowledge” associated with each topic in a focused manner. All lessons learned write-ups are supported by more detailed documents. For example, references of more detailed reports are generally included, where available. Topics are selected as those most likely to apply to future design or operating problems. This lessons learned approach has been successful in capturing essential tacit knowledge about key events in FFTF history and providing a context for interpreting the existing data and references. (author

  18. 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.

  19. 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.

  20. Organizational safety factors research lessons learned

    International Nuclear Information System (INIS)

    Ryan, T.G.

    1995-01-01

    This Paper reports lessons learned and state of knowledge gained from an organizational factors research activity involving commercial nuclear power plants in the United States, through the end of 1991, as seen by the scientists immediately involved in the research. Lessons learned information was gathered from the research teams and individuals using a question and answer format. The following five questions were submitted to each team and individual: (1) What organizational factors appear to influence safety performance in some systematic way, (2) Should organizational factors research focus at the plant level, or should it extend beyond the plant level to the parent company, rate setting commissions, regulatory agencies, (3) How important is having direct access to plants for doing organizational factors research, (4) What lessons have been learned to date as the result of doing organizational factors research in a nuclear regulatory setting, and (5) What organizational research topics and issues should be pursued in the future? Conclusions based on the responses provided for this report are that organizational factors research can be conducted in a regulatory setting and produce useful results. Technologies pioneered in other academic, commercial, and military settings can be adopted for use in a nuclear regulatory setting. The future success of such research depends upon the cooperation of regulators, contractors, and the nuclear industry

  1. Global health partnership for student peer-to-peer psychiatry e-learning: Lessons learned.

    Science.gov (United States)

    Keynejad, Roxanne C

    2016-12-03

    Global 'twinning' relationships between healthcare organizations and institutions in low and high-resource settings have created growing opportunities for e-health partnerships which capitalize upon expanding information technology resources worldwide. E-learning approaches to medical education are increasingly popular but remain under-investigated, whilst a new emphasis on global health teaching has coincided with university budget cuts in many high income countries. King's Somaliland Partnership (KSP) is a paired institutional partnership health link, supported by Tropical Health and Education Trust (THET), which works to strengthen the healthcare system and improve access to care through mutual exchange of skills, knowledge and experience between Somaliland and King's Health Partners, UK. Aqoon, meaning knowledge in Somali, is a peer-to-peer global mental health e-learning partnership between medical students at King's College London (KCL) and Hargeisa and Amoud Universities, Somaliland. It aims to extend the benefits of KSP's cross-cultural and global mental health education work to medical students and has reported positive results, including improved attitudes towards psychiatry in Somaliland students. The process of devising, piloting, evaluating, refining, implementing, re-evaluating and again refining the Aqoon model has identified important barriers to successful partnership. This article describes lessons learned during this process, sharing principles and recommendations for readers wishing to expand their own global health link beyond qualified clinicians, to the healthcare professionals of the future.

  2. Reflections on Designing a MPA Service-Learning Component: Lessons Learned

    Science.gov (United States)

    Roman, Alexandru V.

    2015-01-01

    This article provides the "lessons learned" from the experience of redesigning two sections (face-to-face and online) of a core master of public administration class as a service-learning course. The suggestions made here can be traced to the entire process of the project, from the "seed idea" through its conceptualization and…

  3. Lessons learned from a successful MEDRETE in El Salvador.

    Science.gov (United States)

    Post, James C; Melendez, Manuel E; Hershey, Donna N; Hakim, Abdul

    2003-04-01

    Medical readiness education and training exercises are short-term exercises designed to provide health care and preventive medicine education to underserved civilian populations overseas. These high profile missions provide superb training opportunities, build democracies, and can be a powerful incentive to retain soldiers in the Reserves. Despite this, the literature offers little guidance in terms of how to best conduct a MEDRETE, particularly with a unit that has not been recently deployed. A U.S. Army Reserve unit was deployed to El Salvador following two devastating earthquakes and treated 20,890 patients in 10 days. This patient volume was achieved by a close cooperative effort among an experienced Mission Coordinator and Reservists and superb host nation support. Lessons learned regarding predeployment, deployment, patient management, and safety issues are presented to assist future units in conducting successful medical readiness education and training exercises.

  4. Lessons learned and advice from Vietnam war nurses: a qualitative study.

    Science.gov (United States)

    Scannell-Desch, Elizabeth A

    2005-03-01

    The aim of this paper is to describe guidance for nurses today from the lessons learned by nurses who served in the Vietnam War. There is little research focusing on nurses' experiences in the Vietnam War. Lessons learned and subsequent advice from nurses who served in Vietnam may be helpful to those serving in current and future wars. A Husserlian phenomenological approach was taken, using interviews with a purposive sample of Registered Nurses who were female, and had served in the United States of America armed forces in Vietnam during the war. Seven theme clusters described the lesson learned and guidance offered by the Vietnam War nurses: advice about journaling, training, caring for yourself, use of support systems, talking about your experiences, understanding the mission, and lack of preparation for war. Much can be learned from the lessons learned and advice given by Vietnam War nurses. These lessons stress that nurses need to take a pro-active role in preparing themselves for deployment to a war zone, and that institutional training for war needs to be intensive and realistic. The environmental, cultural, technological, clinical and psychosocial demands of war nursing need to be comprehensively addressed before nurses deploy to a war.

  5. 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.

  6. "Doctor Jazz": Lessons that medical professionals can learn from jazz musicians.

    Science.gov (United States)

    van Ark, Allard E; Wijnen-Meijer, Marjo

    2018-04-24

    The worlds of a physician and a jazz musician seem entirely different. Various studies, however, relating the concepts behind jazz music to medical practice and education, have been published. The aim of this essayistic review is to summarize previously described concepts behind jazz music and its required artistic skills that could be translated to medicine, encouraging doctors, medical students and medical educators to see their professional environment from a different perspective. A systematic search was conducted using PubMed, Embase, and ERIC databases, combining keywords with regard to jazz, medicine and medical education. Background information concerning jazz music and several jazz musicians was retrieved through an additional nonsystematic search using Google Scholar. Lessons with regard to improvisational skills, both in communication with patients and in a technical context, communication skills, leadership, interprofessional teamwork and coping with errors are presented. Doctors and medical students could learn various lessons from jazz music performance and jazz musicians. The potential and the possibilities of implementing jazz into the medical curriculum, in order to contribute to the development of professional skills and attitudes of medical students, could be explored further.

  7. Lessons Learned from Ares I Upper Stage Structures and Thermal Design

    Science.gov (United States)

    Ahmed, Rafiq

    2012-01-01

    The Ares 1 Upper Stage was part of the vehicle intended to succeed the Space Shuttle as the United States manned spaceflight vehicle. Although the Upper Stage project was cancelled, there were many lessons learned that are applicable to future vehicle design. Lessons learned that are briefly detailed in this Technical Memorandum are for specific technical areas such as tank design, common bulkhead design, thrust oscillation, control of flight and slosh loads, purge and hazardous gas system. In addition, lessons learned from a systems engineering and vehicle integration perspective are also included, such as computer aided design and engineering, scheduling, and data management. The need for detailed systems engineering in the early stages of a project is emphasized throughout this report. The intent is that future projects will be able to apply these lessons learned to keep costs down, schedules brief, and deliver products that perform to the expectations of their customers.

  8. Sharing Lessons Learned Between Industries in EU

    International Nuclear Information System (INIS)

    Muehleisen, A.; Strucic, M.

    2012-01-01

    Recent events in nuclear industry remind us on importance of continuous sharing of the knowledge and experience gained through evaluations of incidents and accidents. We frequently use experience from our daily life activities to improve our performance and avoid some mistakes or unwanted events. In the similar way we can use other industries experience. These experiences can be applied to improve nuclear safety. For example, Safety Culture, which has a great influence on the level of nuclear power plants safety, is similarly presented in other industries. Mechanisms which led to accidents from weak safety culture in one branch of other industry could be comparable to those in nuclear industry. Some other industries have many more cumulative years of experience than nuclear industry. Aviation and Oil industries are typical representatives. Part of their experience can be used in nuclear industry too. Number of reports from nuclear power plants showed us that not only specific equipment related causes lay behind accidents; there are also other causes and contributors which are more common for all industries. Hence lessons learned in other industry should be assessed and used in nuclear industry too. In the European Union, a regional initiative has been set up in 2008 in support of EU Member State nuclear safety authorities, but also EU technical support organizations, international organizations and the broader nuclear community, to enhance nuclear safety through improvement of the use of lessons learned from operational experience of nuclear power plants (NPPs). The initiative, called ''the EU Clearinghouse on Operational Experience Feedback for NPP'', is organized as a network operated by a centralized office located at the Joint Research Centre of the European Commission. The reduction of occurrence and significance of events in NPPs and their safe operation is its ultimate goal. Among others EU Clearinghouse provides services such as technical and scientific

  9. What Happens at the Lesson Start?

    Science.gov (United States)

    Saloviita, Timo

    2016-01-01

    Transitional periods, such as lesson starts, are necessary steps from one activity to another, but they also compete with time for actual learning. The aim of the present study was to replicate a previous pilot study on lesson starts and explore possible disturbances. In total, 130 lesson starts in Finnish basic education in grades 1-9 were…

  10. Basic safety principles: Lessons learned

    International Nuclear Information System (INIS)

    Erp, J.B. van

    1997-01-01

    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)

  11. Basic safety principles: Lessons learned

    Energy Technology Data Exchange (ETDEWEB)

    Erp, J.B. van [Argonne National Lab., IL (United States)

    1997-09-01

    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).

  12. The Value of Identifying and Recovering Lost GN&C Lessons Learned: Aeronautical, Spacecraft, and Launch Vehicle Examples

    Science.gov (United States)

    Dennehy, Cornelius J.; Labbe, Steve; Lebsock, Kenneth L.

    2010-01-01

    Within the broad aerospace community the importance of identifying, documenting and widely sharing lessons learned during system development, flight test, operational or research programs/projects is broadly acknowledged. Documenting and sharing lessons learned helps managers and engineers to minimize project risk and improve performance of their systems. Often significant lessons learned on a project fail to get captured even though they are well known 'tribal knowledge' amongst the project team members. The physical act of actually writing down and documenting these lessons learned for the next generation of NASA GN&C engineers fails to happen on some projects for various reasons. In this paper we will first review the importance of capturing lessons learned and then will discuss reasons why some lessons are not documented. A simple proven approach called 'Pause and Learn' will be highlighted as a proven low-impact method of organizational learning that could foster the timely capture of critical lessons learned. Lastly some examples of 'lost' GN&C lessons learned from the aeronautics, spacecraft and launch vehicle domains are briefly highlighted. In the context of this paper 'lost' refers to lessons that have not achieved broad visibility within the NASA-wide GN&C CoP because they are either undocumented, masked or poorly documented in the NASA Lessons Learned Information System (LLIS).

  13. Lessons learned at Lower East Fork Poplar Creek, Oak Ridge, Tennessee

    International Nuclear Information System (INIS)

    Burch, K.L.; Page, D.G.

    1996-01-01

    The US Department of Energy (DOE) used several innovative strategies and technologies in conducting the Comprehensive Environmental Response, Compensation, and Liability Act of 1980 (CERCLA) activities for the Lower East Fork Poplar Creek (EFPC) Operable Unit (OU) in Oak Ridge, Tennessee. These innovations helped to cost-effectively characterize the 270-ha (670-acre), 23.3-km (14.5-mile) floodplain and to obtain a 400-parts per million (ppm) cleanup level for mercury in soil. Lessons learned during the project involve management, investigation, and risk assessment strategies and techniques. Management lessons learned include (a) how to handle the large OU, (b) how to effectively involve the community in decisions, and (c) how to select a remedy that incorporates the needs of many involved agencies. Investigation lessons learned include (a) how to design an effective sampling strategy for the site, (b) how to cost-effectively analyze a large number of samples, and (c) which of several treatment technologies is best-suited to the site. Risk assessment lessons learned include (a) how to determine an appropriate cleanup level for human health and the environment, (b) how to quantify uncertainty in the human health risk assessment, (c) how to reconcile different solubilities of different mercury species, and (d) how to best conduct the ecological risk assessment. Other CERCLA sites can benefit from lessons learned during this project whether still in the investigative stage or further along in the process. Applying these lessons can substantially reduce costs and make more efficient use of Superfund resources

  14. Practical experiences of, and lessons learnt from, Internet technologies in higher education

    Directory of Open Access Journals (Sweden)

    Simon Polovina

    1999-01-01

    Full Text Available The paper addresses how the Internet as computer-mediated communication is affecting teaching and learning in higher education institutions, particularly as these institutions face increasing competition due to the emergence of Web-based collaboration and assessment technologies. London’s South Bank University (SBU, a typical modern-day higher education institution is thereby in the process of integrating Internet technologies into its conventional and distance learning programmes. From its practical experiences so far SBU has learnt a variety of valuable lessons. In particular the technical and social aspects that determine the choice and use of the most appropriate software tools were identified, as well as a new approach towards online (Internet / Web subject reference sources was outlined. From SBU’s anecdotal experiences, useful recommendations are made for the effective use of Internet technologies that applies to many higher educational institutions.

  15. Co-Creation Learning Procedures: Comparing Interactive Language Lessons for Deaf and Hearing Students.

    Science.gov (United States)

    Hosono, Naotsune; Inoue, Hiromitsu; Tomita, Yutaka

    2017-01-01

    This paper discusses co-creation learning procedures of second language lessons for deaf students, and sign language lessons by a deaf lecturer. The analyses focus on the learning procedure and resulting assessment, considering the disability. Through questionnaires ICT-based co-creative learning technologies are effective and efficient and promote spontaneous learning motivation goals.

  16. 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.

  17. Lessons Learned from the Implementation of Brighter Bites: A Food Co-Op to Increase Access to Fruits and Vegetables and Nutrition Education among Low-income Children and Their Families

    Science.gov (United States)

    Sharma, Shreela V.; Chow, Joanne; Pomeroy, Michael; Raber, Margaret; Salako, David; Markham, Christine

    2017-01-01

    Background: Food co-op models have gained popularity as a mechanism for offering affordable, quality produce. We describe the challenges, successes, and lessons learned from implementation of a school-based program using a food co-op model combined with nutrition education to improve access to and intake of fresh fruits and vegetables among…

  18. 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. Copyright © 2014 Elsevier Ltd. All rights reserved.

  19. The 2015 Nepal earthquake disaster: lessons learned one year on.

    Science.gov (United States)

    Hall, M L; Lee, A C K; Cartwright, C; Marahatta, S; Karki, J; Simkhada, P

    2017-04-01

    The 2015 earthquake in Nepal killed over 8000 people, injured more than 21,000 and displaced a further 2 million. One year later, a national workshop was organized with various Nepali stakeholders involved in the response to the earthquake. The workshop provided participants an opportunity to reflect on their experiences and sought to learn lessons from the disaster. One hundred and thirty-five participants took part and most had been directly involved in the earthquake response. They included representatives from the Ministry of Health, local and national government, the armed forces, non-governmental organizations, health practitioners, academics, and community representatives. Participants were divided into seven focus groups based around the following topics: water, sanitation and hygiene, hospital services, health and nutrition, education, shelter, policy and community. Facilitated group discussions were conducted in Nepalese and the key emerging themes are presented. Participants described a range of issues encountered, some specific to their area of expertize but also more general issues. These included logistics and supply chain challenges, leadership and coordination difficulties, impacts of the media as well as cultural beliefs on population behaviour post-disaster. Lessons identified included the need for community involvement at all stages of disaster response and preparedness, as well as the development of local leadership capabilities and community resilience. A 'disconnect' between disaster management policy and responses was observed, which may result in ineffective, poorly planned disaster response. Finding time and opportunity to reflect on and identify lessons from disaster response can be difficult but are fundamental to improving future disaster preparedness. The Nepal Earthquake National Workshop offered participants the space to do this. It garnered an overwhelming sense of wanting to do things better, of the need for a Nepal-centric approach

  20. Experiential Learning: Lessons Learned from the UND Business and Government Symposium

    Science.gov (United States)

    Harsell, Dana Michael; O'Neill, Patrick B.

    2010-01-01

    The authors describe lessons learned from a limited-duration experiential learning component of a Master's level course. The course is open to Master's in Business and Master's in Public Administration students and explores the relationships between government and business. A complete discussion of the Master's in Business and Master's in Public…

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

    International Nuclear Information System (INIS)

    Hallbert, B.P.

    1997-01-01

    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

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

    International Nuclear Information System (INIS)

    Ehinger, Michael H.; Johnson, Shirley

    2010-01-01

    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.

  3. 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

  4. 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.

  5. Lessons learned in crisis management.

    Science.gov (United States)

    Olson, Chris

    2014-01-01

    This paper will explore lessons learned following a series of natural and man-made disasters affecting the Massachusetts Mutual Life Insurance Company and/or its subsidiaries. The company employs a team of certified continuity professionals who are charged with overseeing resilience on behalf of the enterprise and leading recovery activities wherever and whenever necessary.

  6. The Educational Kanban: promoting effective self-directed adult learning in medical education.

    Science.gov (United States)

    Goldman, Stuart

    2009-07-01

    The author reviews the many forces that have driven contemporary medical education approaches to evaluation and places them in an adult learning theory context. After noting their strengths and limitations, the author looks to lessons learned from manufacturing on both efficacy and efficiency and explores how these can be applied to the process of trainee assessment in medical education.Building on this, the author describes the rationale for and development of the Educational Kanban (EK) at Children's Hospital Boston--specifically, how it was designed to integrate adult learning theory, Japanese manufacturing models, and educator observations into a unique form of teacher-student collaboration that allows for continuous improvement. It is a formative tool, built on the Accreditation Council for Graduate Medical Education's six core competencies, that guides educational efforts to optimize teaching and learning, promotes adult learner responsibility and efficacy, and takes advantage of the labor-intensive clinical educational setting. The author discusses how this model, which will be implemented in July 2009, will lead to training that is highly individualized, optimizes faculty and student educational efforts, and ultimately conserves faculty resources. A model EK is provided for general reference.The EK represents a novel approach to adult learning that will enhance educational effectiveness and efficiency and complement existing evaluative models. Described here in a specific graduate medical setting, it can readily be adapted and integrated into a wide range of undergraduate and graduate clinical educational environments.

  7. Game-Based Teaching: What Educators Can Learn from Videogames

    Science.gov (United States)

    Jackson, Janna

    2009-01-01

    Most teachers only dream of their students spending the amount of motivation, attention, passion, and critical thinking on their classes that some students do playing videogames. This investigation examines the success, pitfalls, and lessons learned from incorporating videogame-like components into an educational technology class. For example,…

  8. 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.

  9. Gross Domestic Pizza. Active Learning Lessons. Economics International.

    Science.gov (United States)

    Zaleskiene, Irena; Venger, Anatoly; MacDonald, Rich; Davis, Debbie

    This lesson plan was developed through "Economics International," an international program to help build economic education infrastructures in the emerging market economies. It provides a lesson description; appropriate age level; economic concepts; content standards and benchmarks; related subject areas; instructional objectives; time…

  10. TMI-2 lessons have been learned

    International Nuclear Information System (INIS)

    Long, R.L.

    1994-01-01

    This paper is an introduction to the more detailed papers which are presented in this session titled ''Advanced Light Water Reactors -- 15 Years After TMI.'' Many of the advances in the design, operation and maintenance of nuclear power plants are the direct result of applying lessons learned from the 1979 TMI-2 accident. The authors believe the ''reality awakening'' which occurred following the accident should never be forgotten. Thus, this paper briefly reviews the TMI-2 accident and identifies the broad lessons learned following the accident. Then it describes briefly some indicators which show the very impressive improvements in nuclear power plant performance that have occurred over the past 10-15 years. This sets the stage for Dr. Ransom's paper which shows the continuing need for nuclear power, Dr. Beckjord's paper which describes the ''final'' TMI-2 research project and the subsequent papers which focus on advanced light water reactor developments

  11. Constellation Lessons Learned Executive Summary

    Science.gov (United States)

    Thomas, L. Dale; Neubek, Deb

    2011-01-01

    This slide presentation reviews the lessons learned from the Constellation Program (CxP) and identified several factors that contributed to the inability of the CxP to meet the cost and schedule commitments. The review includes a significant section on the context in which the CxP operated since new programs are likely to experience the same constraints.

  12. Worldwide Overview of Lessons Learned from Decommissioning Projects

    International Nuclear Information System (INIS)

    Laraia, Michele

    2008-01-01

    With an increasing number of radioactive facilities and reactors now reaching the end of their useful life and being taken out of service, there is a growing emphasis worldwide on the safe and efficient decommissioning of such plants. There is a wealth of experience already gained in decommissioning projects for all kinds of nuclear facilities. It is now possible to compare and discuss progress and accomplishments worldwide. In particular, rather than on the factual descriptions of projects, technologies and case histories, it is important to focus on lessons learned: in this way, the return of experience is felt to effectively contribute to progress. Key issues - inevitably based on a subjective ranking - are presented in this paper. Through the exchange of lessons learned, it is possible to achieve full awareness of the need for resources for and constraints of safe and cost-effective decommissioning. What remains now is the identification of specific, remaining issues that may hinder or delay the smooth progress of decommissioning. To this end, lessons learned provide the necessary background information; this paper tries to make extensive use of practical experience gained by the international community

  13. Lessons Learned from an International e-Training

    International Nuclear Information System (INIS)

    Han, K. W.; Hwang, I. A.; Min, B. J.; Lee, E. J.; Kwon, S. J.

    2008-01-01

    The Nuclear Training and Education Center (NTC) of KAERI is actively participating in the IAEA's Asian Network for Education in Nuclear Technology (ANENT), focusing on web-based nuclear education and training. The center has contributed, in particular, to the development of the ANENT web-portal including cyber platform, and making relevant courses available on it. As part of this effort, the first e-training was attempted with a course on energy planning jointly by NTC of KAERI, and Planning and Economic Studies Section (PESS) and Nuclear Knowledge Management Section (NKM) of IAEA. The objective of the e-training was: - to introduce the use of an IAEA model named as SIMPACTS (Simplified approach for estimating environmental impacts from electricity generation) for assessing environmental impacts from various electricity generations; - to identify real problems as they are and consider solutions for an effective implementation of e-training courses. SIMPACTS deals with sub-programs, i.e. AirPacts for a non-radiological air pollution, NukPacts for a radiological air pollution, HydroPacts for project impacts, and LiquidPacts for a radiological water pollution. This paper discusses lessons learned from the perspective of the e-training host and an ANENT member

  14. Global polio eradication initiative: lessons learned and legacy.

    Science.gov (United States)

    Cochi, Stephen L; Freeman, Andrew; Guirguis, Sherine; Jafari, Hamid; Aylward, Bruce

    2014-11-01

    The world is on the verge of achieving global polio eradication. During >25 years of operations, the Global Polio Eradication Initiative (GPEI) has mobilized and trained millions of volunteers, social mobilizers, and health workers; accessed households untouched by other health initiatives; mapped and brought health interventions to chronically neglected and underserved communities; and established a standardized, real-time global surveillance and response capacity. It is important to document the lessons learned from polio eradication, especially because it is one of the largest ever global health initiatives. The health community has an obligation to ensure that these lessons and the knowledge generated are shared and contribute to real, sustained changes in our approach to global health. We have summarized what we believe are 10 leading lessons learned from the polio eradication initiative. We have the opportunity and obligation to build a better future by applying the lessons learned from GPEI and its infrastructure and unique functions to other global health priorities and initiatives. In so doing, we can extend the global public good gained by ending for all time one of the world's most devastating diseases by also ensuring that these investments provide public health dividends and benefits for years to come. Published by Oxford University Press on behalf of the Infectious Diseases Society of America 2014. This work is written by (a) US Government employee(s) and is in the public domain in the US.

  15. Professor's Page: Do Demonstration Lessons Work?

    Science.gov (United States)

    Clarke, Doug

    2011-01-01

    As part of a large research and professional development project funded by the Catholic Education Office Melbourne (CEOM), called "Contemporary Teaching and Learning of Mathematics," the ACU team has been leading demonstration lessons. There is certainly not universal agreement on the worth of demonstration lessons in the mathematics…

  16. Low level waste shipment accident lessons learned

    International Nuclear Information System (INIS)

    Rast, D.M.; Rowe, J.G.; Reichel, C.W.

    1995-01-01

    On October 1, 1994 a shipment of low-level waste from the Fernald Environmental Management Project, Fernald, Ohio, was involved in an accident near Rolla, Missouri. The accident did not result in the release of any radioactive material. The accident did generate important lessons learned primarily in the areas of driver and emergency response communications. The shipment was comprised of an International Standards Organization (ISO) container on a standard flatbed trailer. The accident caused the low-level waste package to separate from the trailer and come to rest on its top in the median. The impact of the container with the pavement and median inflicted relatively minor damage to the container. The damage was not substantial enough to cause failure of container integrity. The success of the package is attributable to the container design and the packaging procedures used at the Fernald Environmental Management Project for low-level waste shipments. Although the container survived the initial wreck, is was nearly breached when the first responders attempted to open the ISO container. Even though the container was clearly marked and the shipment documentation was technically correct, this information did not identify that the ISO container was the primary containment for the waste. The lessons learned from this accident have DOE complex wide applicability. This paper is intended to describe the accident, subsequent emergency response operations, and the lessons learned from this incident

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

    International Nuclear Information System (INIS)

    LANGSTAFF, D.C.

    2005-01-01

    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

  18. Effects of Multiple Intelligences Supported Project-Based Learning on Students' Achievement Levels and Attitudes towards English Lesson

    Science.gov (United States)

    Bas, Gökhan; Beyhan, Ömer

    2010-01-01

    The aim of the research was to investigate the effects of multiple intelligences supported project-based learning and traditional foreign language-teaching environment on students' achievement and their attitude towards English lesson. The research was carried out in 2009-2010 education-instruction year in Karatli Sehit Sahin Yilmaz Elementary…

  19. Lessons learned? Selected public acceptance case studies since Three Mile Island

    Energy Technology Data Exchange (ETDEWEB)

    Blee, D. [NAC International, Atlanta Corporate Headquarters, Atlanta, GA (United States)

    2001-02-01

    This paper will present an overview of the present situation, some recent polling survey information, and then look at lessons learned in terms of selected case studies and some global issues over the 22 years since the Three Mile Island (TMI) accident. That is quite an ambitious topic but there are some important lessons we can learn from the post-TMI era. (author)

  20. The profile of problem-solving ability of students of distance education in science learning

    Science.gov (United States)

    Widiasih; Permanasari, A.; Riandi; Damayanti, T.

    2018-05-01

    This study aims to analyze the students' problem-solving ability in science learning and lesson-planning ability. The method used is descriptive-quantitative. The subjects of the study were undergraduate students of Distance Higher Education located in Serang, majoring in Primary Teacher Education in-service training. Samples were taken thoroughly from 2 groups taking the course of Science Learning in Primary School in the first term of 2017, amounted to 39 students. The technique of data collection used is essay test of problem solving from case study done at the beginning of lecture in February 2017. The results of this research can be concluded that In-service Training of Primary School Teacher Education Program are categorized as quite capable (score 66) in solving science learning problem and planning science lesson. Therefore, efforts need to be done to improve the ability of students in problem solving, for instance through online tutorials with the basis of interactive discussions.

  1. Preservation and Implementation of Decommissioning Lessons Learned in the United States Nuclear Regulatory Commission

    International Nuclear Information System (INIS)

    Rodriguez, Rafael L.

    2008-01-01

    Over the past several years, the United States Nuclear Regulatory Commission (NRC) has actively worked to capture and preserve lessons learned from the decommissioning of nuclear facilities. More recently, NRC has involved industry groups, the Organization of Agreement States (OAS), and the Department of Energy (DOE) in the effort to develop approaches to capture, preserve and disseminate decommissioning lessons learned. This paper discusses the accomplishments of the working group, some lessons learned by the NRC in the recent past, and how NRC will incorporate these lessons learned into its regulatory framework. This should help ensure that the design and operation of current and future nuclear facilities will result in less environmental impact and more efficient decommissioning. In summary, the NRC will continue capturing today's experience in decommissioning so that future facilities can take advantage of lessons learned from today's decommissioning projects. NRC, both individually and collectively with industry groups, OAS, and DOE, is aggressively working on the preservation and implementation of decommissioning lessons learned. The joint effort has helped to ensure the lessons from the whole spectrum of decommissioning facilities (i.e., reactor, fuel cycle, and material facilities) are better understood, thus maximizing the amount of knowledge and best practices obtained from decommissioning activities. Anticipated regulatory activities at the NRC will make sure that the knowledge gained from today's decommissioning projects is preserved and implemented to benefit the nuclear facilities that will decommission in the future

  2. Mobile Learning vs. Traditional Classroom Lessons: A Comparative Study

    Science.gov (United States)

    Furió, D.; Juan, M.-C.; Seguí, I.; Vivó, R.

    2015-01-01

    Different methods can be used for learning, and they can be compared in several aspects, especially those related to learning outcomes. In this paper, we present a study in order to compare the learning effectiveness and satisfaction of children using an iPhone game for learning the water cycle vs. the traditional classroom lesson. The iPhone game…

  3. Lessons learned from radiological accidents at medical exposures in radiotherapy

    International Nuclear Information System (INIS)

    Fagundes, J.S.; Ferreira, A.F.; Lima, C.M.A.; Silva, F.C.A. da

    2017-01-01

    An exposure is considered accidental in radiotherapy when there is a substantial deviation in the prescription of treatment. In this work, an analysis of published radiological accidents, both in Brazil and internationally, was performed during medical exposures in radiotherapy treatments, removing the main lessons learned. Of the research carried out, we highlight Brazil with four radiological accidents and one death in the period between 2011 and 2014; the United States of America with 169 accidents with two deaths from 2000 to 2010 and France from 2001 to 2014 had 569 deaths without patients. Lessons learned have been described, for example, that maintenance personnel training should specify limitations or restrictions on the handling or adjustment of critical parts on the accelerator. It is recommended to apply the 10 main lessons learned due to radiological accidents during medical exposures in radiotherapy treatments to avoid future events

  4. Field observations and lessons learned

    Energy Technology Data Exchange (ETDEWEB)

    Nielsen, Joh B [Los Alamos National Laboratory

    2010-01-01

    This presentation outlines observations and lessons learned from the Megaports program. It provides: (1) details of field and technical observations collected during LANL field activities at ports around the world and details of observations collected during radiation detections system testing at Los Alamos National Laboratory; (2) provides suggestions for improvement and efficiency; and (3) discusses possible program execution changes for more effective operations.

  5. CAT/RF Simulation Lessons Learned

    Science.gov (United States)

    2003-06-11

    IVSS-2003-MAS-7 CAT /RF Simulation Lessons Learned Christopher Mocnik Vetronics Technology Area, RDECOM TARDEC Tim Lee DCS Corporation...developed a re- configurable Unmanned Ground Vehicle (UGV) simulation for the Crew integration and Automation Test bed ( CAT ) and Robotics Follower (RF...Advanced Technology Demonstration (ATD) experiments. This simulation was developed as a component of the Embedded Simulation System (ESS) of the CAT

  6. E-Learning-Based Occupational Therapy Education Leads to Committed Students

    DEFF Research Database (Denmark)

    Bensen, Maria; Kolbæk, Ditte

    2017-01-01

    as Adobe Connect? How do the Occupational Therapy e-learning students experience their engagement in learning activities in Adobe Connect? Findings Students find that the sense of belonging to both their fellow students and the education is crucial to their engagement in activities in Adobe Connect......-learning student in an OT-education. On the basis of the interviews, a modified memory-work was conducted on two students from another semester, writing down a memory from an activity in Adobe Connect. Value This paper is the first to investigate the lessons learnt from the e-learning students in OT...... in its use of Adobe Connect in a practical education as Occupational Therapy and in the use of memory-work as a phenomenological approach. Furthermore the findings are interesting, as the students experience how a meaningful and helpful online learning-environment is based on self-regulated engagement....

  7. 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.

  8. Lessons Learned from Implementing E-Learning for the Education of Health Professionals in Resource-Constrained Countries

    Science.gov (United States)

    Gupta, Manu; Marsden, Sophie; Oluka, Tony; Sharma, Reetu; Lucas, Henry

    2017-01-01

    The growing global demand for tertiary education has led to the increased use of e-learning approaches around the world. Demand has increased most rapidly in low and middle income countries (LMICs), which account for half of the students currently enrolled in higher educational institutions (HEIs). But the implementation of e-learning programmes…

  9. The Self-Regulated Learning Model and Music Education

    Directory of Open Access Journals (Sweden)

    Maja Marijan

    2017-02-01

    Full Text Available Self-regulation and self-regulated learning (SRL are important features in music education. In this research self-regulated learning model is presented as a complex, multidimensional structure. SRL starts with the self-regulation. Self-regulation is formed through interaction with the environment, thus self-learning, self-analysis, self-judgment, self-instruction, and self-monitoring are the main functions in self-regulatory structure. Co-regulation is needed, and helps self-regulation to be activated and monitored. In music education, co-regulation refers to the instructions that teacher introduces in the lessons. These instructions have to enhance learning and develop regulation over emotions, cognitive, auditor, and motor skills in students. Learning techniques and learning strategies are core components in music education. Adapting those, students become aware of their learning processes, actions, thoughts, feelings and behaviors that are involved in learning. It is suggested that every teaching methodology has to develop learning techniques, as well as metamemory and metacognition in students, in order to gain expertise. The author has emphasized her attention to every aspect that is believed to belong to SRL. There are not many articles on the SRL in music education, written by musicians, in compare with those written by psychologists and neurologists,. Therefore, the author has suggested that this paper would encourage music teachers and performers to take an advantage in the research of SRL. These researches would help music educational systems and teachers to develop and promote learning techniques and strategies. The results would show improvement in student’s learning and self-regulation.

  10. Lessons Learned for Decommissioning Planning

    International Nuclear Information System (INIS)

    Sohn, Wook; Kim, Young-gook; Kim, Hee-keun

    2015-01-01

    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

  11. Lessons Learned from ISS Cooperation

    Science.gov (United States)

    Jolly, C.

    2002-01-01

    Forty years of human spaceflight activities are now culminating in the International Space Station program (ISS). The ISS involves fifteen nations, working together to create a permanently occupied orbital facility that will support scientific and potentially, commercial endeavours. The assembly of the ISS is scheduled to be completed later in this decade, after which it will be operated for at least ten years. At the strategic level, such a complex international project is highly dependent on the fifteen Partners' respective internal politics and foreign policies. On the operational level, Partners still have certain difficulties in issuing and agreeing to common technical procedures. As with almost all aspects of International Space Station cooperation, the Partners are going through a constant learning process, where they have to deal with complex political, legal and operational differences. Intergovernmental Agreement and the Memoranda of Understanding, the instruments forming the legal backbone of the International Space Station cooperation, are still lacking a fair number of arrangements that need to be created for completing and operating the Station. The whole endeavour is also a constant learning process at the operational level, as astronauts, cosmonauts, engineers and technicians on the ground with different cultural and educational backgrounds, learn to work together. One recent Space Shuttle mission to the Station showed the importance of standardising even trivial system components such as packaging labels, as it took the astronauts half a day more than planned to correctly unpack the equipment. This paper will provide a synthesis of some of the main lessons learned during the first few years of International Space Station's lifetime. Important political, legal and operational issues will be addressed and combined. This analysis will provide some guidelines and recommendations for future international space projects, such as an international human

  12. 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.

  13. The Fernald Closure Project: Lessons Learned

    International Nuclear Information System (INIS)

    Murphy, Cornelius M.; Carr, Dennis

    2008-01-01

    For nearly 37 years, the U.S. Department of Energy site at Fernald - near Cincinnati, Ohio - produced 230,000 metric tons (250,000 short tons) of high-purity, low-enriched uranium for the U.S. Defense Program, generating more than 5.4 million metric tons (6 million short tons) of liquid and solid waste as it carried out its Cold War mission. The facility was shut down in 1989 and clean up began in 1992, when Fluor won the contract to clean up the site. Cleaning up Fernald and returning it to the people of Ohio was a $4.4 billion mega environmental-remediation project that was completed in October 2006. Project evolved through four phases: - Conducting remedial-investigation studies to determine the extent of damage to the environment and groundwater at, and adjacent to, the production facilities; - Selecting cleanup criteria - final end states that had to be met that protect human health and the environment; - Selecting and implementing the remedial actions to meet the cleanup goals; - Executing the work in a safe, compliant and cost-effective manner. In the early stages of the project, there were strained relationships - in fact total distrust - between the local community and the DOE as a result of aquifer contamination and potential health effects to the workers and local residents. To engage citizens and interested stakeholders groups in the decision-making process, the DOE and Fluor developed a public-participation strategy to open the channels of communication with the various parties: site leadership, technical staff and regulators. This approach proved invaluable to the success of the project, which has become a model for future environmental remediation projects. This paper will summarize the history and shares lessons learned: the completion of the uranium-production mission to the implementation of the Records of Decision defining the cleanup standards and the remedies achieved. Lessons learned fall into ten categories: - Regulatory approach with end

  14. Lessons Learned from Past and Ongoing Construction Projects

    International Nuclear Information System (INIS)

    Tabatabai, Omid

    2011-01-01

    Full text of publication follows: The nuclear industry in the U.S. faced many construction quality and design issues in the 1970's and 1980's. In 1984, the NRC issued NUREG-1055, 'Improving Quality and the Assurance of Quality in the Design and Construction of Nuclear Power Plants,' to document the lessons learned from nuclear power plant (NPP) construction in the U.S. In recent years, several countries have begun either planning for or actually constructing new NPPs. For instance, in the U.S., the nuclear industry has submitted several combined license and design certification applications to the NRC for licensing reviews and approval to build 30+ new NPP units. Latest construction experience from countries that are currently building new NPPs indicate that these countries are dealing with challenges that are similar to those issues that caused major quality assurance problems, delays, or even termination of several projects in U.S. in the 70's and 80's. The U.S. NRC is pro-actively taking measures to improve its regulatory programs as well as construction oversight activities before new NPPs construction begin in the U.S. In late 2007, the U.S. NRC's Office of New Reactors established a construction experience program (ConE) to obtain and evaluate construction and operating experience events and to identify the lessons learned from these events. In March 2009, the NRC published an Office Instruction to provide a process for incorporating the lessons learned and insights from the design, construction, and operation of the international and domestic NPPs into the licensing reviews, inspections, and construction of new reactors in the U.S. Additionally, the ConE program staff developed a Web-enabled database to store, manage, and make construction experience information available to all NRC technical reviewers as well as inspectors. Because this database contains information from other countries' regulators that are considered

  15. [Applying Game-Based Learning in Nursing Education: Empathy Board Game Learning].

    Science.gov (United States)

    Lu, Chueh-Fen; Wu, Shu-Mei; Shu, Ying-Mei; Yeh, Mei-Yu

    2018-02-01

    Attending lectures and reading are two common approaches to acquiring knowledge, while repetitive practice is a common approach to acquiring skills. Nurturing proper attitudes in students is one of the greatest challenges for educators. Health professionals must incorporate empathy into their practice. Creative teaching strategies may offer a feasible approach to enhancing empathy-related competence. The present article focuses on analyzing current, empathy-related curriculums in nursing education in Taiwan, exploring the concepts of empathy and game-based learning, presenting the development of an empathy board game as a teaching aid, and, finally, evaluating the developed education application. Based on the learner-centered principle, this aid was designed with peer learning, allowing learners to influence the learning process, to simulate the various roles of clients, and to develop diverse interpersonal dialogues. The continuous learning loops were formed using the gamification mechanism and transformation, enabling students to connect and practice the three elements of empathy ability: emotion, cognition and expression. Via the game elements of competition, interaction, storytelling, real-time responses, concretizing feedback, integrated peer learning, and equality between teachers and students, students who play patient roles are able to perceive different levels of comfort, which encourages the development of insight into the meaning of empathy. Thereby, the goals of the empathy lesson is achievable within a creative game-based learning environment.

  16. Didactic Contracts in Realistic Mathematics Education Teaching Practice in Indonesia: A lesson on addition

    DEFF Research Database (Denmark)

    Putra, Zetra Hainul

    combinations that make ten based on a Palembang traditional food, pempek, and tablets of medicine. The result shows that some features such as formulation and validation appear during the teaching and learning process. The students are able to produce combinations that make ten individually and collectively......This paper aims to investigate characterize features of didactic contracts in realistic mathematics education teaching practice in Indonesia in the case of a lesson on addition. We just focus on some episodes of 26 first grade students and a female teacher from SDN 197 Palembang learning...

  17. Lessons learned from the NRU vessel leak repair and return to service projects

    International Nuclear Information System (INIS)

    Heeney, P.; Turcotte, J.

    2011-01-01

    In May 2009 the National Research Universal (NRU) reactor was shut down due to a small leak detected from the reactor vessel into the annulus surrounding the reactor. What ensued was a challenging, yet successful, 15 month long Repair and Return to Service Outage. This Repair and Return to Service Outage presented many first-of-a-kind challenges that provide learning opportunities which have been incorporated into subsequent planned outages. These lessons learned are invaluable tools to be used in the planning and execution of future outages. Following the repair of the NRU vessel, AECL was required to conduct annual inspections of the vessel wall. These inspections require an annual Extended Outage (up to 4 weeks in length). A planned Extended Outage was conducted in May/June 2011 and provided an opportunity to implement some of the lessons learned during the Repair and Return to Service Outage. Lessons learned from that Extended Outage have been incorporated in the subsequent monthly maintenance outages, with lessons learned sessions being held after each outage to ensure that the execution of outages is constantly improving. (author)

  18. Lessons learned using a values-engaged approach to attend to culture, diversity, and equity in a STEM program evaluation.

    Science.gov (United States)

    Boyce, Ayesha S

    2017-10-01

    Evaluation must attend meaningfully and respectfully to issues of culture, race, diversity, power, and equity. This attention is especially critical within the evaluation of science, technology, engineering, and mathematics (STEM) educational programming, which has an explicit agenda of broadening participation. The purpose of this article is to report lessons learned from the implementation of a values-engaged, educative (Greene et al., 2006) evaluation within a multi-year STEM education program setting. This meta-evaluation employed a case study design using data from evaluator weekly systematic reflections, review of evaluation and program artifacts, stakeholder interviews, and peer review and assessment. The main findings from this study are (a) explicit attention to culture, diversity, and equity was initially challenged by organizational culture and under-developed evaluator-stakeholder professional relationship and (b) evidence of successful engagement of culture, diversity, and equity emerged in formal evaluation criteria and documents, and informal dialogue and discussion with stakeholders. The paper concludes with lessons learned and implications for practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

  19. Are We There Yet? A Progress Report from Three Turkish University Pioneers in Distance Education and E-Learning

    Science.gov (United States)

    Latchem, Colin; Simsek, Nurettin; Balta, Ozlem Cakir; Torkul, Orhan; Cedimoglu, I. Hakki; Altunkopru, Alpaslan

    2009-01-01

    The international literature provides little in-depth analysis of distance education and e-learning activities, achievements, and challenges in Turkish higher education other than the country's mega-university, Anadolu. This paper examines the development of, and lessons to be learned from, such undertakings by three pioneers--two regular state…

  20. Lessons Learned from Developing a Patient Engagement Panel: An OCHIN Report.

    Science.gov (United States)

    Arkind, Jill; Likumahuwa-Ackman, Sonja; Warren, Nate; Dickerson, Kay; Robbins, Lynn; Norman, Kathy; DeVoe, Jennifer E

    2015-01-01

    There is renewed interest in patient engagement in clinical and research settings, creating a need for documenting and publishing lessons learned from efforts to meaningfully engage patients. This article describes early lessons learned from the development of OCHIN's Patient Engagement Panel (PEP). OCHIN supports a national network of more than 300 community health centers (CHCs) and other primary care settings that serve over 1.5 million patients annually across nearly 20 states. The PEP was conceived in 2009 to harness the CHC tradition of patient engagement in this new era of patient-centered outcomes research and to ensure that patients were engaged throughout the life cycle of our research projects, from conception to dissemination. Developed by clinicians and researchers within our practice-based research network, recruitment of patients to serve as PEP members began in early 2012. The PEP currently has a membership of 18 patients from 3 states. Over the past 24 months, the PEP has been involved with 12 projects. We describe developing the PEP and challenges and lessons learned (eg, recruitment, funding model, creating value for patient partners, compensation). These lessons learned are relevant not only for research but also for patient engagement in quality improvement efforts and other clinical initiatives. © Copyright 2015 by the American Board of Family Medicine.

  1. The roles of lesson study in the development of mathematics learning instrument based on learning trajectory

    Science.gov (United States)

    Misnasanti; Dien, C. A.; Azizah, F.

    2018-03-01

    This study is aimed to describe Lesson Study (LS) activity and its roles in the development of mathematics learning instruments based on Learning Trajectory (LT). This study is a narrative study of teacher’s experiences in joining LS activity. Data collecting in this study will use three methods such as observation, documentations, and deep interview. The collected data will be analyzed with Milles and Huberman’s model that consists of reduction, display, and verification. The study result shows that through LS activity, teachers know more about how students think. Teachers also can revise their mathematics learning instrument in the form of lesson plan. It means that LS activity is important to make a better learning instruments and focus on how student learn not on how teacher teach.

  2. Defining a risk-informed framework for whole-of-government lessons learned: A Canadian perspective.

    Science.gov (United States)

    Friesen, Shaye K; Kelsey, Shelley; Legere, J A Jim

    Lessons learned play an important role in emergency management (EM) and organizational agility. Virtually all aspects of EM can derive benefit from a lessons learned program. From major security events to exercises, exploiting and applying lessons learned and "best practices" is critical to organizational resilience and adaptiveness. A robust lessons learned process and methodology provides an evidence base with which to inform decisions, guide plans, strengthen mitigation strategies, and assist in developing tools for operations. The Canadian Safety and Security Program recently supported a project to define a comprehensive framework that would allow public safety and security partners to regularly share event response best practices, and prioritize recommendations originating from after action reviews. This framework consists of several inter-locking elements: a comprehensive literature review/environmental scan of international programs; a survey to collect data from end users and management; the development of a taxonomy for organizing and structuring information; a risk-informed methodology for selecting, prioritizing, and following through on recommendations; and standardized templates and tools for tracking recommendations and ensuring implementation. This article discusses the efforts of the project team, which provided "best practice" advice and analytical support to ensure that a systematic approach to lessons learned was taken by the federal community to improve prevention, preparedness, and response activities. It posits an approach by which one might design a systematic process for information sharing and event response coordination-an approach that will assist federal departments to institutionalize a cross-government lessons learned program.

  3. Informal Music Education: The Nature of a Young Child's Engagement in an Individual Piano Lesson Setting

    Science.gov (United States)

    Kooistra, Lauren

    2016-01-01

    The purpose of this study was to gain insight into the nature of a young child's engagement in an individual music lesson setting based on principles of informal learning. The informal educational space allowed the child to observe, explore, and interact with a musical environment as a process of enculturation and development (Gordon, 2013;…

  4. The attitudes of classroom teacher candidates towards physical education lesson

    Directory of Open Access Journals (Sweden)

    Gönül Tekkurşun Demir

    2017-12-01

    Full Text Available Aim: It is aimed to determine the attitudes of the 2nd, 3rd, and 4th grade classroom teacher candidates towards the physical education lesson according to various variables. Material and Methods: For the current study, the screening method, one of the quantitative research models, was used. The research consists of 2nd, 3rd, and 4th grade, totally164 university students, 106 (%64,6 females, 58 (%35,4 males, attending Uşak University, Classroom Teaching Program in 2016-2017 academic year. The first-grade students were not included in this research, because the physical education and play teaching lessons are given to classroom student candidates in the second-grade at Uşak University, Classroom Teaching Program. “Personal information form" and “Physical Education Lesson Attitude Scale for Classroom Teacher Candidates" were used as data collection tools. Before analysis, the data were evaluated using the values of Skewness and Skewness (normal distribution of the data and Levene (equality of variance tests. In the analysis of the data; frequency, arithmetic mean, standard deviation; t-test, ANOVA and Pearson Correlation test were used. Results: When examined the total score of the teacher candidates obtained from Physical Education Lesson Attitude Scale for Classroom Teacher Candidates and age variable by the Pearson Moment Correlation analysis, it was found that there was a statistically significant negative relationship between the received scores at low level. It was determined that the attitudes of the classroom teacher candidates towards the physical education lessons did not show any significant difference according to the gender variable, but there was a significant difference when examined their class levels. While no significant difference was found in the attitudes of the classroom teacher candidates, who played and did not play sports in their past life, towards physical education lessons, no significant difference was found

  5. Rock slopes and reservoirs - lessons learned

    International Nuclear Information System (INIS)

    Moore, D.P.

    1999-01-01

    Lessons learned about slope stability in the course of four decades of monitoring, and in some cases stabilizing, slopes along British Columbia's hydroelectric reservoirs are discussed. The lessons are illustrated by short case histories of some of the more important slopes such as Little Chief Slide, Dutchman's Ridge, Downie Slide, Checkerboard Creek and Wahleach. Information derived from the monitoring and other investigations are compared with early interpretations of geology and slope performance. The comparison serves as an indicator of progress in slope stability determination and as a measure of the value of accumulated experience in terms of the potential consequences to safety and cost savings over the long life-span of hydroelectric projects.14 refs., 2 tabs., 15 figs

  6. An Example of Learning about Plastics and Their Evaluation as a Contribution to Education for Sustainable Development in Secondary School Chemistry Teaching

    Science.gov (United States)

    Burmeister, Mareike; Eilks, Ingo

    2012-01-01

    This paper describes the development and evaluation of a secondary school lesson plan for chemistry education on the topic Education for Sustainable Development (ESD). The lessons focus both on the chemistry of plastics and on learning about the societal evaluation of competing, chemistry-based industrial products. A specific teaching method was…

  7. Scheduling lessons learned from the Autonomous Power System

    Science.gov (United States)

    Ringer, Mark J.

    1992-01-01

    The Autonomous Power System (APS) project at NASA LeRC is designed to demonstrate the applications of integrated intelligent diagnosis, control, and scheduling techniques to space power distribution systems. The project consists of three elements: the Autonomous Power Expert System (APEX) for Fault Diagnosis, Isolation, and Recovery (FDIR); the Autonomous Intelligent Power Scheduler (AIPS) to efficiently assign activities start times and resources; and power hardware (Brassboard) to emulate a space-based power system. The AIPS scheduler was tested within the APS system. This scheduler is able to efficiently assign available power to the requesting activities and share this information with other software agents within the APS system in order to implement the generated schedule. The AIPS scheduler is also able to cooperatively recover from fault situations by rescheduling the affected loads on the Brassboard in conjunction with the APEX FDIR system. AIPS served as a learning tool and an initial scheduling testbed for the integration of FDIR and automated scheduling systems. Many lessons were learned from the AIPS scheduler and are now being integrated into a new scheduler called SCRAP (Scheduler for Continuous Resource Allocation and Planning). This paper will service three purposes: an overview of the AIPS implementation, lessons learned from the AIPS scheduler, and a brief section on how these lessons are being applied to the new SCRAP scheduler.

  8. The Joint Lessons Learned System and Interoperability

    Science.gov (United States)

    1989-06-02

    Learned: 1988-1989 As mentioned in the introduction to this chaoter, the Organizacion of the JcinC Chiefs cf Staff .OJCS) ueren significant transformatioi...Organization and Functions Manual . Washington, D.C.: HQDA, Office of the Deputy Chief 0f Staff for Operations and Plans, June 1984. ’..S. Army. Concept...U.S. Department of Defense. Joint Universal Lessons Learned System (JULLS) User’s Manual . Orlando, Florida: University of Central Florida, Institute

  9. 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.

  10. After Fukushima? On the educational and learning theoretical reflection of nuclear disasters. International perspectives

    International Nuclear Information System (INIS)

    Wigger, Lothar; Buenger, Carsten

    2017-01-01

    The book on the educational and learning theoretical reflection of nuclear disasters as a consequence of Fukushima includes contributions on the following issues: pedagogical approach: children write on Fukushima, description of the reality as pedagogical challenge; lessons learned on the nuclear technology - perspectives and limits of pedagogical evaluation: moral education - Japanese teaching materials, educational challenges at the universities with respect to nuclear technology and technology impact assessment; education and technology - questions concerning the pedagogical responsibility: considerations on the responsibility of scientists, on the discrepancy between technology and education, disempowerment of the public by structural corruption - nuclear disaster and post-democratic tendencies in Japan.

  11. Lessons Learned from the Private Sector

    Energy Technology Data Exchange (ETDEWEB)

    Robichaud, Robert J [National Renewable Energy Laboratory (NREL), Golden, CO (United States)

    2017-09-07

    This session is focused on lessons learned from private sector energy projects that could be applied to the federal sector. This presentation tees up the subsequent presentations by outlining the differences between private and federal sectors in objectives, metrics for determining success, funding resources/mechanisms, payback and ROI evaluation, risk tolerance/aversion, new technology adoption perspectives, and contracting mechanisms.

  12. Lessons Learned from the Young Breast Cancer Survivorship Network.

    Science.gov (United States)

    Gisiger-Camata, Silvia; Nolan, Timiya S; Vo, Jacqueline B; Bail, Jennifer R; Lewis, Kayla A; Meneses, Karen

    2017-11-30

    The Young Breast Cancer Survivors Network (Network) is an academic and community-based partnership dedicated to education, support, and networking. The Network used a multi-pronged approach via monthly support and networking, annual education seminars, website networking, and individual survivor consultation. Formative and summative evaluations were conducted using group survey and individual survivor interviews for monthly gatherings, annual education meetings, and individual consultation. Google Analytics was applied to evaluate website use. The Network began with 4 initial partnerships and grew to 38 in the period from 2011 to 2017. During this 5-year period, 5 annual meetings (598 attendees), 23 support and networking meetings (373), and 115 individual survivor consultations were conducted. The Network website had nearly 12,000 individual users and more than 25,000 page views. Lessons learned include active community engagement, survivor empowerment, capacity building, social media outreach, and network sustainability. The 5-year experiences with the Network demonstrated that a regional program dedicated to the education, support, networking, and needs of young breast cancer survivors and their families can become a vital part of cancer survivorship services in a community. Strong community support, engagement, and encouragement were vital components to sustain the program.

  13. Flipped learning in science education

    DEFF Research Database (Denmark)

    Andersen, Thomas Dyreborg; Foss, Kristian Kildemoes; Nissen, Stine Karen

    2017-01-01

    During the last decade, massive investment in ICT has been made in Danish schools. There seems, however, to be a need to rethink how to better integrate ICT in education (Bundgaard et al. 2014 p. 216) Flipped learning might be a didactical approach that could contribute to finding a method to use...... research questions are “To what extent can teachers using the FL-teaching method improve Danish pupils' learning outcomes in science subject’s physics / chemistry, biology and geography in terms of the results of national tests?” And “What factors influence on whether FL-teaching improves pupils' learning...... will be addressed. Hereafter an array of different scaffolding activities will be conducted, among these are individual supervision, sharing of materials used in lessons and involving local school leaders in the program. During this 3-year period we will follow the progress of the students involved in the program...

  14. 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.

  15. 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.

  16. MODIS Science Algorithms and Data Systems Lessons Learned

    Science.gov (United States)

    Wolfe, Robert E.; Ridgway, Bill L.; Patt, Fred S.; Masuoka, Edward J.

    2009-01-01

    For almost 10 years, standard global products from NASA's Earth Observing System s (EOS) two Moderate Resolution Imaging Spectroradiometer (MODIS) sensors are being used world-wide for earth science research and applications. This paper discusses the lessons learned in developing the science algorithms and the data systems needed to produce these high quality data products for the earth sciences community. Strong science team leadership and communication, an evolvable and scalable data system, and central coordination of QA and validation activities enabled the data system to grow by two orders of magnitude from the initial at-launch system to the current system able to reprocess data from both the Terra and Aqua missions in less than a year. Many of the lessons learned from MODIS are already being applied to follow-on missions.

  17. School-based nutrition education: lessons learned and new perspectives.

    Science.gov (United States)

    Pérez-Rodrigo , C; Aranceta , J

    2001-02-01

    Nutrition is a major environmental influence on physical and mental growth and development in early life. Food habits during infancy can influence preferences and practices in later life and some evidence suggests fair to moderate tracking of food habits from childhood to adolescence. Studies support that good nutrition contributes to improving the wellbeing of children and their potential learning ability, thus contributing to better school performance. Children and young people who learn healthy eating habits, are encouraged to be physically active, to avoid smoking and to learn to manage stress, have the potential for reduced impact of chronic diseases in adulthood. Nutrition education is a key element to promoting lifelong healthy eating and exercise behaviours and should start from the early stages of life; it should also address the specific nutritional needs associated with pregnancy, including reinforcing breastfeeding. Food habits are complex in nature and multiple conditioning factors interact in their development. Young children do not choose what they eat, but their parents decide and prepare the food for them. During infancy and early childhood the family is a key environment for children to learn and develop food preferences and eating habits. As they grow and start school, teachers, peers and other people at school, together with the media and social leaders, become more important. Progressively children become more independent and start making their own food choices. The peer group is very important for adolescents and has a major influence in developing both food habits and lifestyles. Community trials suggest that nutrition education is an accessible effective tool in health promotion programmes with a focus on the development of healthy eating practices.

  18. Learning from Lessons: studying the structure and construction of mathematics teacher knowledge in Australia, China and Germany

    Science.gov (United States)

    Chan, Man Ching Esther; Clarke, David J.; Clarke, Doug M.; Roche, Anne; Cao, Yiming; Peter-Koop, Andrea

    2018-03-01

    The major premise of this project is that teachers learn from the act of teaching a lesson. Rather than asking "What must a teacher already know in order to practice effectively?", this project asks "What might a teacher learn through their activities in the classroom and how might this learning be optimised?" In this project, controlled conditions are created utilising purposefully designed and trialled lesson plans to investigate the process of teacher knowledge construction, with teacher selective attention proposed as a key mediating variable. In order to investigate teacher learning through classroom practice, the project addresses the following questions: To what classroom objects, actions and events do teachers attend and with what consequence for their learning? Do teachers in different countries attend to different classroom events and consequently derive different learning benefits from teaching a lesson? This international project combines focused case studies with an online survey of mathematics teachers' selective attention and consequent learning in Australia, China and Germany. Data include the teacher's adaptation of a pre-designed lesson, the teacher's actions during the lesson, the teacher's reflective thoughts about the lesson and, most importantly, the consequences for the planning and delivery of a second lesson. The combination of fine-grained, culturally situated case studies and large-scale online survey provides mutually informing benefits from each research approach. The research design, so constituted, offers the means to a new and scalable vision of teacher learning and its promotion.

  19. Beyond e-learning: from blended methodology to transmedia education

    Directory of Open Access Journals (Sweden)

    Favrin Valentina

    2015-06-01

    Full Text Available Nowadays, at the time of convergence culture, social network, and transmedia storytelling – when social interactions are constantly remediated – e-learning, especially in universities, should be conceived as a sharing educational activity. Different learning experiences should become smoother and able to fade out the closed learning environments (as software platform and classrooms (either virtual or not. In this paper, we will show some experiences of the Communication Sciences degree program of the University of Cagliari, which is supplied through an e-learning method. In the ten years since its foundation, the approach has evolved from a blended learning with two kinds of traditional activity (online activities and face-to-face lessons to a much more dynamic learning experience. Many new actors (communication companies, local government, public-service corporations, new media and social media – indeed – have been involved in educational and teaching process. But also these processes changed: collaborative working, new media comprehension, self-guided problem solving are examples of the new literacies and approaches that can be reached as new learning objectives.

  20. Shared Learning and the Drive to Improve Patient Safety: Lessons Learned from the Pittsburgh Regional Healthcare Initiative

    National Research Council Canada - National Science Library

    Sirio, Carl A; Keyser, Donna J; Norman, Heidi; Weber, Robert J; Muto, Carlene A

    2005-01-01

    Based on lessons learned through implementation of the Pittsburgh Regional Healthcare Initiative's region-wide shared learning model, we have identified the environmental, cultural, and infrastructure...

  1. Lessons Learned from Developing SAWA: A Situation Awareness Assistant

    National Research Council Canada - National Science Library

    Matheus, Christopher J; Kokar, Mieczyslaw M; Letkowski, Jerzy J; Call, Catherine; Baclawski, Kenneth; Hinman, Michael; Salerno, John; Boulware, Douglas

    2005-01-01

    .... During the process of its development several lessons were learned about advantages and limitations of certain approaches, techniques and technologies as they are applied to situation awareness...

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

    International Nuclear Information System (INIS)

    Schmitt, R.C.; Reno, H.W.; Bentley, K.J.; Owens, D.E.

    1990-03-01

    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

  3. 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.

  4. 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...

  5. From the Games Industry: Ten Lessons for Game-Based Learning

    Science.gov (United States)

    Hollins, Paul; Whitton, Nicola

    2011-01-01

    This paper draws on lessons learned from the development process of the entertainment games industry and discusses how they can be applied to the field of game-based learning. This paper examines policy makers and those wishing to commission or develop games for learning and highlights potential opportunities as well as pitfalls. The paper focuses…

  6. Developing Critical Thinking Skills for Effective Communication : Citizenship Education and an Experimental English Lesson

    OpenAIRE

    KATO, Yuko

    2009-01-01

    Promoting critical thinking skills is one of several important learning skills necessary for effective communication in English. These abilities are crucial in developing the students' wider views of the world, working with others, and finding out better ideas and solutions. This study describes some key characteristics of these skills and how they are introduced in Citizenship Education in England and in Scandinavian countries. In addition, an experimental English lesson aiming at developing...

  7. Students’ motivation in a disc golf-lesson and a soccer-lesson: An experimental study in the Physical Education setting

    Directory of Open Access Journals (Sweden)

    Kristian Vernegaard

    2017-09-01

    Full Text Available One of the purposes of physical education (PE in both Norway and Denmark is that PE should inspire to a lifelong active lifestyle. Based on the self-determination theory, the aim of the present study was to compare students’ intrinsic motivation, extrinsic motivation, and perceived competence in a lifestyle sport inspired PE-lesson (disc golf to a traditional PE-lesson (soccer and general PE. In addition, we aimed to investigate whether differences in motivation and perceived competence were conditional of the students’ relative attitude toward PE. The result of the study revealed that perceived competence was higher in the disc golf-lesson compared to the soccer-lesson and general PE. No overall differences in intrinsic motivation were found. However, when investigating differences in intrinsic motivation according to the students’ relative attitude toward PE, the results indicated that the students with a negative attitude toward PE was significantly more intrinsically motivated in disc golf-lesson compared to soccer-lesson and general PE. The findings may be seen as further recommendations to physical educators to vary the activity choices in physical education classes.

  8. The Impact of M-Learning Activities on the IT Success and M-Learning Capabilities of the Special Education Teacher Candidates

    Directory of Open Access Journals (Sweden)

    Emrah Soykan

    2016-11-01

    Full Text Available The advantages of using mobile devices and cloud computing services in education are accepted by many researchers. Also, in educating students who are in need of special education, the use of cloud computing services is inevitable. So, this case requires teacher candidates who are planning to teach in those special education centers to be able to use these technologies sufficiently, be able to perceive positively and in order to be able to follow future improvements and innovations. Therefore, the aim of this study is to identify the perceptions of teacher candidates’ mobile learning implementations that are supported by cloud computing services towards mobile learning. This is an experimental study. Study group consists of 56 teacher candidates from special education department. Lessons are lectured in a blended learning environment of SkyDrive cloud with a variety of materials. Pre-test and post-test results of the students in terms of using mobile tools in mobile learning environment, success in information technology.

  9. Lessons learned from accidents in radiotherapy

    Energy Technology Data Exchange (ETDEWEB)

    Ortiz-Lopez, P [International Atomic Energy Agency, Vienna (Austria). Div. of Nuclear Safety; Novotny, J [University Hospital St. Rafael, Leuven (Belgium); Haywood, J [South Cleveland Hospital (United Kingdom). Cleveland Medical Physics Unit

    1996-08-01

    Radiotherapy is the only application of radiation which intentionally delivers very high doses to humans. A gross deviation from the prescribed dose or dose distribution can have severe, or even fatal consequences. Since the patient is placed directly in the beam or sources are inserted in the body, any mistake made with the beam or the sources leads almost certainly to an accidental exposure. Lessons learned from previous incidents can be used to test the vulnerability of a given facility, provided that these are adequately disseminated. The purpose of this paper is to present a summary of the lessons learned from a relatively large sample of events. The analysis has been presented as a short description followed by an identification of the triggering event and the contributing factors. These have been grouped as follows: errors in commissioning or calibration machines and sources affecting many patients; mistakes affecting individual patients such as irradiating the wrong patient, the wrong, field or site, and mistakes when entering data into or reading from the patient`s chart; error due to unusual treatments or situations; equipment failure and human machine problems, including maintenance. (author). 1 ref.

  10. Lessons learned from accidents in radiotherapy

    International Nuclear Information System (INIS)

    Ortiz-Lopez, P.; Haywood, J.

    1996-01-01

    Radiotherapy is the only application of radiation which intentionally delivers very high doses to humans. A gross deviation from the prescribed dose or dose distribution can have severe, or even fatal consequences. Since the patient is placed directly in the beam or sources are inserted in the body, any mistake made with the beam or the sources leads almost certainly to an accidental exposure. Lessons learned from previous incidents can be used to test the vulnerability of a given facility, provided that these are adequately disseminated. The purpose of this paper is to present a summary of the lessons learned from a relatively large sample of events. The analysis has been presented as a short description followed by an identification of the triggering event and the contributing factors. These have been grouped as follows: errors in commissioning or calibration machines and sources affecting many patients; mistakes affecting individual patients such as irradiating the wrong patient, the wrong, field or site, and mistakes when entering data into or reading from the patient's chart; error due to unusual treatments or situations; equipment failure and human machine problems, including maintenance. (author). 1 ref

  11. Lessons Learned from Environmental Remediation Programmes

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2014-03-15

    Several remediation projects have been developed to date, and experience with these projects has been accumulated. Lessons learned span from non-technical to technical aspects, and need to be shared with those who are beginning or are facing the challenge to implement environmental remediation works. This publication reviews some of these lessons. The key role of policy and strategies at the national level in framing the conditions in which remediation projects are to be developed and decisions made is emphasized. Following policy matters, this publication pays attention to the importance of social aspects and the requirement for fairness in decisions to be made, something that can only be achieved with the involvement of a broad range of interested parties in the decision making process. The publication also reviews the funding of remediation projects, planning, contracting, cost estimates and procurement, and issues related to long term stewardship. Lessons learned regarding technical aspects of remediation projects are reviewed. Techniques such as the application of cover systems and soil remediation (electrokinetics, phytoremediation, soil flushing, and solidification and stabilization techniques) are analysed with respect to performance and cost. After discussing soil remediation, the publication covers issues associated with water treatment, where techniques such as ‘pump and treat’ and the application of permeable barriers are reviewed. Subsequently, there is a section dedicated to reviewing briefly the lessons learned in the remediation of uranium mining and processing sites. Many of these sites throughout the world have become orphaned, and are waiting for remediation. The publication notes that little progress has been made in the management of some of these sites, particularly in the understanding of associated environmental and health risks, and the ability to apply prediction to future environmental and health standards. The publication concludes

  12. Lessons Learned from Environmental Remediation Programmes

    International Nuclear Information System (INIS)

    2014-01-01

    Several remediation projects have been developed to date, and experience with these projects has been accumulated. Lessons learned span from non-technical to technical aspects, and need to be shared with those who are beginning or are facing the challenge to implement environmental remediation works. This publication reviews some of these lessons. The key role of policy and strategies at the national level in framing the conditions in which remediation projects are to be developed and decisions made is emphasized. Following policy matters, this publication pays attention to the importance of social aspects and the requirement for fairness in decisions to be made, something that can only be achieved with the involvement of a broad range of interested parties in the decision making process. The publication also reviews the funding of remediation projects, planning, contracting, cost estimates and procurement, and issues related to long term stewardship. Lessons learned regarding technical aspects of remediation projects are reviewed. Techniques such as the application of cover systems and soil remediation (electrokinetics, phytoremediation, soil flushing, and solidification and stabilization techniques) are analysed with respect to performance and cost. After discussing soil remediation, the publication covers issues associated with water treatment, where techniques such as ‘pump and treat’ and the application of permeable barriers are reviewed. Subsequently, there is a section dedicated to reviewing briefly the lessons learned in the remediation of uranium mining and processing sites. Many of these sites throughout the world have become orphaned, and are waiting for remediation. The publication notes that little progress has been made in the management of some of these sites, particularly in the understanding of associated environmental and health risks, and the ability to apply prediction to future environmental and health standards. The publication concludes

  13. Virtual Chemical Engineering: Guidelines for E-Learning in Engineering Education

    Directory of Open Access Journals (Sweden)

    Damian Schofield

    2010-11-01

    Full Text Available Advanced three-dimensional virtual environment technology, similar to that used by the film and computer games industry can allow educational developers to rapidly create realistic three-dimensional, virtual environments. This technology has been used to generate a range of interactive learning environments across a broad spectrum of industries.The paper will discuss the implementation of these systems and extrapolate the lessons learnt into general guidelines to be considered for the development of a range of educational learning resources. These guidelines will then be discussed in the context of the development of ViRILE (Virtual Reality Interactive Learning Environment, software which simulates the configuration and operation of a polymerisation plant. This software package has been developed for use by undergraduate chemical engineers at the University of Nottingham.

  14. 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.

  15. The Challenges and Success of Implementing Climate Studies Lessons for Pre-Professional Teachers at a Small Historically Black College to Engage Student Teaching of Science Pedagogy and Content Skill Based Learning.

    Science.gov (United States)

    Arnold, J.; Wider-Lewis, F.; Miller-Jenkins, A.

    2017-12-01

    This poster is a description of the challenges and success of implementing climate studies lessons for pre-service teachers to engage student teaching pedagogy and content skill based learning. Edward Waters College is a historical black college with an elementary education teacher program focused on urban elementary school teaching and learning. Pre-Service Elementary Educator Students often have difficulty with science and mathematics content and pedagogy. This poster will highlight the barriers and successes of using climate studies lessons to develop and enhance pre-service teachers' knowledge of elementary science principles particularly related to climate studies, physical and earth space science.

  16. Pedagogy and second language learning: Lessons learned from Intensive French

    Directory of Open Access Journals (Sweden)

    Joan Netten

    2005-12-01

    Full Text Available Abstract Through research and classroom observation undertaken while conceptualizing and implementing the Intensive French program in Canada, many new insights were gained into the development of communication skills in a classroom situation. Five lessons learned about the development of spontaneous oral communication are presented in this article: the ineffectiveness of core French in primary school; the minimum number of intensive hours necessary to develop spontaneous oral communication; the need to develop implicit competence rather than explicit knowledge; the distinction between accuracy as knowledge and accuracy as skill; and the importance of teaching strategies focusing on language use. These lessons have implications for our understanding of how oral competence in an L2 develops and for the improvement of communicative language pedagogy.

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

    NARCIS (Netherlands)

    Goei, Sui Lin; Verhoef, Neeltje Cornelia

    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.

  18. Fifteen years of portfolio assessment of dental hygiene student competency: lessons learned.

    Science.gov (United States)

    Gadbury-Amyot, Cynthia C; Bray, Kimberly Krust; Austin, Kylie J

    2014-10-01

    Adoption of portfolio assessment in the educational environment is gaining attention as a means to incorporate self-assessment into the curriculum and to use evidence to support learning outcomes and to demonstrate competency. Portfolios provide a medium for students to demonstrate and document their personal and professional growth across the curriculum. The purpose of this literature review is to discuss the drivers for portfolio education, the benefits to both students and program faculty/administrators, the barriers associated with portfolio use, and suggested solutions that have been determined through several years of "lessons learned." The University of Missouri Kansas City School of Dentistry, Division of Dental Hygiene department has been utilizing portfolio assessment for over 15 years and has collected data related to portfolio performance since 2001. Results from correlational statistics calculated on the 312 dental hygiene students that graduated from 2001 to 2013 demonstrate a positive and significant relationship between portfolio performance and overall GPA as well as portfolio performance and NBDHE scores. Copyright © 2014 The American Dental Hygienists’ Association.

  19. Licence renewal in the United States - enhancing the process through lessons learned

    International Nuclear Information System (INIS)

    Walters, D.J.

    2000-01-01

    The Nuclear Energy Institute (NEI) is the Washington based policy organisation representing the broad and varied interests of the diverse nuclear energy industry. It comprises nearly 300 corporate members in 15 countries with a budget last year of about USD 26.5 million. It has been working for 10 years with the Nuclear Regulatory Commission (NRC), colleagues in the industry and others to demonstrate that license renewal is a safe and workable process. The first renewed license was issued on 24 March to BGE for the the Calvert Cliffs plant. One month later the NRC issued the renewed license for the Ocoenne plant. By 'Enhancing the process through lessons learned', we mean reducing the uncertainty in the license renewal process. This is achieved through lessons learned from the net wave of applicants and the reviews of the Calvert Cliffs and Ocoenne applications. Three areas will be covered: - Incentive for minimising uncertainty as industry interest in license renewal is growing dramatically. - Rigorous reviews by Nuclear Regulatory Commission assure continued safety: process put in place by the Nuclear Regulatory Commission to assure safety throughout the license renewal term, specifically areas where the lessons learned suggest improvements can be made. - Lessons learned have identified enhancements to the process: numerous benefits associated with renewal of nuclear power plant licenses for consumers of electricity, the environment, the nuclear operating companies and the nation. (author)

  20. The effectiveness of CCDSR learning model to improve skills of creating lesson plan and worksheet science process skill (SPS) for pre-service physics teacher

    Science.gov (United States)

    Limatahu, I.; Suyatno; Wasis; Prahani, B. K.

    2018-03-01

    In the previous research, CCDSR (Condition, Construction, Development, Simulation, and Reflection) learning model has been developed to improve science process skills for pre-service physics teacher. This research is aimed to analyze the effectiveness of CCDSR learning model towards the improvement skills of creating lesson plan and worksheet of Science Process Skill (SPS) for pre-service physics teacher in academic year 2016/2017. This research used one group pre-test and post-test design on 12 pre-service physics teacher at Physics Education, University of Khairun. Data collection was conducted through test and observation. Creating lesson plan and worksheet SPS skills of pre-service physics teacher measurement were conducted through Science Process Skill Evaluation Sheet (SPSES). The data analysis technique was done by Wilcoxon t-test and n-gain. The CCDSR learning model consists of 5 phases, including (1) Condition, (2) Construction, (3) Development, (4) Simulation, and (5) Reflection. The results showed that there was a significant increase in creating lesson plan and worksheet SPS skills of pre-service physics teacher at α = 5% and n-gain average of moderate category. Thus, the CCDSR learning model is effective for improving skills of creating lesson plan and worksheet SPS for pre-service physics teacher.

  1. Why Lesson Study Works in Japan: A Cultural Perspective

    Science.gov (United States)

    Ebaeguin, Marlon; Stephens, Max

    2014-01-01

    Japanese lesson study has attracted many international educators who have been impressed by its capacity to foster student learning and sustained professional growth of teachers. This paper reports a study on its cultural orientations that may explain why lesson study works seamlessly in Japan. Hofstede's dimensions of national culture are…

  2. The integrated learning management using the STEM education for improve learning achievement and creativity in the topic of force and motion at the 9th grade level

    Science.gov (United States)

    Kakarndee, Nampetch; Kudthalang, Nukool; Jansawang, Natchanok

    2018-01-01

    The aims of this research study were to investigate and analyze the processing performances and the performance results (E1/E2) efficiency at the determining criteria for planning students' improvements to their learning processes toward their scientific knowledge were investigated, carry out the investigations, gathering evidence, and proposing explanations were developed and predicted. Students' engagements to their needs in unambiguous and clearly content of science teaching onto the instructional processes were attempted for establishing a national approach with the STEM education instructional method were strategized. Research administrations were designed to a sample size consisted of 40 secondary students in science class at the 9th grade level in Borabu School with the purposive sampling technique was selected. Using the STEM Education instructional innovation's lesson plans were managed learning activities. Students' learning achievements were assessed with the Pre-Test and Post-Test designs of 30 items. Students' creative thinking abilities were determined of their perceptions that obtained of the 3-item Creative Thinking Ability Test. The results for the effectiveness of the innovative instructional lesson plans based on the STEM Education Method, the lessoning effectiveness (E1/E2) evidences of 78.95/76.58 over the threshold setting is 75/75. Pretest-posttest designs for assessing students' learning achievements that impact a student's ability to achieve and explains with the STEM education instructional method were differences, significantly (ρ<.001) and the posttest of the 3-item Creative Thinking Ability Test designs for assessing Students' creative thinking abilities that impact a student's ability to have a good skill level in originality, fluency and flexibility thinking with the STEM education instructional method were differences, significantly (ρ<.001).

  3. Lessons learned in radiology

    International Nuclear Information System (INIS)

    Goodenough, D.J.

    2001-01-01

    The paper reviews aspects of the history of radiology with the goal of identifying lessons learned, particularly in the area of radiological protection of the patient in diagnostic and interventional radiology, nuclear medicine and radiotherapy. It is pointed out that since the days of Roentgen there has been a need not only to control and quantify the amount of radiation reaching the patient but also to optimize the imaging process to offer the greatest diagnostic benefit within allowable levels of patient dose. To this end, in diagnostic radiology, one finds the development of better films, X rays tubes, grids, screens and processing techniques, while in fluoroscopy, one sees the increased luminance of calcium tungstate. In interventional radiology, one finds an improvement in catheterization techniques and contrast agents. In nuclear medicine, the development of tracer techniques into modern cameras and isotopes such as technetium can be followed. In radiotherapy, one sees the early superficial X rays and radium sources gradually replaced with radon seeds, supervoltage, 60 Co and today's linear accelerators. Along with the incredible advances in imaging and therapeutic technologies comes the growing realization of the potential danger of radiation and the need to protect the patient (as well as physicians, ancillary personnel and the general population) from unnecessary radiation. The important lesson learned is that we must walk a tightrope, balancing the benefits and risks of any technology utilizing radiation to produce the greatest benefits at the lowest acceptable risk. The alternative techniques using non-ionizing radiation will have to be considered as part of the general armamentarium for medical imaging whenever radiation consequences are unacceptable. (author)

  4. 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.

  5. Lessons Learned from the NREL Village Power Program

    Energy Technology Data Exchange (ETDEWEB)

    Taylor, R.

    1998-07-01

    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 NRELs recent experiences and lessons learned.

  6. The application of micro-lesson in optics teaching

    Science.gov (United States)

    Yuan, Suzhen; Mao, Xuefeng; Lu, Yongle; Wang, Yan; Luo, Yuan

    2017-08-01

    In order to improve students' ability on self-study, this paper discusses the application of micro-lesson as a supplementary way in the course of optics teaching. Both geometric optics and wave optics require a lot of demos, fortunately, micro-lesson just meets this requirement. Nowadays, college education focuses on quality education, so the new nurture scheme of most universities shortened the class hours. However, the development of students and the social needs also require students to have a solid foundation. The effective way to solve this contradiction is to improve the efficiency of classroom teaching and provide the repeatable learning form, micro-lesson.

  7. 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.

  8. Music lessons: revealing medicine's learning culture through a comparison with that of music.

    Science.gov (United States)

    Watling, Christopher; Driessen, Erik; van der Vleuten, Cees P M; Vanstone, Meredith; Lingard, Lorelei

    2013-08-01

    Research on medical learning has tended to focus on the individual learner, but a sufficient understanding of the learning process requires that attention also be paid to the essential influence of the cultural context within which learning takes place. In this study, we undertook a comparative examination of two learning cultures - those of music and medicine - in order to unearth assumptions about learning that are taken for granted within the medical culture. We used a constructivist grounded theory approach to explore experiences of learning within the two cultures. We conducted nine focus groups (two with medical students, three with residents, four with music students) and four individual interviews (with one clinician-educator, one music educator and two doctor-musicians), for a total of 37 participants. Analysis occurred alongside and informed data collection. Themes were identified iteratively using constant comparisons. Cultural perspectives diverged in terms of where learning should occur, what learning outcomes are desired, and how learning is best facilitated. Whereas medicine valued learning by doing, music valued learning by lesson. Whereas medical learners aimed for competence, music students aimed instead for ever-better performance. Whereas medical learners valued their teachers for their clinical skills more than for their teaching abilities, the opposite was true in music, in which teachers' instructional skills were paramount. Self-assessment challenged learners in both cultures, but medical learners viewed self-assessment as a skill they could develop, whereas music students recognised that external feedback would always be required. This comparative analysis reveals that medicine and music make culturally distinct assumptions about teaching and learning. The contrasts between the two cultures illuminate potential vulnerabilities in the medical learning culture, including the risks inherent in its competence-focused approach and the

  9. Establishing a mathematical Lesson Study culture in Danish teacher education

    DEFF Research Database (Denmark)

    Skott, Charlotte Krog; Østergaard, Camilla Hellsten

    Bridging theory and practice is a general challenge in mathematics teacher education. Research shows that Lesson Study (LS) is an effective way for prospective mathematics teachers to build relations between course work and field experiences......Bridging theory and practice is a general challenge in mathematics teacher education. Research shows that Lesson Study (LS) is an effective way for prospective mathematics teachers to build relations between course work and field experiences...

  10. 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,…

  11. Criticality Safety Lessons Learned in a Deactivation and Decommissioning Environment [A Guide for Facility and Project Managers

    Energy Technology Data Exchange (ETDEWEB)

    Nirider, L. Tom

    2003-08-06

    This document was designed as a reference and a primer for facility and project managers responsible for Deactivation and Decommissioning (D&D) processes in facilities containing significant inventories of fissionable materials. The document contains lessons learned and guidance for the development and management of criticality safety programs. It also contains information gleaned from occurrence reports, assessment reports, facility operations and management, NDA program reviews, criticality safety experts, and criticality safety evaluations. This information is designed to assist in the planning process and operational activities. Sufficient details are provided to allow the reader to understand the events, the lessons learned, and how to apply the information to present or planned D&D processes. Information is also provided on general lessons learned including criticality safety evaluations and criticality safety program requirements during D&D activities. The document also explores recent and past criticality accidents in operating facilities, and it extracts lessons learned pertinent to D&D activities. A reference section is included to provide additional information. This document does not address D&D lessons learned that are not pertinent to criticality safety.

  12. Implementation of Authentic Learning and Assessment through STEM Education Approach to Improve Students’ Metacognitive Skills

    Directory of Open Access Journals (Sweden)

    Ilman Anwari

    2016-02-01

    Full Text Available The important aspects of improving metacognitive skills are knowledge, intelligence, experience, and practice. STEM education is considered to be one of the most influential approaches to encouraging students to be self-regulated learners. In STEM education lessons, students are provided many opportunities to develop their thinking skills (metacognitive skills, critical and creative thinking. The goals of this study were to identify the effects of STEM education in the improvement of metacognitive skills, and to investigate metacognitive activities in STEM education. The participants were middle school students in the third year. The research instrument was the Metacognitive Activities Inventory (MCAI, used to identify changes in metacognitive skills before and after the lessons. Furthermore, portfolios were used to record students’ learning processes and help them reflect on their thinking and the tasks. The results show no significant changes in metacognitive skills. However, STEM education engages students in metacognitive activities. Therefore, implementation of STEM education in the classroom provides opportunities to students for understanding the importance of the integration of different disciplines and its applications. In addition, STEM education can increase students’ interest in science lessons.

  13. Social Media and Seamless Learning: Lessons Learned

    Science.gov (United States)

    Panke, Stefanie; Kohls, Christian; Gaiser, Birgit

    2017-01-01

    The paper discusses best practice approaches and metrics for evaluation that support seamless learning with social media. We draw upon the theoretical frameworks of social learning theory, transfer learning (bricolage), and educational design patterns to elaborate upon different ideas for ways in which social media can support seamless learning.…

  14. Spent Fuel Storage Operation - Lessons Learned

    International Nuclear Information System (INIS)

    2013-12-01

    Experience gained in planning, constructing, licensing, operating, managing and modifying spent fuel storage facilities in some Member States now exceeds 50 years. Continual improvement is only achieved through post-project review and ongoing evaluation of operations and processes. This publication is aimed at collating and sharing lessons learned. Hopefully, the information provided will assist Member States that already have a developed storage capability and also those considering development of a spent nuclear fuel storage capability in making informed decisions when managing their spent nuclear fuel. This publication is expected to complement the ongoing Coordinated Research Project on Spent Fuel Performance Assessment and Research (SPAR-III); the scope of which prioritizes facility operational practices in lieu of fuel and structural components behaviour over extended durations. The origins of the current publication stem from a consultants meeting held on 10-12 December 2007 in Vienna, with three participants from the IAEA, Slovenia and USA, where an initial questionnaire on spent fuel storage was formulated (Annex I). The resultant questionnaire was circulated to participants of a technical meeting, Spent Fuel Storage Operations - Lessons Learned. The technical meeting was held in Vienna on 13-16 October 2008, and sixteen participants from ten countries attended. A consultants meeting took place on 18-20 May 2009 in Vienna, with five participants from the IAEA, Slovenia, UK and USA. The participants reviewed the completed questionnaires and produced an initial draft of this publication. A third consultants meeting took place on 9-11 March 2010, which six participants from Canada, Hungary, IAEA, Slovenia and the USA attended. The meeting formulated a second questionnaire (Annex II) as a mechanism for gaining further input for this publication. A final consultants meeting was arranged on 20-22 June 2011 in Vienna. Six participants from Hungary, IAEA, Japan

  15. Can Cooperative Learning Maximize the Effectiveness of WebQuest Used in Learning?

    Directory of Open Access Journals (Sweden)

    Robitah Spian

    2012-12-01

    Full Text Available The purpose of this study is to investigate whether cooperative learning can maximize the effectiveness of webQuest used as a medium in teaching and learning in Islamic education. The present study also examined the perception of students towards WebQuest and cooperative learning method. Muslim students were selected from a rural school in Penang, Malaysia. Quantitative and qualitative approaches were used in this study. The results showed that WebQuest used in teaching and learning in Islamic education had positive impact on students’ learning'. However, cooperative learning method did not influence the students’ learning outcome. Nevertheless, students were interested in the medium of instruction used. Integration of ICT in class lesson in Islamic subject enables the creation of interactive and fun learning among students. Therefore, the application of WebQuest in lessons is suitable and should be applied by all teachers in their learning activities to increase students’ interest and performance in Islamic education.

  16. Lessons learned in applying function analysis

    International Nuclear Information System (INIS)

    Mitchel, G.R.; Davey, E.; Basso, R.

    2001-01-01

    This paper summarizes the lessons learned in undertaking and applying function analysis based on the recent experience of utility, AECL and international design and assessment projects. Function analysis is an analytical technique that can be used to characterize and asses the functions of a system and is widely recognized as an essential component of a 'systematic' approach to design, on that integrated operational and user requirements into the standard design process. (author)

  17. Lessons learned from Spain's nuclear program

    International Nuclear Information System (INIS)

    Garcia Rodriguez, A.

    1993-01-01

    The commercial nuclear program in Spain dates back to the beginning of the 1960s. There are currently nine units in operation, one more has been decommissioned and a further five are in different phases of construction but under nuclear moratorium since 1983. This article gives a general overview of the program, the criteria applied, what it has meant to and required of the industry and, finally, what lessons have been learned. (author) 2 figs

  18. Tailoring an educational program on the AHRQ Patient Safety Indicators to meet stakeholder needs: lessons learned in the VA.

    Science.gov (United States)

    Shin, Marlena H; Rivard, Peter E; Shwartz, Michael; Borzecki, Ann; Yaksic, Enzo; Stolzmann, Kelly; Zubkoff, Lisa; Rosen, Amy K

    2018-02-14

    Given that patient safety measures are increasingly used for public reporting and pay-for performance, it is important for stakeholders to understand how to use these measures for improvement. The Agency for Healthcare Research and Quality (AHRQ) Patient Safety Indicators (PSIs) are one particularly visible set of measures that are now used primarily for public reporting and pay-for-performance among both private sector and Veterans Health Administration (VA) hospitals. This trend generates a strong need for stakeholders to understand how to interpret and use the PSIs for quality improvement (QI). The goal of this study was to develop an educational program and tailor it to stakeholders' needs. In this paper, we share what we learned from this program development process. Our study population included key VA stakeholders involved in reviewing performance reports and prioritizing and initiating quality/safety initiatives. A pre-program formative evaluation through telephone interviews and web-based surveys assessed stakeholders' educational needs/interests. Findings from the formative evaluation led to development and implementation of a cyberseminar-based program, which we tailored to stakeholders' needs/interests. A post-program survey evaluated program participants' perceptions about the PSI educational program. Interview data confirmed that the concepts we had developed for the interviews could be used for the survey. Survey results informed us on what program delivery mode and content topics were of high interest. Six cyberseminars were developed-three of which focused on two content areas that were noted of greatest interest: learning how to use PSIs for monitoring trends and understanding how to interpret PSIs. We also used snapshots of VA PSI reports so that participants could directly apply learnings. Although initial interest in the program was high, actual attendance was low. However, post-program survey results indicated that perceptions about the

  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. 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.

  1. Winning the Peace: Building a Strategic Level Lessons Learned Program

    National Research Council Canada - National Science Library

    French, Daniel L

    2007-01-01

    The U.S. military has developed a robust, comprehensive system to capture, analyze, and disseminate tactical-level and operational-level lessons learned from training events and ongoing conflict operations...

  2. Learning vocabulary through a serious game in Primary Education

    OpenAIRE

    Heitink, Maaike Christine; Fisser, Petra; Voogt, Joke; McBride, Ron; Searson, Michael

    2013-01-01

    This study explored the effect of a serious game on the vocabulary of students in primary education. 206 students and 10 teachers used the game during vocabulary lessons in three conditions: (a)online game and vocabulary instruction, (b)online game only, and (c)paper game and vocabulary instruction. Both immediate learning and retention effects were examined. Additionally a student questionnaire and teacher interview regarding their experiences has been employed. Results show a significant le...

  3. Buried Waste Integrated Demonstration lessons learned: 1993 technology demonstrations

    International Nuclear Information System (INIS)

    Kostelnik, K.M.; Owens, K.J.

    1994-01-01

    An integrated technology demonstration was conducted by the Buried Waste Integrated Demonstration (BWID) at the Idaho National Engineering Laboratory Cold Test Pit in the summer of 1993. This program and demonstration was sponsored by the US Department of Energy Office of Technology Development. The demonstration included six technologies representing a synergistic system for the characterization and retrieval of a buried hazardous waste site. The integrated technology demonstration proved very successful and a summary of the technical accomplishments is presented. Upon completion of the integrated technology demonstration, cognizant program personnel participated in a lessons learned exercise. This exercise was conducted at the Simplot Decision Support Center at Idaho State University and lessons learned activity captured additional information relative to the integration of technologies for demonstration purposes. This information will be used by BWID to enhance program planning and strengthen future technology demonstrations

  4. Lessons to Be Learned from the History of Anatomical Teaching in the United States: The Example of the University of Michigan

    Science.gov (United States)

    Hildebrandt, Sabine

    2010-01-01

    Although traditional departments of anatomy are vanishing from medical school rosters, anatomical education still remains an important part of the professional training of physicians. It is of some interest to examine whether history can teach us anything about how to reform modern anatomy. Are there lessons to be learned from the history of…

  5. Results and lessons learned of the first edition of the master in nuclear engineering and applications (MINA)

    Energy Technology Data Exchange (ETDEWEB)

    Herranz, Luis E.; Garcia, Juan c.; Falcon, Susana; Marco, Maria l.; Gonzalez Romero, Enrique M. [Centro de Investigaciones Energeticas Medioambientales y Tecnologicas (CIEMAT), Avda. Complutense, 22. 28040 Madrid (Spain); Casas, Jose A. [Universidad Autonoma de Madrid, Seccion Departamental de Ingenieria Quimica, 28049 Cantoblanco, Madrid (Spain)

    2010-07-01

    The Master in Nuclear Engineering and Applications (MINA) was born to build up a bridge between University education and the technical skills demanded by nuclear industry and organizations, particularly in Spain. Motivated by nuclear renaissance, knowledge preservation and the bases of the European Education area, the new approach adopted to accomplish such a challenge has been heavily based on a professional profile defined by the Spanish nuclear community. The first edition success (MINA-2008) has been assessed through a set of indicators, which encompass a broad range of aspects, from the number of registrations to the employment rate. This paper summarizes and discusses such an assessment. Additionally, a critical thorough review has allowed identifying a few aspects that could be improved. All the lessons learned have been translated into specific measures implemented in the MINA-2009 edition. Among the indicators, participation and industrial support were considered of utmost importance. MINA-2008 had 18 students, out of which 60% were financially supported to some extent thanks to the nuclear industry and organizations (during the conduction of the master project, this support was even enhanced). Beyond the economic contribution, nuclear companies and institutions were strongly involved in all the phases of MINA-2008, from the definition of the program up to the supervision of more than 70 % of the master projects. As a result of the lessons learned, the subjects have been grouped in modules and a more practical approach has been pursued in the teaching/learning process. (authors)

  6. Results and lessons learned of the first edition of the master in nuclear engineering and applications (MINA)

    International Nuclear Information System (INIS)

    Herranz, Luis E.; Garcia, Juan c.; Falcon, Susana; Marco, Maria l.; Gonzalez Romero, Enrique M.; Casas, Jose A.

    2010-01-01

    The Master in Nuclear Engineering and Applications (MINA) was born to build up a bridge between University education and the technical skills demanded by nuclear industry and organizations, particularly in Spain. Motivated by nuclear renaissance, knowledge preservation and the bases of the European Education area, the new approach adopted to accomplish such a challenge has been heavily based on a professional profile defined by the Spanish nuclear community. The first edition success (MINA-2008) has been assessed through a set of indicators, which encompass a broad range of aspects, from the number of registrations to the employment rate. This paper summarizes and discusses such an assessment. Additionally, a critical thorough review has allowed identifying a few aspects that could be improved. All the lessons learned have been translated into specific measures implemented in the MINA-2009 edition. Among the indicators, participation and industrial support were considered of utmost importance. MINA-2008 had 18 students, out of which 60% were financially supported to some extent thanks to the nuclear industry and organizations (during the conduction of the master project, this support was even enhanced). Beyond the economic contribution, nuclear companies and institutions were strongly involved in all the phases of MINA-2008, from the definition of the program up to the supervision of more than 70 % of the master projects. As a result of the lessons learned, the subjects have been grouped in modules and a more practical approach has been pursued in the teaching/learning process. (authors)

  7. The Effect on Learning, Communication, and Assessment when Student-Created Youtubes of Microteaching Were Used in an Online Teacher-Education Course

    Science.gov (United States)

    O'Connor, Eileen A.

    2011-01-01

    This pilot study within an online teacher-education course required pre-service teachers to develop self-videotaped microteaching lessons which were posted in a private YouTube. Analysis of the students' YouTube lessons, course postings, and peer interactions found that students learned the technology requirements quickly, were able to develop…

  8. Lessons Learned in Preparation and Review of Safety Analysis Report of PUSPATI TRIGA Reactor in Malaysia

    Energy Technology Data Exchange (ETDEWEB)

    Maskin, Mazleha [Korea Advanced Institute for Science and Technology, Daejeon (Korea, Republic of); Choi, Kwang Sik [Korea Institute of Nuclear Safety, Daejeon (Korea, Republic of)

    2010-05-15

    PUSPATI TRIGA Reactor (RTP) is the one and only research reactor in Malaysia. Since the day it was supplied by General Atomic (GA) in 1983, periodic safety reviews were carried out but not published in the form of a complete SAR. In fact, the original SAR (SAR 1983) document was provided by GA as soon as GA was selected as the supplier of RTP. The focus of this report is on the lessons learned from the preparation of SAR. The lessons learned were to address the preparation and regulatory review of the second SAR (SAR 2006). Realizing that safety is important as RTP is aging, the experiences and lessons learned from SAR development and updating processes are of great value for all parties involved. The purpose of this report is to consolidate and organize the lessons learned and suggest the best practice for the next SAR development both in preparation and regulatory review

  9. Lessons Learned in Preparation and Review of Safety Analysis Report of PUSPATI TRIGA Reactor in Malaysia

    International Nuclear Information System (INIS)

    Maskin, Mazleha; Choi, Kwang Sik

    2010-01-01

    PUSPATI TRIGA Reactor (RTP) is the one and only research reactor in Malaysia. Since the day it was supplied by General Atomic (GA) in 1983, periodic safety reviews were carried out but not published in the form of a complete SAR. In fact, the original SAR (SAR 1983) document was provided by GA as soon as GA was selected as the supplier of RTP. The focus of this report is on the lessons learned from the preparation of SAR. The lessons learned were to address the preparation and regulatory review of the second SAR (SAR 2006). Realizing that safety is important as RTP is aging, the experiences and lessons learned from SAR development and updating processes are of great value for all parties involved. The purpose of this report is to consolidate and organize the lessons learned and suggest the best practice for the next SAR development both in preparation and regulatory review

  10. Criticality Safety Lessons Learned in a Deactivation and Decommissioning Environment [A Guide for Facility and Project Managers

    International Nuclear Information System (INIS)

    NIRIDER, L.T.

    2003-01-01

    This document was designed as a reference and a primer for facility and project managers responsible for Deactivation and Decommissioning (D and D) processes in facilities containing significant inventories of fissionable materials. The document contains lessons learned and guidance for the development and management of criticality safety programs. It also contains information gleaned from occurrence reports, assessment reports, facility operations and management, NDA program reviews, criticality safety experts, and criticality safety evaluations. This information is designed to assist in the planning process and operational activities. Sufficient details are provided to allow the reader to understand the events, the lessons learned, and how to apply the information to present or planned D and D processes. Information is also provided on general lessons learned including criticality safety evaluations and criticality safety program requirements during D and D activities. The document also explores recent and past criticality accidents in operating facilities, and it extracts lessons learned pertinent to D and D activities. A reference section is included to provide additional information. This document does not address D and D lessons learned that are not pertinent to criticality safety

  11. A Rooster and a Bean Seed. Active Learning Lessons. Economics International.

    Science.gov (United States)

    Lelyuk, Julia

    This lesson plan was developed through "Economics International," an international program to help build economic education infrastructures in the emerging market economies. It provides a description of the lesson; appropriate age level; economic concepts; content standards and benchmarks; related subject areas; instructional objectives;…

  12. Lessons Learned from Creating the Public Earthquake Resource Center at CERI

    Science.gov (United States)

    Patterson, G. L.; Michelle, D.; Johnston, A.

    2004-12-01

    The Center for Earthquake Research and Information (CERI) at the University of Memphis opened the Public Earthquake Resource Center (PERC) in May 2004. The PERC is an interactive display area that was designed to increase awareness of seismology, Earth Science, earthquake hazards, and earthquake engineering among the general public and K-12 teachers and students. Funding for the PERC is provided by the US Geological Survey, The NSF-funded Mid America Earthquake Center, and the University of Memphis, with input from the Incorporated Research Institutions for Seismology. Additional space at the facility houses local offices of the US Geological Survey. PERC exhibits are housed in a remodeled residential structure at CERI that was donated by the University of Memphis and the State of Tennessee. Exhibits were designed and built by CERI and US Geological Survey staff and faculty with the help of experienced museum display subcontractors. The 600 square foot display area interactively introduces the basic concepts of seismology, real-time seismic information, seismic network operations, paleoseismology, building response, and historical earthquakes. Display components include three 22" flat screen monitors, a touch sensitive monitor, 3 helicorder elements, oscilloscope, AS-1 seismometer, life-sized liquefaction trench, liquefaction shake table, and building response shake table. All displays include custom graphics, text, and handouts. The PERC website at www.ceri.memphis.edu/perc also provides useful information such as tour scheduling, ask a geologist, links to other institutions, and will soon include a virtual tour of the facility. Special consideration was given to address State science standards for teaching and learning in the design of the displays and handouts. We feel this consideration is pivotal to the success of any grass roots Earth Science education and outreach program and represents a valuable lesson that has been learned at CERI over the last several

  13. Interactive Learning Modules: Enabling Near Real-Time Oceanographic Data Use In Undergraduate Education

    Science.gov (United States)

    Kilb, D. L.; Fundis, A. T.; Risien, C. M.

    2012-12-01

    The focus of the Education and Public Engagement (EPE) component of the NSF's Ocean Observatories Initiative (OOI) is to provide a new layer of cyber-interactivity for undergraduate educators to bring near real-time data from the global ocean into learning environments. To accomplish this, we are designing six online services including: 1) visualization tools, 2) a lesson builder, 3) a concept map builder, 4) educational web services (middleware), 5) collaboration tools and 6) an educational resource database. Here, we report on our Fall 2012 release that includes the first four of these services: 1) Interactive visualization tools allow users to interactively select data of interest, display the data in various views (e.g., maps, time-series and scatter plots) and obtain statistical measures such as mean, standard deviation and a regression line fit to select data. Specific visualization tools include a tool to compare different months of data, a time series explorer tool to investigate the temporal evolution of select data parameters (e.g., sea water temperature or salinity), a glider profile tool that displays ocean glider tracks and associated transects, and a data comparison tool that allows users to view the data either in scatter plot view comparing one parameter with another, or in time series view. 2) Our interactive lesson builder tool allows users to develop a library of online lesson units, which are collaboratively editable and sharable and provides starter templates designed from learning theory knowledge. 3) Our interactive concept map tool allows the user to build and use concept maps, a graphical interface to map the connection between concepts and ideas. This tool also provides semantic-based recommendations, and allows for embedding of associated resources such as movies, images and blogs. 4) Education web services (middleware) will provide an educational resource database API.

  14. Learning design for science education in the 21st century

    Directory of Open Access Journals (Sweden)

    Churchill Daniel

    2013-01-01

    Full Text Available Contemporary technological and social developments demand transformation of educational practices. Teachers and schools are no longer fountains of knowledge that fill students with information. Rather, their primarily role is to equip students with new literacies, competencies for productive use of information technology, and sufficient disciplinary-specific bases of conceptual knowledge. This requires changes toward student-centered practices. In such contexts, teachers are designers of learning; therefore lesson planning is replaced with a concept of ‘learning design.’ This paper introduces the RASE (Resources-Activity-Support-Evaluation learning design model developed as a framework to assist teachers in designing learning modules. Central to RASE is the emphasis on the design of activities where students engage in using resources and in the production of artifacts that demonstrate learning. The paper also emphasizes the importance of ‘conceptual models’ as a special type of educational multimedia resource, and its role in assisting learning and application of concepts, as opposed to the ‘information transfer’ models. RASE is beginning to emerge as a powerful framework for transformation of teachers and their traditional practices to contemporary, relevant student-centered practices. The model is also an effective framework for productive uses of information technology in education.

  15. The X-15 airplane - Lessons learned

    Science.gov (United States)

    Dana, William H.

    1993-01-01

    The X-15 rocket research airplane flew to an altitude of 354,000 ft and reached Mach 6.70. In almost 200 flights, this airplane was used to gather aerodynamic-heating, structural loads, stability and control, and atmospheric-reentry data. This paper describes the origins, design, and operation of the X-15 airplane. In addition, lessons learned from the X-15 airplane that are applicable to designing and testing the National Aero-Space Plane are discussed.

  16. A Model of Microteaching Lesson Study Implementation in the Prospective History Teacher Education

    Science.gov (United States)

    Utami, Indah Wahyu Puji; Mashuri; Nafi'ah, Ulfatun

    2016-01-01

    Microteaching lesson study is a model to improve prospective teacher quality by incorporating several element of microteaching and lesson study. This study concern on the implementation of microteaching lesson study in prospective history teacher education. Microteaching lesson study model implemented in this study consist of three stages: plan,…

  17. PENGEMBANGAN MODEL PEMBINAAN KOMPETENSI CALON GURU MATEMATIKA MELALUI LESSON STUDY

    Directory of Open Access Journals (Sweden)

    Rahmad Bustanul Anwar

    2014-06-01

    Full Text Available Education has a very important role in improving the quality of human resources. Therefore, education is expected to be one of the ways to prepare generations of qualified human resources and has the ability to deal with the progress of time and technology development . In order to enhance the quality of student mastery of competencies in the development of prospective teachers in this study will be applied to the activities in the process of lesson study in lecture . Lesson study is a model of coaching to people who work as both teacher educators and lecturers through collaborative learning and assessment in building sustainable learning communities. The purpose of this research is to improve the competence of prospective mathematics teachers through lesson study . More specifically , this study aims to describe the efforts made to improve the pedagogical, professional competence , social competence and personal competence prospective mathematics teachers through lesson study . Subjects in this study were students who took the micro teaching courses totaling 15 students , divided into 3 group . This type of research is a qualitative descriptive study is to develop the competence of prospective mathematics teachers through lesson study . Lesson study conducted collaborated with Action Research activities ( Action Reseach. The results of this research activity is the implementation of lesson study to greater competence to prospective teachers teaching mathematics through the micro subjects namely: pedagogical competence categories were 80 % and 20 % lower, professional competence categories were 46.7 % and 53.3 % lower, personal competence 100 % category being and social competence categories were 86.7 % and 13.3 % lower .

  18. INTERCULTURAL FEATURES AND THE THEME OF TRAVELLING IN BILINGUAL MATHEMATICS LESSONS

    Directory of Open Access Journals (Sweden)

    Zuzana Naštická

    2016-08-01

    Full Text Available The present qualitative research is focused on bilingual mathematics education. The research presents findings of a case study of one bilingual Slovak and English mathematics 40-minute lesson within an after school elective bilingual mathematics course running weekly since October, 2015. The lesson took place in March, 2016, and was attended by nine learners aged 12-13, eight boys and one girl. The learners are cases of successive school additive bilingual education. The elective course as a whole is a case of immerse bilingual educational programme. In terms of sociolinguistic settings, the course lessons are cases of bilingual education with external second language. The researcher designed and realized the course lessons in terms of CLIL approach, i.e. Content and Language Integrated Learning. The main aim of the case study was to examine if bilingual mathematics instruction does or does not prevent learners from solving math word problems. Secondly, the analysis of transcription of the lesson audio-record served for identification of intercultural features which might hinder the learning process. The analysis of the transcribed audio-record indicates that the bilingual context did not prevent students from solving math word problems, although each of the students worked at their individual rate. On the other hand, some students were confused by the comma as a thousands-separator in multi-digit numbers, and this actually hindered their learning and problem solving process. This fact has been identified as an intercultural difference which had to be explicitly explained to the students. In order to lessen the possible negative influences of bilingual context on mathematics education, teachers need to predict students’ responses to various intercultural differences which students are unfamiliar with.

  19. Analyses of Teaching Strategies and Learning of Concepts of Astronomy in Elementary Education II

    Science.gov (United States)

    Voelzke, Marcos Rincon; Poffo, M. Roberta

    2012-07-01

    The proposed curricular of the State of Sao Paulo suggests for the discipline of Physical and Biological Sciences contents related to Astronomy for the Elementary Education. In 2010, a study was realised in a public school in Santo Andr to examine the pupils' previous knowledge. Only 19% of them reached a satisfactory note. In this year the contents were presented with three different teaching strategies. In the first class an expositive lesson with audiovisual aids was held, in the second one an expositive lesson in dialogue form was used, and in the third class a textbook research. After the approach a clear improvement of the performance was observe, and the class where the contents had been presented in an expositive lesson with dialogue showed the best effectsciency. This study facilitates analyses of the learning procedure and teaching strategies to improve the Astronomy education in the discipline of Science.

  20. VirSchool: The Effect of Background Music and Immersive Display Systems on Memory for Facts Learned in an Educational Virtual Environment

    Science.gov (United States)

    Fassbender, Eric; Richards, Deborah; Bilgin, Ayse; Thompson, William Forde; Heiden, Wolfgang

    2012-01-01

    Game technology has been widely used for educational applications, however, despite the common use of background music in games, its effect on learning has been largely unexplored. This paper discusses how music played in the background of a computer-animated history lesson affected participants' memory for facts. A virtual history lesson was…

  1. Lessons learned from the disruption of dental training of Malaysian students studying in Egypt during the Arab spring.

    Science.gov (United States)

    Simon, Sibu Sajjan; Ramachandra, Srinivas Sulugodu; Abdullah, Datuk Dr Fawzia; Islam, Md Nurul; Kalyan, C G

    2016-01-01

    Political crisis and worsening security situation in Egypt in late 2013 resulted in Malaysian students who were pursuing their dental education in Egypt being recalled home to Malaysia. The Ministry of Higher Education in Malaysia took steps to integrate these students into public and private universities in Malaysia. We used a questionnaire and informal interviews to learn from students returning from Egypt about their experiences transitioning from dental schools in Egypt to Malaysia. We discuss the challenges students faced with regards to credit transfer, pastoral care, the differences in the curriculum between the dental faculties of the two nations, and the financial implications of this disruption of their training. We live in a fragile world where similar political situations will surely arise again. The approaches used by the Malaysian government and the lessons learned from these students may help others. The perspectives of these students may help educators reintegrate expatriate students who are displaced by political instability back into the education system of their own countries.

  2. LESSONS LEARNED THROUGH OPTIMIZATION OF THE VOLUNTARY CORRECTIVE ACTION PROCESS

    International Nuclear Information System (INIS)

    Thacker, M. S.; Freshour, P.; McDonald, W.

    2002-01-01

    Valuable experience in environmental remediation was gained at Sandia National Laboratories/New Mexico (Sandia) by concurrently conducting Voluntary Corrective Actions (VCAs) at three Solid Waste Management Units (SWMUs). Sandia combined the planning, implementation, and reporting phases of three VCAs with the goal of realizing significant savings in both cost and schedule. The lessons learned through this process have been successfully implemented within the Sandia Environmental Restoration (ER) Project and could be utilized at other locations with multiple ER sites. All lessons learned resulted from successful teaming with the New Mexico Environment Department (NMED) Hazardous Waste Bureau (HWB), Sandia management, a Sandia risk assessment team, and Sandia waste management personnel. Specific lessons learned included the following: (1) potential efficiencies can be exploited by reprioritization and rescheduling of activities; (2) cost and schedule reductions can be realized by combining similar work at contiguous sites into a single effort; (3) working with regulators to develop preliminary remediation goals (PRGs) and gain regulatory acceptance for VCA planning prior to project initiation results in significant time savings throughout the remediation and permit modification processes; (4) effective and thoughtful contingency planning removes uncertainties and defrays costs so that projects can be completed without interruption; (5) timely collection of waste characterization samples allows efficient disposal of waste streams, and (6) concurrent reporting of VCA activities results in significant savings in time for the authors and reviewers

  3. Lessons Learned for the MICE Coupling Solenoid from the MICE Spectrometer Solenoids

    International Nuclear Information System (INIS)

    Green, Michael A.; Wang, Li; Pan, Heng; Wu, Hong; Guo, Xinglong; Li, S.Y.; Zheng, S.X.; Virostek, Steve P.; DeMello, Allen J.; Li, Derun; Trillaud, Frederick; Zisman, Michael S.

    2010-01-01

    Tests of the spectrometer solenoids have taught us some important lessons. The spectrometer magnet lessons learned fall into two broad categories that involve the two stages of the coolers that are used to cool the magnets. On the first spectrometer magnet, the problems were centered on the connection of the cooler 2nd-stage to the magnet cold mass. On the first test of the second spectrometer magnet, the problems were centered on the cooler 1st-stage temperature and its effect on the operation of the HTS leads. The second time the second spectrometer magnet was tested; the cooling to the cold mass was still not adequate. The cryogenic designs of the MICE and MuCOOL coupling magnets are quite different, but the lessons learned from the tests of the spectrometer magnets have affected the design of the coupling magnets.

  4. Lessons Learned from Introducing Social Media Use in Undergraduate Economics Research

    Science.gov (United States)

    O'Brien, Martin; Freund, Katarina

    2018-01-01

    The research process and associated literacy requirements are often unfamiliar and daunting obstacles for undergraduate students. The use of social media has the potential to assist research training and encourage active learning, social inclusion and student engagement. This paper documents the lessons learned from developing a blended learning…

  5. Lessons from psychiatry and psychiatric education for medical learners and teachers.

    Science.gov (United States)

    Hilty, Donald M; Srinivasan, Malathi; Xiong, Glen L; Ferranti, Jessica; Li, Su-Ting T

    2013-06-01

    Medical learners, teachers, and institutions face significant challenges in health care delivery and in training the next generation of clinicians. We propose that psychiatry offers lessons which may help improve how we take care of patients and how we teach others to care for patients. Our objective is to discuss what learners and teachers can learn from psychiatry, organized around (1) how we make decisions, (2) how we learn, and (3) how we reflect on our practice. Information from clinical care, education, neuroscience and other aspects of life (e.g. business, creativity, and research) help us on these processes. We make 'good' decisions in concert with patients and learners, by listening to their experiences, asking questions and exploring subjective and objective information. Our learning has a neurobiological basis, and is effectively furthered by personalization, reinforcement, acquisition of critical thinking skills, and assessment of our limitations and errors. Our ability to reflect is determined by attitude, skill, tolerating ambiguity or dissonance, and planning for the unexpected. These processes - in addition to knowledge and other skills - will help physicians be successful in practice, learning and teaching, research and leadership.

  6. Alzheimer's Caregiver Support Online: lessons learned, initial findings and future directions.

    Science.gov (United States)

    Glueckauf, Robert L; Loomis, Jeffrey S

    2003-01-01

    Family caregivers of older adults with progressive dementia (e.g., Alzheimer's disease) are faced with a variety of emotional and behavioral difficulties, such as dealing with persistent, repetitive questions, managing agitation and depression, and monitoring hygiene and self-care activities. Although professional and governmental organizations have called for the creation of community-based education and support programs, most dementia caregivers continue to receive little or no formal instruction in responding effectively to these challenges. The current paper describes the development and implementation of Alzheimer's Caregiver Support Online, a Web- and telephone-based education and support network for caregivers of individuals with progressive dementia. Lessons learned from the first two years of this state-supported initiative are discussed, followed by the findings of a Robert Wood Johnson Foundation-funded strategic marketing initiative and an initial program evaluation of AlzOnline's Positive Caregiving classes. Finally, clinical implications and future directions for program development and evaluation research are proposed.

  7. Designing a lessons learned model to improve the success of new product development in project oriented organizations

    Directory of Open Access Journals (Sweden)

    Ahmad

    2016-12-01

    Full Text Available Nowadays, project-based organizations need to utilize intellectual capital and knowledge to become leader in their business activities. The new approach to use knowledge based skills from one side and development of the new complicated products from the other side have increased the need for designing a lessons learned model. The purpose of this paper is to design a lessons learned model to improve the success of new product development for project oriented organizations. The study designs a questionnaire in Likert scale and distributes it among 56 experts who were well informed about various techniques of new product development and lessons learned. Cronbach alphas for all components of the survey were well above the desirable level. The results of the survey have indicated that there were positive and meaningful relationships between lessons learned components and the success of the new product development.

  8. GeoBrain for Facilitating Earth Science Education in Higher-Education Institutes--Experience and Lessons-learned

    Science.gov (United States)

    Deng, M.; di, L.

    2007-12-01

    Data integration and analysis are the foundation for the scientific investigation in Earth science. In the past several decades, huge amounts of Earth science data have been collected mainly through remote sensing. Those data have become the treasure for Earth science research. Training students how to discover and use the huge volume of Earth science data in research become one of the most important trainings for making a student a qualified scientist. Being developed by a NASA funded project, the GeoBrain system has adopted and implemented the latest Web services and knowledge management technologies for providing innovative methods in publishing, accessing, visualizing, and analyzing geospatial data and in building/sharing geoscience knowledge. It provides a data-rich online learning and research environment enabled by wealthy data and information available at NASA Earth Observing System (EOS) Data and Information System (EOSDIS). Students, faculty members, and researchers from institutes worldwide can easily access, analyze, and model with the huge amount of NASA EOS data just like they possess such vast resources locally at their desktops. Although still in development, the GeoBrain system has been operational since 2005. A number of education materials have been developed for facilitating the use of GeoBrain as a powerful education tool for Earth science education at both undergraduate and graduate levels. Thousands of online higher-education users worldwide have used GeoBrain services. A number of faculty members in multiple universities have been funded as GeoBrain education partners to explore the use of GeoBrain in the classroom teaching and student research. By summarizing and analyzing the feedbacks from the online users and the education partners, this presentation presents the user experiences on using GeoBrain in Earth science teaching and research. The feedbacks on classroom use of GeoBrain have demonstrated that GeoBrain is very useful for

  9. Strategies for Overcoming Barriers to Training and Education for Canadians with Disabilities. Lessons in Learning

    Science.gov (United States)

    Canadian Council on Learning, 2009

    2009-01-01

    If stronger skills and more education are key to greater labour force participation, then it is important to identify critical barriers to education and training for Canadians with disabilities. In 2008, the Canadian Council on Learning's Adult Learning Knowledge Centre funded a "Community Outreach Initiative for Learner's with…

  10. 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.

  11. Effects of multiple intelligences supported project-based learning on students’ achievement levels and attitudes towards English lesson

    Directory of Open Access Journals (Sweden)

    Gökhan Baş

    2007-07-01

    Full Text Available The aim of the research was to investigate the effects of multiple intelligences supported project-based learning and traditional foreign language-teaching environment on students’ achievement and their attitude towards English lesson. The research was carried out in 2009 – 2010 education-instruction year in Karatli Sehit Sahin Yilmaz Elementary School, Nigde, Turkey. Totally 50 students in two different classes in the 5th grade of this school participated in the study. The results of the research showed a significant difference between the attitude scores of the experiment group and the control group. It was also found out that the multiple intelligences approach activities were more effective in the positive development of the students’ attitudes. At the end of the research, it is revealed that the students who are educated by multiple intelligences supported project-based learning method are more successful and have a higher motivation level than the students who are educated by the traditional instructional methods.

  12. Effects of multiple intelligences supported project-based learning on students’ achievement levels and attitudes towards English lesson

    Directory of Open Access Journals (Sweden)

    Gökhan BAŞ

    2010-07-01

    Full Text Available The aim of the research was to investigate the effects of multiple intelligences supported project-based learning and traditional foreign language-teaching environment on students' achievement and their attitude towards English lesson. The research was carried out in 2009 – 2010 education-instruction year in Karatli Sehit Sahin Yilmaz Elementary School, Nigde, Turkey. Totally 50 students in two different classes in the 5th grade of this school participated in the study. The results of the research showed a significant difference between the attitude scores of the experiment group and the control group. It was also found out that the multiple intelligences approach activities were more effective in thepositive development of the students’ attitudes. At the end of the research, it is revealed that the students who are educated by multiple intelligences supported project-based learning method are more successful and have a higher motivation level than the studentswho are educated by the traditional instructional methods.

  13. Values Education in Ottoman Empire in the Second Constitutional Period: A Sample Lesson

    Science.gov (United States)

    Oruc, Sahin; Ilhan, Genc Osman

    2015-01-01

    Values education holds a significant place in an education environment and many studies are carried out about this new subject area. The aim of this study is to define how the subject of "values education" is handled in a sample lesson designed in the period of Constitution II in the Ottoman Empire. In this study, the lesson plan in the…

  14. Communicating Climate Change: Lessons Learned from a Researcher-Museum Collaboration †

    Science.gov (United States)

    Parker, Christopher T.; Cockerham, Debbie; Foss, Ann W.

    2018-01-01

    The need for science education and outreach is great. However, despite the ever-growing body of available scientific information, facts are often misrepresented to or misunderstood by the general public. This can result in uninformed decisions that negatively impact society at both individual and community levels. One solution to this problem is to make scientific information more available to the public through outreach programs. Most outreach programs, however, focus on health initiatives, STEM programs, or young audiences exclusively. This article describes a collaboration between the Research and Learning Center at the Fort Worth Museum of Science and History and an interdisciplinary team of researchers from the Dallas–Fort Worth (DFW) metroplex area. The collaboration was a pilot effort of a science communication fellowship and was designed to train researchers to effectively convey current science information to the public with a focus on lifelong learning. We focus on the broader idea of a university-museum collaboration that bridges the science communication gap as we outline the process of forming this collaboration, lessons we learned from the process, and directions that can support future collaborations. PMID:29904536

  15. Lessons Learned In Aerosol Monitoring With The RASA

    International Nuclear Information System (INIS)

    Forrester, Joel B.; Bowyer, Ted W.; Carty, Fitz; Comes, Laura; Eslinger, Paul W.; Greenwood, Lawrence R.; Haas, Derek A.; Hayes, James C.; Kirkham, Randy R.; Lepel, Elwood A.; Litke, Kevin E.; Miley, Harry S.; Morris, Scott J.; Schrom, Brian T.; Van Davelaar, Peter; Woods, Vincent T.

    2011-01-01

    The Radionuclide Aerosol Sampler/Analyzer (RASA) is an automated aerosol collection and analysis system designed by Pacific Northwest National Laboratory (PNNL) in the 1990's and is deployed in several locations around the world as part of the International Monitoring System (IMS) required under the Comprehensive Nuclear-Test-Ban Treaty (CTBT). The RASA operates unattended, save for regularly scheduled maintenance, iterating samples through a three-step process on a 24-hour interval. In its 15-year history, much has been learned from the operation and maintenance of the RASA that can benefit engineering updates or future aerosol systems. On 11 March 2011, a 9.0 magnitude earthquake and tsunami rocked the eastern coast of Japan, resulting in power loss and cooling failures at the Daiichi nuclear power plants in Fukushima Prefecture. Aerosol collections were conducted with the RASA in Richland, WA. We present a summary of the lessons learned over the history of the RASA, including lessons taken from the Fukushima incident, regarding the RASA IMS stations operated by the United States.

  16. Lessons Learned by Community Stakeholders in the Massachusetts Childhood Obesity Research Demonstration (MA-CORD) Project, 2013–2014

    Science.gov (United States)

    Ganter, Claudia; Aftosmes-Tobio, Alyssa; Chuang, Emmeline; Kwass, Jo-Ann; Land, Thomas

    2017-01-01

    Introduction Childhood obesity is a multifaceted disease that requires sustainable, multidimensional approaches that support change at the individual, community, and systems levels. The Massachusetts Childhood Obesity Research Demonstration project addressed this need by using clinical and public health evidence-based methods to prevent childhood obesity. To date, little information is known about successes and lessons learned from implementing such large-scale interventions. To address this gap, we examined perspectives of community stakeholders from various sectors on successes achieved and lessons learned during the implementation process. Methods We conducted 39 semistructured interviews with key stakeholders from 6 community sectors in 2 low-income communities from November 2013 through April 2014, during project implementation. Interviews were audio-recorded, transcribed, and analyzed by using the constant comparative method. Data were analyzed by using QSR NVivo 10. Results Successes included increased parental involvement in children’s health and education, increased connections within participating organizations and within the broader community, changes in organizational policies and environments to better support healthy living, and improvements in health behaviors in children, parents, and stakeholders. Lessons learned included the importance of obtaining administrative and leadership support, involving key stakeholders early in the program planning process, creating buffers that allow for unexpected changes, and establishing opportunities for regular communication within and across sectors. Conclusion Study findings indicate that multidisciplinary approaches support health behavior change and provide insight into key issues to consider in developing and implementing such approaches in low-income communities. PMID:28125400

  17. 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.

  18. Community Learning Campus: It Takes a Simple Message to Build a Complex Project

    Science.gov (United States)

    Pearson, George

    2012-01-01

    Education Canada asked Tom Thompson, president of Olds College and a prime mover behind the Community Learning Campus (CLC): What were the lessons learned from this unusually ambitious education project? Thompson mentions six lessons he learned from this complex project which include: (1) Dream big, build small, act now; (2) Keep a low profile at…

  19. Consideration of a Learning Programming Process based on Software Design for Beginners

    OpenAIRE

    大村, 基将; 紅林, 秀治

    2016-01-01

    We considered a learning programming process based on software design for technology education. Lessons of computer program-aided measurement and control are for beginners to learn programming. These lessons are efficient to learn the step of programming, but the main of the lessons are works of typing the sample programming and debugging. Therefore, these lessons have a fundamental lack of the concept of design. Then we considered learning processes of programming and applied the process of ...

  20. Learning from Iraq and Afghanistan: Four Lessons for Building More Effective Coalitions

    Directory of Open Access Journals (Sweden)

    White Nathan

    2016-06-01

    Full Text Available Despite many tactical and operational successes by brave military and civilian personnel, post-9/11 operations by U.S. led coalitions in Iraq and Afghanistan did not achieve their intended outcomes. Although many efforts are underway by discrete organizations within coalition countries to identify and learn their own lessons from these conflicts, comparatively less attention is paid to broader lessons for successful coalitions. Given that the U.S. and its allies will most certainly form coalitions in the future for a range of different contingency scenarios, these lessons are equally deserving of close examination. This article identifies four interrelated lessons from Iraq and Afghanistan that can be utilized to inform more effective coalition development and employment.

  1. Lessons Learned and Flight Results from the F15 Intelligent Flight Control System Project

    Science.gov (United States)

    Bosworth, John

    2006-01-01

    A viewgraph presentation on the lessons learned and flight results from the F15 Intelligent Flight Control System (IFCS) project is shown. The topics include: 1) F-15 IFCS Project Goals; 2) Motivation; 3) IFCS Approach; 4) NASA F-15 #837 Aircraft Description; 5) Flight Envelope; 6) Limited Authority System; 7) NN Floating Limiter; 8) Flight Experiment; 9) Adaptation Goals; 10) Handling Qualities Performance Metric; 11) Project Phases; 12) Indirect Adaptive Control Architecture; 13) Indirect Adaptive Experience and Lessons Learned; 14) Gen II Direct Adaptive Control Architecture; 15) Current Status; 16) Effect of Canard Multiplier; 17) Simulated Canard Failure Stab Open Loop; 18) Canard Multiplier Effect Closed Loop Freq. Resp.; 19) Simulated Canard Failure Stab Open Loop with Adaptation; 20) Canard Multiplier Effect Closed Loop with Adaptation; 21) Gen 2 NN Wts from Simulation; 22) Direct Adaptive Experience and Lessons Learned; and 23) Conclusions

  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. 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…

  4. Involving users with learning difficulties in health improvement: lessons from inclusive learning disability research.

    Science.gov (United States)

    Walmsley, Jan

    2004-03-01

    In this paper the author considers the lessons to be drawn from what is termed "inclusive" learning disability research for user involvement around health improvement. Inclusive learning disability research refers to research where people with learning difficulties (intellectual disability) are involved as active participants, as opposed to passive subjects. There is by now a considerable body of such research, developed over the past 25 years. From the review, the author draws attention to areas which can inform practice in involvement of users in a way that adds value.

  5. The critical role of communications in a multilevel obesity-prevention intervention: Lessons learned for alcohol educators.

    Science.gov (United States)

    Hatfield, Daniel P; Sliwa, Sarah A; Folta, Sara C; Economos, Christina D; Goldberg, Jeanne P

    2017-01-01

    Multilevel interventions to prevent underage drinking are more effective than individual-level strategies, and messaging campaigns are key to such approaches. Recognizing the benefits of translating best practices across public health domains, this paper details the communications campaign from Shape Up Somerville (SUS), an exemplar for multilevel community-based approaches to address pediatric obesity, highlighting lessons learned for alcohol educators. All elements of SUS, including the communications strategy, were developed collaboratively with local partners. Communication initiatives included community-engaged brand development to unify diverse intervention components; school-based communications to promote new opportunities for healthy eating and physical activity; and media partnerships to promote healthy behaviors community-wide. The overall SUS intervention was effective in reducing prevalence of overweight/obesity among first- to third-graders in Somerville relative to control communities. Process evaluation showed that communications successfully reached diverse community segments and raised awareness of and receptivity to changes. Communications campaigns are essential components of multilevel interventions addressing public health challenges including obesity and underage drinking. Such communications should be developed collaboratively with the target audience and stakeholders, designed to engage community members at multiple levels through multiple channels within a systems framework, and sustained through local partnerships. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  6. Project based learning for reactor engineering education

    International Nuclear Information System (INIS)

    Narabayashi, Tadashi; Tsuji, Masashi; Shimazu, Yoichiro

    2009-01-01

    Trial in education of nuclear engineering in Hokkaido University has proved to be quite attractive for students. It is an education system called Project Based Learning (PBL), which is not based on education by lecture only but based mostly on practice of students in the classroom. The system was adopted four years ago. In the actual class, we separated the student into several groups of the size about 6 students. In the beginning of each class room time, a brief explanations of the related theory or technical bases. Then the students discuss in their own group how to precede their design calculations and do the required calculation and evaluation. The target reactor type of each group was selected by the group members for themselves at the beginning of the semester as the first step of the project. The reactor types range from a small in house type to that for a nuclear ship. At the end of the semester, each group presents the final design. The presentation experience gives students a kind of fresh sensation. Nowadays the evaluation results of the subject by the students rank in the highest in the faculty of engineering. Based on the considerations above, we designed the framework of our PBL for reactor engineering. In this paper, we will present some lessons learned in this PBL education system from the educational points of view. The PBL education program is supported by IAE/METI in Japan for Nuclear Engineering Education. (author)

  7. Best Practices and Lessons Learned In LANL Approaches to Transportation Security

    Energy Technology Data Exchange (ETDEWEB)

    Drypolcher, Katherine Carr [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

    2017-10-24

    Presentation includes slides on Physical Protection of Material in Transit; Graded Approach for Implementation Controls; Security Requirements; LANL Lessons Learned; Shipping Violation; Unmonitored Shipment; Foreign shipment; and the Conclusion.

  8. Teaching Economics: A Cooperative Learning Model.

    Science.gov (United States)

    Caropreso, Edward J.; Haggerty, Mark

    2000-01-01

    Describes an alternative approach to introductory economics based on a cooperative learning model, "Learning Together." Discussion of issues in economics education and cooperative learning in higher education leads to explanation of how to adapt the Learning Together Model to lesson planning in economics. A flow chart illustrates the process for a…

  9. The Teachers' Action, 1984-1986: Learning Lessons from History

    Science.gov (United States)

    Rieser, Richard

    2016-01-01

    Thirty years ago teachers in the NUT and NASUWT were involved in a protracted industrial dispute. The outcome of the dispute had huge implications for education policy in the years that followed (most obviously the introduction of the 1987 Education Bill), and has important lessons for teacher unionism today. The author offers a personal…

  10. Stereotype Threat Effects on Learning From a Cognitively Demanding Mathematics Lesson.

    Science.gov (United States)

    Lyons, Emily McLaughlin; Simms, Nina; Begolli, Kreshnik N; Richland, Lindsey E

    2018-03-01

    Stereotype threat-a situational context in which individuals are concerned about confirming a negative stereotype-is often shown to impact test performance, with one hypothesized mechanism being that cognitive resources are temporarily co-opted by intrusive thoughts and worries, leading individuals to underperform despite high content knowledge and ability (see Schmader & Beilock, ). We test here whether stereotype threat may also impact initial student learning and knowledge formation when experienced prior to instruction. Predominantly African American fifth-grade students provided either their race or the date before a videotaped, conceptually demanding mathematics lesson. Students who gave their race retained less learning over time, enjoyed the lesson less, reported a diminished desire to learn more, and were less likely to choose to engage in an optional math activity. The detrimental impact was greatest among students with high baseline cognitive resources. While stereotype threat has been well documented to harm test performance, the finding that effects extend to initial learning suggests that stereotype threat's contribution to achievement gaps may be greatly underestimated. Copyright © 2017 Cognitive Science Society, Inc.

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

    Energy Technology Data Exchange (ETDEWEB)

    Noonan, Christine F. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Henry, Michael J. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Corley, Courtney D. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States)

    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.

  12. QA lessons learned for parameter control from the WIPP Project

    International Nuclear Information System (INIS)

    Richards, R.R.

    1998-01-01

    This paper provides a summary of lessons learned from experiences on the Waste Isolation Pilot Plant (WJPP) Project in implementation of quality assurance controls surrounding inputs for performance assessment analysis. Since the performance assessment (PA) process is inherent in compliance determination for any waste repository, these lessons-learned are intended to be useful to investigators, analysts, and Quality Assurance (QA) practitioners working on high level waste disposal projects. On the WIPP Project, PA analyses for regulatory-compliance determination utilized several inter-related computer programs (codes) that mathematically modeled phenomena such as radionuclide release, retardation, and transport. The input information for those codes are the parameters that are the subject of this paper. Parameters were maintained in a computer database, which was then queried electronically by the PA codes whenever input was needed as the analyses were run

  13. 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.

  14. Innovations in science education: infusing social emotional principles into early STEM learning

    Science.gov (United States)

    Garner, Pamela W.; Gabitova, Nuria; Gupta, Anuradha; Wood, Thomas

    2017-10-01

    We report on the development of an after-school and summer-based science, technology, engineering, and mathematics curriculum infused with the arts and social emotional learning content (STEAM SEL). Its design was motivated by theory and research that suggest that STEM education is well-suited for teaching empathy and other emotion-related skills. In this paper, we describe the activities associated with the development and design of the program and the curriculum. We provide expert-ratings of the STEAM and social emotional elements of the program and present instructor and participant feedback about the program's content and its delivery. Our results revealed that infusing the arts and social emotional learning content into science education created a holistic STEM-related curriculum that holds potential for enhancing young children's interest in and appreciation for science and its applications. The data also suggested that the program was well-developed and, generally well-executed. However, experts rated the STEAM elements of the program more positively than the SEL elements, especially with regard to sequencing of lessons and integration among the lessons and hands-on activities, indicating that program revisions are warranted.

  15. Geospatial Technologies and Geography Education in a Changing World : Geospatial Practices and Lessons Learned

    NARCIS (Netherlands)

    2015-01-01

    Book published by IGU Commission on Geographical Education. It focuses particularly on what has been learned from geospatial projects and research from the past decades of implementing geospatial technologies in formal and informal education.

  16. Job Oriented Training ’Lessons Learned

    Science.gov (United States)

    2008-11-01

    Job Oriented Training ’Lessons Learned’ Job Oriented Training (JOT), een vorm van trainen waarbij de cursist zelfstandig, zonder theorie vooraf...39 77 lnfo-DenV@tno.nl TNO-rapportnummer TNO-DV 2008 A447 Opdrachtnummer Datum november 2008 Auteur (s) drs. H.E. Stubbe dr. A.H. van der...onderlinge discussie over achterliggende overwegingen te stimuleren. Zij hebben op dat moment nog geen theorie aangeboden gekregen en zijn niet op de hoogte

  17. 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

  18. Lessons learned from the Fukushima accident to improve the performance of the national nuclear preparedness system

    International Nuclear Information System (INIS)

    Dewi Apriliani

    2013-01-01

    A study of emergency response failure in the early phase of a nuclear accident in Fukushima, Japan has conducted. This study aimed to obtain lesson learned from the problems and constraints that exist at the time of the Fukushima emergency response. This lesson learned will be adjusted to the situation, conditions and problems in nuclear preparedness systems in Indonesia, so that it can obtain the necessary recommendations to improve the performance of SKNN (National Nuclear Emergency Preparedness System). Recommendations include: improvements in coordination and information systems, including early warning systems and dissemination of information; improvements in the preparation of emergency plans/contingency plan, which includes an integrated disaster management; improvement in the development of disaster management practice/field exercise, by extending the scenario and integrate it with nuclear disaster, chemical, biological, and acts of terrorism; and improvement in public education of nuclear emergency preparedness and also improvement in management for dissemination of information to the public and the mass media. These improvements need to be done as part of efforts in preparing a reliable nuclear emergency preparedness in order to support nuclear power plant development plan. (author)

  19. Moving beyond the Reflectivity of Post-Lesson Mentoring Conferences in Teacher Education and Creating Learning/development Opportunities for Pre-Service Teachers

    Science.gov (United States)

    Ciavaldini-Cartaut, Solange

    2015-01-01

    This longitudinal case study suggests ways to move beyond the reflective process usually associated with post-lesson mentoring conferences by describing the modalities likely to generate real learning/development opportunities. Based on cultural-historical activity theories (CHAT) and using methodologies from sociodiscursive interactionism, this…

  20. TMI-2 Lessons Learned Task Force. Final report

    International Nuclear Information System (INIS)

    1979-10-01

    In its final report reviewing the Three Mile Island accident, the TMI-2 Lessons Learned Task Force has suggested change in several fundamental aspects of basic safety policy for nuclear power plants. Changes in nuclear power plant design and operations and in the regulatory process are discussed in terms of general goals. The appendix sets forth specific recommendations for reaching these goals

  1. Innovation in learning and development in multilingual and multicultural contexts: Principles learned from a higher educational study programme in Luxembourg

    Science.gov (United States)

    Ziegler, Gudrun

    2011-12-01

    Multilingualism in education is a conceptual as well as a pedagogical challenge of the 21st century. Luxembourg, with its three statutory official languages (Luxembourgish, French and German), is an especially complex setting. The gap between traditional principles of language education on the one hand and the challenging impacts of today's multilingualisms on the other led the University of Luxembourg (founded in 2003) to set up a developmentally-driven Master's programme in 2007, entitled "Learning and Development in Multilingual and Multicultural Contexts". After a presentation of the general multilingual settings in Luxembourg, this paper discusses the constellation of the multilingual University's staff and students and provides an analysis of the concept of the course by outlining its innovative approach, its principles and lessons learned with regard to running a trilingual higher education programme.

  2. Lessons Learned

    Directory of Open Access Journals (Sweden)

    Amanda Phelan BNS, MSc, PhD

    2015-03-01

    Full Text Available The public health nurses’ scope of practice explicitly includes child protection within their role, which places them in a prime position to identify child protection concerns. This role compliments that of other professions and voluntary agenices who work with children. Public health nurses are in a privileged position as they form a relationship with the child’s parent(s/guardian(s and are able to see the child in its own environment, which many professionals cannot. Child protection in Ireland, while influenced by other countries, has progressed through a distinct pathway that streamlined protocols and procedures. However, despite the above serious failures have occurred in the Irish system, and inquiries over the past 20 years persistently present similar contributing factors, namely, the lack of standardized and comprehensive service responses. Moreover, poor practice is compounded by the lack of recognition of the various interactional processes taking place within and between the different agencies of child protection, leading to psychological barriers in communication. This article will explore the lessons learned for public health nurses practice in safeguarding children in the Republic of Ireland.

  3. 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.

  4. 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).

  5. 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).

  6. LEARNING TECHNOLOGIES FOR STUDENTS IN THE CLOUD ORIENTED LEARNING ENVIRONMENT OF COMPREHENSIVE EDUCATIONAL INSTITUTIONS

    Directory of Open Access Journals (Sweden)

    Svitlana G. Lytvynova

    2015-06-01

    Full Text Available The paper analyzes the «flipped» learning and «Web Quest» technologies. The features of the «flipped» learning technology are generalized, as well as compared with traditional learning, clarified the benefits of the technology for teachers and students, described the features of the technology used by teacher and students, developed a teacher’s and student’s flow chart for preparation to the lesson, generalized control and motivation components for activating learning activities of students, found out that a component of cloud oriented learning environment (COLE – Lync (Skype Pro can be used to develop video clips and support «flipped» learning technology. The author defines the concept of «Web Quest» technology, generalizes the «Web Quest» structure components. In the article the functions, features of this technology, the types of problems that can be solved with the help of this technology, as well as «Web Quest» classification are presented. It has been found out that the cloud oriented learning environment gives all the possibilities for «Web Quest» technology implementation in teaching of different subjects of all branches of science. With the help of «flipped» technology training and «Web Quest» a number of important problems of education can be solved – providing the continuous communication intensive training beyond general educational establishment and activation of learning activities of students.

  7. Relationship between Designing Computer-based Educational Games, and Learning Motivation among Elementary Students

    Directory of Open Access Journals (Sweden)

    Zahra Jamebozorg

    2017-12-01

    Full Text Available Background: Motivation is an important factor in learning. Educational games increase the learning motivation and understanding of students by creating a sense of joy, satisfaction and involvement. However, it is necessary to incorporate learning elements into the games, differently. In this study, the researcher tried to provide a model for designing educational games and determining its relationship with learning motivation. Materials and Methods:  Components of the model for designing educational games were first determined qualitatively. Then, the relationship between the educational games designed and students' learning motivation was determined. A self-made questionnaire, with elements of educational game designing along with another questionnaire was used to determine the learning motivation. The obtained data were analyzed using Pearson correlation coefficient and independent t-test. Results: The model, with 4 main components and 26 sub-components, was designed. That set of various elements, including: the rules, objectives, tools, results and feedbacks, accidents, challenges and interactions displayed in the context of the game, along with instructional design component such as analysis, design, development, utilization and evaluation were used. After implementation of the pattern and designing the "States of Matter" lesson in the science book for the third graders, the results showed that there is a significant correlation between the use of designed educational game and components of the students’ learning motivation (r= 0.85 and P=0.01. Conclusion: According to this study given the relationship between the use of educational games and motivation to learn, it can be concluded that the educational games designed according to scientific principles could lead to the improved students’ motivation and learning.

  8. Using Classroom Recordings in Educational History Research. An East German Civics Lesson

    Science.gov (United States)

    Jehle, May; Blessing, Benita

    2014-01-01

    Students learned in civics lessons in the German Democratic Republic (GDR, or East Germany) that their socialist society uniquely guaranteed all individuals the right to work, and that, as good socialists, they had the duty to take on socially meaningful work. Using the example of a video recording of an East German civics lesson and its…

  9. Perceived Advantages of 3D Lessons in Constructive Learning for South African Student Teachers Encountering Learning Barriers

    Science.gov (United States)

    de Jager, Thelma

    2017-01-01

    Research shows that three-dimensional (3D)-animated lessons can contribute to student teachers' effective learning and comprehension, regardless of the learning barriers they experience. Student teachers majoring in the subject Life Sciences in General Subject Didactics viewed 3D images of the heart during lectures. The 3D images employed in the…

  10. Community Resilience Education: Lessons Learned from an Emerging Community of Practice - NOAA's Environmental Literacy Grantees

    Science.gov (United States)

    Schoedinger, S. E.; McDougall, C.

    2017-12-01

    NOAA supports community resilience to extreme weather events, climate change and other environmental hazards by preparing communities through Weather Ready Nation and through programs addressing coastal community needs. These programs primarily target adult decisions makers in a professional capacity (emergency managers, city planners, et al.), leaving non-professional audiences without opportunities to understand and develop the skills to prepare for the threats and vulnerabilities that their communities face. As a result, resilience became the focus of NOAA's Environmental Literacy Grants in 2015. The goal of these investments is to strengthen the public's and/or K-12 students' environmental literacy to enable informed decision-making necessary for community resilience to extreme weather events and other environmental hazards. Funded projects build an understanding of Earth systems and the threats and vulnerabilities that are associated with a community's location, are aligned with existing adaptation/resilience plans, and connect audiences to relevant tools and resources to prepare for and respond to these hazards. These first few years of investment will create new models for how education can improve community resilience. Although these projects incorporate a variety of approaches, a few common themes stand out: empowering youth and adults to increase their understanding of locally relevant natural hazards and stresses; giving youth a voice in resilience planning; and student-led vulnerability assessments of their schools and communities. In this session we will report on the first convening of the principal investigators of our 13 funded projects, which represents the beginning of a new community of practice focused on resilience education. We will specifically share lessons learned about: engaging youth and adults about climate change and resiliency; working with local resilience/adaptation planners; and case studies on the use of NOAA's Digital Coast and

  11. Five Frames to Promote Innovative Business Education: Lessons Learned from the Art and Science of Improv

    Science.gov (United States)

    Yin, L. Roger; Kumta, Shekhar M.; Werner, Jon M.

    2015-01-01

    Business education and workplace learning are addressed via five episodes or conversations between two business educators, one of whom is experienced and also an improvisational artist. Vaill (1989) compared managing to a performing art. Vendelø (2009) connected organizational learning to improvisation. In these constructed conversations, the…

  12. Exploring the Content of Instrumental Lessons and Gender Relations in Australian Higher Education

    Science.gov (United States)

    Zhukov, Katie

    2008-01-01

    This observational study analysed the lesson content of 24 instrumental lessons (piano, strings and winds) using a gender-balanced sample (equal numbers of male/female teachers and students) from five Australian higher education institutions to ascertain the priorities of topics in advanced applied music lessons in the Western Classical tradition.…

  13. ADVANTAGES, DISADVANTAGES, AND LESSONS LEARNED FROM MULTI-REACTOR DECOMMISSIONING PROJECTS

    International Nuclear Information System (INIS)

    Morton, M.R.; Nielson, R.R.; Trevino, R.A.

    2003-01-01

    This paper discusses the Reactor Interim Safe Storage (ISS) Project within the decommissioning projects at the Hanford Site and reviews the lessons learned from performing four large reactor decommissioning projects sequentially. The advantages and disadvantages of this multi-reactor decommissioning project are highlighted

  14. Combat Trauma Lessons Learned from Military Operations of 2001 - 2013

    Science.gov (United States)

    2015-03-09

    suspected tension pneumothorax  Longer needle for needle decompression  Lateral approach for needle decompression  Vented chest seals for open...Defense Health Board Combat Trauma Lessons Learned from Military Operations of 2001-2013 March 9, 2015 OFFICE OF THE ASSISTANT SECRETARY OF...

  15. Moving Forward with Lessons Learned About Long-term Radioactive Waste Management

    Energy Technology Data Exchange (ETDEWEB)

    Atherton, Elizabeth; Dalton, John [UK Nirex Ltd., Harwell (United Kingdom)

    2006-09-15

    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.

  16. Moving Forward with Lessons Learned About Long-term Radioactive Waste Management

    International Nuclear Information System (INIS)

    Atherton, Elizabeth; Dalton, John

    2006-01-01

    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

  17. 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.

  18. Lessons Learned from Deploying a Video-Based Web 2.0 Platform in an Executive Education Context

    Science.gov (United States)

    Maxwell, Katrina; Angehrn, Albert A.

    Although IT has been very successful in enabling distributed, collaborative learning and knowledge creation in open-source communities, its promise in other contexts is still an open question. In this paper, we describe the deployment of a video-based Web2.0 platform in an executive education context. The platform, which we developed, makes extensive use of video, profiling, game dynamics, agents and network visualizations in order to capture the attention and involvement of the learning community members. Our goal was to provide executive education participants with an attractive, interactive platform for extending their learning and networking beyond the classroom. This experience has allowed us to identify three main barriers to Web2.0 inter-organizational learning and collaboration in executive education: technological barriers, motivational barriers and the inter-organizational aspect itself.

  19. Japanese lesson study in mathematics its impact, diversity and potential for educational improvement

    CERN Document Server

    Isoda, Masami; Stephens, Max

    2007-01-01

    In Before It''s Too Late: A Report to the Nation from the National Commission on Mathematics and Science Teaching for the 21st Century (2000) in the US, the authors quote from James Stigler''s conclusions from various videotape research studies of mathematics teaching: "The key to long-term improvement [in teaching] is to figure out how to generate, accumulate, and share professional knowledge". Japanese Lesson Study has proved to be one successful means. This book supports the growing movement of lesson study to improve the quality of mathematics education from the original viewpoints of Japanese educators who have been engaging in lesson study in mathematics for professional development and curriculum implementation. This book also illustrates several projects related to lesson study in other countries.

  20. Development of an HIV Prevention Videogame: Lessons Learned

    OpenAIRE

    Kimberly Hieftje; Lynn E. Fiellin; Tyra Pendergrass; Lindsay R Duncan

    2016-01-01

    The use of videogames interventions is becoming an increasingly popular and effective strategy in disease prevention and health promotion; however, few health videogame interventions have been scientifically rigorously evaluated for their efficacy. Moreover, few examples of the formative process used to develop and evaluate evidence-based health videogame interventions exist in the scientific literature. The following paper provides valuable insight into the lessons learned during the process...

  1. TED-Ed lessons & TED-Ed clubs: Educational activities to amplify students' voices

    Science.gov (United States)

    Villias, Georgios

    2017-04-01

    TED-Ed lessons and TED-Ed clubs are two powerful educational tools that can be used in today's school classrooms in order to create an educational environment that is engaging for the students and favors their active participation, created and fostered by TED-Ed. TED-Ed is TED's educational initiative, committed to create lessons worth sharing and amplify the voices and ideas of teachers and students around the world. TED-Ed animated lessons are fully organized lessons structured around an animated video that introduces new topics to learners in an exciting, thought-provoking way. These lessons have been created as a result of the cooperation between expert educators and animators and have been uploaded at the TED-Ed platform (http://ed.ted.com). On the other hand, TED-Ed Clubs are also an interesting way to offer students the chance, the voice and the opportunity to express their thoughts, engage actively on these matters and connect with each other, both at a local, as well as at an international level (http://ed.ted.com/clubs). By developing new TED-Ed lessons or by customizing appropriately existing animated TED-Ed lessons (translating, modifying the questions asked, introducing new discussion topics), I have created and implemented in my student-centered, didactic approach, a series of TED-ED animated lessons directly connected with the Greek national science syllabus that were used to spark students curiosity and initiate a further analytical discussion or introduce other relevant educational activities (http://gvillias.wixsite.com/education). Furthermore, at my school, we established Varvakeio TED-Ed Club, an environment that supports and empowers our students to research, develop and disseminate their own personal ideas that worth spreading. During the year, our members were inspired by watching TED talks presented by experts on their field on various different areas, including social, economical, environmental and technological-scientific issues. Our aim

  2. Evolutionary Acquisition of the Global Command and Control System: Lessons Learned

    National Research Council Canada - National Science Library

    Wallis, Johnathan

    1998-01-01

    This paper summarizes a "lessons learned" study that reviews DoD's approach to managing the GCCS program on behalf on the Assistant Secretary of Defense for Command, Control, Communications, and Intelligence (ASD/C3I...

  3. Safety Requirements / Design Criteria for SFR. Lessons Learned from the Fukushima Dai-ichi Accident

    International Nuclear Information System (INIS)

    Yllera, Javier

    2013-01-01

    After the Fukushima event (March 2011) the IAEA has started an action to review and revise, if necessary, all Safety Standards to take into consideration the lessons learned from the accident. The Safety Standards that need to be revised have been identified. A Prioritization Approach has been established: The first priority is to review safety guides applicable for NPPs and spent fuel storage with focus on the measures for the prevention and mitigation of severe accident due to external hazards - ● Regulatory framework, Safety assessment, Management system, Radiation protection and Emergency Preparedness and response; ● Sitting, Design, Operation of NPPs ● Decommissioning and Waste Management. Original sources for lessons learned: IAE fact Finding Mission, Japan´s report to the Ministerial Conference, INSAG Report, etc. Later, other lesson sources considered

  4. Public perception of radioactive waste management and lessons learned

    International Nuclear Information System (INIS)

    Curd, J.

    1989-01-01

    Information officers from United Kingdom Nirex Ltd have been dealing with one of industry's most intractable public relations programmes for five years. Mistakes have been made but lessons have been learned and are now being applied to the Company's current programme - the deep underground disposal of solid low-level and intermediate-level radioactive waste. (author)

  5. Lessons learned by southern states in designating alternative routes

    International Nuclear Information System (INIS)

    1989-08-01

    The purpose of this report is to discuss the ''lessons learned'' by the five states within the southem region that have designated alternative or preferred routes under the regulations of the Department of Transportation (DOT) established for the transportation of radioactive materials. The document was prepared by reviewing applicable federal laws and regulations, examining state reports and documents and contacting state officials and routing agencies involved in making routing decisions. In undertaking this project, the Southern States Energy Board hopes to reveal the process used by states that have designated alternative routes and thereby share their experiences (i.e., lessons learned) with other southern states that have yet to make designations. Under DOT regulations (49 CFR 177.826), carriers of highway route controlled quantities of radioactive materials (which include spent nuclear fuel and high-level waste) must use preferred routes selected to reduce time in transit. Such preferred routes consist of (1) an interstate system highway with use of an interstate system bypass or beltway around cities when available, and (2) alternate routes selected by a ''state routing agency.''

  6. Lessons learned after three years of legalized, recreational marijuana: The Colorado experience.

    Science.gov (United States)

    Ghosh, Tista S; Vigil, Daniel I; Maffey, Ali; Tolliver, Rickey; Van Dyke, Mike; Kattari, Leonardo; Krug, Heather; Reed, Jack K; Wolk, Larry

    2017-11-01

    In November 2012 Colorado voters approved legalized recreational marijuana. On January 1, 2014 Colorado became the first state to allow legal sales of non-medical marijuana for adults over the age of 21. Since that time, the state has been monitoring potential impacts on population health. In this paper we present lessons learned in the first three years following legal sales of recreational marijuana. These lessons pertain to health behaviors and health outcomes, as well as to health policy issues. Our intent is to share these lessons with other states as they face the prospect of recreational marijuana legalization. Copyright © 2017 Elsevier Inc. All rights reserved.

  7. Lessons learned from the Three Mile Island Unit 2 Advisory Panel

    International Nuclear Information System (INIS)

    Lach, D.; Bolton, P.; Durbin, N.; Harty, R.

    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

  8. The Climate Change Education Evidence Base: Lessons Learned from NOAA's Monitoring and Evaluation Framework Implementation

    Science.gov (United States)

    Baek, J.

    2012-12-01

    Federal science mission agencies are under increased pressure to ensure that their STEM education investments accomplish several objectives, including the identification and use of evidence-based approaches. Climate change education and climate literacy programs fall under these broader STEM initiatives. This paper is designed as a primer for climate change education evaluators and researchers to understand the policy context on the use of evidence. Recent initiatives, that include the National Science Foundation (NSF), the National Aeronautics and Space Administration (NASA), the National Oceanic and Atmospheric Administration (NOAA), point to a need for shared goals and measurements amongst the climate change education community. The Tri-agency Climate Change Education (CCE) collaboration, which includes NSF, NASA, and NOAA, developed the Tri-Agency Climate Change Education Common Evaluation Framework Initiative Stakeholder Statement (2012). An excerpt: From the perspective of the tri-agency collaboration, and its individual agency members, the goal of the common framework is not to build a required evaluation scheme or a set of new requirements for our funded climate change education initiatives. Rather, the collaboration would be strengthened by the development of a framework that includes tools, instruments, and/or documentation to: ● Help the agencies see and articulate the relationships between the individual pieces of the tri-agency CCE portfolio; ● Guide the agencies in reporting on the progress, lessons learned, and impacts of the collaboration between the three agencies in developing a coordinated portfolio of climate education initiatives; and ● Help the individual projects, as part of this broader portfolio, understand where they fit into a larger picture. The accomplishments of this initiative to date have been based on the collaborative nature of evaluators the climate change education community within the tri-agency portfolio. While this

  9. 241-SY-101 air lance removal lessons learned

    International Nuclear Information System (INIS)

    Moore, T.L.; Titzler, P.A.

    1994-01-01

    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

  10. Environmental Studies, Section V: Oceanography. Learning Carrel Lesson 6.15: Pollution of the Oceans. Study Guide and Script.

    Science.gov (United States)

    Boyer, Robert; And Others

    This is one of a series of 14 instructional components of a semester-long, environmental earth science course developed for undergraduate students. The course includes lectures, discussion sessions, and individual learning carrel lessons. Presented are the study guide and script for a learning carrel lesson on pollution of the oceans. The slides,…

  11. Addressing Ebola-related stigma: lessons learned from HIV/AIDS.

    Science.gov (United States)

    Davtyan, Mariam; Brown, Brandon; Folayan, Morenike Oluwatoyin

    2014-01-01

    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. 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. 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. 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. 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 working at the grassroots level to disseminate clear and accurate

  12. Savannah River Site environmental restoration lessons learned program

    International Nuclear Information System (INIS)

    Plunkett, R.A.; Leibfarth, E.C.; Treger, T.M.; Blackmon, A.M.

    1993-01-01

    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

  13. Lessons learned from EU stress tests evaluations with regard to external hazards

    International Nuclear Information System (INIS)

    Misak, J.

    2014-01-01

    The presentation was oriented to critical review of the lessons learned from the European Union (EU) Stress Test focusing on NPP robustness against external hazards. These lessons addressed: - organization of the stress tests, - scope and objectives of the stress tests, - peer review findings, recommendations and implications on the design in the area of external hazards, - further studies recommended in the area of external hazards and PSA, - relevant research areas identified by the SNETP Task Group in response to Fukushima accident. Some important conclusions were made in the final part of the presentation: - Vulnerability to the Fukushima Dai-ichi reactor accidents caused by external hazards and including their secondary effects was underestimated, - Lessons learned from Fukushima Dai-ichi reactor accidents, from the EU Stress Test and from peer reviews are to be reflected in safety improvements of operating plants and considered in new designs, - while no completely new phenomena were revealed from the Fukushima Dai-ichi reactor accidents, improvements in specific research areas (including external hazards and use of PSA) should be considered with high priority

  14. Enhancing mathematics teachers' quality through Lesson Study.

    Science.gov (United States)

    Lomibao, Laila S

    2016-01-01

    The efficiency and effectivity of the learning experience is dependent on the teacher quality, thus, enhancing teacher's quality is vital in improving the students learning outcome. Since, the usual top-down one-shot cascading model practice for teachers' professional development in Philippines has been observed to have much information dilution, and the Southeast Asian Ministers of Education Organization demanded the need to develop mathematics teachers' quality standards through the Southeast Asia Regional Standards for Mathematics Teachers (SEARS-MT), thus, an intensive, ongoing professional development model should be provided to teachers. This study was undertaken to determine the impact of Lesson Study on Bulua National High School mathematics teachers' quality level in terms of SEARS-MT dimensions. A mixed method of quantitative-qualitative research design was employed. Results of the analysis revealed that Lesson Study effectively enhanced mathematics teachers' quality and promoted teachers professional development. Teachers positively perceived Lesson Study to be beneficial for them to become a better mathematics teacher.

  15. Improving the Identification, Dissemination and Implementation of Deactivation and Decommissioning Lessons Learned and Best Practices

    International Nuclear Information System (INIS)

    Waisley, Sandra L.; Lackey, Michael B.; Dusek, Lansing G.

    2008-01-01

    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

  16. Shaping Interpersonal Learning in the Jazz Improvisation Lesson: Observing a Dynamic Systems Approach

    Science.gov (United States)

    de Bruin, Leon Rene

    2018-01-01

    Music institutions predominantly utilize the one-to-one lesson in developing and supporting music students' learning of skill and knowledge. This article explores the effect that interpersonal interaction plays in shaping pedagogical applications between teacher and student. Observing the learning of improvisation within this individualized social…

  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. The Great American Eclipse: Lessons Learned from Public Education

    Science.gov (United States)

    Edson, Shauna Elizabeth; Phoebe Waterman Haas Public Observatory

    2018-01-01

    The total solar eclipse of 2017 was a high-profile opportunity for nationwide public education. Astronomy experts suddenly became vital sources of information for a lay population whose interest in the eclipse greatly surpassed expectations. At the National Air and Space Museum, we leveraged our relatively accessible location and particularly diverse audience to help thousands of people, from novices to enthusiasts, prepare to view the eclipse safely. The goal was to empower all people so they could experience this unique astronomical event, understand what was happening, and observe the Sun safely. Over the course of two years spent talking with the public about the eclipse, we encountered common misconceptions, worries about safety or liability, and people experiencing confusion or information overload. We developed guidelines for handling these challenges, from correcting misinformation to managing the sudden spike in demand for glasses just before August 21.In particular, we helped people understand the following essential points:- The total phase of the eclipse is only visible from a limited path.- The partial eclipse is visible from a large area outside the path of totality.- The eclipse takes up to three hours from start to finish, providing ample time for viewing.- The Sun can be observed safely using several methods, including but not limited to eclipse glasses.- The eclipse happens because the Moon’s orbit is taking it directly between the Sun and the Earth.- Eclipses do not happen every month because the Moon’s orbit is tilted with respect to the Earth's orbital plane.- Students in schools can safely view the eclipse, with proper protection and supervision, to prevent eye damage and minimize liability.Public education about the eclipse appears to have been successful, as evidenced by the large number of people who saw their first total solar eclipse and the absence of reported eye damage cases. Amidst the excitement, photographs, and stories that

  19. Community-Based Research (CBR in the Education Doctorate: Lessons Learned and Promising Practices

    Directory of Open Access Journals (Sweden)

    Laurie Stevahn

    2016-12-01

    Full Text Available Community-based research (CBR is an advanced form of academic service-learning through which university students, faculty, and community organizations collaborate to conduct inquiry projects aimed at producing social change. Despite its potential for advancing learning in graduate studies, little research exists on CBR implementations or outcomes in doctoral programs. This study examined the effectiveness of integrating CBR into an educational leadership doctorate across three consecutive cohorts in which students worked in teams to conduct CBR projects, each in partnership with a community organization pursuing a social justice initiative. A mixed-methods developmental case study design produced quantitative and qualitative data on students’ perceived effectiveness of cooperative/collaborative interaction and team decision making in CBR, experience with and learning from CBR in the education doctorate, and development of CBR competencies. Triangulated results overall revealed students’ (a positive attitudes toward CBR, (b enhanced understanding of and commitment to CBR and how to conduct it, (c expanded understanding and application of technical research skills, (d growth in coopera-tive/collaborative and conflict resolution skills, and (e development of leadership project management skills. These findings may assist faculty in planning innovative, authentic, applied, professional training in the education doctorate capable of advancing students’ graduate inquiry skills while also enhancing competencies for successful leadership in the field.

  20. Practicing Improvisation: Preparing Multicultural Educators

    Science.gov (United States)

    Hull, Karla

    2015-01-01

    Preparing competent multicultural educators involves a dynamic process requiring constant self-reflection and assisting pre-service teachers to sharpen their cultural vision as they learn to be responsive educators. Reflections on lessons learned as a teacher educator are shared through personal experiences that are identified as keys to prepare…

  1. The Fall and Redemption of People and Systems: Potential Lessons from the "Star Wars" Saga

    Science.gov (United States)

    Guerrero, Anthony P. S.; Jamora, Maria Jasmin

    2007-01-01

    Through an analysis of the fall and redemption of Anakin Skywalker and the Galactic Republic of the Star Wars saga, educators may be able to convey valuable lessons to students learning about child and adolescent psychiatry and to junior psychiatrists learning about psychiatric administration and liaison. Specifically, educators may be able to…

  2. Fourteen lessons learned from the successful nuclear power program of the Republic of Korea

    International Nuclear Information System (INIS)

    Choi, Sungyeol; Jun, Eunju; Hwang, IlSoon; Starz, Anne; Mazour, Tom; Chang, SoonHeung; Burkart, Alex R.

    2009-01-01

    This paper summarized a development history and lessons of Korean nuclear power infrastructures from the beginning of the nuclear power program in 1956 to the localization of complete scope of PWR technology in 1990. The objective of this paper is to show the guideline on the issues that the development of a national infrastructure for nuclear power using the realistic experiences in order to help the developing countries newly starting nuclear power program as a long-term energy supply option. Development strategies and lessons learned from the successful Korean experience have been presented based on milestones structure of IAEA in order to help decision makers, advisers, senior managers and national planners of nuclear power program. Lessons for national nuclear power programs include considerations before launching a program, preparation and decision making, and the construction of the first nuclear power plant. Scope of these lessons includes knowledge and human resources management, financial and industrial infrastructure development, nuclear safety, legislative and regulatory experiences, fuel cycle and waste management, international cooperation. Fourteen lessons learned either positive or not are derived from the Korean case and are suggested for incorporation in the IAEA's efforts in support of developing countries' development of nuclear infrastructure and planning.

  3. Army, Presidential, and Corporate Strategic Transitions: The Importance of Transition Teams and the Application of Lessons Learned

    Science.gov (United States)

    2006-05-25

    accessed from http://www.american.edu/15pointplan/WhatIsABestPractice.html on 17 Feb 2006. Argenti , Paul A., Corporate Communication . 3rd ed. Boston...Army, Presidential, and Corporate Strategic Transitions: The Importance of Transition Teams and the Application of Lessons Learned A Monograph...SUBTITLE Army, Presidential, and Corporate Strategic Transitions: The Importance of Transition Teams and the Application of Lessons Learned 5c

  4. Developing technology-enhanced active learning for medical education: challenges, solutions, and future directions.

    Science.gov (United States)

    McCoy, Lise; Pettit, Robin K; Lewis, Joy H; Bennett, Thomas; Carrasco, Noel; Brysacz, Stanley; Makin, Inder Raj S; Hutman, Ryan; Schwartz, Frederic N

    2015-04-01

    Growing up in an era of video games and Web-based applications has primed current medical students to expect rapid, interactive feedback. To address this need, the A.T. Still University-School of Osteopathic Medicine in Arizona (Mesa) has developed and integrated a variety of approaches using technology-enhanced active learning for medical education (TEAL-MEd) into its curriculum. Over the course of 3 years (2010-2013), the authors facilitated more than 80 implementations of games and virtual patient simulations into the education of 550 osteopathic medical students. The authors report on 4 key aspects of the TEAL-MEd initiative, including purpose, portfolio of tools, progress to date regarding challenges and solutions, and future directions. Lessons learned may be of benefit to medical educators at academic and clinical training sites who wish to implement TEAL-MEd activities.

  5. System 80+{trademark} standard design incorporates radiation protection lessons learned

    Energy Technology Data Exchange (ETDEWEB)

    Crom, T.D.; Naugle, C.L. [Duke Engineering & Services, Inc., Charlotte, NC (United States); Turk, R.S. [ABB Combustion Engineering Nuclear Power, Windsor, CT (United States)

    1995-03-01

    Many lessons have been learned from the current generation of nuclear plants in the area of radiation protection. The following paper will outline how the lessons learned have been incorporated into the design and operational philosophy of the System 80+{trademark} Standard Design currently under development by ABB Combustion Engineering (ABB-CE) with support from Duke Engineering and Services, Inc. and Stone and Webster Engineering Corporation in the Balance-of-Plant design. The System 80+{trademark} Standard Design is a complete nuclear power plant for national and international markets, designed in direct response to utility needs for the 1990`s, and scheduled for Nuclear Regulatory Commission (NRC) Design Certification under the new standardization rule (10 CFR Part 52). System 80+{trademark} is a natural extension of System 80{sup R} technology, an evolutionary change based on proven Nuclear Steam Supply System (NSSS) in operation at Palo Verde in Arizona and under construction at Yonggwang in the Republic of Korea. The System 80+{trademark} Containment and much of the Balance of Plant design is based upon Duke Power Company`s Cherokee Plant, which was partially constructed in the late 1970`s, but, was later canceled (due to rapid declined in electrical load growth). The System 80+{trademark} Standard Design meets the requirements given in the Electric Power Research Institute (EPRI) Advanced Light Water Reactor (ALWR) Requirements Document. One of these requirements is to limit the occupational exposure to 100 person-rem/yr. This paper illustrates how this goal can be achieved through the incorporation of lessons learned, innovative design, and the implementation of a common sense approach to operation and maintenances practices.

  6. Lessons learned from MONJU sodium leak accident

    International Nuclear Information System (INIS)

    Nakai, Ryodai; Ito, Kazumoto; Nagata, Takashi

    2000-01-01

    MONJU sodium leak accident was a small accident with a large public impact. There was no injures or exposure to radiation, nor was there any loss of safety function such as reactor shutdown or reactor cooling. On the contrary a social impact is considerably large, whereby the plant remains shutdown. This paper describes the lessons learned from the accident, i.e. the impact of the accident and its cause, and the features on risk management in view of social aspect as well as technical aspect. (author)

  7. Engaging the Deaf American Sign Language Community: Lessons From a Community-Based Participatory Research Center

    Science.gov (United States)

    McKee, Michael; Thew, Denise; Starr, Matthew; Kushalnagar, Poorna; Reid, John T.; Graybill, Patrick; Velasquez, Julia; Pearson, Thomas

    2013-01-01

    Background Numerous publications demonstrate the importance of community-based participatory research (CBPR) in community health research, but few target the Deaf community. The Deaf community is understudied and underrepresented in health research despite suspected health disparities and communication barriers. Objectives The goal of this paper is to share the lessons learned from the implementation of CBPR in an understudied community of Deaf American Sign Language (ASL) users in the greater Rochester, New York, area. Methods We review the process of CBPR in a Deaf ASL community and identify the lessons learned. Results Key CBPR lessons include the importance of engaging and educating the community about research, ensuring that research benefits the community, using peer-based recruitment strategies, and sustaining community partnerships. These lessons informed subsequent research activities. Conclusions This report focuses on the use of CBPR principles in a Deaf ASL population; lessons learned can be applied to research with other challenging-to-reach populations. PMID:22982845

  8. The RAFT Telemedicine Network: Lessons Learnt and Perspectives from a Decade of Educational and Clinical Services in Low- and Middle-Incomes Countries.

    Science.gov (United States)

    Bediang, Georges; Perrin, Caroline; Ruiz de Castañeda, Rafael; Kamga, Yannick; Sawadogo, Alexandre; Bagayoko, Cheick Oumar; Geissbuhler, Antoine

    2014-01-01

    The objectives of this paper are to (i) provide an overview of the educational and clinical experiences of the Réseau en Afrique Francophone pour la Télémédecine (RAFT) network, (ii) analyze key challenges and lessons learnt throughout a decade of activity, and (iii) draw a vision and perspectives of its sustainability. The study was carried out following three main stages: (i) a literature review, (ii) the analysis of key documents, and (iii) discussions with key collaborators of the RAFT. Réseau en Afrique Francophone pour la Télémédecine has been offering an important quantity of educational, clinical, and public health activities during the last decade. The educational activities include the weekly delivery of video-lectures for continuing and post-graduate medical education, the use of virtual patients for training in clinical decision making, research training activities using ICTs and other e-learning activities. The clinical and public health activities include tele-expertise to support health professionals in the management of difficult clinical cases, the implementation of clinical information systems in African hospitals, the deployment of mHealth projects, etc. Since 2010, the RAFT has been extended to the Altiplano in Bolivia and Nepal (in progress). Lessons Learnt and Perspectives: Important lessons have been learnt from the accumulated experiences throughout these years. These lessons concern: social and organization, human resources, technologies and data security, policy and legislation, and economy and financing. Also, given the increase of the activities and the integration of eHealth and telemedicine in the health system of most of the countries, the RAFT network faces many other challenges and perspectives such as learning throughout life, recognition, and valorization of teaching or learning activities, the impact evaluation of interventions, and the scaling up and transferability out of Africa of RAFT activities. Based on the RAFT

  9. Opening the black box of energy modelling: Strategies and lessons learned

    DEFF Research Database (Denmark)

    Pfenninger, Stefan; Hirth, Lion; Schlecht, Ingmar

    2018-01-01

    and appropriate modelling languages, distributing code and data, and providing support and building communities. After illustrating these decisions with examples and lessons learned from the community, we conclude that even though individual researchers' choices are important, institutional changes are still also...

  10. Process Improvement for Next Generation Space Flight Vehicles: MSFC Lessons Learned

    Science.gov (United States)

    Housch, Helen

    2008-01-01

    This viewgraph presentation reviews the lessons learned from process improvement for Next Generation Space Flight Vehicles. The contents include: 1) Organizational profile; 2) Process Improvement History; 3) Appraisal Preparation; 4) The Appraisal Experience; 5) Useful Tools; and 6) Is CMMI working?

  11. Application of Education Management and Lesson Study in Teaching Mathematics to Students of Second Grade of Public School in District 3 of Tehran

    Science.gov (United States)

    Farhoush, Masoumeh; Majedi, Parisima; Behrangi, Mohammadreza

    2017-01-01

    The present paper studies the effects of lesson study as a sample of participative researches in classroom as well as Behrangi Education Management Model in courses by aiming at exploring and allowing students to use the indexes of course concepts as an effective model in learning. The research plan is pre-test, posttest with control group type.…

  12. Lessons Learned from the Node 1 Atmosphere Control and Storage and Water Recovery and Management Subsystem Design

    Science.gov (United States)

    Williams, David E.

    2011-01-01

    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 Atmosphere Control and Storage (ACS) and Water Recovery and Management (WRM) subsystems 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.

  13. Empirically Derived Lessons Learned about What Makes Peer-Led Exercise Groups Flourish.

    Science.gov (United States)

    Fletcher, Kathlyn E; Ertl, Kristyn; Ruffalo, Leslie; Harris, LaTamba; Whittle, Jeff

    2017-01-01

    Physical exercise confers many health benefits, but it is difficult to motivate people to exercise. Although community exercise groups may facilitate initiation and persistence in an exercise program, reports regarding factors that allow such groups to flourish are limited. We performed a prospective qualitative evaluation of our experience starting a program of community-based, peer-led exercise groups for military veterans to identify important lessons learned. We synthesized data from structured observations, post-observation debriefings, and focus groups. Our participants were trained peer leaders and exercise group members. Our main outcomes consisted of empirically derived lessons learned during the implementation of a peer-led group exercise program for veterans at multiple community sites. We collected and analyzed data from 40 observation visits (covering 14 sites), 7 transcribed debriefings, and 5 focus groups. We identified five lessons learned. (1) The camaraderie and social aspect of the exercise groups provided motivation for people to stay involved. (2) Shared responsibility and commitment to each other by the group members was instrumental to success. (3) Regular meeting times encouraged participation. (4) Variety, especially getting outdoors, was very popular for some groups. (5) Modest involvement of professionals encouraged ongoing engagement with the program. Both social and programmatic issues influence implementation of group exercise programs for older, predominantly male, veterans. These results should be confirmed in other settings.

  14. Social Networking Sites and Addiction: Ten Lessons Learned

    OpenAIRE

    Kuss, Daria J.; Griffiths, Mark D.

    2017-01-01

    Online social networking sites (SNSs) have gained increasing popularity in the last decade, with individuals engaging in SNSs to connect with others who share similar interests. The perceived need to be online may result in compulsive use of SNSs, which in extreme cases may result in symptoms and consequences traditionally associated with substance-related addictions. In order to present new insights into online social networking and addiction, in this paper, 10 lessons learned concerning onl...

  15. Denmark's Master of Public Governance Program: Assessment and Lessons Learned

    Science.gov (United States)

    Greve, Carsten; Pedersen, Anne Reff

    2017-01-01

    This paper focuses on Denmark's Master of Public Governance and its assessments and lessons learned. Denmark is seen to have an efficient economy and public sector, a digitalized public service delivery system, and an advanced work-life balance. The Danish government invested substantial resources into developing a Master of Public Governance…

  16. Transition and Closeout of the Former DOE Mound Plant Site: Lessons Learned

    International Nuclear Information System (INIS)

    Carpenter, C. P.; Marks, M. L.; Smiley, S.L.; Gallaher, D. M.

    2006-01-01

    The U.S. Department of Energy's (DOE's) Office of Environmental Management (EM) manages the Miamisburg Closure Project (MCP) by cleaning up the Mound site, located in Miamisburg, Ohio, to specific environmental standards, conveying all excess land parcels to the Miamisburg Mound Community Improvement Corporation, and transferring all continuing DOE post-closure responsibilities to the Office of Legacy Management (LM). Presently, the EM cleanup contract of the Mound site with CH2M Hill Mound Inc. is scheduled for completion on March 31, 2006. LM manages the Mound transition efforts and also post-closure responsibilities at other DOE sites via a contract with the S.M. Stoller Corporation. The programmatic transfer from EM to LM is scheduled to take place on October 1, 2006. The transition of the Mound site has required substantial integration and coordination between the EM and LM. Several project management principles have been implemented to help facilitate the transfer of programmatic responsibility. As a result, several lessons learned have been identified to help streamline and improve integration and coordination of the transfer process. Lessons learned from the Mound site transition project are considered a work in progress and have been summarized according to a work breakdown structure for specific functional areas in the transition schedule. The functional areas include program management, environmental, records management, information technology, property management, stakeholder and regulatory relations, procurement, worker pension and benefits, and project closeout. Specific improvements or best practices have been recognized and documented by the Mound transition team. The Mound site is one of three major cleanup sites within the EM organization scheduled for completion in 2006. EM, EM cleanup contractor, LM, and LM post-closure contractor have identified lessons learned during the transition and closure of the Mound site. The transition effort from

  17. The CanMars Analogue Mission: Lessons Learned for Mars Sample Return

    Science.gov (United States)

    Osinski, G. R.; Beaty, D.; Battler, M.; Caudill, C.; Francis, R.; Haltigin, T.; Hipkin, V.; Pilles, E.

    2018-04-01

    We present an overview and lessons learned for Mars Sample Return from CanMars — an analogue mission that simulated a Mars 2020-like cache mission. Data from 39 sols of operations conducted in the Utah desert in 2015 and 2016 are presented.

  18. IVHS Institutional Issues and Case Studies, Analysis and Lessons Learned, Final Report

    Science.gov (United States)

    1994-04-01

    This 'Analysis and Lessons Learned' report contains observations, conclusions, and recommendations based on the performance of six case studies of Intelligent Vehicle-Highway Systems (IVHS) projects. Information to support the development of the case...

  19. Students’ Attitudes towards their EFL Lessons and Teachers: Their Retrospective Study

    Directory of Open Access Journals (Sweden)

    Mojca Žefran

    2015-05-01

    Full Text Available The article investigates attitudes towards English as a foreign language (EFL by focusing on retrospective accounts of higher-education students’ experience with learning English. The first part looks at individual factors affecting foreign language (FL learning, such as attitudes towards FL learning and FL anxiety. The second part presents the results of a study conducted among students of the Faculty of Health Sciences at the University of Primorska. The main aim of the study was to identify students’ attitudes towards their past EFL lessons and teachers and students’ FL anxiety level. The results show that anxiety is a serious problem and that students exhibit alarmingly negative attitudes towards EFL lessons and teachers.

  20. A review of biotransport education in the 21st century: lessons learned from experts.

    Science.gov (United States)

    Banerjee, Rupak K; D'Souza, Gavin A; Rylander, Christopher; Devireddy, Ram

    2014-11-01

    The field of bioengineering is relatively new and complex including multiple disciplines encompassing areas in science and engineering. Efforts including the National Science Foundation (NSF) sponsored Integrative Graduate Education and Research Traineeship (IGERT) and VaNTH Engineering Research Center in Bioengineering Educational Technologies have been made to establish and disseminate knowledge and proven methods for teaching bioengineering concepts. Further, the summer bioengineering conference (SBC), sponsored by the American Society of Mechanical Engineers' (ASME) Bioengineering Division, was established to provide a meeting place for engineering educators and students having common interests in biological systems. Of the many subdisciplines of bioengineering, biotransport is a key subject that has wide applicability to many issues in engineering, biology, medicine, pharmacology, and environmental science, among others. The absence of standard content, guidelines, and texts needed for teaching biotransport courses to students motivated the Biotransport committee of ASME's Bioengineering Division to establish a biotransport education initiative. Biotransport education workshop sessions were conducted during the SBC 2011, 2012, and 2013 as part of this initiative. The workshop sessions included presentations from experienced faculty covering a spectrum of information from general descriptions of undergraduate biotransport courses to very detailed outlines of graduate courses to successful teaching techniques. A list of texts and references available for teaching biotransport courses at undergraduate and graduate levels has been collated and documented based on the workshop presentations. Further, based on individual teaching experiences and methodologies shared by the presenters, it was noted that active learning techniques, including cooperative and collaborative learning, can be useful for teaching undergraduate courses while problem based learning (PBL) can

  1. Qualitative Data Collection and Interpretation: A Turkish Social Studies Lesson

    Directory of Open Access Journals (Sweden)

    Tilman Grammes

    2016-05-01

    Full Text Available The classroom with its teaching-learning dynamics creates a kind of “embryonic society” in which the micro-policies of collective social knowledge construction and meaning can be re-constructed; therefore, it can be considered as a kind of “mirror” of political culture. Thus, comparative lesson research, which requires indepth classroom observation, has been getting much attention among educational community. On the other hand, there have not been done many studies that represent social studies and civics in particular, in this research tradition. Naturally, this research tradition is based on qualitative research paradigm. Likewise, qualitative research tradition has been getting increasing attention among educational community. Thus, the first purpose of this article is to explain all documentation and pre-interpretation process of this lesson so that it can provide an example for qualitative researchers. The second purpose of this article is to provide an example lesson of political education from Turkey so that educators worldwide can compare one example of social studies education practice in Turkey and with their countries.

  2. Lesson Learned from the Recent Operating Experience of Domestic Nuclear Power Plants

    International Nuclear Information System (INIS)

    Lee, Chang-Ju; Kim, Min-Chull; Koo, Bon-Hyun; Kim, Sang-Jae; Lee, Kyung-Won; Kim, Ji-Tae; Lee, Durk-Hun

    2007-01-01

    According to the public concerns, it seems that one of the main missions of a nuclear regulatory body is to collect operational experiences from various nuclear facilities, and to analyze their follow-up information. The extensive use of lessons learned from operating experiences to back fit safety systems, improve operator training and emergency procedures, and to focus more attention on human factors, safety culture and quality management systems are also desired. Collecting operational experiences has been mainly done regarding the incidents and major failures of components (so called 'event'), which usually demands lots of regulatory resources. This paper concentrates on new information, i.e. lesson learned from recent investigation results of domestic events which contain 5 years' experience. This information can induce many insights for improving operational safety of nuclear power plants (NPPs)

  3. 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.

  4. Space reactor safety, 1985--1995 lessons learned

    International Nuclear Information System (INIS)

    Marshall, A.C.

    1995-01-01

    Space reactor safety activities and decisions have evolved over the last decade. Important safety decisions have been made in the SP-100, Space Exploration Initiative, NEPSTP, SNTP, and Bimodal Space Reactor programs. In addition, international guidance on space reactor safety has been instituted. Space reactor safety decisions and practices have developed in the areas of inadvertent criticality, reentry, radiological release, orbital operation, programmatic, and policy. In general, the lessons learned point out the importance of carefully reviewing previous safety practices for appropriateness to space nuclear programs in general and to the specific mission under consideration

  5. Space reactor safety, 1985--1995 lessons learned

    Energy Technology Data Exchange (ETDEWEB)

    Marshall, A.C.

    1995-12-31

    Space reactor safety activities and decisions have evolved over the last decade. Important safety decisions have been made in the SP-100, Space Exploration Initiative, NEPSTP, SNTP, and Bimodal Space Reactor programs. In addition, international guidance on space reactor safety has been instituted. Space reactor safety decisions and practices have developed in the areas of inadvertent criticality, reentry, radiological release, orbital operation, programmatic, and policy. In general, the lessons learned point out the importance of carefully reviewing previous safety practices for appropriateness to space nuclear programs in general and to the specific mission under consideration.

  6. Operational experience - Lessons learned from IRS-reports in Germany

    International Nuclear Information System (INIS)

    Wetzel, N.; Maqua, M.

    2005-01-01

    The international Incident Reporting System (IRS), jointly operated by IAEA and OECD-NEA, is a main source of safety significant findings and lessons learned of nuclear operating experience. GRS (Gesellschaft fuer Anlagen- und Reaktorsicherheit mbH) is a scientific-technical expert and research organisation. On Behalf of the Federal Minister of Environment, Nature Conservation and Reactor Safety (BMU), GRS provides the IRS officer. The evaluation of IRS-Reports and the dissemination of the main findings including the assessment of the relevance for German NPPs is task of GRS. The value of IRS is among experts undoubted. But nevertheless, the reporting to IRS decreases since some years. This presentation is aimed to show the support of IRS in strengthening the safety of German NPPs. The evaluation of IRS-Reports at GRS is three-fold. It comprises initial screening, quarterly and yearly reporting and the development of specific German Information Notices on safety significant events with direct applicability to German NPPs. Some examples of lessons learned from recent international events are discussed below. These examples shall demonstrate that the use of the IRS enhances significantly the knowledge on operational events. (author)

  7. Development of Distant Learning Laboratory and Creation of Educational Materials

    Science.gov (United States)

    Considine, Michelle

    1995-01-01

    The Office of Education's fundamental goal is to disseminate information, mostly that which relates to science and technology. In this attempt, as I have observed, the office has many programs bringing both students and teachers to NASA Langley to expose them to the facilities and to teach them some about the scientific theory and about available modern technology. As a way of expanding the audience that can be reached, as the expense of bringing people in is limiting, Marchelle Canright has proposed establishing a center dedicated to researching and producing distant learning videos. Although distant learning through telecommunications is not a new concept, as many universities, colleges, and precollege level schools offer televised courses, the research in this field has been limited. Many of the standing distant learning broadcasts are simply recordings of teachers in classrooms giving lectures to their own students; they are not aimed at the television audience. In some cases the videos are produced without a Live-lecture atmosphere, but are still only classroom lectures. In either case, however, the full range of capabilities of video production are not being fully utilized. Methods for best relaying educational material have not been explored. Possibilities for including computerized images and video clips for the purpose of showing diagrams and processes, as well as examples in fitting cases, may add considerably to the educational value of these videos. Also, through Internet and satellite links, it is possible for remote students to interact with the teachers during televised sessions. These possibilities might, also, add to the effectiveness of distant learning programs. Ms. Canright's proposed center will be dedicated to researching these possibilities and eventually spreading the results to distant learning program managers. This is the project I was involved in over the summer. As implied, the center is still at the foundation stages. Ms. Canright has

  8. Lesson Plan Prototype for International Space Station's Interactive Video Education Events

    Science.gov (United States)

    Zigon, Thomas

    1999-01-01

    The outreach and education components of the International Space Station Program are creating a number of materials, programs, and activities that educate and inform various groups as to the implementation and purposes of the International Space Station. One of the strategies for disseminating this information to K-12 students involves an electronic class room using state of the art video conferencing technology. K-12 classrooms are able to visit the JSC, via an electronic field trip. Students interact with outreach personnel as they are taken on a tour of ISS mockups. Currently these events can be generally characterized as: Being limited to a one shot events, providing only one opportunity for students to view the ISS mockups; Using a "one to many" mode of communications; Using a transmissive, lecture based method of presenting information; Having student interactions limited to Q&A during the live event; Making limited use of media; and Lacking any formal, performance based, demonstration of learning on the part of students. My project involved developing interactive lessons for K-12 students (specifically 7th grade) that will reflect a 2nd generation design for electronic field trips. The goal of this design will be to create electronic field trips that will: Conform to national education standards; More fully utilize existing information resources; Integrate media into field trip presentations; Make support media accessible to both presenters and students; Challenge students to actively participate in field trip related activities; and Provide students with opportunities to demonstrate learning

  9. Energy market reform - lessons learned and next steps

    International Nuclear Information System (INIS)

    Doucet, G.

    2004-01-01

    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 e mpowerment , 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)

  10. Regulatory analysis and lessons learned from the LLRW [low-level radioactive waste] disposal area at West Valley, New York: Final report

    International Nuclear Information System (INIS)

    1986-12-01

    The New York State Energy Research and Development Authority has sponsored a project to develop an integrated set of site management plans for the West Valley low-level radioactive waste (LLRW) disposal area. The plans were directed to upgrade the disposal area so that passive custodial care and monitoring activities would be sufficient to protect public health and safety and the environment. Tasks 5 and 6, Regulatory Analysis and Lessons Learned, are the subject of this report. The regulatory analysis identified areas of inconsistencies between the historic site operations and the current state and federal LLRW disposal regulations and guidelines. The lessons learned task identified the causes of the disposal problems at West Valley, discussed the lessons learned, and described the responses developed by the NRC and industry to the lessons learned. 85 refs., 6 figs., 19 tabs

  11. [Heritage Education Lesson Plans and Slide Presentations].

    Science.gov (United States)

    Van Buren, Maurie

    Field tested in 27 schools and in grades four through twelve, this teaching unit stresses heritage education through the study of southern U.S. architectural styles for homes from the pioneer log structures to the 1950s ranch home. Each of the four lessons in this unit focuses around a slide presentation of 20 slides designed to fit into one…

  12. Creating the High-Resolution Settlement Layer - lessons learned

    Science.gov (United States)

    Gros, A.

    2017-12-01

    Facebook publishes the High-resolution Settlement Layer (HRSL: https://ciesin.columbia.edu/data/hrsl/) in collaboration with Columbia University's CIESIN institute and the World Bank. So far, data for 13 countries have been published over the past nine months. HRSL data for Burkina Faso, Ghana, Haiti, Ivory Coast, Madagascar, Malawi, Mexico, The Philippines, Rwanda, South Africa, Sri Lanka, Thailand, and Uganda are available for download. We will present a status update and report on lessons learned.

  13. Addressing the Challenges of Sharing Lessons Learned Amongst Suppliers in a Fragmented and Competitive Marketplace

    International Nuclear Information System (INIS)

    Dennier, D.

    2016-01-01

    Historically, COG member utilities largely drew from in-house supporting functions or the original plant designers, allowing active sharing of operational and human performance experience amongst a small number of relevant parties. As the industry has evolved, utilities have increasingly drawn upon a greater number of independent external suppliers to provide goods and services. This diversification in supplier base within a competitive environment changes operating dynamics, as a safety culture-focused supplier must remain mindful of developing and retaining competitive advantages over other suppliers. A market-driven perspective may undermine the likelihood of sharing certain lessons learned and best practices for fear of weakening competitive position. Utility procurement procedures must ensure fair markets to be effective, but in doing so may limit opportunity for collaboration between supplier and utility compared to historic levels. Vibrant competitive markets attract a large number of suppliers, which adds to the complexity of effective sharing and absorption of industry lessons learned. This paper will explain the activities underway through the COG Supplier Participant program to remove impediments and share industry-wide operational lessons learned and best practices. (author)

  14. A cluster-randomized controlled trial of strategies to increase adolescents' physical activity and motivation during physical education lessons: the Motivating Active Learning in Physical Education (MALP) trial.

    Science.gov (United States)

    Rosenkranz, Richard R; Lubans, David R; Peralta, Louisa R; Bennie, Andrew; Sanders, Taren; Lonsdale, Chris

    2012-10-01

    The physical activity (PA) levels of many children and adolescents in Australia are currently insufficient to promote health benefits. Physical education (PE) programs aim to promote PA and reach nearly all school-aged children, but PA levels within PE lessons are often low. PE teachers may influence children's motivation to be physically active in PE lessons, but little is known about teacher strategies that effectively motivate children to participate in PA, and few intervention studies have examined motivational strategies in PE. The purpose of this study was to compare the effect of three motivational strategies, each based on Self-Determination Theory (SDT), on PA levels, and their hypothesized antecedents, during year 8 PE lessons. This study employed a cluster-randomized controlled trial design. Following a familiarization session, PA levels and hypothesized PA antecedents were measured during a baseline lesson and a post-intervention or control lesson. Teachers (n = 16) and their classes from five secondary schools in Sydney, Australia were randomly assigned into four blocks and instructed to provide one of four 20-min lesson teaching strategy conditions: (1) explaining the relevance of activities; (2) providing choice from PA options selected by the teacher; (3) providing equipment and free choice of activities; or (4) usual practice. The primary outcomes were lesson time spent in moderate-to-vigorous PA, and motivation towards the lesson. Secondary outcomes were perceptions of teacher behavior, psychological needs satisfaction, and lesson time spent in sedentary behavior. PA and sedentary behavior were measured during baseline and post-intervention lessons with waist-mounted Actigraph GT3X accelerometers. Teacher behavior, psychological needs satisfaction, and motivation were assessed via questionnaires at the end of each lesson. Linear mixed-model analyses will be run on all outcomes, with students nested within teachers as a random effect. Study

  15. A cluster-randomized controlled trial of strategies to increase adolescents’ physical activity and motivation during physical education lessons: the Motivating Active Learning in Physical Education (MALP trial

    Directory of Open Access Journals (Sweden)

    Rosenkranz Richard R

    2012-10-01

    Full Text Available Abstract Background The physical activity (PA levels of many children and adolescents in Australia are currently insufficient to promote health benefits. Physical education (PE programs aim to promote PA and reach nearly all school-aged children, but PA levels within PE lessons are often low. PE teachers may influence children’s motivation to be physically active in PE lessons, but little is known about teacher strategies that effectively motivate children to participate in PA, and few intervention studies have examined motivational strategies in PE. The purpose of this study was to compare the effect of three motivational strategies, each based on Self-Determination Theory (SDT, on PA levels, and their hypothesized antecedents, during year 8 PE lessons. Methods/design This study employed a cluster-randomized controlled trial design. Following a familiarization session, PA levels and hypothesized PA antecedents were measured during a baseline lesson and a post-intervention or control lesson. Teachers (n = 16 and their classes from five secondary schools in Sydney, Australia were randomly assigned into four blocks and instructed to provide one of four 20-min lesson teaching strategy conditions: (1 explaining the relevance of activities; (2 providing choice from PA options selected by the teacher; (3 providing equipment and free choice of activities; or (4 usual practice. The primary outcomes were lesson time spent in moderate-to-vigorous PA, and motivation towards the lesson. Secondary outcomes were perceptions of teacher behavior, psychological needs satisfaction, and lesson time spent in sedentary behavior. PA and sedentary behavior were measured during baseline and post-intervention lessons with waist-mounted Actigraph GT3X accelerometers. Teacher behavior, psychological needs satisfaction, and motivation were assessed via questionnaires at the end of each lesson. Linear mixed-model analyses will be run on all outcomes, with students nested

  16. Lessons that Last: Former Youth Organizers' Reflections on What and How They Learned

    Science.gov (United States)

    Conner, Jerusha

    2014-01-01

    This study examines the learning outcomes and learning environment of a youth organizing program that has been effective in promoting individual as well as social change. Drawing on interviews with 25 former youth organizers from the program, this study explores the lessons that stay with them as they transition to young adulthood and the factors…

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

    International Nuclear Information System (INIS)

    Salazar, M.

    1995-01-01

    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

  18. Lessons learned from the PMI case study: the community perspective.

    Science.gov (United States)

    Hare, M L; Orians, C E; Kennedy, M G; Goodman, K J; Wijesinha, S; Seals, B F

    2000-03-01

    This summary report presents the lessons learned during the two-part qualitative case study on the efficacy of the Prevention Marketing Initiative (PMI) in its implementation of an HIV prevention program. About 179 community participants were included in the PMI program, which discussed topics ranging from organizing initial planning committees to financially sustaining federal demonstration programs. One of the successes observed was the development of rapport with schools and churches; however, during the course of its implementation, the program realized the necessity of 1) approaching the program as an ongoing process; 2) going beyond studying the target population through formative research; 3) changing the role of a community coalition as the project matures; 4) reexamining the composition of coalition in the light of the target audience; 5) advocating the project as a community resource that promotes collaboration; 6) attending the needs of coalition members; and 7) using the media in the campaign. Likewise, several lessons were also learned in the areas of youth involvement, intervention development, program implementation, and maintenance of PMI activities.

  19. Citizenship education in Lebanon: An introduction into students’ concepts and learning experiences

    Directory of Open Access Journals (Sweden)

    Bassel Akar

    2007-12-01

    Full Text Available Lebanon continues to use citizenship education as a tool for social cohesion in its post-conflict sectarian society. Recently, teachers from previous studies (Akar, 2006 have raised certain issues concerning the challenges of teaching citizenship in Lebanon’s National and Civic Education classrooms. This initial study in Lebanon explores some of the challenges that students face when learning citizenship within their classroom by investigating their concepts of citizenship in addition to their learning experiences. Thirty-one students from two year-11 classrooms in different schools participated. During a 45-minute class lesson, I administered a survey pack collecting quantitative and qualitative data. This pack included a diamond ranking exercise, open-ended questions and a 15-minute class discussion at the end of class. Evidence showed that these students value active and dynamic behaviours based on humanistic and democratic principles. They also demonstrated a strong sense of national identity with little or no reference to a global one. Finally, the findings showed that traditional methods of learning such as memorization and the paradoxical climate of learning democratic civic behaviours in a society of internal conflicts further challenged their learning experiences.

  20. The teach-learning process of high school students: a case of Educational Biology for teachers formation

    OpenAIRE

    Marisa Laporta Chudo; Maria Cecília Sonzogno

    2007-01-01

    Objective. To analyze the teach-learning process of high school students, in the scope of Educational Biology. To plan and to develop a methodology with lesson strategies that facilitate the learning. To analyze, in the students vision, the positive and negative points in the process. Method. A research was developed -- of which had participated students of the first semester of the Pedagogy of a high school private institution in São Paulo city -- of the type action-research, with increased ...

  1. Patient safety: lessons learned

    International Nuclear Information System (INIS)

    Bagian, James P.

    2006-01-01

    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.)

  2. The effect of application of contextual teaching and learning (CTL model-based on lesson study with mind mapping media to assess student learning outcomes on chemistry on colloid systems

    Directory of Open Access Journals (Sweden)

    Annisa Fadillah

    2017-08-01

    Full Text Available The research was conducted to determine the effect of the application of CTL learning model based on lesson study with mind mapping media to the learning outcomes of students on colloid systems. The population of this research was all students of grade XI of SMA N 1 Sunggal. The sample was taken using on the purposive random sampling. The Experiment class was taught with Contextual Teaching and Learning (CTL model based on Lesson Study with Mind Mapping media and the control class taught with conventional learning model. The data was collected using an objective test was consisting of 20 questions which validity, reliability, level of difficulty and power of difference had been tested. T test results showed that tcalculate = 2.1 and ttable = 1.6697 thus tcalculate> ttable which means that Ha is accepted and Ho is rejected. The enhancement of the student learning outcomes showed that the results of experiment class are g = 72.88%, while the control class is 68.97%. From the percentage, it can be seen that learning outcomes of the experiment class are greater than the control class. The analysis of developing cognitive aspects pointed out that C1 = 70.02%, C2 = 73.58%, C3 = 68.63%, Thus the domain of cognitive level are on the cognitive aspects of C2. The result of Lesson Study Analysis showed the results of 71.09% at the first lesson and 88.28% at the second lesson. It means that there is increasing adherence to the indicators after two lessons. Based on the above results, it can be concluded that the result of studying chemistry of the students of class XI of SMA Negeri I Sunggal TA 2014/2015 taught by a CTL model based  on Lesson Study with Mind Mapping media was higher (72.88% than those taught by conventional learning models (68.97% in the subject matter of colloids System.

  3. 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.

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

    International Nuclear Information System (INIS)

    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

  5. 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.

  6. Lesson learned from two radiological incidents in industrial radiography in Iran

    International Nuclear Information System (INIS)

    Samimi, Bijan; Deevband Mohammad, Reza; Kardan Mohammad, Reza; Eshraghi, Ahmad

    2006-01-01

    This paper discussed two incidents occurred in Iran, follow-up investigations as well as lessons learned. Two Industrial Gamma Radiography Projectors (I.G.R.P.) included Ir-192 source with activities 24 and 30 Curies respectively were stolen. One of them was stolen in an industrial area with high security provision and the other one has been stolen at the home town without any security provision. The lessons learned from these incidents are discussed and the results are proposed as recommendations. Investigations show that the reasons for these incidents are as follows: 1. Insufficient training programs for radiographers. 2. Lack of specific emergency procedure for this type of incident in the company. 3. Not efficient National Emergency Plan for this type of threat. 4. Lack of technical and administrative measures to separate radioactive sources from unauthorized persons. 5. Lack of security plan in the company. 6. Insufficient supervision of Radiation Protection Officer (R.P.O.) or responsible person at the site. (authors)

  7. Lesson learned from two radiological incidents in industrial radiography in Iran

    Energy Technology Data Exchange (ETDEWEB)

    Samimi, Bijan; Deevband Mohammad, Reza; Kardan Mohammad, Reza; Eshraghi, Ahmad [National Radiation Protection Department (NRPD) Atomic Energy Organization of Iran (AEOI) (Iran, Islamic Republic of)

    2006-07-01

    This paper discussed two incidents occurred in Iran, follow-up investigations as well as lessons learned. Two Industrial Gamma Radiography Projectors (I.G.R.P.) included Ir-192 source with activities 24 and 30 Curies respectively were stolen. One of them was stolen in an industrial area with high security provision and the other one has been stolen at the home town without any security provision. The lessons learned from these incidents are discussed and the results are proposed as recommendations. Investigations show that the reasons for these incidents are as follows: 1. Insufficient training programs for radiographers. 2. Lack of specific emergency procedure for this type of incident in the company. 3. Not efficient National Emergency Plan for this type of threat. 4. Lack of technical and administrative measures to separate radioactive sources from unauthorized persons. 5. Lack of security plan in the company. 6. Insufficient supervision of Radiation Protection Officer (R.P.O.) or responsible person at the site. (authors)

  8. Lessons learned implementing environmental regulations at non-Department of Energy sites

    International Nuclear Information System (INIS)

    Craig, R.B.; Dippo, G.L.

    1991-01-01

    The Hazardous Waste Remedial Actions Program (HAZWRAP) has been involved in the implementation of environmental regulations at non-Department of Energy (DOE) facilities for > 5 years. If any common thread has been identified in working at these sites, it is that no two sites can be treated the same. Each site and its associated wastes, governing regulations, and environmental conditions are different. The list of technical lessons learned is long, and their applicability to other sites must be looked at for each specific case. That is far too large a task to undertake here. The most important lesson HAZWRAP learned is not technical. Implementing environmental regulations at non-DOE sites is not any different from implementing regulations or anything else done at DOE facilities. The key to success lies in quality, planning, and communication. Taking the time to implement a good quality program based on sound planning and open communication will ensure program success

  9. DESKRIPSI PARTISIPASI AKTIF, DAN KEMAMPUAN KOMUNIKASI MATEMATIS MAHASISWA PADA MATA KULIAH GEOMETRI ANALITIK BIDANG MELALUI PENERAPAN LESSON STUDY

    Directory of Open Access Journals (Sweden)

    Wanda Nugroho Yanuarto

    2015-03-01

    Full Text Available The purpose of this study was to describe the active participation, independent learning, and mathematical communication skills of students in the field of analytic geometry courses through the implementation of lesson study. The study consisted of four cycles, each cycle shall be composed of three stages: plan, do, see. The subjects were students of first semester 2014 in class A of mathematics education, The University of Muhammadiyah Purwokerto. The data of this research were through observation sheets, video recordings, portfolios, and questionnaires. The data were analyzed through data reduction, data presentation, and conclusion. The results showed that the students' learning motivation can be increased with learning-based lesson study. Keywords: active participation, independent learning, mathematical communication, lesson study

  10. Еvaluation of health status of children attending primary schools with different organization of physical education lessons

    Science.gov (United States)

    Kondratiuk, Oleksandra S.; Korshun, Maria M.; Garkavyi, Serhii I.; Garkavyi, Serhii S.

    2018-01-01

    The mandatory swimming lesson in primary schools, equipped with swimming pools, was introduced without studying of its health-saving effectiveness. The purpose of this study was to evaluate the health status of pupils studying in schools with different organization of physical education lessons. Cross-sectional study was organized in two schools with different organization of physical education lessons. The experimental group (E) consisted of 408 children of 1‑4 year of study (210 girls and 198 boys) who during one of the lessons of physical education were engaged in swimming in the school basin. Control group (C) consisted of 279 primary school children (210 girls and 156 boys) from a neighboring educational institution where all physical education lessons were organized in the gym. The health status was evaluated using classical method of complex assessment of the state of health with the subsequent assignment of each child to one of the health groups. In result of evaluation of state of health there was established that among pupils from E group the proportion of boys with harmonious anthropometric parameters is higher (pprimary school has positive effect on health status of children.

  11. 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.'

  12. Making Progress in Content and Language Integrated Learning (CLIL Lessons: An Indonesian Tertiary Context

    Directory of Open Access Journals (Sweden)

    Manafe Novriani Rabeka

    2018-01-01

    Full Text Available This paper outlines an attempt to discover students’ progress in both content and language skill in a content and language integrated learning (CLIL lessons at an Indonesia’s higher education context. This is a part of a research conducted at Faculty of Science and Technology of Nusa Cendana University in Kupang, East Nusa Tenggara Province. This study employs mixed method approach with 20 participants attending by taking pre-test and post-test as well as joining a focus group interview particularly for 6 students. The tests were aimed at measuring the participants’ comprehension of English as the language of CLIL lesson. They were also used as the tool to evaluate students’ mastery of Mathematics as the content subject. Based on the post-test results, the findings showed that more students made significant progress in content subject in comparison to their achievement in language proficiency. Regarding the interview, the students admitted that their failure to made progress in both subjects were mainly caused by their inadequate level of English. This, therefore, led to rising anxiety among the students to complete the tests.

  13. Spent Nuclear Fuel Transportation: An Examination of Potential Lessons Learned From Prior Shipping Campaigns

    International Nuclear Information System (INIS)

    M. Keister; K, McBride

    2006-01-01

    The Nuclear Waste Policy Act of 1982 (NWPA), as amended, assigned the Department of Energy (DOE) responsibility for developing and managing a Federal system for the disposal of spent nuclear fuel (SNF) and high-level radioactive waste (HLW). The Office of Civilian Radioactive Waste Management (OCRWM) is responsible for accepting, transporting, and disposing of SNF and HLW at the Yucca Mountain repository (if licensed) in a manner that protects public health, safety, and the environment; enhances national and energy security; and merits public confidence. OCRWM faces a near-term challenge--to develop and demonstrate a transportation system that will sustain safe and efficient shipments of SNF and HLW to a repository. To better inform and improve its current planning, OCRWM has extensively reviewed plans and other documents related to past high-visibility shipping campaigns of SNF and other radioactive materials within the United States. This report summarizes the results of this review and, where appropriate, lessons learned. The objective of this lessons learned study was to identify successful, best-in-class trends and commonalities from past shipping campaigns, which OCRWM could consider when planning for the development and operation of a repository transportation system. Note: this paper is for analytical and discussion purposes only, and is not an endorsement of, or commitment by, OCRWM to follow any of the comments or trends. If OCRWM elects to make such commitments at a future time, they will be appropriately documented in formal programmatic policy statements, plans and procedures. Reviewers examined an extensive study completed in 2003 by DOE's National Transportation Program (NTP), Office of Environmental Management (EM), as well as plans and documents related to SNF shipments since issuance of the NTP report. OCRWM examined specific planning, business, institutional and operating practices that have been identified by DOE, its transportation contractors

  14. 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.

  15. The Effects of Variations in Lesson Control and Practice on Learning from Interactive Video.

    Science.gov (United States)

    Hannafin, Michael J.; Colamaio, MaryAnne E.

    1987-01-01

    Discussion of the effects of variations in lesson control and practice on the learning of facts, procedures, and problem-solving skills during interactive video instruction focuses on a study of graduates and advanced level undergraduates learning cardiopulmonary resuscitation (CPR). Embedded questioning methods and posttests used are described.…

  16. Systemwide Deployment of Medical Team Training: Lessons Learned in the Department of Defense

    National Research Council Canada - National Science Library

    King, Heidi B; Kohsin, Beth; Salisbury, Mary

    2005-01-01

    .... Lessons learned within the U.S. Department of Defense indicate that for teamwork initiatives to be effective, they must possess a clear blueprint defining the solid steps for building the desired culture...

  17. Chemical and nuclear emergencies: Interchanging lessons learned from planning and accident experience

    International Nuclear Information System (INIS)

    Adler, V.; Sorensen, J.H.; Rogers, G.O.

    1989-01-01

    Because the goal of emergency preparedness for both chemical and nuclear hazards is to reduce human exposure to hazardous materials, this paper examines the interchange of lessons learned from emergency planning and accident experience in both industries. While the concerns are slightly different, sufficient similarity is found for each to draw implications from the others experience. Principally the chemical industry can learn from the dominant planning experience associated with nuclear power plants, while the nuclear industry can chiefly learn from the chemical industry's accident experience. 23 refs

  18. Utilizing Lesson Study in Improving Year 12 Students' Learning and Performance in Mathematics

    Directory of Open Access Journals (Sweden)

    Jessie Siew Yin Chong

    2017-02-01

    Full Text Available This study investigated the use of Lesson Study to improve Year 12 students' performance in conditional probability through Inquiry-Based Learning (IBL lessons. In total, 66 students comprised of three Year 12 classes of similar abilities, and their three respective teachers from a government junior college participated in the study. The instruments used to collect the relevant data in this study were teachers' reflective journals and students' achievement tests. The collected data were then analyzed and interpreted quantitatively using the SPSS. The analysis of the students' pre- and post-tests concluded that as the lesson plans were gradually refined and enhanced, their performance in solving conditional probability questions steadily improved.

  19. Nuclear Security Summit and Workshop 2015: Preventing, Understanding and Recovering from Nuclear Accidents lessons learned from Chernobyl and Fukushima

    Science.gov (United States)

    2016-09-01

    Workshop 2015 "Preventing, Understanding and Recovering from Nuclear Accidents"--lessons learned from Chernobyl and Fukushima Distribution Statement...by the factor to get the U.S. customary unit. “Preventing, Understanding and Recovering from Nuclear Accidents” – lessons learned from Chernobyl ...and Fukushima NUCLEAR SECURITY SUMMIT & WORKSHOP 2015 2 Background The 1986 Chernobyl and the 2011 Fukushima accidents provoked world-wide concern

  20. Experiential Learning in Agriculture Education

    OpenAIRE

    Johnson, Devan

    2016-01-01

    Many students find it difficult to comprehend information and retain knowledge from regular classroom instruction alone. In addition, many students cannot remain focused on a certain task for an entire class period. By incorporating experiential learning activities into the lesson plans, it is easier for students to recognize concepts being taught and remain focused longer by switching class activities from regular instruction to experiential learning. Using the work of David Kolb as the u...

  1. Lessons learned from MELOX plant operation and support to design of new MOX fuel fabrication plants

    International Nuclear Information System (INIS)

    Tourre, Joel; Gattegno, Robert; Guay, Philippe; Bariteau, Jean-Pierre

    2005-01-01

    AREVA is participating in the design of the US MOX Fuel Fabrication Facility (MFFF). To support this project and allow the U.S. Department of Energy (DOE) client to reap full benefit from the MELOX operating experience, AREVA, through COGEMA and its engineering subsidiary SGN have implemented a rigorous process to prudently apply MELOX Lessons Learned to the MFFF design. This paper describes the Lessons Learned process, how the process supports the advancement of fuel fabrication technology and, how the results of the process are benefiting the client. (author)

  2. Lessons in the Teaching of Vocabulary from September 11 and Harry Potter.

    Science.gov (United States)

    Nilsen, Alleen Pace; Nilsen, Don L. F.

    2002-01-01

    Considers that the comparison between children's success in learning new names in the Harry Potter books versus the relative failure of adults to learn new names connected to the September 11th attacks provides a real-world situation from which principles can be deduced to help educators succeed in teaching vocabulary lessons. Offers classroom…

  3. 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

  4. Lessons for Implementation from the World's Most Successful Programme: The Global Eradication of Smallpox.

    Science.gov (United States)

    Pratt, David

    1999-01-01

    Focuses on lessons educators might learn from the Intensified Campaign for the Global Eradication of Smallpox. Outlines the history of smallpox eradication. Discusses the eradication effort's obstacles, campaign, and costs and benefits. Considers five factors relevant to the successful implementation of educational programs. (CMK)

  5. Impact of the Implementation of Information Technology on the Center for Army Lessons Learned

    National Research Council Canada - National Science Library

    Wizner, Anthony

    2001-01-01

    .... This research evaluates the impact that the implementation of an Information Technology infrastructure has had on the efficiency of Army's Lessons Learned Process and the overall effectiveness...

  6. Outline of the Fukushima Daiichi Accident. Lessons Learned and Safety Enhancements

    Directory of Open Access Journals (Sweden)

    Hirano Masashi

    2017-01-01

    This paper briefly presents the outline of the Fukushima Daiichi accident and summarizes the major lessons learned having been drawn and safety enhancements having been done in Japan for the purpose of giving inputs to the discussions to be taken place in the Special Invited Session “Fukushima, 5 years after”.

  7. Lessons Learned: An Open Letter to Recreational Therapy Students and Practitioners

    Science.gov (United States)

    Austin, David R.

    2010-01-01

    "Lessons Learned" provides a personalized approach and a fresh, bold guide for students and practitioners in recreational therapy. This thought-provoking, inspiring, and accessible text will help the next generation of recreational therapists to find purpose, meaning, and fulfillment in their own lives and to bring health and happiness to their…

  8. 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. © 2015 SETAC.

  9. Comparison of plant-specific probabilistic safety assessments and lessons learned

    International Nuclear Information System (INIS)

    Balfanz, H.P.; Berg, H.P.; Steininger, U.

    2001-01-01

    Probabilistic safety assessments (PSA) have been performed for all German nuclear power plants in operation. These assessments are mainly based on the recent German PSA guide and an earlier draft, respectively. However, comparison of these PSA show differences in the results which are discussed in this paper. Lessons learned from this comparison and further development of the PSA methodology are described. (orig.) [de

  10. Exploring the Role of Twitter in Promoting Women's Health in the Arab World: Lessons Learned.

    Science.gov (United States)

    Bahkali, Salwa; Almaiman, Ahmad; Altassan, Nahla; Almaiman, Sarah; Househ, Mowafa; Alsurimi, Khaled

    2015-01-01

    Women's health is a topic that has been largely overlooked within the Arab world. Nevertheless, the constant growth in the use of social media provides an opportunity to improve women's health in the Arab world. In this paper, we discuss our experiences and lessons learned with the development of a women's health promotional campaign in the Arabic language using Twitter, a popular social media platform in the Arab world. We analyzed the combined experiences of five researchers in the development of the Twitter account. Two separate meetings were held, one on March 10 and another on March 25, 2015 with the researchers to review their experiences and lessons learned in developing a Twitter health promotion platform for women's health in the Arab world. The shared experiences were thematically transcribed, coded, matched and grouped under six key themes identified as the main driving forces for the development of a successful health promotion Twitter account. We found that the success of the Twitter account was the result of: defining clear goals, being passionate about the health promotion campaign, being motivated and creative, being knowledgeable about the health promotion area, developing trust between Twitter accounts users and the healthcare provider, and being patient in communicating with Twitter account users. Future research needs to focus on a more detailed analysis of the twitter feeds shared between the users and the health practitioners which can enhance our understanding of the social media based public health educational interventions.

  11. Lessons learned: wrong intraocular lens.

    Science.gov (United States)

    Schein, Oliver D; Banta, James T; Chen, Teresa C; Pritzker, Scott; Schachat, Andrew P

    2012-10-01

    To report cases involving the placement of the wrong intraocular lens (IOL) at the time of cataract surgery where human error occurred. Retrospective small case series, convenience sample. Seven surgical cases. Institutional review of errors committed and subsequent improvements to clinical protocols. Lessons learned and changes in procedures adapted. The pathways to a wrong IOL are many but largely reflect some combination of poor surgical team communication, transcription error, lack of preoperative clarity in surgical planning or failure to match the patient, and IOL calculation sheet with 2 unique identifiers. Safety in surgery involving IOLs is enhanced both by strict procedures, such as an IOL-specific "time-out," and the fostering of a surgical team culture in which all members are encouraged to voice questions and concerns. Copyright © 2012 American Academy of Ophthalmology. Published by Elsevier Inc. All rights reserved.

  12. PENERAPAN PEMBELAJARAN KOOPERATIF TIPE JIGSAW BERBASIS LESSON STUDY UNTUK MENINGKATAN AKTIVITAS KOLABORATIF MAHASISWA PGSD PADA MATA KULIAH PENDIDIKAN MATEMATIKA I

    Directory of Open Access Journals (Sweden)

    Ratih Purnamasari

    2016-09-01

    study based learning consisting of plan, do and see. The research location FKIP UNPAK the execution time between the months of May-June 2013. The research subjects S1 Prodi Pendidikan Guru Sekolah Dasar (PGSD VI semester who take courses in mathematics education I. The collection of data by technical documentation, observation, interviews and questionnaires. Instruments include: observation sheets, interview and questionnaire. Data were analyzed descriptively qualitative observations to determine an increase in collaborative activity of students in group work. The results showed the application of cooperative learning jigsaw-based lesson study can increase the activity of students in the collaborative group work in mathematics education courses I, in particular on the material KPK, FPB and fractions. It can be seen from the increase in activity indicators lesson study achievement in each cycle, and the results of questionnaire responses that the majority of students expressed positive towards their lessons. Moreover, interviews conducted on college students also shows that the type cooperative learning jigsaw may increase student motivation to learn collaboratively. It would be nice if the lecturers in teaching mathematics education courses 1 tries to use cooperative learning jigsaw -based lesson study. Keywords: Collaboative Activities , Jigsaw , Lesson Study

  13. Previous experience in manned space flight: A survey of human factors lessons learned

    Science.gov (United States)

    Chandlee, George O.; Woolford, Barbara

    1993-01-01

    Previous experience in manned space flight programs can be used to compile a data base of human factors lessons learned for the purpose of developing aids in the future design of inhabited spacecraft. The objectives are to gather information available from relevant sources, to develop a taxonomy of human factors data, and to produce a data base that can be used in the future for those people involved in the design of manned spacecraft operations. A study is currently underway at the Johnson Space Center with the objective of compiling, classifying, and summarizing relevant human factors data bearing on the lessons learned from previous manned space flights. The research reported defines sources of data, methods for collection, and proposes a classification for human factors data that may be a model for other human factors disciplines.

  14. Global Consultation Processes: Lessons Learned from Refugee Teacher Consultation Research in Malaysia

    Science.gov (United States)

    O'Neal, Colleen R.; Gosnell, Nicole M.; Ng, Wai Sheng; Clement, Jennifer; Ong, Edward

    2018-01-01

    The process of global consultation has received little attention despite its potential for promoting international mutual understanding with marginalized communities. This article details theory, entry, implementation, and evaluation processes for global consultation research, including lessons learned from our refugee teacher intervention. The…

  15. Closure of a mixed waste landfill: Lessons learned

    International Nuclear Information System (INIS)

    Phifer, M.A.

    1990-01-01

    Much experience has been gained during the closure of the Mixed Waste Management Facility (MWMF) at the Savannah River Site (SRS) and many lessons were learned. This knowledge was applied to other closures at SRS yielding decreased costs, schedule enhancement, and increased overall project efficiency. The next major area of experience to be gained at SRS in the field of waste site closures will be in the upkeep, maintenance, and monitoring of clay caps. Further test programs will be required to address these requirements

  16. Lessons learned from commercial experience with nuclear plant decontamination to safe storage

    International Nuclear Information System (INIS)

    Fischer, S.R.; Partain, W.L.; Sype, T.

    1995-01-01

    The Department of Energy (DOE) has successfully performed decontamination and decommissioning (D ampersand D) on many production reactors it. DOE now has the challenge of performing D ampersand D on a wide variety of other nuclear facilities. Because so many facilities are being closed, it is necessary to place many of them into a safe-storage status before conducting D ampersand D-for perhaps as much as 20 yr. The challenge is to achieve this safe-storage condition in a cost-effective manner while remaining in compliance with applicable regulations. The DOE Office of Environmental Management, Office of Transition and Management, commissioned a lessons learned study of commercial experience with safe storage and transition to D ampersand D. Although the majority of the commercial experience has been with reactors, many of the lessons learned presented in this paper are directly applicable to transitioning the DOE Weapons Complex

  17. Learning through Teaching: A Microbiology Service-Learning Experience

    Directory of Open Access Journals (Sweden)

    Ginny Webb

    2015-11-01

    Full Text Available Service learning is defined as a strategy in which students apply what they have learned in the classroom to a community service project. Many educators would agree that students often learn best through teaching others. This premise was the motivation for a new service-learning project in which undergraduate microbiology students developed and taught hands-on microbiology lessons to local elementary school children. The lessons included teaching basic information about microbes, disease transmission, antibiotics, vaccines, and methods of disease prevention. This service-learning project benefitted the college students by enforcing their knowledge of microbiology and provided them an opportunity to reach out to children within their community. This project also benefitted the local schools by teaching the younger students about microbes, infections, and handwashing. In this paper, I discuss the development and implementation of this new microbiology service-learning project, as well as the observed impact it had on everyone involved.

  18. The Use of New Learning Technologies in Higher Education Classroom: A Case Study

    Directory of Open Access Journals (Sweden)

    Micaela Dinis Esteves

    2018-05-01

    Full Text Available We have conducted a study with higher level education students, in lecture classes of three Undergraduate Courses and one Professional Higher Technical Course that involved six different subjects with a total of 324 students. In this research the use of Game-Based Learning platform was analysed in order to encourage the students’ participation, increasing motivation and keeping them motivated and committed during lessons, therefore, increasing their learning skills. Based on these results, we recommend that Kahoot is used in lectures in order to help students develop their performances and abilities and at the same time be more successful and prepared to have an active participation in society.

  19. After Fukushima? On the educational and learning theoretical reflection of nuclear disasters. International perspectives; Nach Fukushima? Zur erziehungs- und bildungstheoretischen Reflexion atomarer Katastrophen. Internationale Perspektiven

    Energy Technology Data Exchange (ETDEWEB)

    Wigger, Lothar; Buenger, Carsten (eds.) [Technische Univ. Dortmund (Germany). Bereich Allgemeine Erziehungswissenschaft; Platzer, Barbara [Technische Univ. Dortmund (Germany)

    2017-08-01

    The book on the educational and learning theoretical reflection of nuclear disasters as a consequence of Fukushima includes contributions on the following issues: pedagogical approach: children write on Fukushima, description of the reality as pedagogical challenge; lessons learned on the nuclear technology - perspectives and limits of pedagogical evaluation: moral education - Japanese teaching materials, educational challenges at the universities with respect to nuclear technology and technology impact assessment; education and technology - questions concerning the pedagogical responsibility: considerations on the responsibility of scientists, on the discrepancy between technology and education, disempowerment of the public by structural corruption - nuclear disaster and post-democratic tendencies in Japan.

  20. Service user integration into social work education: lessons learned from nordic participatory action projects.

    Science.gov (United States)

    Angelin, Anna

    2015-01-01

    Service users have lacked substantial influence, access, and participation in social work education in Norway and Sweden. In this article the author presents comparative analyses of two participatory projects that have developed and implemented practices that integrate service users into academic social work education and empower service users. The Norwegian HUSK project and the Social Work as Mobilization and Entrepreneurship course, also known as the "Mobilization course," at Lund University in Sweden demonstrate collaboration between research, social work education, and service users. The conclusions focus on the importance of the empowering processes by including recognition and dialogue, co-learning in practice, and the use of neutral venues to ensure effective user participation. The inclusion of service users in social work education can improve both practice and education.

  1. Lessons learned in communicating nuclear transportation issues - a case study

    International Nuclear Information System (INIS)

    Reilly, B.; Austin, P.

    1992-01-01

    Successful communication requires several key elements. They include a non-intimidating forum for exchanging information, two-way communication, advance preparation to identify what each party wants to learn, and feedback. There is no single approach that guarantees success. Factors such as technical complexity of the issue, level of support by the public, and trust and confidence among the parties all play a role in determining the most workable approach for any particular situation. This paper illustrates lessons learned by the US Department of Energy (DOE) in communicating nuclear waste disposal and transportation issues to the public

  2. 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…

  3. Summary of the Current Status of Lessons Learned From Fukushima Accident

    International Nuclear Information System (INIS)

    Pasamehmetoglu, Kemal

    2013-01-01

    This presentation introduced the current status of the lessons learned from the Fukushima accident, and in particular, the recommendations released by a NRC Near-term Task Force to enhance reactor safety in the 21. century. The near-term recommendations are focused on emergency power and emergency cooling availability during station blackout accidents

  4. Patient and Stakeholder Engagement in the PCORI Pilot Projects: Description and Lessons Learned.

    Science.gov (United States)

    Forsythe, Laura P; Ellis, Lauren E; Edmundson, Lauren; Sabharwal, Raj; Rein, Alison; Konopka, Kristen; Frank, Lori

    2016-01-01

    Patients and healthcare stakeholders are increasingly becoming engaged in the planning and conduct of biomedical research. However, limited research characterizes this process or its impact. We aimed to characterize patient and stakeholder engagement in the 50 Pilot Projects funded by the Patient-Centered Outcomes Research Institute (PCORI), and identify early contributions and lessons learned. A self-report instrument was completed by researchers between 6 and 12 months following project initiation. Forty-seven principal investigators or their designees (94 % response rate) participated in the study. MAIN MEASURES Self-report of types of stakeholders engaged, stages and levels of engagement, facilitators and barriers to engagement, lessons learned, and contributions from engagement were measured. Most (83 %) reported engaging more than one stakeholder in their project. Among those, the most commonly reported groups were patients (90 %), clinicians (87 %), health system representatives (44 %), caregivers (41 %), and advocacy organizations (41 %). Stakeholders were commonly involved in topic solicitation, question development, study design, and data collection. Many projects engaged stakeholders in data analysis, results interpretation, and dissemination. Commonly reported contributions included changes to project methods, outcomes or goals; improvement of measurement tools; and interpretation of qualitative data. Investigators often identified communication and shared leadership strategies as "critically important" facilitators (53 and 44 % respectively); lack of stakeholder time was the most commonly reported challenge (46 %). Most challenges were only partially resolved. Early lessons learned included the importance of continuous and genuine partnerships, strategic selection of stakeholders, and accommodation of stakeholders' practical needs. PCORI Pilot Projects investigators report engaging a variety of stakeholders across many stages of research, with specific

  5. Preparing for the Worst: Psychological Excellence of First Responders - A Katrina Lessons Learned Study

    National Research Council Canada - National Science Library

    Seong, Younho; Springs, Sherry; Chung, Yongchul; Avery-Epps, Regina

    2008-01-01

    ... formidable disaster. In fact, there have been several official lessons learned reports and the findings and recommendations from these reports of the response to Hurricane Katrina have been addressed...

  6. Lessons learned from accidents in radiotherapy. An IAEA Safety Report

    International Nuclear Information System (INIS)

    Ortiz, P.

    1998-01-01

    Radiotherapy is a very special application from the view point of protection because humans are deliberately exposed to high doses of radiation, and no physical barrier can be placed between the source and the patient. It deserves, therefore, special considerations from the point of view of potential exposure. An IAEA's Safety Report (in preparation) reviews a large collection of accident information, their initiating events and contributing factors, followed by a set of lessons learned and measures for prevention. The most important causes were: deficiencies in education and training, lack of procedures and protocols for essential tasks (such as commissioning, calibration, commissioning and treatment delivery), deficient communication and information transfer, absence of defence in depth and deficiencies in design, manufacture, testing and maintenance of equipment. Often a combination of more than one of these causes was present in an accident, thus pointing to a problem of management. Arrangements for a comprehensive quality assurance and accident prevention should be required by regulations and compliance be monitored by a Regulatory Authority. (author)

  7. Psychosocial Rehabilitation: Some Lessons Learned From Natural Disaster in Iran

    Directory of Open Access Journals (Sweden)

    Fardin Alipour

    2016-01-01

    Full Text Available Background: Disasters have adverse impacts on different aspects of human life. Psychosocial Rehabilitation is one of the fields which is usually overshadowed and ignored by physical rehabilitation or its importance does not receive proper attention. This research attempts to study some lessons learned from Psychosocial Rehabilitation based on disaster experiences in Iran. Materials and Methods: This study has a conventional qualitative content analysis design. The participants of study were 15 people with direct experience of earthquake and 12 experts in this field. The study sample was selected by purposeful sampling method and the data were collected by semi-structured interviews. Results: Lack of a suitable system to deliver Psychosocial Rehabilitation, challenge in establishing balance between short-term and long-term social and mental needs, lack of mental and social experts, inefficiency in using social capital and capacities are the most important lessons learned in this field. Conclusion: Lack of awareness of mental and social problems of affected people after disaster is one of the most important barriers in successful and stable rehabilitation. Psychosocial Rehabilitation requires a suitable structure and planning for all stages of disaster management.

  8. The long-term career outcome study: lessons learned and implications for educational practice.

    Science.gov (United States)

    Durning, Steven J; Dong, Ting; LaRochelle, Jeffrey L; Artino, Anthony R; Gilliland, William R; DeZee, Kent J; Saguil, Aaron; Cruess, David F; Picho, Katherine; McManigle, John E

    2015-04-01

    The work of the Long-Term Career Outcome Study has been a program of scholarship spanning 10 years. Borrowing from established quality assurance literature, the Long-Term Career Outcome Study team has organized its scholarship into three phases; before medical school, during medical school, and after medical school. The purpose of this commentary is to address two fundamental questions: (1) what has been learned? and (2) how does this knowledge translate to educational practice and policy now and into the future? We believe that answers to these questions are relevant not only to our institution but also to other educational institutions seeking to provide high-quality health professions education. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

  9. Habitability and Human Factors: Lessons Learned in Long Duration Space Flight

    Science.gov (United States)

    Baggerman, Susan D.; Rando, Cynthia M.; Duvall, Laura E.

    2006-01-01

    This study documents the investigation of qualitative habitability and human factors feedback provided by scientists, engineers, and crewmembers on lessons learned from the ISS Program. A thorough review and understanding of this data is critical in charting NASA's future path in space exploration. NASA has been involved in ensuring that the needs of crewmembers to live and work safely and effectively in space have been met throughout the ISS Program. Human factors and habitability data has been collected from every U.S. crewmember that has resided on the ISS. The knowledge gained from both the developers and inhabitants of the ISS have provided a significant resource of information for NASA and will be used in future space exploration. The recurring issues have been tracked and documented; the top 5 most critical issues have been identified from this data. The top 5 identified problems were: excessive onsrbit stowage; environment; communication; procedures; and inadequate design of systems and equipment. Lessons learned from these issues will be used to aid in future improvements and developments to the space program. Full analysis of the habitability and human factors data has led to the following recommendations. It is critical for human factors to be involved early in the design of space vehicles and hardware. Human factors requirements need to be readdressed and redefined given the knowledge gained during previous ISS and long-duration space flight programs. These requirements must be integrated into vehicle and hardware technical documentation and consistently enforced. Lastly, space vehicles and hardware must be designed with primary focus on the user/operator to successfully complete missions and maintain a safe working environment. Implementation of these lessons learned will significantly improve NASA's likelihood of success in future space endeavors.

  10. The Effects of Instruction of Creative Invention on Students' Situational Interest in Physics Lesson

    Science.gov (United States)

    Leung, Tim

    There are a few empirical studies (Palmer, 2008; Dohn, 2010) or intervention programs (Hidi & Harackiewicz, 2000) about students' situational interest in physics lessons, although the declining interest in physics among students has been well documented in the research literature (Gardner, 1998 ; International Bureau for Education, 2001; European Commission, 2007; Oon & Subramaniam, 2011). Even in the research area of science education, yet little is known about how to trigger students' catching and holding situational interest in a physics lesson. In this study, five intervention lessons of creative invention were developed. Each lesson consists of three parts including Eberle's (1971, 1972) SCAMPER technique on the creative thinking, knowledge and concepts of physics curriculum, hands-on activities related to both SCAMPER technique and physics concepts. Two surveys were developed and used to measure the situational interest and individual interest of students in physics lessons. Qualitative conversational interviews were used to interpret the sources of situational interest of students in physics lessons. Results in this study indicate that new inventive products and television programs or films related to SCAMPER can trigger the catching interest in physics lessons. Meaningful hands-on activities related to both SCAMPER technique and physics concepts can trigger the holding interest in physics lessons. There is no significant difference in situational interest among students with different academic abilities except in the topic related to electronic components. The students with lower academic ability have greater situational interest than the students with higher academic ability in learning the topic related to electronic components. There is no significant difference in situational interest between boys and girls except in the topic related to revolving paper lantern. Girls have higher situational interest than boys in learning the topic related to revolving

  11. Lessons learned: Managing the development of a corporate Ada training project

    Science.gov (United States)

    Blackmon, Linda F.

    1986-01-01

    The management lessons learned during the implementation of a corporate mandate to develop and deliver an effective Ada training program to all divisions are discussed. The management process involved in obtaining cooperation from all levels in the development of a corporate-wide project is described. The problem areas are identified along with some possible solutions.

  12. Development of an HIV Prevention Videogame: Lessons Learned

    Directory of Open Access Journals (Sweden)

    Kimberly Hieftje

    2016-06-01

    Full Text Available The use of videogames interventions is becoming an increasingly popular and effective strategy in disease prevention and health promotion; however, few health videogame interventions have been scientifically rigorously evaluated for their efficacy. Moreover, few examples of the formative process used to develop and evaluate evidence-based health videogame interventions exist in the scientific literature. The following paper provides valuable insight into the lessons learned during the process of developing the risk reduction and HIV prevention videogame intervention for young adolescents, PlayForward: Elm City Stories. 

  13. PUREX/UO3 facilities deactivation lessons learned history

    International Nuclear Information System (INIS)

    Gerber, M.S.

    1997-01-01

    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

  14. Lessons learned in the accident of contamination with Pu-239

    International Nuclear Information System (INIS)

    Molina, G.; Ruiz C, M.; Angeles C, A.; Benitez S, J.A.

    2004-01-01

    This work describes the lessons learned during the accident by transuranic contamination in the National Institute of Nuclear Research happened between 1998 and 2003. The origin of the same one is the not authorized transfer of 0.51 g of plutonium metallic used as pattern source in the Department of Metrology to a laboratory which lacked of physical infrastructure, training and team to manipulate this source. (Author)

  15. Steam generator replacement at Bruce A: approach, results, and lessons learned

    International Nuclear Information System (INIS)

    Tomkiewicz, W.; Savage, B.; Smith, J.

    2008-01-01

    Steam Generator Replacement is now complete in Bruce A Units 1 and 2. In each reactor, eight steam generators were replaced; these were the first CANDU steam generator replacements performed anywhere in the world. The plans for replacement were developed in 2004 and 2005, and were summarized in an earlier paper for the CNS Conference held in November, 2006. The present paper briefly summarizes the methodologies and special processes used such as metrology, cutting and welding and heavy lifting. The paper provides an update since the earlier report and focuses on the project achievements to date, such as: - A combination of engineered methodology, laser metrology and precise remote machining led to accurate first time fit-ups of each new replacement steam generator and steam drums - Lessons learned in the first unit led to schedule improvements in the second unit - Dose received was lowest recorded for any steam generator replacement project. The experience gained and lessons learned from Units 1 and 2 will be valuable in planning and executing future replacement steam generator projects. A video was presented

  16. Adventitious agents in viral vaccines: lessons learned from 4 case studies.

    Science.gov (United States)

    Petricciani, John; Sheets, Rebecca; Griffiths, Elwyn; Knezevic, Ivana

    2014-09-01

    Since the earliest days of biological product manufacture, there have been a number of instances where laboratory studies provided evidence for the presence of adventitious agents in a marketed product. Lessons learned from such events can be used to strengthen regulatory preparedness for the future. We have therefore selected four instances where an adventitious agent, or a signal suggesting the presence of an agent, was found in a viral vaccine, and have developed a case study for each. The four cases are: a) SV40 in polio vaccines; b) bacteriophage in measles and polio vaccines; c) reverse transcriptase in measles and mumps vaccines; and d) porcine circovirus and porcine circovirus DNA sequences in rotavirus vaccines. The lessons learned from each event are discussed. Based in part on those experiences, certain scientific principles have been identified by WHO that should be considered in regulatory risk evaluation if an adventitious agent is found in a marketed vaccine in the future. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.

  17. Lessons learned from community-based approaches to sodium reduction.

    Science.gov (United States)

    Kane, Heather; Strazza, Karen; Losby, Jan L; Lane, Rashon; Mugavero, Kristy; Anater, Andrea S; Frost, Corey; Margolis, Marjorie; Hersey, James

    2015-01-01

    This article describes lessons from a Centers for Disease Control and Prevention initiative encompassing sodium reduction interventions in six communities. A multiple case study design was used. This evaluation examined data from programs implemented in six communities located in New York (Broome County, Schenectady County, and New York City); California (Los Angeles County and Shasta County); and Kansas (Shawnee County). Participants (n = 80) included program staff, program directors, state-level staff, and partners. Measures for this evaluation included challenges, facilitators, and lessons learned from implementing sodium reduction strategies. The project team conducted a document review of program materials and semistructured interviews 12 to 14 months after implementation. The team coded and analyzed data deductively and inductively. Five lessons for implementing community-based sodium reduction approaches emerged: (1) build relationships with partners to understand their concerns, (2) involve individuals knowledgeable about specific venues early, (3) incorporate sodium reduction efforts and messaging into broader nutrition efforts, (4) design the program to reduce sodium gradually to take into account consumer preferences and taste transitions, and (5) identify ways to address the cost of lower-sodium products. The experiences of the six communities may assist practitioners in planning community-based sodium reduction interventions. Addressing sodium reduction using a community-based approach can foster meaningful change in dietary sodium consumption.

  18. Reflection after teaching a lesson: Experiences of secondary school science teachers

    Science.gov (United States)

    Halstead, Melissa A.

    Secondary science teachers spend most of their time planning, collaborating, and teaching, but spend little time reflecting after teaching a single lesson. The theoretical framework of the adult learning theory and the transformative learning theory was the basis of this study. This qualitative research study was conducted to understand the reflective experiences of secondary science educators after teaching a single or several lessons. The collection of data consisted of interviews from a group of purposefully selected secondary science teachers who met the criteria set forth by the researcher. Through a qualitative analysis of interviews and field notes, the researcher determined that the secondary science teachers in this study shared similar as well as different experiences regarding collaborative and individual reflection after teaching a single or several lessons. The findings from this study also suggested that secondary science educators prefer to collaboratively reflect and then reflect alone to allow for further thought. Additionally, a supportive school culture increases the secondary science teacher’s desire to engage in collaborative as well as individual reflection. The information from this study could be used to close the gaps that exist in the teacher professional development programs.

  19. Prototype Applications Of Blended Learning On The Lessons Of Project Management Information System MPSI In College

    Directory of Open Access Journals (Sweden)

    Riswan

    2015-08-01

    Full Text Available This research is further than the initial research has been done on the lessons of project management information system MPSI. Included in the seminar of the International Conference on Technical and Vocation Education and Training High on a hill on the 16th-17th-October 2015 organized by the State University of Padang UNP. As well as on The 2016 Jambi International Seminars on Education JISE in Jambi Indonesia 3-4 April 2016. The results of initial research showed that the quality of the teaching model of face-to-face with MPSI konvensioanal are on enough categories so that needs to be developed a Blended Learning model that is merging model of face-to-face with e-learning model in order to improve the quality of teaching for the better. The results of a pretest data analysis on a class of experiments and classroom control showed results not much different 12.32 for classes experiments and 11.12 for the classroom control. Test of normality that is done for the second class also shows a normal distribution. Where r count for a class experiment 00060 01772 r tables and r count for class control 00572 01772 r tables. Now this research has already come to the stage of prototype application design blended learning will be in validation by an expert of computer design.

  20. Lessons learned from solar energy projects in Saudi Arabia

    International Nuclear Information System (INIS)

    Huraib, F.S.; Hasnain, S.M.; Alawaji, S.H.

    1996-01-01

    This paper describes the lessons learned from the major RD and D activities at Energy Research Institute (ERI), King Abdulaziz City for Science and Technology (KACST) in the field of solar energy. Photovoltaic, solar thermal dishes, solar water heating, solar water pumping and desalination, solar hydrogen production and utilization are some of the areas studied for solar energy applications. Recommendations and guidelines for future solar energy research, development, demonstration and dissemination in Saudi Arabia are also given. (Author)

  1. Lessons learned from external hazards

    Energy Technology Data Exchange (ETDEWEB)

    Peinador, Miguel; Zerger, Benoit [European Commisison Joint Research Centre, Petten (Netherlands). Inst. for Energy and Transport; Ramos, Manuel Martin [European Commission Joint Research Centre, Brussels (Belgium). Nuclear Safety and Security Coordination; Wattrelos, Didier [Institut de Radioprotection et de Surete Nucleaire (IRSN), Fontenay-aux-Roses (France); Maqua, Michael [Gesellschaft fuer Anlagen- und Reaktorsicherheit (GRS) mbH, Koeln (Germany)

    2014-01-15

    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.)

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

    International Nuclear Information System (INIS)

    Beck, J.M.; Collins, J.W.; Garcia, C.B.; Pincock, L.F.

    2010-01-01

    High Temperature Gas Reactors (HTGR) have been designed and operated throughout the world over the past five decades. These seven HTGRs are varied in size, outlet temperature, primary fluid, and purpose. However, there is much the Next Generation Nuclear Plant (NGNP) has learned and can learn from these experiences. This report captures these various experiences and documents the lessons learned according to the physical NGNP hardware (i.e., systems, subsystems, and components) affected thereby.

  3. Grading the performance of clinical skills: lessons to be learned from the performing arts.

    Science.gov (United States)

    Roberts, Deborah

    2011-08-01

    The drift towards competency based nurse interventions has seen a growth in concern regarding the most appropriate methods of assessment of such competencies. Nurse educators and practitioners alike are struggling with the concept of measuring the performance of nursing skills; due to an uneasy relationship between competence, capability, intuition and expertise. Different currencies of value may be ascribed to the assessment of nursing practice, resulting in the use of subjective judgements together with the development of assessment criteria which have different weightings, depending on the values of the assessor. Within the performing arts, students' practice performance is also assessed, with seemingly many similarities between applying value to performance in dance or theatre and nursing. Within performing arts assessment a balancing act is also being played out between academic education and professional training (where complex performances are notoriously hard to evaluate). This paper explores the nature of assessment within the performing arts and makes suggestions regarding their application within the context of nurse education. If nursing is indeed a blend of art and science, then it seems sensible to look to the performing arts to see if lessons could be learned. Copyright © 2010 Elsevier Ltd. All rights reserved.

  4. Effective Lesson Planning: Field Trips in the Science Curriculum

    Science.gov (United States)

    Rieger, C. R.

    2010-10-01

    Science field trips can positively impact and motivate students. However, if a field trip is not executed properly, with appropriate preparation and follow-up reinforcement, it can result in a loss of valuable educational time and promote misconceptions in the students. This study was undertaken to determine if a classroom lesson before an out-of-the-classroom activity would affect learner gain more or less than a lesson after the activity. The study was based on the immersive theater movie ``Earth's Wild Ride'' coupled with a teacher-led Power Point lesson. The participants in the study were students in a sixth grade physical science class. The order of lessons showed no detectable effect on final learner outcomes. Based on pre- and post-testing, improvement in mean learning gain came from the teacher-led lesson independent of the movie. The visit to the immersive theater, however, had significant positive effects that did not show up in the quantitative results of the testing.

  5. Peace education: why and how?

    Directory of Open Access Journals (Sweden)

    Pamela Baxter

    2005-01-01

    Full Text Available Pamela Baxter discusses why peace education programmes are so important and Vick Ikobwa presents the methodology and lessons learned from the UNHCR/INEE Peace Education Programme in East Africa and the Horn.

  6. Assessment of Continuing Interprofessional Education: Lessons Learned

    Science.gov (United States)

    Simmons, Brian; Wagner, Susan

    2009-01-01

    Although interprofessional education (IPE) and continuing interprofessional education (CIPE) are becoming established activities within the education of health professions, assessment of learners continues to be limited. Arguably, this in part is due to a lack of IPE and CIPE within in the clinical workplace. The accountability of…

  7. Institutionalizing planning, enactment and reflection of daily lessons through appropriate organizational restructuring

    NARCIS (Netherlands)

    Raval, Harini; McKenney, Susan; Pieters, Julius Marie

    2011-01-01

    This study describes a professional development program aimed at supporting para-teachers in an Indian educational NGO to adopt learner-centered approaches. Organizational factors inhibiting para-teacher learning were modified. A routine of lesson planning before, and reflection after daily

  8. Readiness to adopt e-learning: pioneering a course in school librarianship education

    Directory of Open Access Journals (Sweden)

    Sandy Zinn

    2009-01-01

    Full Text Available E-learning has come of age in South African higher education but scepticism, caution and an inadequate reward system for innovative teaching methods have resulted in a slow uptake by academics. Within this milieu the author pioneered a course in the ACE School Librarianship programme. The study describes the e-learning experiences of the course participants gleaned from questionnaire responses to questions related to experiences of ICTs, the Internet and online learning, ability to navigate the e-learning environment, utilization of elements of the learning management system and implementation of course ideas in their respective schools and personal lives. The study also provides an opportunity for the author to reflect on her pioneering experiences with e-learning and how she would approach it differently next time. The main lessons learned were that 1 the e-learning environment is not necessarily intuitive and participants need opportunities to digest novel features such as the discussion forum; 2 several of the advantages and disadvantages of e-learning that appear in the research literature are identified in this study; and 3 setting up an e-learning course is best achieved incrementally.

  9. 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

  10. Changes in US commercial radioactive waste management and lessons learned in China

    International Nuclear Information System (INIS)

    Cai Tingsong; Yan Cangsheng

    2014-01-01

    The changes of commercial radioactive waste management in the US and the work done by the LLW generators in seeking new means to cost-effectively dispose these wastes without prejudicing future disposal options are introduced. Then the article concludes the lessons learned on radioactive waste management in China. (authors)

  11. Ways That Preservice Teachers Integrate Children's Literature into Mathematics Lessons

    Science.gov (United States)

    Rogers, Rachelle Meyer; Cooper, Sandi; Nesmith, Suzanne M.; Purdum-Cassidy, Barbara

    2015-01-01

    Children's literature involving mathematics provides a common, natural context for the sharing of mathematics. To learn more about how preservice teachers included children's literature in their mathematics lessons, a study was conducted over two semesters during a required field experience component of an undergraduate teacher education program.…

  12. Using the CLEAN educational resource collection for building three-dimensional lessons to teach the climate system

    Science.gov (United States)

    Gold, A. U.; Sullivan, S. M.; Manning, C. L. B.; Ledley, T. S.; Youngman, E.; Taylor, J.; Niepold, F., III; Kirk, K.; Lockwood, J.; Bruckner, M. Z.; Fox, S.

    2017-12-01

    The impacts of climate change are a critical societal challenge of the 21st century. Educating students about the globally connected climate system is key in supporting the development of mitigation and adaptation strategies. Systems thinking is required for students to understand the complex, dynamic climate systems and the role that humans play within them. The interdisciplinary nature of climate science challenges educators, who often don't have formal training in climate science, to identify resources that are scientifically accurate before weaving them together into units that teach about the climate system. The Climate Literacy and Energy Awareness Network (CLEAN) supports this work by providing over 700 peer-reviewed, classroom-ready resources on climate and energy topics. The resource collection itself provide only limited instructional guidance, so educators need to weave the resources together to build multi-dimensional lessons that develop systems thinking skills. The Next Generation Science Standards (NGSS) science standards encourage educators to teach science in a 3-dimensional approach that trains students in systems thinking. The CLEAN project strives to help educators design NGSS-style, three-dimensional lessons about the climate system. Two approaches are currently being modeled on the CLEAN web portal. The first is described in the CLEAN NGSS "Get Started Guide" which follows a step-by-step process starting with the Disciplinary Core Idea and then interweaves the Cross-Cutting Concepts (CCC) and the Science and Engineering Practices (SEP) based on the teaching strategy chosen for the lesson or unit topic. The second model uses a climate topic as a starting place and the SEP as the guide through a four-step lesson sequence called "Earth Systems Investigations". Both models use CLEAN reviewed lessons as the core activity but provide the necessary framework for classroom implementation. Sample lessons that were developed following these two

  13. Scientists and Educators Working Together: Everyone Teaches, Everyone Learns

    Science.gov (United States)

    Lebofsky, Larry A.; Lebofsky, N. R.; McCarthy, D. W.; Canizo, T. L.; Schmitt, W.; Higgins, M. L.

    2013-10-01

    The primary author has been working with three of the authors (Lebofsky, McCarthy, and Cañizo) for nearly 25 years and Schmitt and Higgins for 17 and 8 years, respectively. This collaboration can be summed up with the phrase: “everyone teaches, everyone learns.” What NASA calls E/PO and educators call STEM/STEAM, requires a team effort. Exploration of the Solar System and beyond is a team effort, from research programs to space missions. The same is true for science education. Research scientists with a long-term involvement in science education have come together with science educators, classroom teachers, and informal science educators to create a powerful STEM education team. Scientists provide the science content and act as role models. Science educators provide the pedagogy and are the bridge between the scientists and the teacher. Classroom teachers and informal science educators bring their real-life experiences working in classrooms and in informal settings and can demonstrate scientists’ approaches to problem solving and make curriculum more engaging. Together, we provide activities that are grade-level appropriate, inquiry-based, tied to the literacy, math, and science standards, and connected directly to up-to-date science content and ongoing research. Our programs have included astronomy camps for youth and adults, professional development for teachers, in-school and after-school programs, family science events, and programs in libraries, science centers, and museums. What lessons have we learned? We are all professionals and can learn from each other. By engaging kids and having them participate in activities and ask questions, we can empower them to be the presenters for others, even their families. The activities highlighted on our poster represent programs and collaborations that date back more than two decades: Use models and engage the audience, do not just lecture. Connect the activity with ongoing science and get participants outside to

  14. Dipping Your Toes into Evaluation in Five Easy Steps: Tips, Tricks, and Lessons Learned

    Science.gov (United States)

    Martin, A. M.

    2013-04-01

    With limited funding, staffing, and resources for STEM education projects, the push for rigorous evaluation of our efforts offers up significant challenges, but opportunities as well. Evaluative thinking can enrich and improve the entire life cycle of an education, communication, or outreach project, and can take many forms other than a final, summative evaluation report. The community of attendees at the Astronomical Society of the Pacific will share an abundance of evaluation expertise, approaches, and results, but where does one turn if evaluation is a new concept or responsibility? This session will briefly highlight five tips, tricks, and lessons learned from the perspective of a novice and from a NASA project new to evaluation. The resources and ideas shared in the session will represent the concrete advice and driving ideas that put the author on firmer evaluative footing. Themes explored will include: (1) strategies for incorporating evaluative thinking early in the development of a project and throughout its life cycle; (2) the benefit of taking the time to elucidate a program's logic model of theory of action; (3) linking program activities to outcomes that are SMART (specific, measurable, attainable, relevant, and timely); (4) working with an external or internal evaluator; and (5) taking evaluation beyond the formal, final report. Finally, we'll close with resources to help individuals and their organizations learn more about evaluation and build their evaluation capacity.

  15. Making Sense of Video Analytics: Lessons Learned from Clickstream Interactions, Attitudes, and Learning Outcome in a Video-Assisted Course

    Directory of Open Access Journals (Sweden)

    Michail N. Giannakos

    2015-02-01

    Full Text Available Online video lectures have been considered an instructional media for various pedagogic approaches, such as the flipped classroom and open online courses. In comparison to other instructional media, online video affords the opportunity for recording student clickstream patterns within a video lecture. Video analytics within lecture videos may provide insights into student learning performance and inform the improvement of video-assisted teaching tactics. Nevertheless, video analytics are not accessible to learning stakeholders, such as researchers and educators, mainly because online video platforms do not broadly share the interactions of the users with their systems. For this purpose, we have designed an open-access video analytics system for use in a video-assisted course. In this paper, we present a longitudinal study, which provides valuable insights through the lens of the collected video analytics. In particular, we found that there is a relationship between video navigation (repeated views and the level of cognition/thinking required for a specific video segment. Our results indicated that learning performance progress was slightly improved and stabilized after the third week of the video-assisted course. We also found that attitudes regarding easiness, usability, usefulness, and acceptance of this type of course remained at the same levels throughout the course. Finally, we triangulate analytics from diverse sources, discuss them, and provide the lessons learned for further development and refinement of video-assisted courses and practices.

  16. Reactor D and D at Argonne National Laboratory - lessons learned

    International Nuclear Information System (INIS)

    Fellhauer, C. R.

    1998-01-01

    This paper focuses on the lessons learned during the decontamination and decommissioning (D and D) of two reactors at Argonne National Laboratory-East (ANL-E). The Experimental Boiling Water Reactor (EBWR) was a 100 MW(t), 5 MSV(e) proof-of-concept facility. The Janus Reactor was a 200 kW(t) reactor located at the Biological Irradiation Facility and was used to study the effects of neutron radiation on animals

  17. 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.

  18. Software Engineering Team Project - lessons learned

    Directory of Open Access Journals (Sweden)

    Bogumiła Hnatkowska

    2013-06-01

    Full Text Available In the 2010/11 academic year the Institute of Informatics at Wroclaw University of Technology issued ’Software Engineering Team Project’ as a course being a part of the final exam to earn bachelor’s degree. The main assumption about the course was that it should simulate the real environment (a virtual IT company for its participants. The course was aimed to introduce issues regarding programming in the medium scale, project planning and management. It was a real challenge as the course was offered for more than 140 students. The number of staff members involved in its preparation and performance was more than 15. The paper presents the lessons learned from the first course edition as well as more detailed qualitative and quantitative course assessment.

  19. Lessons Learned From a Community–Academic Partnership Addressing Adolescent Pregnancy Prevention in Filipino American Families

    Science.gov (United States)

    Javier, Joyce R.; Chamberlain, Lisa J.; Rivera, Kahealani K.; Gonzalez, Sarah E.; Mendoza, Fernando S.; Huffman, Lynne C.

    2014-01-01

    Background Filipino Americans have more adolescent pregnancies than other Asian-Pacific Islanders (APIs). Few community–academic collaborations have addressed adolescent pregnancy prevention in this community. Objectives We sought to describe the lessons learned from and impact of a community-based teen pregnancy prevention program for Filipino Americans implemented by a Filipina pediatrics resident. Methods We formed a community–academic partnership between the Filipino Youth Coalition, a community-based organization (CBO) in San Jose, California, and the Stanford School of Medicine’s Pediatric Advocacy Program. We developed a culturally tailored parent–teen conference addressing adolescent pregnancy prevention in Filipino Americans. We qualitatively and quantitatively evaluated this intervention by collecting both pre- and post-conference data using a convenience sample design. Lessons Learned Engaging particular aspects of Filipino culture (i.e., religion and intergenerational differences) helped to make this community–academic partnership successful. For physicians-in-training who are conducting community-based participatory research (CBPR), project challenges may include difficulties in building and maintaining academic–community relationships, struggles to promote sustainability, and conflicting goals of “community insiders” and “academic outsiders.” Authors offer insights and implications for residents interested in practicing CBPR. Conclusion CBPR is a key tool for exploring health issues in understudied populations. CBPR experiences can provide meaningful educational opportunities for physicians-in-training and can build sustained capacity in CBOs. They can also help residents to develop analytic skills, directly affect the health of the communities they serve, and, for minority physicians, give back to the communities they call home. PMID:21169708

  20. Climate Change and Sustainability Open Educational Resources: Lessons learned and challenges to tackle

    Science.gov (United States)

    Robinson, Zoe; Whitfield, Stephen; Gertisser, Ralf; Krause, Stefan; McKay, Deirdre; Pringle, Jamie; Szkornik, Katie; Waller, Richard

    2010-05-01

    one of seven academic partners in the C-Change project and researchers at Keele have produced open access resources across a wide variety of sustainability-related themes from reconstructing past environments (for example sea-level change); regional impacts of predicted climate change (for example implications to permafrost environments); through to strategies for a sustainable future, including topics on greening business and engineering solutions. The resources range from PowerPoint presentations to image banks, reading lists, and suggestions for classroom and coursework activities. These resources are designed to be useful for other higher education practitioners developing teaching resources in this area. This presentation will present the range of open access resources developed at Keele University in addition to the lessons learnt in repurposing resources for open access, and a summary of different attitudes within Higher Education Institutions towards the OER movement.

  1. Rational Emotive Education

    Science.gov (United States)

    Knaus, William

    1977-01-01

    Rational Emotive Education--an outgrowth of theories developed by Albert Ellis--is a teaching design of mental health concepts and problem-solving activities designed to help students to approach and cope with their problems through experiential learning, via a structured, thematic sequence of emotive education lessons. (MJB)

  2. A Harvest of Practical Insights : Lessons Learned in Agriculture, Agribusiness, Sustainable Rural Development, and Climate Change

    OpenAIRE

    International Finance Corporation

    2012-01-01

    This IFC SmartBook is a compilation of sixteen IFC SmartLessons that presents practical lessons learned by staff from across the IFC and the World Bank on approaches for engaging in agriculture that have led to success. Agribusiness is a crucial economic sector, for food security of course, for managing water stress and ecosystem services, but also as a source of employment in emerging mar...

  3. Importance Of Quality Control in Reducing System Risk, a Lesson Learned From The Shuttle and a Recommendation for Future Launch Vehicles

    Science.gov (United States)

    Safie, Fayssal M.; Messer, Bradley P.

    2006-01-01

    This paper presents lessons learned from the Space Shuttle return to flight experience and the importance of these lessons learned in the development of new the NASA Crew Launch Vehicle (CLV). Specifically, the paper discusses the relationship between process control and system risk, and the importance of process control in improving space vehicle flight safety. It uses the External Tank (ET) Thermal Protection System (TPS) experience and lessons learned from the redesign and process enhancement activities performed in preparation for Return to Flight after the Columbia accident. The paper also, discusses in some details, the Probabilistic engineering physics based risk assessment performed by the Shuttle program to evaluate the impact of TPS failure on system risk and the application of the methodology to the CLV.

  4. Cultural Challenges in Adapting Lesson Study to a Philippines Setting

    Science.gov (United States)

    Ebaeguin, Marlon; Stephens, Max

    2014-01-01

    Promising improved student and teacher learning, Japanese lesson study has attracted many international educators to try to implement it in their own contexts. However, a simple transference model of implementation is likely to meet difficulties. Key determinants of any adaptation will be differences between existing conventions of pedagogy and of…

  5. Preparing for a Global Scientific Workforce: Lessons Learned by the Chemistry Community

    Science.gov (United States)

    Baranovic, M.; Nameroff, T.

    2005-12-01

    Globalization has significant implications for science, science education, and the workforce. Flows of capital and knowledge are altering patterns of economic and technological development. Technology is allowing science to be conducted in real time on a global scale. International connections and mobility are increasing worldwide. At the same time science is becoming a truly global endeavor, the convergence of disciplines suggests that scientists from different backgrounds can learn from each other's experiences in addressing these challenges and opportunities. This presentation reviews some of the impacts of globalization on the chemically related sciences, students, and profession. As a result of globalization, today's practitioners of chemistry need an ever-expanding skill set to succeed. In addition to a strong command of the basic principles of chemistry, students and practitioners need to know how to work on multicultural teams, have knowledge of other languages, and be able to communicate effectively. The American Chemical Society (ACS) is coming to terms with and responding to changes in the nature of chemistry and its practice. This presentation will explore some of the innovative efforts of ACS to meet the challenges for chemistry in an era of globalization. The Earth and space sciences community may benefit from the chemistry community's "lessons learned."

  6. Neuro-Linguistic Programming and Altered States: Encouraging Preparation for Learning in the Classroom for Students with Special Educational Needs

    Science.gov (United States)

    Kudliskis, Voldis

    2013-01-01

    In seeking to identify the processes associated with the immediate engagement of learning for students with mild special educational needs, this study examined the responses of an extraction group (n = 7) of 11- to 13-year-old students who participated in a number of lessons in which the opening episode involved the use of visualisation techniques…

  7. Risk management and lessons learned solutions for satellite product assurance

    Science.gov (United States)

    Larrère, Jean-Luc

    2004-08-01

    The historic trend of the space industry towards lower cost programmes and more generally a better economic efficiency raises a difficult question to the quality assurance community: how to achieve the same—or better—mission success rate while drastically reducing the cost of programmes, hence the cost and level of quality assurance activities. EADS Astrium Earth Observation and Science (France) Business Unit have experimented Risk Management and Lessons Learned on their satellite programmes to achieve this goal. Risk analysis and management are deployed from the programme proposal phase through the development and operations phases. Results of the analysis and the corresponding risk mitigation actions are used to tailor the product assurance programme and activities. Lessons learned have been deployed as a systematic process to collect positive and negative experience from past and on-going programmes and feed them into new programmes. Monitoring and justification of their implementation in programmes is done under supervision from the BU quality assurance function. Control of the system is ensured by the company internal review system. Deployment of these methods has shown that the quality assurance function becomes more integrated in the programme team and development process and that its tasks gain focus and efficiency while minimising the risks associated with new space programmes.

  8. Regional Stability & Lessons Learned in Regional Peace Building

    DEFF Research Database (Denmark)

    Vestenskov, David; Johnsen, Anton Asklund

    , 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......The NATO-led intervention in Afghanistan is coming to an end, and the necessity of regional peace building solutions for the region’s security issues seems more exigent than ever before. Regional states have to come to terms with each other in some ways if violent extremists are to be countered...

  9. The Integration of Christian Spirituality and Learning in Counselor Education: A Lesson from Adler.

    Science.gov (United States)

    McCurdy, Kenneth

    The relationship between spirituality, and counseling and psychotherapy has been given increased attention in recent years. The author suggests that the teachings of Alfred Adler may assist counselor educators in integrating faith and learning in an unimposing manner respectful of religious tenets, focusing on spirituality, which can include…

  10. "Art Can Be Beautiful--If You Understand It...": Learning Effects of Arts Education Projects among Secondary School Pupils in the Netherlands.

    Science.gov (United States)

    Haanstra, Folkert; Van Hoorn, Marjo

    2002-01-01

    Describes Dutch experimental theatre and dance projects in which the artists themselves participated in the preparatory lessons and/or subsequent workshop. Compares learning experiences of pupils 14 to 16 years of age who participated in the projects. Shows that besides gender and level of education, the involvement of the artist significantly…

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

    International Nuclear Information System (INIS)

    Day, R.S.

    1999-01-01

    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

  12. THE USE OF BLENDED LEARNING MODELS IN THE PROCESS OF FOREIGN LANGUAGE LEARNING

    Directory of Open Access Journals (Sweden)

    Oleksandra Bezverkha

    2017-09-01

    Full Text Available In the article, the acute problem of implementation of pedagogical innovations and online technologies into the educational process is analyzed. The article explores the advantages of blended learning as a latter-day educational program in comparison with traditional campus learning. Blended learning is regarded worldwide as the combination of classroom face-to-face sessions with interactive learning opportunities created online. The purpose of the article is to identify blended learning transformational potential impacting students and teachers by ensuring a more personalized learning experience. The concept of blended learning, as a means to enhance foreign language teaching and learning in the classroom during the traditional face-to-face interaction between a teacher and a student, combined with computer-mediated activities, is examined. In the article, the main classification of blended learning models is established. There are four main blended learning models which include both face-to-face instruction time and online learning: Rotation Model, Flex Model, A La Carte Model, and Enriched Virtual Model. Once implemented successfully, a blended model can take advantage of both brick-and-mortar and digital worlds, providing significant benefits for the educational establishments and learners. To integrate any of the blended learning models, a teacher can create online activities that enable learners to explore the topic online at home, and then develop face-to-face interactions to dig deeper into the subject matter at the lesson. The use of blended learning models in order to expand educational opportunities for students while the foreign language acquisition, by increasing the availability and flexibility of education, taking into account student individual learning needs, with some element of student control over time, place and pace, is explored. The realization of blended learning models in regards to age and physiological peculiarities of

  13. Whatever became of educational technology? the implications for teacher education

    Directory of Open Access Journals (Sweden)

    Colin Latchem

    2013-12-01

    Full Text Available The paper explores the reasons for educational technology principles and practices not being more widely accepted and successfully applied in everyday teaching and learning. It argues that these are: an over-emphasis on new technology; a failure to learn from the lessons of the past; and a lack of meta-analysis and collaborative research to evidence the benefits. The paper also brings out the point that the literature fails to acknowledge the important role of educational technology in informal learning and non-formal education. It concludes with recommendations for future research into the broader aspects of educational technology and the employment of more longitudinal and collaborative action research and the nature of pre- service, in-service and postgraduate teacher education in educational technology.

  14. Lessons Learned From Community-Based Approaches to Sodium Reduction

    Science.gov (United States)

    Kane, Heather; Strazza, Karen; Losby PhD, Jan L.; Lane, Rashon; Mugavero, Kristy; Anater, Andrea S.; Frost, Corey; Margolis, Marjorie; Hersey, James

    2017-01-01

    Purpose This article describes lessons from a Centers for Disease Control and Prevention initiative encompassing sodium reduction interventions in six communities. Design A multiple case study design was used. Setting This evaluation examined data from programs implemented in six communities located in New York (Broome County, Schenectady County, and New York City); California (Los Angeles County and Shasta County); and Kansas (Shawnee County). Subjects Participants (n = 80) included program staff, program directors, state-level staff, and partners. Measures Measures for this evaluation included challenges, facilitators, and lessons learned from implementing sodium reduction strategies. Analysis The project team conducted a document review of program materials and semi structured interviews 12 to 14 months after implementation. The team coded and analyzed data deductively and inductively. Results Five lessons for implementing community-based sodium reduction approaches emerged: (1) build relationships with partners to understand their concerns, (2) involve individuals knowledgeable about specific venues early, (3) incorporate sodium reduction efforts and messaging into broader nutrition efforts, (4) design the program to reduce sodium gradually to take into account consumer preferences and taste transitions, and (5) identify ways to address the cost of lower-sodium products. Conclusion The experiences of the six communities may assist practitioners in planning community-based sodium reduction interventions. Addressing sodium reduction using a community-based approach can foster meaningful change in dietary sodium consumption. PMID:24575726

  15. 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.

  16. Periscope: Looking into Learning in Best-Practices Physics Classrooms

    Science.gov (United States)

    Scherr, Rachel E.; Goertzen, Renee Michelle

    2018-02-01

    Periscope is a set of lessons to support learning assistants, teaching assistants, and faculty in learning to notice and interpret classroom events the way an accomplished teacher does. Periscope lessons are centered on video episodes from a variety of best-practices university physics classrooms. By observing, discussing, and reflecting on teaching situations similar to their own, instructors practice applying lessons learned about teaching to actual teaching situations and develop their pedagogical content knowledge. Instructors also get a view of other institutions' transformed courses, which can support and expand the vision of their own instructional improvement and support the transfer of course developments among faculty. Periscope is available for free to educators at http://physport.org/periscope.

  17. Vitrification operational experiences and lessons learned at the WVDP

    International Nuclear Information System (INIS)

    Hamel, W.F. Jr.; Sheridan, M.J.; Valenti, P.J.

    1997-01-01

    The Vitrification Facility (VF) at the West Valley Demonstration Project (WVDP) commenced full, high-level radioactive waste (HLW) processing activities in July 1996. The HLW consists of a blend of washed plutonium-uranium extraction (PUREX) sludge, neutralized thorium extraction (THOREX) waste, and cesium-loaded zeolite. The waste product is borosilicate glass contained in stainless steel canisters, sealed for eventual disposal in a federal repository. This paper discusses the WVDP vitrification process, focusing on operational experience and lessons learned during the first year of continuous, remote operation

  18. Primary care-based multifaceted, interdisciplinary medical educational intervention for patients with systolic heart failure: lessons learned from a cluster randomised controlled trial

    Directory of Open Access Journals (Sweden)

    Schellberg Dieter

    2009-08-01

    Full Text Available Abstract Background Chronic (systolic heart failure (CHF is a common and disabling condition. Adherence to evidence-based guidelines in primary care has been shown to improve health outcomes. The aim was to explore the impact of a multidisciplinary educational intervention for general practitioners (GPs (Train the trainer = TTT on patient and performance outcomes. Methods This paper presents the key findings from the trial and discusses the lessons learned during the implementation of the TTT trial. Primary care practices were randomly assigned to the TTT intervention or to the control group. 37 GPs (18 TTT, 19 control were randomised and 168 patients diagnosed with ascertained CHF (91 TTT, 77 control were enrolled. GPs in the intervention group attended four meetings addressing clinical practice guidelines and pharmacotherapy feedback. The primary outcome was patient self-reported quality of life at seven months, using the SF-36 Physical Functioning scale. Secondary outcomes included other SF-36 scales, the Kansas City Cardiomyopathy Questionnaire (KCCQ, total mortality, heart failure hospital admissions, prescribing, depressive disorders (PHQ-9, behavioural change (European Heart Failure Self-Care Behaviour Scale, patient-perceived quality of care (EUROPEP and improvement of heart failure using NT-proBNP-levels. Because recruitment targets were not achieved an exploratory analysis was conducted. Results There was high baseline achievement in both groups for many outcomes. At seven months, there were no significant mean difference between groups for the primary outcome measure (-3.3, 95%CI -9.7 to 3.1, p = 0.30. The only difference in secondary outcomes related to the prescribing of aldosterone antagonists by GPs in the intervention group, with significant between group differences at follow-up (42 vs. 24%, adjusted OR = 4.0, 95%CI 1.2–13; p = 0.02. Conclusion The intervention did not change the primary outcome or most secondary outcomes

  19. Primary care-based multifaceted, interdisciplinary medical educational intervention for patients with systolic heart failure: lessons learned from a cluster randomised controlled trial.

    Science.gov (United States)

    Peters-Klimm, Frank; Campbell, Stephen; Müller-Tasch, Thomas; Schellberg, Dieter; Gelbrich, Goetz; Herzog, Wolfgang; Szecsenyi, Joachim

    2009-08-13

    Chronic (systolic) heart failure (CHF) is a common and disabling condition. Adherence to evidence-based guidelines in primary care has been shown to improve health outcomes. The aim was to explore the impact of a multidisciplinary educational intervention for general practitioners (GPs) (Train the trainer = TTT) on patient and performance outcomes. This paper presents the key findings from the trial and discusses the lessons learned during the implementation of the TTT trial. Primary care practices were randomly assigned to the TTT intervention or to the control group. 37 GPs (18 TTT, 19 control) were randomised and 168 patients diagnosed with ascertained CHF (91 TTT, 77 control) were enrolled. GPs in the intervention group attended four meetings addressing clinical practice guidelines and pharmacotherapy feedback. The primary outcome was patient self-reported quality of life at seven months, using the SF-36 Physical Functioning scale. Secondary outcomes included other SF-36 scales, the Kansas City Cardiomyopathy Questionnaire (KCCQ), total mortality, heart failure hospital admissions, prescribing, depressive disorders (PHQ-9), behavioural change (European Heart Failure Self-Care Behaviour Scale), patient-perceived quality of care (EUROPEP) and improvement of heart failure using NT-proBNP-levels. Because recruitment targets were not achieved an exploratory analysis was conducted. There was high baseline achievement in both groups for many outcomes. At seven months, there were no significant mean difference between groups for the primary outcome measure (-3.3, 95%CI -9.7 to 3.1, p = 0.30). The only difference in secondary outcomes related to the prescribing of aldosterone antagonists by GPs in the intervention group, with significant between group differences at follow-up (42 vs. 24%, adjusted OR = 4.0, 95%CI 1.2-13; p = 0.02). The intervention did not change the primary outcome or most secondary outcomes. Recruitment targets were not achieved and the under

  20. Inquiry-Based Learning in China: Lesson Learned for School Science Practices

    Science.gov (United States)

    Nuangchalerm, Prasart

    2014-01-01

    Inquiry-based learning is widely considered for science education in this era. This study aims to explore inquiry-based learning in teacher preparation program and the findings will help us to understanding what inquiry-based classroom is and how inquiry-based learning are. Data were collected by qualitative methods; classroom observation,…

  1. Head and neck trauma in Iraq and Afghanistan: different war, different surgery, lessons learned.

    Science.gov (United States)

    Brennan, Joseph

    2013-10-01

    The objectives are to compare and contrast the head and neck trauma experience in Iraq and Afghanistan and to identify trauma lessons learned that are applicable to civilian practice. A retrospective review of one head and neck surgeon's operative experience in Iraq and Afghanistan was performed using operative logs and medical records. The surgeon's daily operative log book with patient demographic data and operative reports was reviewed. Also, patient medical records were examined to identify the preoperative and postoperative course of care. The head and neck trauma experiences in Iraq and Afghanistan were very different, with a higher percentage of emergent cases performed in Iraq. In Iraq, only 10% of patients were pretreated at a facility with surgical capabilities. In Afghanistan, 93% of patients were pretreated at such facilities. Emergent neck exploration for penetrating neck trauma and emergent airway surgery were more common in Iraq, which most likely accounted for the increased perioperative mortality also seen in Iraq (5.3% in Iraq vs. 1.3% in Afghanistan). Valuable lessons regarding soft tissue trauma repair, midface fracture repair, and mandible fracture repair were learned. The head and neck trauma experiences in Iraq and Afghanistan were very different, and the future training for mass casualty trauma events should reflect these differences. Furthermore, valuable head and neck trauma lessons learned in both war zones are applicable to the civilian practice of trauma. Level 4. Copyright © 2013 The American Laryngological, Rhinological and Otological Society, Inc.

  2. Learned Unsustainability: Bandura's Bobo Doll Revisited

    Science.gov (United States)

    Graham, Peter; Arshad-Ayaz, Adeela

    2016-01-01

    Developmental social psychologist Albert Bandura's 1961 Bobo doll experiments provide interesting insights for the field of education for sustainable development (ESD) today. This article discusses some of the implications Bandura's model of learned aggression has for modelling learned unsustainability. These lessons are not limited to educational…

  3. TPACK in Special Education: Preservice Teacher Decision Making While Integrating Ipads into Instruction

    Science.gov (United States)

    Anderson, Susan; Griffith, Robin; Crawford, Lindy

    2017-01-01

    This study provides insight into preservice teachers' experiences with integrating technology into lessons with children who had mild learning disabilities. Participants included 14 junior early childhood education majors enrolled in a special education course with a fieldwork component. The researchers collected and analyzed lesson plans, journal…

  4. Energy efficiency and renewable energies: first lessons learned from AFD and FFEM funding

    International Nuclear Information System (INIS)

    Ries, Alain; Dubus, Koulm; Naudet, Jean David

    2008-04-01

    The French Agency for Development (AFD) has been always more involved in projects dealing with issues related to global warming, and more particularly in projects aiming at developing energy efficiency and renewable energies, these projects involved different expertises (energy, urban planning, transports, agriculture, and so on). In order to highlight lessons learned from these diversity of projects and interventions, this report first proposes an analysis of these projects related to energy efficiency and renewable energies in terms of concerned sectors, of intervener, of funding type, and of evolution in time. Then, the authors highlight lessons learned in terms of project starting conditions (national framework, funding, technical abilities, social and environmental factors), in terms of funding conditions for these projects (concessional financing, specialised credit lines), and in terms of climatic impact assessment and of criteria of project selection (practices and reductions of greenhouse gas emissions, improvement of the climatic impact for project financed by the AFD)

  5. Lessons learned from decontaminating and decommissioning fuel cycle facilities in France

    International Nuclear Information System (INIS)

    Bordier, Jean-Claude; Dalcorso, J. P.; Nokhamzon, Jean-Guy

    2000-01-01

    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)

  6. Lessons Learned from A System-Wide Evidence-Based Practice Program Implementation

    Science.gov (United States)

    2017-04-25

    incorporating scientific evidence, clinical expertise and the patient’s values and preferences to provide quality healthcare . Despite growing...MEMORANDUM FOR ST DEPARTMENT OF THE AIR FORCE 59TH MEDICAL WING (AETC) JOINT BASE SAN ANTONIO - LACKLAND TEXAS ATTN: LT COL JACQUELINE KILLIAN...FROM: 59 MDW/SGVU SUBJECT: Professional Presentation Approval 14 FEB 2017 1. Your paper, entitled Lesson Learned From A System-Wide Evidence- Based

  7. Giocampus school: a "learning through playing" approach to deliver nutritional education to children.

    Science.gov (United States)

    Rosi, Alice; Brighenti, Furio; Finistrella, Viviana; Ingrosso, Lisa; Monti, Giorgia; Vanelli, Maurizio; Vitale, Marco; Volta, Elio; Scazzina, Francesca

    2016-01-01

    To improve nutritional knowledge of children, single-group educational interventions with pre/post knowledge assessment were performed in primary schools in Parma, Italy, participating to the Giocampus Program. A total of 8165 children (8-11 years old) of 3rd, 4th and 5th grades of primary school were involved in 3 hours per class nutritional lessons, with specifically designed games and activities for each school grade. To evaluate children learning, a questionnaire was administered before and after three months of educational intervention. A total of 16330 questionnaires were analysed. Children nutritional knowledge significantly increased (peducational figures, tools and games, was successful in improving children's nutritional knowledge. A stable integration of this method in primary school settings could prepare a new generation of citizens, better educated on health-promotion lifestyles.

  8. Learning from Lessons: Studying the Structure and Construction of Mathematics Teacher Knowledge in Australia, China and Germany

    Science.gov (United States)

    Chan, Man Ching Esther; Clarke, David J.; Clarke, Doug M.; Roche, Anne; Cao, Yiming; Peter-Koop, Andrea

    2018-01-01

    The major premise of this project is that teachers learn from the act of teaching a lesson. Rather than asking "What must a teacher already know in order to practice effectively?", this project asks "What might a teacher learn through their activities in the classroom and how might this learning be optimised?" In this project,…

  9. A new educational tool to learn about hydration: taste workshops for children.

    Science.gov (United States)

    Valero Gaspar, Teresa; Rodríguez-Alonso, Paula; Ruiz Moreno, Emma; Del Pozo de la Calle, Susana; Ávila Torres, José Manuel; Varela Moreiras, Gregorio

    2016-07-13

    Nutrition education contributes to children´s understanding and practice of healthy lifestyles behaviors. Having a well hydration status is an essential topic, especially since children are a vulnerable population who are much more  prone to dehydration than adults are. The approval of the Report on the European Gastronomic Heritage: Cultural and Educational Aspects in 2014 served as starting point to work on innovative audio-visual and multimedia materials for children. The Spanish Nutrition Foundation (FEN) and the Royal Academy of Gastronomy (RAG), in collaboration with the Ministry of Education, Culture and Sport in Spain (MECD),  developed educational videos for schoolchildren to learn about food, nutrition and gastronomy, specially, the importance of being hydrated. To develop a serial of videos for children between 3 and 9 years old with nutrition and cooking lessons to be used as educational resources in the official curricula. Fourteen chapters related to food, nutrition, gastronomy, physical activity and hydration to be used to record videos were designed and tested. A nutritionist, a chef and two puppets were the main characters acting in the videos.  The chapters were assembled in nine videos that included five sections: introduction, video lesson, recipes -in case of hydration, recipes with different water content foods were recorded-, what have you learntand check your knowledge. A summary of the new educational material was officially presented at the Spain Pavilion during the Expo Milano 2015. Moreover, they are included as education  tool for teachers in the new PANGEI Programme (Food, Nutrition and Gastronomy for Infantile Education) conjointly launched by FEN, RAG and MEDC. Taste workshops are useful as innovative nutrition education tools to reinforce language, listening and motor skills as well as food and nutrition concepts, and specially, the importance of being well hydrated.

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

    Energy Technology Data Exchange (ETDEWEB)

    Pittman, William; Han, Zhe; Harding, Brian; Rosas, Camilo; Jiang, Jiaojun; Pineda, Alba; Mannan, M. Sam, E-mail: mannan@tamu.edu

    2014-09-15

    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.

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

    International Nuclear Information System (INIS)

    Pittman, William; Han, Zhe; Harding, Brian; Rosas, Camilo; Jiang, Jiaojun; Pineda, Alba; Mannan, M. Sam

    2014-01-01

    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

  12. Carbon Monitoring System Applications Framework: Lessons Learned from Stakeholder Engagement Activities

    Science.gov (United States)

    Sepulveda Carlo, E.; Escobar, V. M.; Delgado Arias, S.; Forgotson, C.

    2017-12-01

    The NASA Carbon Monitoring System initiated by U.S. Congress in 2010 is developing products that characterize and quantify carbon sources and sinks in the United States and the global tropics. In 2013, an applications effort was selected to engage potential end users and gather feedback about their data needs. For the past four years the CMS applications efforts has expanded and implemented a number of strategies to connect carbon scientists to decision-makers, contributing to the societal benefits of CMS data products. The applications efforts use crowd sourcing to collects feedback from stakeholders on challenges and lessons learned in the use of CMS data products. Some of the most common data needs from engaged organizations include above and below-ground biomass and fluxes in forestlands and wetlands, and greenhouse gas (GHG) emissions across all land use/cover and land use changes. Stakeholder organizations' needs for CMS data products support national GHG inventories following the Paris Agreement, carbon markets, and sub-national natural resources management and policies. The lessons learned report presents stakeholder specific applications, challenges, and successes from using CMS data products. To date, the most common uses of CMS products include: conservation efforts, emissions inventory, forestry and land cover applications, and carbon offset projects. The most common challenges include: the need for familiar and consistent products over time, budget constraints, and concern with uncertainty of modeled results. Recurrent recommendations from stakeholder indicate that CMS should provide high resolution (30m) and frequent data products updates (annually). The applications efforts have also helped identified success stories from different CMS projects, including the development of the GHG emissions inventory from Providence, RI, the improvement of the U.S. GHG Inventory though the use of satellite data, and the use of high resolution canopy cover maps for

  13. Kahua A';o--A Learning Foundation: Using Hawaiian Language Newspaper Articles for Science and Science Education

    Science.gov (United States)

    Chinn, P. W.; Businger, S.

    2013-12-01

    Kahua A';o, an NSF OEDG project, utilizes Hawaiian language newspaper articles written between 1843 and 1948 in lessons and professional development intended to increase participation of underrepresented Native Hawaiian students in earth science. Guided by sociocultural theories that view learning as experiential and culturally situated, geoscientists (Steven Businger, Scott Rowland, Floyd McCoy, UG student Kelly Lance); Hawaiian translators (M. Puakea Nogelmeier, GRAs Kapomaikai Stone and Iasona Ellinwood); science educators (Pauline Chinn, graduate student Lindsey Spencer), utilize articles to develop place-based meteorology and geology curricula for middle school teachers. Articles are valuable to science and science education: Native Hawaiians are citizen scientists who recorded, interpreted, and communicated findings to potentially critical audiences, while dated, descriptive, eye witness reports provide data on events unrecorded by westerners. Articles reveal Hawaiian intellectual tradition placed great value on environmental knowledge. Moolelo (traditional stories) e.g., Kuapākaa (Nakuina, 1905), translated as The Wind Gourd of Laamaomao, tells of Kuapākaa controlling all the winds of Hawai';i by chanting their names--a metaphor for the power of knowledge of winds, rains and their patterns. In the moolelo of Kalapana, a boy hero challenges and defeats the king of Kauai to a life-and-death riddling contest (Nakuina, 1902). Maly's (2001) translation of a riddle involving 22 zones spanning mountaintop to deep-sea underscores the knowledge base informing sustainable practices. Articles provide insight into indigenous maps (Nogelmeier, personal communication) while riddling contests (Beckwith, 1940/1970) establish demonstrations of knowledge as central to power, identity, and status. Eight field-based lessons have been presented to formal and informal science educators, with teachers adapting lessons for 3rd-12th grade students. Graduate students Spencer, Stone

  14. Learning on governance in forest ecosystems: Lessons from recent research

    Directory of Open Access Journals (Sweden)

    Catherine May Tucker

    2010-09-01

    Full Text Available Research on forest governance has intensified in recent decades with evidence that efforts to mitigate deforestation and encourage sustainable management have had mixed results. This article considers the progress that has been made in understanding the range of variation in forest governance and management experiences. It synthesizes findings of recent interdisciplinary research efforts, with particular attention to work conducted through the Center for the Study of Institutions, Population and Environmental Change and the International Forestry Resources and Institution Research Program. By identifying areas of progress, lessons learned, and challenges for successful forest governance, the discussion points to policy implications and priorities for research.Research on forest governance has intensified in recent decades with evidence that efforts to mitigate deforestation and encourage sustainable management have had mixed results. This article considers the progress that has been made in understanding the range of variation in forest governance and management experiences. It synthesizes findings of recent interdisciplinary research efforts, which indicate that sustainable management of forest resources is associated with secure rights, institutions that fit the local context, and monitoring and enforcement. At the same time, the variability in local contexts and interactions of social, political, economic and ecological processes across levels and scales of analysis create uncertainties for the design and maintenance of sustainable forest governance.  By identifying areas of progress, lessons learned, and gaps in knowledge, the discussion suggests priorities for further research.Research on forest governance has intensified in recent decades with evidence that efforts to mitigate deforestation and encourage sustainable management have had mixed results. This article considers the progress that has been made in understanding the range of

  15. A Path Analysis of Educator Perceptions of Open Educational Resources Using the Technology Acceptance Model

    Science.gov (United States)

    Kelly, Hope

    2014-01-01

    Open educational resources (OER) are making their way into a variety of educational contexts from formal lesson planning to just in time learning. Educators and training professionals have been recognized as an important audience for these materials. The concepts of "self-efficacy" and "outcome judgment" from social cognitive…

  16. Knowledge in Action: Fitness Lesson Segments That Teach Health-Related Fitness in Elementary Physical Education

    Science.gov (United States)

    Hodges, Michael G.; Kulinna, Pamela Hodges; van der Mars, Hans; Lee, Chong

    2016-01-01

    The purpose of this study was to determine students' health-related fitness knowledge (HRFK) and physical activity levels after the implementation of a series of fitness lessons segments called Knowledge in Action (KIA). KIA aims to teach health-related fitness knowledge (HRFK) during short episodes of the physical education lesson. Teacher…

  17. LEARNING TECHNOLOGIES FOR STUDENTS IN THE CLOUD ORIENTED LEARNING ENVIRONMENT OF COMPREHENSIVE EDUCATIONAL INSTITUTIONS

    OpenAIRE

    Svitlana G. Lytvynova

    2015-01-01

    The paper analyzes the «flipped» learning and «Web Quest» technologies. The features of the «flipped» learning technology are generalized, as well as compared with traditional learning, clarified the benefits of the technology for teachers and students, described the features of the technology used by teacher and students, developed a teacher’s and student’s flow chart for preparation to the lesson, generalized control and motivation components for activating learning activities of students, ...

  18. 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.

  19. 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.

  20. Transformation of an academic medical center: lessons learned from restructuring and downsizing.

    Science.gov (United States)

    Woodard, B; Fottler, M D; Kilpatrick, A O

    1999-01-01

    This article reviews management literature on health care transformation and describes the processes, including restructuring, job redesign, and downsizing, involved in one academic medical center's experience. The article concludes with lessons learned at each of the stages of the transformation process: planning, implementation, and process continuation. Managerial implications for similar transformation efforts in other health care organizations are suggested.