WorldWideScience

Sample records for ten lessons learned

  1. Social Networking Sites and Addiction: Ten Lessons Learned

    OpenAIRE

    Daria J. Kuss; Mark D. Griffiths

    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...

  2. Social Networking Sites and Addiction: Ten Lessons Learned

    Science.gov (United States)

    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 online social networking sites and addiction based on the insights derived from recent empirical research will be presented. These are: (i) social networking and social media use are not the same; (ii) social networking is eclectic; (iii) social networking is a way of being; (iv) individuals can become addicted to using social networking sites; (v) Facebook addiction is only one example of SNS addiction; (vi) fear of missing out (FOMO) may be part of SNS addiction; (vii) smartphone addiction may be part of SNS addiction; (viii) nomophobia may be part of SNS addiction; (ix) there are sociodemographic differences in SNS addiction; and (x) there are methodological problems with research to date. These are discussed in turn. Recommendations for research and clinical applications are provided. PMID:28304359

  3. Social Networking Sites and Addiction: Ten Lessons Learned.

    Science.gov (United States)

    Kuss, Daria J; Griffiths, Mark D

    2017-03-17

    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 online social networking sites and addiction based on the insights derived from recent empirical research will be presented. These are: (i) social networking and social media use are not the same; (ii) social networking is eclectic; (iii) social networking is a way of being; (iv) individuals can become addicted to using social networking sites; (v) Facebook addiction is only one example of SNS addiction; (vi) fear of missing out (FOMO) may be part of SNS addiction; (vii) smartphone addiction may be part of SNS addiction; (viii) nomophobia may be part of SNS addiction; (ix) there are sociodemographic differences in SNS addiction; and (x) there are methodological problems with research to date. These are discussed in turn. Recommendations for research and clinical applications are provided.

  4. Social Networking Sites and Addiction: Ten Lessons Learned

    Directory of Open Access Journals (Sweden)

    Daria J. Kuss

    2017-03-01

    Full Text Available 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 online social networking sites and addiction based on the insights derived from recent empirical research will be presented. These are: (i social networking and social media use are not the same; (ii social networking is eclectic; (iii social networking is a way of being; (iv individuals can become addicted to using social networking sites; (v Facebook addiction is only one example of SNS addiction; (vi fear of missing out (FOMO may be part of SNS addiction; (vii smartphone addiction may be part of SNS addiction; (viii nomophobia may be part of SNS addiction; (ix there are sociodemographic differences in SNS addiction; and (x there are methodological problems with research to date. These are discussed in turn. Recommendations for research and clinical applications are provided.

  5. 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.

  6. Global public-private health partnerships: lessons learned from ten years of experience and evaluation.

    Science.gov (United States)

    Buse, Kent; Tanaka, Sonja

    2011-08-01

    Global Health Partnerships (GHPs) have contributed significantly to improved global health outcomes as well as the manner in which global health is governed. Yet in a context of an increasingly complex global health landscape, resource scarcity and a shift from disease-specific to systems strengthening approaches, it is important to continually enhance and apply our understanding of how to improve GHP performance. The authors reviewed and synthesised findings from eight independent evaluations of GHPs as well as research projects conducted by the authors over the past several years, the most recent of which involved semi-structured discussions with 20 'partnership pioneers'. This paper presents the major drivers of the GHP trend, briefly reviews the significant contributions of GHPs to global health and sets out common findings from evaluations of these global health governance instruments. The paper answers the question of how to improve GHP performance with reference to a series of lessons emerging from the past ten years of experience. These lessons cover the following areas: • Value-added and niche orientation • Adequate resourcing of secretariats • Management practices • Governance practices • Ensuring divergent interests are met • Systems strengthening • Continuous self-improvement. These and other critical reflections inform the 'what's next' agenda for GHP development. © 2011 FDI World Dental Federation.

  7. The top ten list: lessons learned from teaching a study abroad course.

    Science.gov (United States)

    Kostovich, Carol T; Bermele, Charlene A

    2011-01-01

    In response to the need for culturally competent care, faculty can instill in students the desire to become culturally competent practitioners by providing the opportunity to participate in a short-term study abroad immersion experience. While this strategy is not considered cutting-edge or revolutionary, changing global dynamics warrant rethinking this curricular option. Nurse faculty conducted two short-term study abroad courses in Croatia. Students explored health care and nursing education in this Eastern European country and participated in a service-learning project. Based on their experiences, the authors offer five dos and five don'ts for planning and implementing a successful study abroad course.

  8. Lessons Learned.

    Science.gov (United States)

    Haynes, Norris M.

    1998-01-01

    Discusses lessons learned in the implementation of James Comer's School Development Program including: (1) leadership; (2) overcoming resistance to change; (3) time required for change; (4) creating a supportive climate; (5) staff commitment and staff time; (6) personnel and staff training; (7) parent involvement; (8) connecting school and…

  9. 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.

  10. 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

  11. Lessons Learned

    Science.gov (United States)

    Davis, Michaela

    2015-01-01

    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. PMID:27335944

  12. 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.

  13. Lessons learned

    International Development Research Centre (IDRC) Digital Library (Canada)

    Making PAR work for vulnerable communities. Lessons to date. PAR has proven an effective tool for engag. ▻ ing stakeholders. Building PAR skills is a longterm process. ▻ and needs to start early in the project cycle. The PAR approach lends itself to research. ▻ leadership by atypical 'researchers'. There are clear signs ...

  14. Ten years of sustainability evaluation using the MESMIS framework: Lessons learned from its application in 28 Latin American case studies

    NARCIS (Netherlands)

    Speelman, E.N.; López Ridaura, S.; Aliana-Colomer, N.; Astier, M.; Masera, O.

    2007-01-01

    This paper focuses on sustainability evaluation and, more specifically, it describes and analyses the Indicator-based Framework for Evaluation of Natural Resource Management Systems (MESMIS, its Spanish acronym), ten years after its development. This framework fulfilled a pioneering role by

  15. Ten "Discoveries" About Basic Learning

    Science.gov (United States)

    English, Raymond

    1977-01-01

    Ten conclusions about childrens' learning are presented from 15 years of research by the Educational Research Council of America. These include effectiveness of short textbooks, interest in learning technical words, need for social science curriculum to challenge, and detrimental effect of ingrained teacher attitudes to teach social studies by…

  16. Lessons Learned in Engineering

    Science.gov (United States)

    Blair, J. C.; Ryan, R. S.; Schutzenhofer, L. A.

    2011-01-01

    This Contractor Report (CR) is a compilation of Lessons Learned in approximately 55 years of engineering experience by each James C. Blair, Robert S. Ryan, and Luke A. Schutzenhofer. The lessons are the basis of a course on Lessons Learned that has been taught at Marshall Space Flight Center. The lessons are drawn from NASA space projects and are characterized in terms of generic lessons learned from the project experience, which are further distilled into overarching principles that can be applied to future projects. Included are discussions of the overarching principles followed by a listing of the lessons associated with that principle. The lesson with sub-lessons are stated along with a listing of the project problems the lesson is drawn from, then each problem is illustrated and discussed, with conclusions drawn in terms of Lessons Learned. The purpose of this CR is to provide principles learned from past aerospace experience to help achieve greater success in future programs, and identify application of these principles to space systems design. The problems experienced provide insight into the engineering process and are examples of the subtleties one experiences performing engineering design, manufacturing, and operations.

  17. NASA Engineering Network Lessons Learned

    Data.gov (United States)

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

  18. Sharing Lessons Learned

    Energy Technology Data Exchange (ETDEWEB)

    Mohler, Bryan L.

    2004-09-01

    Workplace safety is inextricably tied to the culture – the leadership, management and organization – of the entire company. Nor is a safety lesson fundamentally different from any other business lesson. With these points in mind, Pacific Northwest National Laboratory recast its lessons learned program in 2000. The laboratory retained elements of a traditional lessons learned program, such as tracking and trending safety metrics, and added a best practices element to increase staff involvement in creating a safer, healthier work environment. Today, the Lessons Learned/Best Practices program offers the latest business thinking summarized from current external publications and shares better ways PNNL staff have discovered for doing things. According to PNNL strategic planning director Marilyn Quadrel, the goal is to sharpen the business acumen, project management ability and leadership skills of all staff and to capture the benefits of practices that emerge from lessons learned. A key tool in the PNNL effort to accelerate learning from past mistakes is one that can be easily implemented by other firms and tailored to their specific needs. It is the weekly placement of Lessons Learned/Best Practices articles in the lab’s internal electronic newsletter. The program is equally applicable in highly regulated environments, such as the national laboratories, and in enterprises that may have fewer external requirements imposed on their operations. And it is cost effective, using less than the equivalent of one fulltime person to administer.

  19. Rethinking lessons learned processes

    NARCIS (Netherlands)

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

    2012-01-01

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

  20. South-to-North, cross-disciplinary training in global health practice: ten years of lessons learned from an infectious disease field course in Jamaica.

    Science.gov (United States)

    Scarlett, Henroy P; Nisbett, Richard A; Stoler, Justin; Bain, Brendan C; Bhatta, Madhav P; Castle, Trevor; Harbertson, Judith; Brodine, Stephanie K; Vermund, Sten H

    2011-09-01

    Global commerce, travel, and emerging and resurging infectious diseases have increased awareness of global health threats and opportunities for collaborative and service learning. We review course materials, knowledge archives, data management archives, and student evaluations for the first 10 years of an intensive summer field course in infectious disease epidemiology and surveillance offered in Jamaica. We have trained 300 students from 28 countries through collaboration between the University of the West Indies and U.S. partner universities. Participants were primarily graduate students in public health, but also included health professionals with terminal degrees, and public health nurses and inspectors. Strong institutional synergies, committed faculty, an emphasis on scientific and cultural competencies, and use of team-based field research projects culminate in a unique training environment that provides participants with career-developing experiences. We share lessons learned over the past decade, and conclude that South-to-North leadership is critical in shaping transdisciplinary, cross-cultural, global health practice.

  1. South-to-North, Cross-Disciplinary Training in Global Health Practice: Ten Years of Lessons Learned from an Infectious Disease Field Course in Jamaica

    Science.gov (United States)

    Scarlett, Henroy P.; Nisbett, Richard A.; Stoler, Justin; Bain, Brendan C.; Bhatta, Madhav P.; Castle, Trevor; Harbertson, Judith; Brodine, Stephanie K.; Vermund, Sten H.

    2011-01-01

    Global commerce, travel, and emerging and resurging infectious diseases have increased awareness of global health threats and opportunities for collaborative and service learning. We review course materials, knowledge archives, data management archives, and student evaluations for the first 10 years of an intensive summer field course in infectious disease epidemiology and surveillance offered in Jamaica. We have trained 300 students from 28 countries through collaboration between the University of the West Indies and U.S. partner universities. Participants were primarily graduate students in public health, but also included health professionals with terminal degrees, and public health nurses and inspectors. Strong institutional synergies, committed faculty, an emphasis on scientific and cultural competencies, and use of team-based field research projects culminate in a unique training environment that provides participants with career-developing experiences. We share lessons learned over the past decade, and conclude that South-to-North leadership is critical in shaping transdisciplinary, cross-cultural, global health practice. PMID:21896794

  2. Lessons Learned in Engineering. Supplement

    Science.gov (United States)

    Blair, James C.; Ryan, Robert S.; Schultzenhofer, Luke A.

    2011-01-01

    This Contractor Report (CR) is a compilation of Lessons Learned in approximately 55 years of engineering experience by each James C. Blair, Robert S. Ryan, and Luke A. Schutzenhofer. The lessons are the basis of a course on Lessons Learned that has been taught at Marshall Space Flight Center. The lessons are drawn from NASA space projects and are characterized in terms of generic lessons learned from the project experience, which are further distilled into overarching principles that can be applied to future projects. Included are discussions of the overarching principles followed by a listing of the lessons associated with that principle. The lesson with sub-lessons are stated along with a listing of the project problems the lesson is drawn from, then each problem is illustrated and discussed, with conclusions drawn in terms of Lessons Learned. The purpose of this CR is to provide principles learned from past aerospace experience to help achieve greater success in future programs, and identify application of these principles to space systems design. The problems experienced provide insight into the engineering process and are examples of the subtleties one experiences performing engineering design, manufacturing, and operations. The supplemental CD contains accompanying PowerPoint presentations.

  3. NCALM's Lessons Learned and Insights into the Future from Ten + Years of Providing Geodetic Images for the monitoring of Hazards and the Response to Disasters

    Science.gov (United States)

    Fernandez Diaz, J. C.; Shrestha, R. L.; Carter, W. E.; Glennie, C. L.; Sartori, M. P.; Singhania, A.

    2012-12-01

    The National Center for Airborne Laser Mapping NCALM was created in 2003 through a grant from and National Science Foundation to support the use of airborne laser swath mapping technology (ALSM aka LiDAR) by the scientific community. NCALM's main goals are to provide research quality airborne LiDAR observations to the scientific community, to advance the state of the art in airborne laser mapping, and to train and educate graduate students with knowledge of airborne mapping to meet the needs of private industry, government agencies and academic institutions. Even before its creation, NCALM researchers had been exploring the application of LiDAR technologies for the monitoring of Geohazards and the response and recovery from man-made and natural disasters. Some of these applications include: mapping debris caused by the 11 September 2001 terrorist attacks in New York; mapping thousands of km of faults along the Pacific coast of the US extending from Southern California to Alaska, through the OSU/USGS B4 and UNAVCO EarthScope projects; mapping of lava fields in Hawaii; mapping post-forest-fire zones in the San Gabriel Mountains, CA and Valles Caldera, NM; mapping beach erosion/deposition induced by hurricanes along the Panhandle and Atlantic coasts of Florida; rapid-response mapping of the Iowa river floods in 2008 and the El Mayor - Cucapah Earthquake in 2010. The experience gained and lessons learned by NCALM regarding the long term monitoring of hazards for the preparation, response and recovery of disasters range from navigating the regulatory and logistic challenges of being present in a disaster area, to the production of real-time geodetic imagery and data for support of the authorities, to performing change detection (surface deformation, sediment transport, infrastructure damage) using LiDAR data products obtained by different vendors, with different equipment and operated under different specifications. End users of the information uniquely provided by

  4. 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.

  5. Patient safety: lessons learned

    Energy Technology Data Exchange (ETDEWEB)

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

    2006-04-15

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

  6. EMU Lessons Learned Database

    Science.gov (United States)

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

    2011-01-01

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

  7. Shuttle Lesson Learned - Toxicology

    Science.gov (United States)

    James, John T.

    2010-01-01

    This is a script for a video about toxicology and the space shuttle. The first segment is deals with dust in the space vehicle. The next segment will be about archival samples. Then we'll look at real time on-board analyzers that give us a lot of capability in terms of monitoring for combustion products and the ability to monitor volatile organics on the station. Finally we will look at other issues that are about setting limits and dealing with ground based lessons that pertain to toxicology.

  8. Safeguards Culture: Lessons Learned

    Energy Technology Data Exchange (ETDEWEB)

    Mladineo, Stephen V.

    2009-05-27

    Abstract: At the 2005 INMM/ESARDA Workshop in Santa Fe, New Mexico, I presented a paper entitled “Changing the Safeguards Culture: Broader Perspectives and Challenges.” That paper described a set of theoretical models that can be used as a basis for evaluating changes to safeguards culture. This paper builds on that theoretical discussion to address practical methods for influencing culture. It takes lessons from methods used to influence change in safety culture and security culture, and examines the applicability of these lessons to changing safeguards culture. Paper: At the 2005 INMM/ESARDA Workshop on “Changing the Safeguards Culture: Broader Perspectives and Challenges,” in Santa Fe, New Mexico, I presented a paper entitled “Changing the Safeguards Culture: Broader Perspectives and Challenges.” That paper, coauthored by Karyn R. Durbin and Andrew Van Duzer, described a set of theoretical models that can be used as a basis for evaluating changes to safeguards culture. This paper updates that theoretical discussion, and seeks to address practical methods for influencing culture. It takes lessons from methods used to influence change in safety culture and security culture, and examines the applicability of these lessons to changing safeguards culture. Implicit in this discussion is an understanding that improving a culture is not an end in itself, but is one method of improving the underlying discipline, that is safety, security, or safeguards. Culture can be defined as a way of life, or general customs and beliefs of a particular group of people at a particular time. There are internationally accepted definitions of safety culture and nuclear security culture. As yet, there is no official agreed upon definition of safeguards culture. At the end of the paper I will propose my definition. At the Santa Fe Workshop the summary by the Co-Chairs of Working Group 1, “The Further Evolution of Safeguards,” noted: “It is clear that ‘safeguards culture

  9. Treating Social Anxiety in Adolescents: Ten Group Therapy Lesson Plans

    Science.gov (United States)

    Mazur-Elmer, Alison; McBride, Dawn

    2009-01-01

    This project provides a comprehensive overview of the research literature on social anxiety disorder (SAD) in adolescents and concludes by offering a set of 10 group therapy lesson plans for SAD that therapists can use in their practice. The overview includes a description of social anxiety disorder and highlights various theories of anxiety. The…

  10. Lessons Learned for Improving Spacecraft Ground Operations

    Science.gov (United States)

    Bell, Michael; Henderson, Gena; Stambolian, Damon

    2013-01-01

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

  11. Dutch Lesson Study - Examples of Teacher Learning

    NARCIS (Netherlands)

    Coenen, Tom Johannes Maria; Timmer, Mark; Verhoef, Neeltje Cornelia

    2016-01-01

    Lesson Study increases teachers’ understanding of student learning, by collaboratively planning, teaching, observing and revising one or more lessons. We cover lesson studies on (1) an intuitive introduction of the derivate, (2) the transition from basic trigonometry to trigonometric functions, and

  12. Mass Casualties in Combat: Lessons Learned

    National Research Council Canada - National Science Library

    Beekley, Alex C

    2007-01-01

    .... Analysis of multiple and mass casualty events from current conflicts can provide critical lessons learned regarding triage and resource utilization that can potentially be applied to other conflicts...

  13. 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

  14. Comparisons and lessons learned

    DEFF Research Database (Denmark)

    Jensen, Per Anker; van der Voordt, Theo; Coenen, Christian

    2012-01-01

    Purpose: To create an overview and evaluation of the achievements of the contributions in this book by identifying, summarising and discussing cross-cutting themes and essential learning points across the former chapters. Methodology: Based on a purposeful reading of all chapters comparisons...

  15. Orbiter Water Dump Nozzles Redesign Lessons Learned

    Science.gov (United States)

    Rotter, Hank

    2017-01-01

    Hank Rotter, NASA Technical Fellow for Environmental Control and Life Support System, will provide the causes and lessons learned for the two Space Shuttle Orbiter water dump icicles that formed on the side of the Orbiter. He will present the root causes and the criticality of these icicles, along with the redesign of the water dump nozzles and lessons learned during the redesign phase.

  16. Ten Strengths of How Teachers Do Cooperative Learning

    Science.gov (United States)

    Jaocbs, George M.

    2016-01-01

    Cooperative learning involves students in working together with peers to learn, to develop learning skills and to enjoy the learning process. This paper examines ten areas in which the author believes he and other teachers do cooperative learning well. These areas are: (1) keeping group size small, usually four or fewer; (2) encouraging students…

  17. Ten-Competence: Life-Long Competence Development and Learning

    NARCIS (Netherlands)

    Koper, Rob; Specht, Marcus

    2006-01-01

    Koper, R., & Specht, M. (2008). Ten-Competence: Life-Long Competence Development and Learning. In M-A. Cicilia (Ed.), Competencies in Organizational e-learning: concepts and tools (pp. 234-252). Hershey: IGI-Global.

  18. Organizational Learning Through the Collection of "Lessons Learned"

    Directory of Open Access Journals (Sweden)

    Joseph V. Vandeville

    2000-01-01

    Full Text Available This paper provides an approach for organizational learning through the collection of "Lessons Learned." The approach focuses on organizations in the Information Technology area, but is applicable to any organization having defined processes and a mechanism for process improvement. This approach ties the lessons learned program to the process infrastructure used by the organization to collect lessons that can be acted upon by the company's process improvement program

  19. 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.

  20. CEBAF Upgrade: Cryomodule Performance And Lessons Learned

    Energy Technology Data Exchange (ETDEWEB)

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

    2014-02-01

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

  1. Planning geometry lessons with learning platforms

    DEFF Research Database (Denmark)

    Tamborg, Andreas Lindenskov

    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...... 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...... 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...

  2. Leadership Lessons I Learned from Diana Oblinger

    National Research Council Canada - National Science Library

    Timothy Chester

    2015-01-01

    .... One of the leadership lessons that the author learned from Diana is that strong and successful leaders focus on the professional development of others -- and that the cultivation and retention...

  3. Administrative Microcomputing: Roads Traveled, Lessons Learned.

    Science.gov (United States)

    Smallen, David L.

    1988-01-01

    Microcomputing can be an important component of the provision of administrative computing services. The planning decisions that were made, results that were obtained, lessons learned, and disasters observed at Hamilton College are described. (Author/MLW)

  4. Designing Lesson Content in Adaptive Learning Environments

    OpenAIRE

    Danijela Milosevic

    2006-01-01

    Online learning is widely spreading and adaptive learning environments are increasing its potentials. We present a scenario of adapting learning content towards individual student characteristics taking into consideration his/her learning style type and subject matter motivation level. We use an ontology based student model for storing student information. The scenario of designing lesson content tailored to individual student needs is presented as a cross section of learning style and motiva...

  5. Logistics Lessons Learned in NASA Space Flight

    Science.gov (United States)

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

    2006-01-01

    The Vision for Space Exploration sets out a number of goals, involving both strategic and tactical objectives. These include returning the Space Shuttle to flight, completing the International Space Station, and conducting human expeditions to the Moon by 2020. Each of these goals has profound logistics implications. In the consideration of these objectives,a need for a study on NASA logistics lessons learned was recognized. The study endeavors to identify both needs for space exploration and challenges in the development of past logistics architectures, as well as in the design of space systems. This study may also be appropriately applied as guidance in the development of an integrated logistics architecture for future human missions to the Moon and Mars. This report first summarizes current logistics practices for the Space Shuttle Program (SSP) and the International Space Station (ISS) and examines the practices of manifesting, stowage, inventory tracking, waste disposal, and return logistics. The key findings of this examination are that while the current practices do have many positive aspects, there are also several shortcomings. These shortcomings include a high-level of excess complexity, redundancy of information/lack of a common database, and a large human-in-the-loop component. Later sections of this report describe the methodology and results of our work to systematically gather logistics lessons learned from past and current human spaceflight programs as well as validating these lessons through a survey of the opinions of current space logisticians. To consider the perspectives on logistics lessons, we searched several sources within NASA, including organizations with direct and indirect connections with the system flow in mission planning. We utilized crew debriefs, the John Commonsense lessons repository for the JSC Mission Operations Directorate, and the Skylab Lessons Learned. Additionally, we searched the public version of the Lessons Learned

  6. Ten Years On, the Kimberley Process Certification Scheme and Zimbabwe's Marange and "Conflict Diamonds": Lessons to be learnt

    OpenAIRE

    Nazreen Shaik-Peremanov

    2014-01-01

    TEN YEARS ON, THE KIMBERLEY PROCESS CERTIFICATION SCHEME AND ZIMBABWE’S MARANGE AND "CONFLICT DIAMONDS": LESSONS TO BE LEARNT N Shaik-Peremanov* SUMMARY Remove by editor - Prof Christa Rautenbach email:

  7. Very Large System Dynamics Models - Lessons Learned

    Energy Technology Data Exchange (ETDEWEB)

    Jacob J. Jacobson; Leonard Malczynski

    2008-10-01

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

  8. Six to Ten Digits Multiplication Fun Learning Using Puppet Prototype

    Science.gov (United States)

    Islamiah Rosli, D.'oria; Ali, Azita; Peng, Lim Soo; Sujardi, Imam; Usodo, Budi; Adie Perdana, Fengky

    2017-01-01

    Logic and technical subjects require students to understand basic knowledge in mathematic. For instance, addition, minus, division and multiplication operations need to be mastered by students due to mathematic complexity as the learning mathematic grows higher. Weak foundation in mathematic also contribute to high failure rate in mathematic subjects in schools. In fact, students in primary schools are struggling to learn mathematic because they need to memorize formulas, multiplication or division operations. To date, this study will develop a puppet prototyping for learning mathematic for six to ten digits multiplication. Ten participants involved in the process of developing the prototype in this study. Students involved in the study were those from the intermediate class students whilst teachers were selected based on their vast knowledge and experiences and have more than five years of experience in teaching mathematic. Close participatory analysis will be used in the prototyping process as to fulfil the requirements of the students and teachers whom will use the puppet in learning six to ten digit multiplication in mathematic. Findings showed that, the students had a great time and fun learning experience in learning multiplication and they able to understand the concept of multiplication using puppet. Colour and materials of the puppet also help to attract student attention during learning. Additionally, students able to visualized and able to calculate accurate multiplication value and the puppet help them to recall in multiplying and adding the digits accordingly.

  9. 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.

  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. Columbines 10th Anniversary Finds Lessons Learned

    Science.gov (United States)

    Trump, Kenneth S.

    2009-01-01

    When school administrators hear that the 10th anniversary of the Columbine High School attack is approaching, most shake their heads in disbelief. They are amazed that 10 years have passed since this watershed event, which changed the landscape of K-12 school safety. In this article, the author reflects on the lessons learned from the Columbine…

  12. Lessons Learned While Conducting Educational Program Assessment

    Science.gov (United States)

    Rivas, Olivia; Jones, Irma S.; Pena, Eli E.

    2010-01-01

    Assessment, accountability, and strategic planning are all processes that are included in accreditation for colleges and universities. For most colleges and universities, starting the reaffirmation process means identifying current assessment practices and reports from academic units and programs. This paper discusses the lessons learned during a…

  13. Lessons Learned on "Scaling Up" of Projects

    Science.gov (United States)

    Viadero, Debra

    2007-01-01

    Having developed a technology-based teaching unit on weather that appeared to work well for middle school students, Nancy Butler Songer and her colleagues at the University of Michigan decided in the late 1990s to take the next logical step in their research program: They scaled up. This article discusses lessons learned by several faculty…

  14. 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.

  15. 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...

  16. Developing a Workplace Skills Course: Lessons Learned.

    Science.gov (United States)

    Holter, Norma C.; Kopka, Donald J.

    2001-01-01

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

  17. From Lessons Learned to Emerging Practices

    Science.gov (United States)

    Baizerman, Michael; Roholt, Ross VeLure; Korum, Kathy; Rana, Sheetal

    2013-01-01

    Organizational development is based in part on knowledge development, both formal, scientifically proven and also nonscientific practice wisdom. This article brings together all of the lessons learned over our six years of work with Saint Paul Parks and Recreation, and suggests the practice utility of these.

  18. 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.

  19. Lessons Learned and Technical Standards: A Logical Marriage

    Science.gov (United States)

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

    2001-01-01

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

  20. 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.…

  1. 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.

  2. Turning Operational Lessons Learned into Design Reality

    Science.gov (United States)

    Brady, David A.

    2009-01-01

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

  3. 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.

  4. Organizational Learning Through the Collection of “Lessons Learned”

    OpenAIRE

    Joseph V. Vandeville

    2000-01-01

    This paper provides an approach for organizational learning through the collection of "Lessons Learned." The approach focuses on organizations in the Information Technology area, but is applicable to any organization having defined processes and a mechanism for process improvement. This approach ties the lessons learned program to the process infrastructure used by the organization to collect lessons that can be acted upon by the company's process improvement program

  5. 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

  6. Ten Years On, the Kimberley Process Certification Scheme and Zimbabwe's Marange and "Conflict Diamonds": Lessons to be learnt

    Directory of Open Access Journals (Sweden)

    Nazreen Shaik-Peremanov

    2014-04-01

    Full Text Available TEN YEARS ON, THE KIMBERLEY PROCESS CERTIFICATION SCHEME AND ZIMBABWE’S MARANGE AND "CONFLICT DIAMONDS": LESSONS TO BE LEARNT N Shaik-Peremanov* SUMMARY Remove by editor - Prof Christa Rautenbach email: Christa.Rautenbach@nwu.ac.za

  7. Gamification of the Learning Process: Lessons Learned

    OpenAIRE

    Llorens Largo, Faraón; Gallego-Durán, Francisco J.; Villagrá-Arnedo, Carlos-José; Compañ, Patricia; Satorre Cuerda, Rosana; Molina-Carmona, Rafael

    2016-01-01

    Although several definitions of gamification can be found in the literature, they all have in common certain aspects: the application of strategies, models, dynamics, mechanics, and elements of the games in other contexts than games, and the objective of producing a playful experience that fosters motivation, involvement, and fun. In this paper, our approach gamifying the learning process of a subject is presented. Our experience throughout time in using games and gamification in learning hav...

  8. A Management Information System for Construction Management Lessons-Learned

    Science.gov (United States)

    1989-09-01

    use of lessons-learned. The thesis examined the potential for developing an on-line management information system (MIS) to provide better storage and...that should be considered when developing a construction management oriented, lessons-learned management information system for the Civil Engineering

  9. Lessons Learned from Designing Visualization Dashboards.

    Science.gov (United States)

    Froese, Maria-Elena; Tory, Melanie

    2016-01-01

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

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

    Energy Technology Data Exchange (ETDEWEB)

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

    2014-08-01

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

  11. 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

  12. Learning from Lessons: Teachers' Insights and Intended Actions Arising from Their Learning about Student Thinking

    Science.gov (United States)

    Roche, Anne; Clarke, Doug; Clarke, David; Chan, Man Ching Esther

    2016-01-01

    A central premise of this project is that teachers learn from the act of teaching a lesson and that this learning is evident in the planning and teaching of a subsequent lesson. We are studying the knowledge construction of mathematics teachers utilising multi-camera research techniques during lesson planning, classroom interactions and…

  13. Lessons Learned in Building the Ares Projects

    Science.gov (United States)

    Sumrall, John Phil

    2010-01-01

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

  14. Space Station Control Moment Gyroscope Lessons Learned

    Science.gov (United States)

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

    2010-01-01

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

  15. Lessons learned from women in leadership positions.

    Science.gov (United States)

    Elias, Eileen

    2018-01-18

    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.

  16. 2010 CEOS Field Reflectance Intercomparisons Lessons Learned

    Science.gov (United States)

    Thome, Kurtis; Fox, Nigel

    2011-01-01

    This paper summarizes lessons learned from the 2009 and 2010 joint field campaigns to Tuz Golu, Turkey. Emphasis is placed on the 2010 campaign related to understanding the equipment and measurement protocols, processing schemes, and traceability to SI quantities. Participants in both 2009 and 2010 used an array of measurement approaches to determine surface reflectance. One lesson learned is that even with all of the differences in collection between groups, the differences in reflectance are currently dominated by instrumental artifacts including knowledge of the white reference. Processing methodology plays a limited role once the bi-directional reflectance of the white reference is used rather than a hemispheric-directional value. The lack of a basic set of measurement protocols, or best practices, limits a group s ability to ensure SI traceability and the development of proper error budgets. Finally, rigorous attention to sampling methodology and its impact on instrument behavior is needed. The results of the 2009 and 2010 joint campaigns clearly demonstrate both the need and utility of such campaigns and such comparisons must continue in the future to ensure a coherent set of data that can span multiple sensor types and multiple decades.

  17. 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.

  18. Engineering Quality while Embracing Change: Lessons Learned

    Energy Technology Data Exchange (ETDEWEB)

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

    2013-01-09

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

  19. Module Ten: Transformers; Basic Electricity and Electronics Individualized Learning System.

    Science.gov (United States)

    Bureau of Naval Personnel, Washington, DC.

    The module introduces a very important electrical device, the transformer. The module is divided into six lessons: transformer construction, transformer theory and operation, turns and voltage ratios, power and current, transformer efficiency, and semiconductor rectifiers. Each lesson consists of an overview, a list of study resources, lesson…

  20. 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

  1. Instructing with advanced collaboration technology: lessons learned and unexpected transformations

    OpenAIRE

    Nosek, John T.

    2006-01-01

    This paper provides lessons learned and some unexpected transformations in the learning process when advanced collaboration technology was used to overcome limitations of a popular, existing collaboration technology. The activities pursued in these advanced undergraduate and graduate computer and information sciences courses replicate many of the activities in collaborative knowledge work in organizations. Therefore, the lessons learned should be applicable to transforming other kinds of join...

  2. Seizing the Moment: State Lessons for Transforming Professional Learning

    Science.gov (United States)

    Learning Forward, 2013

    2013-01-01

    Explore this first look at lessons learned through Learning Forward's ongoing initiative to develop a comprehensive system of professional learning that spans the distance from the statehouse to the classroom. This policy brief underscores the importance of a coordinated state professional learning strategy, the adoption of professional learning…

  3. 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.

  4. 10 lessons learned by a misguided physician.

    Science.gov (United States)

    Levin, Barry E

    2017-07-01

    It was a great and humbling honor to receive the 2016 Distinguished Career Award from my SSIB colleagues. This paper summarizes the major points of my DCA talk at the 2016 annual meeting. It is a reflection on my 50year medical and research career and 10 lessons I have learned over those years which might be of help to young investigators near the beginning of their own research careers. These lessons include: the value of being receptive to the opportunities provided you; how clinician-scientists can serve as critical role models for young investigators like me and a history of how my career developed as a result of their influence; the importance of carefully examining your own data, particularly when it doesn't agree with your preconceived ideas; the critical role that students, postdocs and PhD (and even veterinarian) colleagues can play in developing one's career; the likelihood that your career path will have many interesting twists and turns determined by changes in your own scientific interests and how rewarding various areas of research focus are to you; the importance of building a close-knit laboratory staff family; the fact that science and romance can mix. Finally, I offer 3 somewhat self-evident free pieces of advice for building and maintaining a rewarding career. Copyright © 2016 Elsevier Inc. All rights reserved.

  5. Teaching science to science teachers: Lessons taught and lessons learned

    Science.gov (United States)

    Douglas, E. M.; Hashimoto-Martell, E. A.; Balicki, S.; Oglavie, D. R.

    2009-12-01

    our diverse participants was a constant challenge for us as instructors. In summer 2008, the course was organized so that fundamentals (chemistry, heat transfer, convection, physics) were taught in the first week and then applied in broader topics (water cycle, carbon cycle, weather and precipitation) in the second week. Learning these fundamentals was challenging for many teachers. Furthermore, the organization of topics caused frustration because there was not enough connection to the broader concepts of the course. In summer 2009, we rearranged the topics and interwove fundamentals with contextual topics within each week. We found this approach to be more successful in engaging and educating the teachers. The most successful activities were often the simplest to organize. Valuable instructional strategies included daily assessments in the form of morning quizzes, keeping a class website with all course materials, and centering the major project of the course around a lesson that teachers would design for their particular context. We saw a dramatic improvement in pre- and post-assessment test scores, with the class average increasing from 58% (pre-test) to 95% (post-test).

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

    Loose, Crystal Corle

    2014-01-01

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

  8. Lessons Learned from the Kepler Mission and Space Telescope Management

    Science.gov (United States)

    Fanson, James

    2010-01-01

    This paper presents lessons learned over the course of several space telescope mission and instrument developments spanning two decades. These projects involved astronomical telescopes developed by the National Aeronautics and Space Administration (NASA) and were designed to further our understanding of the Universe. It is hoped that the lessons drawn from these experiences may be of use to future mission developers.

  9. 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.

  10. 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.

  11. Lessons learned using Snodgrass hypospadias repair.

    LENUS (Irish Health Repository)

    O'Connor, K M

    2012-02-03

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

  12. Learning from Lessons: Studying the Construction of Teacher Knowledge Catalysed by Purposefully-Designed Experimental Mathematics Lessons

    Science.gov (United States)

    Clarke, Doug; Clarke, David; Roche, Anne; Chan, Man Ching Esther

    2015-01-01

    A central premise of this project is that teachers learn from the act of teaching a lesson and that this learning is evident in the planning and teaching of a subsequent lesson. In this project, the knowledge construction of mathematics teachers was examined utilising multi-camera research techniques during lesson planning, classroom interactions…

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

    Data.gov (United States)

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

  14. Travel Time Data Collection Field Tests - Lessons Learned

    Science.gov (United States)

    1996-01-01

    This report summarizes the process and lessons learned from the Standardized Travel Time Surveys and Field Test project. The field tests of travel time data collection were conducted in Boston, Seattle, and Lexington in 1993. The methodologies tested...

  15. 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.

  16. 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.

  17. Lessons learned across a decade of knowledge modeling

    Directory of Open Access Journals (Sweden)

    Robert Hoffman

    2013-02-01

    Full Text Available I review lessons learned in the creation of knowledge models composed of Concept Maps. The models were developed in studies of expertise in a variety of domains including weather forecasting, clinical oncology, and terrain analysis. Lessons learned pertain to a number of methodological issues, such as the measurement of the effectiveness of knowledge elicitation methods, issues in organizing, resourcing and navigating large sets of Concept Maps, and issues in comparing computer performance to that of humans.

  18. Improving Post-graduate Students Learning Activities through Lesson Study in Learning Forest-Prototype

    Directory of Open Access Journals (Sweden)

    Muhfahroyin Muhfahroyin

    2017-07-01

    Full Text Available Improving learning quality in 21st can not be separated from contextual learning and student-centered learning paradigm. The contextual lesson study program conducted in learning-forest prototype to build a learning community. The objectives of this research were to improve learning activities of postgraduate students in Biology Education department and to build a learning community. The implementation of lesson study was conducted in the Biology Learning Innovation subject for postgraduate students while practicing to observe open lesson in the undergraduate students which used learning forest-prototype. The postgraduate students took roles as planner, observer, and reflector in the plan, do (open lesson, and see (reflection activities. The implementation was done in three cycles in even semester of academic year 2015/2016. Students learned collaboratively and contextually. The postgraduate students’ learning activities were observed by six observers from lecturer colleagues. The research results showed that the students were able to implement planning, open lesson, and reflection properly. The average of student’s learning activity grade was 91.11% from all of students, with the grade averages for planning, open lesson, and reflection activities were 88.89%, 93.33%, and 91.11% respectively. The implementation of this lesson study in the learning forest-prototype can be done in other relevant subjects to strengthen learning activities.

  19. Pilot Evaluation of the LIK Cross-Curricular Learning Lessons: Methodological Approaches

    Directory of Open Access Journals (Sweden)

    Zala Hrast

    2014-04-01

    Full Text Available AbstractThe updated Library and Information Knowledge Curriculum (the LIK Curriculum was introduced in Slovenia in the school year 2008/09. For the process of educational transformation, besides the principles and theoretical platforms, the continuous and simultaneous monitoring and the evaluation of pedagogical process implementation are of great importance. For this reason, the pilot evaluation, consisting of two methodological perspectives was led. The first research was conducted on the basis of data gathering from respondents to questionnaires. The second research was based upon the LIK cross-curricular learning lesson observations, applying the structured observation scheme. The purpose of the study is to empirically verify whether the implementation of the cross-curricular learning lessons is in compliance with the set of goals of the updated LIK curriculum. Ten gymnasiums participated in the research, five of them anticipated in the restruction of the curriculum and five of them anticipated in the research only. The combination of two research methods enabled the comparison of some results acquired by both studies, as well as the assessment of concordance / discordance of results in individual fields. All the research participants are aware of the significance of monitoring and evaluation of the LIK cross-curricular learning lessons, required for achieving a higher quality of the educational system. We believe that the questionnaires and the observation scheme will become a useful tool for practice, or to be precise, for the supervision of the LIK cross-curricular learning lessons.

  20. 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.

  1. 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

  2. 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

  3. Lessons learned and unlearned in periodontal microbiology.

    Science.gov (United States)

    Teles, Ricardo; Teles, Flavia; Frias-Lopez, Jorge; Paster, Bruce; Haffajee, Anne

    2013-06-01

    Periodontal diseases are initiated by bacterial species living in polymicrobial biofilms at or below the gingival margin and progress largely as a result of the inflammation elicited by specific subgingival species. In the past few decades, efforts to understand the periodontal microbiota have led to an exponential increase in information about biofilms associated with periodontal health and disease. In fact, the oral microbiota is one of the best-characterized microbiomes that colonize the human body. Despite this increased knowledge, one has to ask if our fundamental concepts of the etiology and pathogenesis of periodontal diseases have really changed. In this article we will review how our comprehension of the structure and function of the subgingival microbiota has evolved over the years in search of lessons learned and unlearned in periodontal microbiology. More specifically, this review focuses on: (i) how the data obtained through molecular techniques have impacted our knowledge of the etiology of periodontal infections; (ii) the potential role of viruses in the etiopathogenesis of periodontal diseases; (iii) how concepts of microbial ecology have expanded our understanding of host-microbe interactions that might lead to periodontal diseases; (iv) the role of inflammation in the pathogenesis of periodontal diseases; and (v) the impact of these evolving concepts on therapeutic and preventive strategies to periodontal infections. We will conclude by reviewing how novel systems-biology approaches promise to unravel new details of the pathogenesis of periodontal diseases and hopefully lead to a better understanding of their mechanisms. © 2013 John Wiley & Sons A/S.

  4. Lessons learned and unlearned in periodontal microbiology

    Science.gov (United States)

    Teles, Ricardo; Teles, Flavia; Frias-Lopez, Jorge; Paster, Bruce; Haffajee, Anne

    2013-01-01

    Periodontal diseases are initiated by bacterial species living in polymicrobial biofilms at or below the gingival margin and progress largely as a result of the inflammation initiated by specific subgingival species. In the past few decades, efforts to understand the microbiota of periodontal diseases have led to an exponential increase in information about biofilms associated with periodontal health and disease. In fact, the oral microbiota is one of the best characterized microbiomes that colonize the human body. Despite this increased knowledge, one has to ask if our fundamental concepts of the etiology and pathogenesis of periodontal diseases have really changed. In this chapter we will review how our comprehension of the structure and function of the subgingival microbiota evolved over the years in search of lessons learned and unlearned in periodontal microbiology. More specifically, this review focuses on: 1) how the data obtained through molecular techniques has impacted our knowledge of the etiology of periodontal infections; 2) the potential role of viruses in the etiopathogenesis of periodontal diseases; 3) how concepts of microbial ecology have expanded our understanding of host microbial interactions that might lead to periodontal diseases; 4) the role of inflammation in the pathogenesis of periodontal diseases; and 5) the impact of these evolving concepts on treatment and preventive approaches to periodontal infections. We will conclude by reviewing how novel systems biology approaches promise to unravel new details of the pathogenesis of periodontal diseases and, hopefully, lead to a better understanding of periodontal disease mechanisms. PMID:23574465

  5. Policy and HIV / AIDS prevention: lessons learned.

    Science.gov (United States)

    Rau, B

    1994-08-01

    The Brazilian government, per pre-AIDS epidemic era economic policy, maintained until recently a 15% import tax on condoms. This policy made condoms too expensive for most people who needed them. In response, AIDS prevention activists in 1993 and 1994 launched an intensive information and advocacy campaign to convince policy makers that a supply of affordable condoms was crucial to slow the spread of HIV in Brazil; the tax was withdrawn in April 1994. This experience of AIDS in Brazil highlights the important role of policies in HIV/AIDS prevention and the influence advocates have over them. The responses of governments, business, and religious and nongovernmental organizations to the HIV/AIDS epidemic over the past decade have yielded important lessons about the creation of effective prevention policies. For example, it has been learned that policy often lags behind the HIV/AIDS epidemic, knowledge about HIV and AIDS among policy makers is often limited and inaccurate, women face the greatest impact from AIDS, HIV/AIDS prevention efforts must compete with other priorities for limited resources, comparative examples can influence and guide policy formulation, local prevention efforts too rarely inform the policy process, and prevention in the workplace is often neglected.

  6. Workshop on Discovery Lessons-Learned

    Science.gov (United States)

    Saunders, M. (Editor)

    1995-01-01

    As part of the Discovery Program's continuous improvement effort, a Discovery Program Lessons-Learned workshop was designed to review how well the Discovery Program is moving toward its goal of providing low-cost research opportunities to the planetary science community while ensuring continued U.S. leadership in solar system exploration. The principal focus of the workshop was on the recently completed Announcement of Opportunity (AO) cycle, but the program direction and program management were also open to comment. The objective of the workshop was to identify both the strengths and weaknesses of the process up to this point, with the goal of improving the process for the next AO cycle. The process for initializing the workshop was to solicit comments from the communities involved in the program and to use the feedback as the basis for establishing the workshop agenda. The following four sessions were developed after reviewing and synthesizing both the formal feedback received and informal feedback obtained during discussions with various participants: (1) Science and Return on Investment; (2) Technology vs. Risk; Mission Success and Other Factors; (3) Cost; and (4) AO.AO Process Changes and Program Management.

  7. SOFIA Program SE and I Lessons Learned

    Science.gov (United States)

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

    2011-01-01

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

  8. Lessons learned in the IBL project

    CERN Document Server

    Miucci, Antonio; The ATLAS collaboration

    2015-01-01

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

  9. "Worth Ten Men on a Rope": A Lesson Plan on Sea Chanties.

    Science.gov (United States)

    Kracht, James B.

    In this lesson, middle school students explore a musical expression, the sea chantey, which provided a rhythm necessary to help 19th century sailors work together. Objectives are to help students understand the purpose of sea chanties, realize how different types of chanties were especially suited to different types of jobs, and identify the…

  10. Microbiological Lessons Learned from the Space Shuttle

    Science.gov (United States)

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

    2011-01-01

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

  11. Applying Universal Design for Learning to Instructional Lesson Planning

    Science.gov (United States)

    McGhie-Richmond, Donna; Sung, Andrew N.

    2013-01-01

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

  12. Lessons learnt from teachers' perspectives on mobile learning in ...

    African Journals Online (AJOL)

    Lessons learnt from teachers' perspectives on mobile learning in South Africa with cultural and linguistic constraints. ... The results of the study reflect the important roles that language and culture play in the technology needed to support learning in linguistically diverse schools. They highlight the challenges that teachers in ...

  13. 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.

  14. Lesson Study in Professional Learning Communities 2014-2016

    NARCIS (Netherlands)

    de Vries, Siebrichje

    2016-01-01

    This study explores teachers’ experiences with Lesson Study (LS) in the Netherlands in the context of two cross-school Professional Learning Communities for teachers of Dutch language and mathematics of 13 secondary schools (2014-2017). Drawing on the research on effective teacher learning, the

  15. 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

  16. Building a Better Lessons Learned Program - White Paper

    Energy Technology Data Exchange (ETDEWEB)

    Miller, Charles Frederick

    2002-04-01

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

  17. Lessons from the Institute for New Heads (INH) Class of 2006: Ten Headships--134 Years of Hard-Earned Experience

    Science.gov (United States)

    Raphel, Annette; Huber, John; Chandler, Carolyn; Vorenberg, Amy; Jones-Wilkins, Andy; Devey, Mark A.; Holford, Josie; Craig, Ian; Elam, Julie

    2016-01-01

    Ten years ago in July 2006, 64 mostly starry-eyed men and women attended the NAIS Institute for New Heads (INH) in order to learn the ropes of headship. These newly minted heads were filled with enthusiasm, commitment, and passion, along with humility and a bit of healthy trepidation. One core group connected under the careful guidance of…

  18. ICOADS: Lessons Learned and Oceanographic Data Linkages

    Science.gov (United States)

    Worley, S. J.; Freeman, E.; Angel, W.; Brohan, P.; Dumenil-Gates, L.; Kent, E. C.; Smith, S. R.; Woodruff, S. D.

    2016-02-01

    The International Comprehensive Ocean-Atmosphere Data Set (ICOADS) is the largest collection of surface marine in situ observations, spanning 1662 to present, and provides access to a wealth of surface atmospheric elements over the ocean. This presentation will review a number of past innovations in ICOADS data management and quality control. More recently for example, in developing ICOADS Release 3.0 (planned for availability by mid 2016), the benefits of including a more extensive range of near-surface oceanographic parameters alongside surface meteorological parameters are being realized. A new Near-Surface Oceanographic (Nocn) "attachment" to the extensible International Maritime Meteorological Archive (IMMA) format has been developed to include oceanographic elements, such as near-surface salinity and temperature, their associated measurement depths and other selected observational metadata. The inclusion of the oceanographic parameters allows users to locate surface oceanographic and lower atmospheric observations over the ocean within a single dataset and in a common format, for potential uses such as studies of air-sea interactions and coupled ocean-atmosphere model validations. Release 3.0 includes near-surface ocean profile measurements from sources such as the World Ocean Database (WOD 2013). In addition, the Nocn attachment will be used to provide underway surface ocean observations from ships participating in the Shipboard Automated Meteorological and Oceanographic System (SAMOS) and Global Ocean Surface Underway Data (GOSUD) initiatives, and to expand the range of parameters available from moored buoys. An in-depth description of the Nocn attachment, lessons learned during its development, and anticipated uses and advantages for the marine community will be further discussed.

  19. Learning Lessons from the X-37 Project

    Science.gov (United States)

    Turner, Susan; Spanyer, Karen

    2005-01-01

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

  20. The Aethereal Network on Chip after Ten Years: Goals, Evolution, Lessons, and Future

    NARCIS (Netherlands)

    Goossens, Kees; Hansson, A.

    2010-01-01

    The goals for the Æthereal network on silicon, as it was then called, were set in 2000 and its concepts were defined early 2001. Ten years on, what has been achieved? Did we meet the goals, and what is left of the concepts? In this paper we answer those questions, and evaluate different

  1. 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...

  2. Lessons learned from LNG safety research.

    Science.gov (United States)

    Koopman, Ronald P; Ermak, Donald L

    2007-02-20

    During the period from 1977 to 1989, the Lawrence Livermore National Laboratory (LLNL) conducted a liquefied gaseous fuels spill effects program under the sponsorship of the US Department of Energy, Department of Transportation, Gas Research Institute and others. The goal of this program was to develop and validate tools that could be used to predict the effects of a large liquefied gas spill through the execution of large scale field experiments and the development of computer models to make predictions for conditions under which tests could not be performed. Over the course of the program, three series of LNG spill experiments were performed to study cloud formation, dispersion, combustion and rapid phase transition (RPT) explosions. The purpose of this paper is to provide an overview of this program, the lessons learned from 12 years of research as well as some recommendations for the future. The general conclusion from this program is that cold, dense gas related phenomena can dominate the dispersion of a large volume, high release rate spill of LNG especially under low ambient wind speed and stable atmospheric conditions, and therefore, it is necessary to include a detailed and validated description of these phenomena in computer models to adequately predict the consequences of a release. Specific conclusions include: * LNG vapor clouds are lower and wider than trace gas clouds and tend to follow the downhill slope of terrain due to dampened vertical turbulence and gravity flow within the cloud. Under low wind speed, stable atmospheric conditions, a bifurcated, two lobed structure develops. * Navier-Stokes models provide the most complete description of LNG dispersion, while more highly parameterized Lagrangian models were found to be well suited to emergency response applications. * The measured heat flux from LNG vapor cloud burns exceeded levels necessary for third degree burns and were large enough to ignite most flammable materials. * RPTs are of two

  3. SRMS History, Evolution and Lessons Learned

    Science.gov (United States)

    Jorgensen, Glenn; Bains, Elizabeth

    2011-01-01

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

  4. Play: Ten Power Boosts for Children's Early Learning

    Science.gov (United States)

    Honig, Alice

    2007-01-01

    Play is children's work. Alice Honig enumerates from the heart 10 ways in which children learn through play, including building dexterity; social skills; cognitive and language skills; number and time concepts; spatial understanding; reasoning of cause and effect; clarification of pretend versus real; sensory and aesthetic appreciation; extended…

  5. Ten Theses of the Joy of Learning at Primary Schools

    Science.gov (United States)

    Rantala, Taina; Maatta, Kaarina

    2012-01-01

    The aim of this paper is to decipher the essence of the joy of learning and the ways to enhance it at school. In the field of educational psychology, research on feelings is lacking, and the little that does exist has focused more on negative rather than positive feelings. The present paper is based on ethnographic and observational research of a…

  6. "Ten Things" to Enhance Learning and Fun in the Classroom

    Science.gov (United States)

    Mermelstein, Aaron David

    2016-01-01

    This Teaching Technique introduces a fun, versatile game that gets students thinking, talking, and working together in the English as a second language (ESL) or English as a foreign language (EFL) classroom. It is easy to prepare, and it is a fun and efficient way to enhance learning. The game can be adapted to almost any grade level or ESL/EFL…

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

    Science.gov (United States)

    Ott, Melanie

    2007-01-01

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

  8. 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…

  9. Briefing : Lessons learned from failures of flood defences

    NARCIS (Netherlands)

    Jonkman, S.N.; Schweckendiek, T.

    2015-01-01

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

  10. 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…

  11. Circulating Laptops: Lessons Learned in an Academic Library

    Science.gov (United States)

    Sharpe, Paul A.

    2009-01-01

    Laptops have become ubiquitous in academic libraries, as has the practice of circulating laptops for student use. Several studies have analyzed the how-to of loaning laptops, and a number of surveys have focused on how they are being used. However, little has been written of the practical lessons learned; the trial and error of those on the…

  12. Guest editorial- Ebola: Lessons learned | Burton | South African ...

    African Journals Online (AJOL)

    South African Medical Journal. Journal Home · ABOUT · Advanced Search · Current Issue · Archives · Journal Home > Vol 105, No 9 (2015) >. Log in or Register to get access to full text downloads. Username, Password, Remember me, or Register. Guest editorial- Ebola: Lessons learned. Rosie Burton. Abstract.

  13. Learning Style Responses to an Online Soil Erosion Lesson

    Science.gov (United States)

    Mamo, Martha; Kettler, Timothy; Hussman, Dann

    2005-01-01

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

  14. Teaching about Terrorism: Lessons Learned at SWOTT

    Science.gov (United States)

    Miller, Gregory D.

    2009-01-01

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

  15. Jackie Steals Home. Learning Page Lesson Plan.

    Science.gov (United States)

    Pulda, Arnold

    In this lesson, students draw on their previous studies of American history and culture as they analyze primary sources from "Jackie Robinson and Other Baseball Highlights, 1860s-1960s" in the American Memory collection. A close reading of two documents relating to Jackie Robinson's breaking of the racial barrier in professional baseball…

  16. Werk geven en nemen lessons learned

    NARCIS (Netherlands)

    Kok, T. de; Smit, A.

    2012-01-01

    “Werk geven en nemen - lessons learned” geeft inzicht in de leerpunten, verworven inzichten en conclusies die zijn voortgekomen uit de opzet, activiteiten en resultaten van BESO in de periode 2010 - 2012. De publicatie is met name bedoeld voor professionals en bestuurders van zowel publieke als

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

    Science.gov (United States)

    Wood, Jan; Thiese, Norma

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

  18. English lessons contribution to the learning of Spanish spelling rules

    OpenAIRE

    Orlando Alberteris Galván; Viviana Cañizares Hinojosa; Bertha Revilla Sabín

    2015-01-01

    This paper is aimed at describing the findings of a study of English lessons contribution to the learning of Spanish spelling rules by first year Bachelor of Education students. The lexicon under study is mainly made up of cognate words of Latin origin because. The framework presented supports procedures are based on the process of nominations, namely affixation, favoring the learning of spelling rules. A system of tasks was modeled following two phases according to the complexity of the vo...

  19. 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.

  20. The placebo effect revisited: lessons learned to date.

    Science.gov (United States)

    Kirsch, Irving

    2013-04-01

    This article summarizes six lessons that can be learned from over a half century of scientific research on the placebo effect. These lessons are that the placebo response is not the placebo effect, it is meaningless to ask what the magnitude of the placebo effect is, it is easy to be fooled by regression artifacts, expectancy and conditioning are not conflicting processes that can be pitted against each other, some of our questions can be answered by history, and the outcomes of active treatments can be enhanced by attention to placebo components. Copyright © 2012 Elsevier Ltd. All rights reserved.

  1. 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.

  2. 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.

  3. 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.

  4. 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.

  5. Dynamics of knowledge transfer in organizations: implications for design of lessons learned systems\\

    OpenAIRE

    Barrett, Frank J.; Snider, Keith F.

    2001-01-01

    This report provides a review and analysis of issues affecting the design of a lessons learned system for defense acquisition professionals. It draws both upon studies of existing lessons learned systems and upon the literature of organizational learning and knowledge management. While the discussion focuses on the enterprise of defense acquisition, the report's conclusions may be extended to lessons learned and knowledge management systems in other areas as well. The exploration of these iss...

  6. Cumulative risk assessment lessons learned: a review of case studies and issue papers.

    Science.gov (United States)

    Gallagher, Sarah S; Rice, Glenn E; Scarano, Louis J; Teuschler, Linda K; Bollweg, George; Martin, Lawrence

    2015-02-01

    Cumulative risk assessments (CRAs) examine potential risks posed by exposure to multiple and sometimes disparate environmental stressors. CRAs are more resource intensive than single chemical assessments, and pose additional challenges and sources of uncertainty. CRAs may examine the impact of several factors on risk, including exposure magnitude and timing, chemical mixture composition, as well as physical, biological, or psychosocial stressors. CRAs are meant to increase the relevance of risk assessments, providing decision makers with information based on real world exposure scenarios that improve the characterization of actual risks and hazards. The U.S. Environmental Protection Agency has evaluated a number of CRAs, performed by or commissioned for the Agency, to seek insight into CRA concepts, methods, and lessons learned. In this article, ten case studies and five issue papers on key CRA topics are examined and a set of lessons learned are identified for CRA implementation. The lessons address the iterative nature of CRAs, importance of considering vulnerability, need for stakeholder engagement, value of a tiered approach, new methods to assess multiroute exposures to chemical mixtures, and the impact of geographical scale on approach and purpose. Copyright © 2014 Elsevier Ltd. All rights reserved.

  7. Application of TQM to mental health: lessons from ten mental health centers.

    Science.gov (United States)

    Sluyter, G V

    1996-01-01

    The principles and techniques of total quality management (TQM) have only recently been applied to the field of mental health. This article reviews issues and offers some preliminary observations, based on the author's consultation and training work with ten state-operated mental health organizations in Missouri (Jul 1, 1994-Jun 30, 1995). Since many mental health organizations have operated in the public sector as part of large, hierarchical state agencies, the legacy of bureaucratic structures and a command and control leadership style may pose additional challenges. Two types of training have proven helpful in the Missouri project: general overview or awareness training for all staff and specialized training for team leaders and facilitators. To be successful with TQM, mental health organizations should clearly delineate their governing ideas, continuously reinforce them with all staff, and use the ideas as a measuring stick for progress. Some of the organizations in the Missouri project link their governing ideas and strategic planning efforts with critical success factors and the measurement methodology to track them. This dimension, which may include a quality council, a quality department, and quality improvement (QI) teams, also extends to the way in which facilities are organized and function. The structure evolving from a team-oriented, time-limited, data-based, and problem-solving approach can facilitate the functioning of the entire organization. The philosophy and techniques of TQM are as applicable to mental health as to health care in general--the question is one more of motivation than of fit.

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

    Science.gov (United States)

    Booker, Staja Q

    2015-07-30

    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. 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 nursing education in SA. 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. 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. 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.

  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. Communication and Collaboration During Natural Disasters: The Lessons Learned From Past Experience. Lessons Learned From School Crises and Emergencies, Volume 3, Issue 2, 2008

    Science.gov (United States)

    US Department of Education, 2008

    2008-01-01

    "Lessons Learned" is a series of publications that are a brief recounting of actual school emergencies and crises. This "Lessons Learned" issue focuses on the response and recovery efforts to wildfires by the San Diego County Office of Education (SDCOE) and its school and community partners. Natural disasters such as floods,…

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

    Science.gov (United States)

    US Department of Education, 2007

    2007-01-01

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

  12. 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.

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

    Energy Technology Data Exchange (ETDEWEB)

    Ian Mckirdy

    2011-09-01

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

  14. 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.

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

    Energy Technology Data Exchange (ETDEWEB)

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

    1994-12-31

    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.

  16. 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.

  17. Lessons from a learning disability service

    African Journals Online (AJOL)

    The literature on this subject is also biased towards mental health settings with learning disability services much neglected. Aim: To explore nurses' knowledge and understanding of the use of observation on patients who self-harm in a learning disability service in the United Kingdom. Design and methods: This study ...

  18. The JAWSAT Mission: Final Report and Lessons Learned

    OpenAIRE

    Smith, J.; Richards, D.; Wood, M.; Sharp, G; Clapp, W

    2000-01-01

    One Stop Satellite Solutions and the Center for Aerospace Technology recently completed the JAWSAT mission. This was the first flight of the Minotaur launch vehicle and the first time eleven separate micro and pico satellites were placed into orbit with one launch. The JAWSAT project required both new technical designs as well as new programmatic ways of conducting a space mission. Main stream, large satellite, methods were not adequate. Technical lessons learned on this project range from ne...

  19. Lessons Learned from World Bank Education Management Information System Operations

    OpenAIRE

    Abdul-Hamid, Husein; Saraogi, Namrata; Mintz, Sarah

    2017-01-01

    Lessons Learned from World Bank Education Management Information System Operations provides an overview of the World Bank’s portfolio in the area of Education Management Information Systems (EMISs) over the course of 17 years, from 1998 to 2014. It seeks to identify overall trends and characteristics of World Bank support in this area, with the intent of informing future project preparation and analytical work. The portfolio review revealed that although several good practices were evident, o...

  20. Lessons Learned From CM-2 Modal Testing and Analysis

    Science.gov (United States)

    McNelis, Mark E.; Goodnight, Thomas W.; Carney, Kelly S.; Otten, Kim D.

    2002-01-01

    The Combustion Module-2 (CM-2) is a space experiment that launches on Shuttle mission STS-107 in the SPACEHAB Double Research Module. The CM-2 flight hardware is installed into SPACEHAB single and double racks. The CM-2 flight hardware was vibration tested in the launch configuration to characterize the structure's modal response. Cross-orthogonality between test and analysis mode shapes were used to assess model correlation. Lessons learned for pre-test planning and model verification are discussed.

  1. Smoke-free politics--lessons to learn for Romania.

    Science.gov (United States)

    Mihălţan, Florin

    2015-01-01

    Very recently ASH -Global Action for everyone's health 2014 published two lesson on the progress of smoke free regulations in two countries France and Uruguay with all the explanations and comments referring to the results, limits and benefits of different strategies. I am trying to see in comparison with this two examples what we have done and what is necessary to learn in the future for also having in Romania a strong free regulation for smoke free environment.

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

    Directory of Open Access Journals (Sweden)

    Nina BIRKMOSE

    2011-06-01

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

  3. Learning in Plants: Lessons from Mimosa pudica

    Directory of Open Access Journals (Sweden)

    Charles Ira Abramson

    2016-03-01

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

  4. Learning in Plants: Lessons from Mimosa pudica.

    Science.gov (United States)

    Abramson, Charles I; Chicas-Mosier, Ana M

    2016-01-01

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

  5. Case Management of Dengue: Lessons Learned.

    Science.gov (United States)

    Kalayanarooj, Siripen; Rothman, Alan L; Srikiatkhachorn, Anon

    2017-03-01

    The global burden of dengue and its geographic distribution have increased over the past several decades. The introduction of dengue in new areas has often been accompanied by high case-fatality rates. Drawing on the experience in managing dengue cases at the Queen Sirikit National Institute of Child Health in Bangkok, Thailand, this article provides the authors' perspectives on key clinical lessons to improve dengue-related outcomes. Parallels between this clinical experience and outcomes reported in randomized controlled trials, results of efforts to disseminate practice recommendations, and suggestions for areas for further research are also discussed. © The Author 2017. Published by Oxford University Press for the Infectious Diseases Society of America. All rights reserved. For permissions, e-mail: journals.permissions@oup.com.

  6. 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.

  7. Lessons learned -- NREL Village Power Program

    Energy Technology Data Exchange (ETDEWEB)

    Flowers, L.

    1998-07-01

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

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

    Energy Technology Data Exchange (ETDEWEB)

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

    1997-02-01

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

  9. 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…

  10. 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.

  11. Clarity and Coherence of Lesson Goals as a Scaffold for Student Learning

    Science.gov (United States)

    Seidel, Tina; Rimmele, Rolf; Prenzel, Manfred

    2005-01-01

    The article addresses clarity and coherence of lesson goals as a scaffold for student learning. In 13 physics classes video recordings of the introductory lesson of two topics were rated with respect to clarity and coherence of the lesson structure. HLM analyses showed a positive effect of classes with high goal clarity and coherence on the…

  12. 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.

  13. Ten Steps to Complex Learning A New Approach to Instruction and Instructional Design

    NARCIS (Netherlands)

    Kirschner, Paul A.; Van Merriënboer, Jeroen

    2010-01-01

    Kirschner, P. A., & Van Merriënboer, J. J. G. (2008). Ten steps to complex learning: A new approach to instruction and instructional design. In T. L. Good (Ed.), 21st century education: A reference handbook (pp. 244-253). Thousand Oaks, CA: Sage.

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

    Directory of Open Access Journals (Sweden)

    Staja Q. Booker

    2015-02-01

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

  15. Learning Our Lesson: Why School Is Out.

    Science.gov (United States)

    Perelman, Lewis J.

    1986-01-01

    Today the quality, value, and relevance of most educational services are declining, and the costs of education are rising sharply. In the future, the deficit crisis will curb government subsidies to education. Modern information technology must be used to increase the productivity of learning. (RM)

  16. The Joint Lessons Learned System and Interoperability

    Science.gov (United States)

    1989-06-02

    psychological warfare and special operations. 42 They were also required to evacuate noncombatants, conduct joint and combined operations, and establish...Learned: 1988-1989 As mentioned in the introduction to this chaoter, the Organizacion of the JcinC Chiefs cf Staff .OJCS) ueren significant transformatioi

  17. Lessons Learned from the Collaborative Writing Process

    Science.gov (United States)

    Bhavsar, Victoria; Ahn, Ruth

    2013-01-01

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

  18. Facilitating Interdisciplinary Learning: Lessons from Project Kaleidoscope

    Science.gov (United States)

    Kezar, Adrianna; Elrod, Susan

    2012-01-01

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

  19. Lessons from a Global Learning Virtual Classroom

    Science.gov (United States)

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

    2012-01-01

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

  20. 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.

  1. Lessons learned from an installation perspective for chemical demilitarization plant start-up at four operating incineration sites.

    Energy Technology Data Exchange (ETDEWEB)

    Motz, L.; Decision and Information Sciences

    2011-02-21

    This study presents the lessons learned by chemical storage installations as they prepared for the start of chemical demilitarization plant operations at the four current chemical incinerator sites in Alabama, Arkansas, Oregon, and Utah. The study included interviews with persons associated with the process and collection of available documents prepared at each site. The goal was to provide useful information for the chemical weapons storage sites in Colorado and Kentucky that will be going through plant start-up in the next few years. The study is not a compendium of what to do and what not to do. The information has been categorized into ten lessons learned; each is discussed individually. Documents that may be useful to the Colorado and Kentucky sites are included in the appendices. This study should be used as a basis for planning and training.

  2. 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

  3. 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.

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

    OpenAIRE

    Marcirio Chaves; Cíntia Araújo; Laura Teixeira; Debora Rosa; Irapuan Júnior

    2016-01-01

    In any organization, dealing with lessons learned is a complex issue that involves people, processes and technologies. Although lessons learned processes are already well established in the project management community, the use of modern web technologies to support them is still in its infancy. This paper introduces a new model to manage lessons learned in PMBoK process groups. This model draws upon interdisciplinary literature, which embeds lessons learned processes, shared context and Web 2...

  5. 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.

  6. 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.

  7. Key Events in Student Leaders' Lives and Lessons Learned from Them

    Science.gov (United States)

    Sessa, Valerie I.; Morgan, Brett V.; Kalenderli, Selin; Hammond, Fanny E.

    2014-01-01

    This descriptive study used an interview protocol developed by the Center for Creative Leadership with 50 college student leaders to determine what key developmental events young college leaders experience and the leadership lessons learned from these events. Students discussed 180 events and 734 lessons learned from them. Most events defined by…

  8. 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.

  9. Lessons Learned in Student Venture Creation

    Science.gov (United States)

    Caner, Edward

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

  10. Toolkit - South Africa's good waste management practices: lessons learned

    CSIR Research Space (South Africa)

    Afrika, M

    2010-02-01

    Full Text Available ’s Good Waste Management Practises – Lessons Learned ABSTRACT The current poor state of waste service delivery by South African municipalities is a concern due to the potential impacts on human health and the environment. All municipalities...:00 – 17:00; Night shift: from 17:00 – till all collections are done) has also maximised the collection process as well as contributed to huge financial savings. Working double shifts optimizes the use of the leased trucks (double usage for the rental...

  11. Space shuttle launch vehicle aerodynamic uncertainties: Lessons learned

    Science.gov (United States)

    Hamilton, J. T.

    1983-01-01

    The chronological development and evolution of an uncertainties model which defines the complex interdependency and interaction of the individual Space Shuttle element and component uncertainties for the launch vehicle are presented. Emphasis is placed on user requirements which dictated certain concessions, simplifications, and assumptions in the analytical model. The use of the uncertainty model in the vehicle design process and flight planning support is discussed. The terminology and justification associated with tolerances as opposed to variations are also presented. Comparisons of and conclusions drawn from flight minus predicted data and uncertainties are given. Lessons learned from the Space Shuttle program concerning aerodynamic uncertainties are examined.

  12. 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.

  13. Stardust-next : Lessons Learned from a Comet Flyby Mission

    Science.gov (United States)

    Wolf, Aron A.; Larson, Timothy; Thompson, Paul; McElrath, Timothy; Bhaskaran, Shyam; Chesley, Steven; Klaasen, Kenneth P.; Cheuvront, Allan

    2012-01-01

    The Stardust-NExT (New Exploration of Tempel) mission, a follow-on to the Stardust prime mission, successfully completed a flyby of comet Tempel-1 on 2/14/11. However there were many challenges along the way, most significantly low propellant margin and detection of the comet in imagery later than antici-pated. These challenges and their ramifications forced the project to respond with flexibility and ingenuity. As a result, the flyby at an altitude of 178 km was nearly flawless, accomplishing all its science objectives. Lessons learned on Stardust-NExT may have relevance to other spacecraft missions.

  14. 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.

  15. 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. 

  16. Lessons Learned from Applying Safety Culture Maturity Model in Thailand

    OpenAIRE

    Bordin Vongvitayapirom; Punnamee Sachakamol; Hanna Kropsu-Vehkapera; Pekka Kess

    2013-01-01

    Purpose – The purpose of this paper it to provide practitioner and researcher lessons learned from applying a safety culture maturity model in the oil and gas industry in Thailand. It proposes a roadmap to improve safety culture maturity in an organization. Design/methodology/approach – A safety culture maturity of 5 levels was chosen (Hudson’s model) to be applied in oil and gas company, and a questionnaire survey was conducted with 2,251 employees or 74% of the target group across the compa...

  17. SENSE: Lessons Learned through Acquisition and On-Orbit Operations

    OpenAIRE

    Abramowitz, Lyle; Avrett, Capt. John

    2015-01-01

    This paper reports on the Space Environmental NanoSatellite Experiment (SENSE), its successes and failures, and lessons learned that can be applied to future nanosat missions. SENSE was a pathfinder mission to show that CubeSats could be designed and acquired to perform Air Force missions while satisfying the existing requirements and regulations for mission certification and launch. On November 19, 2013 the two 3U SENSE CubeSats were launched into low earth orbit as part of the ORS-3 Enabler...

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

    Science.gov (United States)

    Pourdehnad, John; Smith, Peter A. C.

    2012-01-01

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

  19. Lessons learned from a great master!

    Directory of Open Access Journals (Sweden)

    Wagner Seixas da Silva

    2015-06-01

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

  20. The Role of Humoral Alloreactivity in Liver Transplantation: Lessons Learned and New Perspectives

    Directory of Open Access Journals (Sweden)

    Elaine Y. Cheng

    2017-01-01

    Full Text Available More than ten years after the initial description of the humoral theory of transplantation by Dr. Paul I. Terasaki, the significance of humoral alloimmunity in liver transplantation has yet to be clearly defined. The liver allograft has an inherent tolerogenic capacity which confers its resistance to cell-mediated as well as antibody-mediated rejection. Nevertheless, the protection against alloimmunity is not complete, and antibody-mediated tissue injury can occur in the liver graft under specific circumstances. In this article the evidence on the clinicopathologic effects of donor-specific alloantibodies in liver transplantation will be examined and interpreted in parallel with lessons learned from renal transplantation. The unique anatomic and immunologic features of the liver will be reviewed to gain new insights into the complex interactions between humoral immune system and the liver allograft.

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

    Science.gov (United States)

    De La Riva, Yanette

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

  2. University Educators' Instructional Choices and Their Learning Styles within a Lesson Framework

    Science.gov (United States)

    Mazo, Lucille B.

    2017-01-01

    Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and student learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators' learning styles and a lesson framework (development, delivery, and…

  3. 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 interprofessional teams has been driven by quality assurance and patient safety, though sound assessment of these activities has not yet been achieved. The barriers to team assessment in CIPE appear related to access and resources. Simulated team training and assessment are expensive, and because of staffing shortages, learning in clinical practice is often the only way forward, but is obviously not ideal. Despite these difficulties, the principles of assessment should be adhered to in any CIPE program. This article explores key issues related to the assessment of CIPE. It reflects on processes of designing and introducing an IPE activity into an existing university curriculum and focuses on determining the purpose of the assessment and the use of collaborative competencies to help determine assessment. The article also discusses the use of an assessment blueprint to ensure that learners are exposed to the relevant collaborative competencies. In addition, the article discusses the use of multiple assessment methods and the potential of simulation in the assessment of CIPE.

  4. [Lessons learned from tuberculosis outbreak cases].

    Science.gov (United States)

    Kato, Seiya; Kuwabara, Katsuhiro

    2014-02-01

    Most TB outbreaks were caused by exposure of many people to tuberculosis bacilli due to delayed detection of initial cases who had long-lasting severe coughs and excretion of massive tuberculosis bacilli. They were also affected by several other factors, such as socio-environmental factors of the initial case; time and place of infection; and host factors of the infected persons such as immune status, infectivity, and/or pathogenicity of the bacilli. In this symposium, we learned the seriousness of infection and disease among immune-suppressed groups, special environmental factors with regard to the spread of infection, disease after treatment of latent tuberculosis infection, diagnostic specification of IGRA, and bacteriological features including genotyping of the bacilli. We reaffirmed that countermeasures for the case are important, but outbreaks can provide excellent opportunities to learn important information about infection, disease progression, etc. 1. Tuberculosis outbreak in a cancer ward: Katsuhiro KUWABARA (Division of Respiratory Diseases, National Hospital Organization Nishi-Niigata Chuo National Hospital) There was an outbreak of tuberculosis in a cancer ward of a highly specialized medical center. Outbreak cases included eight hospitalized patients and two medical staff members over a 1.5-year observation period after initial contact. Three immune-compromised patients including the index patent died of cancer and tuberculosis. Community hospitals and highly specialized medical centers, such as cancer centers, should carefully prepare a proper system to prevent nosocomial transmission of tuberculosis. 2. Sixty-one cases of TB exposures in hospital settings and contact investigations of the hospital staff, with special reference to the application of QFT: Hiroko Yoshikawa NIGORIKAWA (The Division of Infectious Diseases, Tokyo Metropolitan Health and Medical Treatment Corporation, Toshima Hospital; present: Division of Infectious Diseases, Tokyo

  5. 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.

  6. 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.

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

    Energy Technology Data Exchange (ETDEWEB)

    Krivanek, Robert, E-mail: r.krivanek@iaea.org

    2015-04-01

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

  8. Outcomes and lessons learned from evaluating TRICARE's disease management programs.

    Science.gov (United States)

    Dall, Timothy M; Askarinam Wagner, Rachel C; Zhang, Yiduo; Yang, Wenya; Arday, David R; Gantt, Cynthia J

    2010-06-01

    To share outcomes and lessons learned from an evaluation of disease management (DM) programs for asthma, congestive heart failure (CHF), and diabetes for TRICARE patients. Multiyear evaluation of participants in voluntary, opt-out DM programs. Patient-centered programs, administered by 3 regional contractors, provide phone-based consultations with a care manager, educational materials, and newsletters. The study sample consisted of 23,793 asthma, 4092 CHF, and 29,604 diabetes patients with at least 6 months' tenure in the program. Medical claims were analyzed to quantify program effect on healthcare utilization, medical costs, and clinical outcomes. Multivariate regression analysis with an historical control group was used to predict patient outcomes in the absence of DM. The difference between actual and predicted DM patient outcomes was attributed to the program. A patient survey collected data on program satisfaction and perceived usefulness of program information and services. Modest improvements in patient outcomes included reduced inpatient days and medical costs, and (with few exceptions) increased percentages of patients receiving appropriate medications and tests. Annual per patient reductions in medical costs were $453, $371, and $783 for asthma, CHF, and diabetes program participants, respectively. The estimated return on investment was $1.26 per $1.00 spent on DM services. Findings suggest that the DM programs more than pay for themselves, in addition to improving patient health and quality of life. Lessons learned in program design, implementation, effectiveness, and evaluation may benefit employers contemplating DM, DM providers, and evaluators of DM programs.

  9. Working with translators and interpreters in research: lessons learned.

    Science.gov (United States)

    Jones, Elaine G; Boyle, Joyceen S

    2011-04-01

    The purpose of this special section is to describe culturally competent approaches for working with translators or interpreters who participate in transcultural studies. This article provides background for three exemplars of lessons learned in working with translators in transcultural studies: (a) the resettlement transition experiences of women from the Dinka tribe of Southern Sudan (Baird), (b) Samoans' risk for heart disease (Siaki), and (c) culturally Deaf adults' perceptions about depression (Sheppard).Capitalizing the word "Deaf" has gained wide acceptance to indicate a linguistic minority of people who have a hearing loss and use American Sign Language, a hallmark of Deaf culture. In each case, the individual researcher made adaptations to the usual processes of translation/back-translation when appropriate to the cultural context and the specific situations of the translators. Although these lessons were learned during research-related activities, they may apply to other circumstances when nurses work with bilingual/bicultural translators (e.g., translating consent forms or communicating with persons who have limited literacy in their native language).

  10. User observations on information sharing (corporate knowledge and lessons learned)

    Science.gov (United States)

    Montague, Ronald A.; Gregg, Lawrence A.; Martin, Shirley A.; Underwood, Leroy H.; Mcgee, John M.

    1993-01-01

    The sharing of 'corporate knowledge' and lessons learned in the NASA aerospace community has been identified by Johnson Space Center survey participants as a desirable tool. The concept of the program is based on creating a user friendly information system that will allow engineers, scientists, and managers at all working levels to share their information and experiences with other users irrespective of location or organization. The survey addresses potential end uses for such a system and offers some guidance on the development of subsequent processes to ensure the integrity of the information shared. This system concept will promote sharing of information between NASA centers, between NASA and its contractors, between NASA and other government agencies, and perhaps between NASA and institutions of higher learning.

  11. Lessons learned at the intersection of immunology and neuroscience.

    Science.gov (United States)

    Steinman, Lawrence

    2012-04-01

    Neurobiologists and immunologists study concepts often signified with identical terminology. Scientists in both fields study a structure known as the synapse, and each group analyzes a subject called memory. Is this a quirk of human language, or are there real similarities between these two physiological systems? Not only are the linguistic concepts expressed in the words "synapse" and "memory" shared between the fields, but the actual molecules of physiologic importance in one system play parallel roles in the other: complement, the major histocompatibility molecules, and even "neuro"-transmitters all have major impacts on health and on disease in both the brain and the immune system. Not only are the same molecules found in diverse roles in each system, but we have learned that there is real "hard-wired" crosstalk between nerves and lymphoid organs. This issue of the JCI highlights some of the lessons learned from experts who are working at this scintillating intersection between immunology and neuroscience.

  12. English lessons contribution to the learning of Spanish spelling rules

    Directory of Open Access Journals (Sweden)

    Orlando Alberteris Galván

    2015-05-01

    Full Text Available This paper is aimed at describing the findings of a study of English lessons contribution to the learning of Spanish spelling rules by first year Bachelor of Education students. The lexicon under study is mainly made up of cognate words of Latin origin because. The framework presented supports procedures are based on the process of nominations, namely affixation, favoring the learning of spelling rules. A system of tasks was modeled following two phases according to the complexity of the vocabulary and spelling rules used. The findings have contributed to a better understanding of spelling rules and as well as to foster students linguistic competence development both in the mother and target languages.

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

    Science.gov (United States)

    Cheung, Wing Sum; Hew, Khe Foon

    2011-01-01

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

  14. 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

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

    Directory of Open Access Journals (Sweden)

    Marcirio Silveira Chaves

    2014-06-01

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

  16. Hand Gesture and Mathematics Learning: Lessons From an Avatar.

    Science.gov (United States)

    Cook, Susan Wagner; Friedman, Howard S; Duggan, Katherine A; Cui, Jian; Popescu, Voicu

    2017-03-01

    A beneficial effect of gesture on learning has been demonstrated in multiple domains, including mathematics, science, and foreign language vocabulary. However, because gesture is known to co-vary with other non-verbal behaviors, including eye gaze and prosody along with face, lip, and body movements, it is possible the beneficial effect of gesture is instead attributable to these other behaviors. We used a computer-generated animated pedagogical agent to control both verbal and non-verbal behavior. Children viewed lessons on mathematical equivalence in which an avatar either gestured or did not gesture, while eye gaze, head position, and lip movements remained identical across gesture conditions. Children who observed the gesturing avatar learned more, and they solved problems more quickly. Moreover, those children who learned were more likely to transfer and generalize their knowledge. These findings provide converging evidence that gesture facilitates math learning, and they reveal the potential for using technology to study non-verbal behavior in controlled experiments. Copyright © 2016 Cognitive Science Society, Inc.

  17. 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.

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

    Science.gov (United States)

    Stiler, Gary

    2009-01-01

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

  19. 78 FR 3039 - Japan Lessons-Learned Project Directorate Interim Staff Guidance JLD-ISG-2012-06; Performing a...

    Science.gov (United States)

    2013-01-15

    ... COMMISSION Japan Lessons-Learned Project Directorate Interim Staff Guidance JLD-ISG-2012-06; Performing a Tsunami, Surge, or Seiche Hazard Assessment AGENCY: Nuclear Regulatory Commission. ACTION: Japan Lessons... Commission (NRC) is issuing the Final Japan Lessons-Learned Project Directorate Interim Staff Guidance (JLD...

  20. 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.

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

    Energy Technology Data Exchange (ETDEWEB)

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

    1999-09-01

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

  2. Learning from extraordinary lovers: lessons from the edge.

    Science.gov (United States)

    Kleinplatz, Peggy J

    2006-01-01

    This paper discusses lessons about sexuality and eroticism gleaned from those who engage in extraordinary sex, even though such relationships have typically been classified as pathological. What can clinicians learn from those who seek and attain uncommon sexual relations? Such individuals' sexual epistemology, goals, understanding of the nature and spectrum of sexual and erotic relations, communication strategies and "outcome" criteria can provide valuable lessons for those who treat sexual problems or aim to overcome sexual mediocrity. For example, while traditional sex therapy often focuses on what is on the surface, some SM participants are interested in the meanings that lie at a deeper level. Whereas conventional clinicians may focus on enabling particular sexual acts (especially heterosexual intercourse), SM participants are more apt to be concerned with the varied spectrum of underlying purposes motivating these acts. Whereas many couples are willing to settle for merely functional sex, SM practitioners may be more interested in contact that necessitates intense, erotic connection; sophisticated communication of subtle differences in intent; and eventuates in profound self-knowledge and transcendent levels of intimacy. Illustrative case examples are provided.

  3. Lessons Learned the Hard Way but Learned Well

    Science.gov (United States)

    Dirksen, Debra J.

    2014-01-01

    The author spins a tale of how she learned classroom management largely by trial and error and by making a commitment to never give up on her students. Classroom management done well provides the signposts that give students direction and enables them to reach their destination as learners and human beings. Classroom management is one of the most…

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

    Science.gov (United States)

    Li, Ming-Han

    2007-01-01

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

  5. [Managing digital medical imaging projects in healthcare services: lessons learned].

    Science.gov (United States)

    Rojas de la Escalera, D

    2013-01-01

    Medical imaging is one of the most important diagnostic instruments in clinical practice. The technological development of digital medical imaging has enabled healthcare services to undertake large scale projects that require the participation and collaboration of many professionals of varied backgrounds and interests as well as substantial investments in infrastructures. Rather than focusing on systems for dealing with digital medical images, this article deals with the management of projects for implementing these systems, reviewing various organizational, technological, and human factors that are critical to ensure the success of these projects and to guarantee the compatibility and integration of digital medical imaging systems with other health information systems. To this end, the author relates several lessons learned from a review of the literature and the author's own experience in the technical coordination of digital medical imaging projects. Copyright © 2012 SERAM. Published by Elsevier Espana. All rights reserved.

  6. Lessons learned from the world's first successful penis allotransplantation.

    Science.gov (United States)

    Merwe, Andre van der; Zarrabi, Amir; Zühlke, Alexander; Barsdorf, Nicola; Moosa, Rafique

    2017-02-01

    We performed a successful penis allotransplantation on 11 December 2014. Sharing the lessons learned might help more patients in need to be treated this way. We divided the project into manageable segments that was each overseen by an expert. The ethical review and conduct paved the way for a publically acceptable and successful project. Screening for a psychological stable recipient is important. The most difficult part of the project was finding a donor penis. This was successfully negotiated with the family of a brain dead donor by creating a neo-phallus for the donor, thereby maintaining the dignity of the donor. Working with transplant coordinators that are sympathetic to aphallic men is crucial. Surgeons versed in microvascular techniques is a critical part of the team. Transplant immunologists have to adapt to treat composite tissue transplantation patients.

  7. Promoting renewable energy: Lessons learned from 20 years of experimentation

    DEFF Research Database (Denmark)

    Haas, Reinhard; Meyer, Niels I; Held, Anne

    2008-01-01

    Currently, the promotion of electricity generated from Renewable Energy Sources (RES-E) has gained high priority in the energy policy strategies of many countries world-wide. Since RES-E contribute to climate protection and security of electricity supply their market deployment has been supported...... can not work and it is necessary to adapt the instruments and the policies to each national case, taking into account the overall regulation of the energy sector, the attitude towards market rules and the historical approach to RES-E....... policies. The core objective of this chapter is to summarize and evaluate the lessons learned to identify the most successful policy examples applied in the last 20 years. Recommendations for the design of future renewable energy policies are deduced, in particular with regard to the harmonisation...

  8. Lessons Learned While Managing My First Book Club

    Directory of Open Access Journals (Sweden)

    Holly Marland

    2011-03-01

    Full Text Available Extensive reading has become a popular way to promote language development. I had long wanted to introduce my students to pleasure reading as a means to improve their English, but because I was only teaching conversation courses, I saw no opportunity to do so. However, last semester, I decided to start an extracurricular book club, and it has been one of the most rewarding projects I have ever undertaken. The club was successful on many levels including the promotion of learner autonomy. This article is about the steps I took and the lessons I learned in the process of managing my first book club during one semester at a university in South Korea.

  9. DOE-GTO Low Temperture Projects Evaluation and Lessons Learned

    Energy Technology Data Exchange (ETDEWEB)

    Williams, Tom; Snyder, Neil; Gosnold, Will

    2017-05-01

    This paper discusses opportunities and challenges related to the technical and economic feasibility of developing power generation from geothermal resources at temperatures of 150 degrees C and lower. Insights from projects funded by the U.S. Department of Energy (DOE), Geothermal Technologies Office inform these discussions and provide the basis for some lessons learned to help guide decisions by DOE and the industry in further developing this resource. The technical basis for low-temperature geothermal energy is well established and the systems can be economic today in certain situations. However, these applications are far from a 'plug and play' product; successful development today requires a good knowledge of geothermal system design and operation.

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

    Energy Technology Data Exchange (ETDEWEB)

    Wang, Jy-An John [ORNL

    2010-08-01

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

  11. PVUSA construction and safety: Experience, lessons learned and costs

    Energy Technology Data Exchange (ETDEWEB)

    Shipman, D.

    1994-09-01

    This report is the first of a series of PVUSA reports on PVUSA experiences and lessons learned at the demonstration sites in Davis and Kerman, California. During the course of approximately 6 years (1988--1993), nine PV systems have been installed ranging from 20 kW to 500 kW. Five 20-kW emerging module technology arrays were installed on universal project-provided structures, and four utility-scale systems (200 to 500 kW) were installed as turnkey (vendor designed and integrated) systems. The report emphasizes PVUSA construction and safety experience from the installation of these systems and is intended for use by utility personnel engaged in the construction of a photovoltaic (PV) power plant (e.g., engineers, construction supervisors, etc.).

  12. Lessons learned from different approaches towards classifying personal factors.

    Science.gov (United States)

    Müller, Rachel; Geyh, Szilvia

    2015-01-01

    To examine and compare existing suggestions towards a classification of Personal Factors (PF) of the International Classification of Functioning, Disability and Health (ICF). Qualitative and quantitative content analyses of available categorizations of PF are conducted. While the eight categorizations greatly differ in their background and structure, the broad content areas covered seem to be similar and reflect the ICF definition of PF. They cover to various degrees 12 broad content areas: socio-demographic factors, behavioral and lifestyle factors, cognitive psychological factors, social relationships, experiences and biography, coping, emotional factors, satisfaction, other health conditions, biological/physiological factors, personality, motives/motivation. In comparing these categorizations, a common core of content issues for a potential ICF PF classification could be identified and valuable lessons learned. This can contribute to future classification development activities in relation to PF.

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

    Science.gov (United States)

    Rizi, Seyed Ali Mussavi; Roudsari, Abdul

    2013-01-01

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

  14. Cellular Plasticity within the Pancreas— Lessons Learned from Development

    Science.gov (United States)

    Puri, Sapna; Hebrok, Matthias

    2014-01-01

    The pancreas has been the subject of intense research due to the debilitating diseases that result from its dysfunction. In this review, we summarize current understanding of the critical tissue interactions and intracellular regulatory events that take place during formation of the pancreas from a small cluster of cells in the foregut domain of the mouse embryo. Importantly, an understanding of principles that govern the development of this organ has equipped us with the means to manipulate both embryonic and differentiated adult cells in the context of regenerative medicine. The emerging area of lineage modulation within the adult pancreas is of particular interest, and this review summarizes recent findings that exemplify how lessons learned from development are being applied to reveal the potential of fully differentiated cells to change fate. PMID:20230744

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

    Energy Technology Data Exchange (ETDEWEB)

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

    2010-08-26

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

  16. Implementing a Hybrid Graduate Program: Lessons Learned One Year Later

    Directory of Open Access Journals (Sweden)

    Ronda Sturgill

    2016-06-01

    Full Text Available Development of any graduate program is an extensive and timely process. Once the development phase is complete the program continues into the implementation phase. The implementation phase of a hybrid delivered program can present with many challenges. The purpose of this paper is to describe the implementation and challenges of delivering a hybrid graduate program. This is a follow-up paper to "Developing a Hybrid Graduate Program," [4]. This follow-up will provide information from both a faculty and graduate student perspective. Challenges of implementation, lessons learned, and future program delivery recommendations will also be presented.[4] R. Sturgill, J. Wilson, and J.C. Andersen, "Developing a Hybrid Graduate Program," Journal of Systemics, Cybernetics, and Informatics, Vol. 12, No. 7, 2014, pp. 22-24.

  17. Lessons learned in managing crowdsourced data in the Alaskan Arctic.

    Science.gov (United States)

    Mastracci, Diana

    2017-04-01

    There is perhaps no place in which the consequences of global climate change can be felt more acutely than the Arctic. However, due to lack of measurements at the high latitudes, validation processes are often problematic. Citizen science projects, co-designed together with Native communities at the interface of traditional knowledge and scientific research, could play a major role in climate change adaptation strategies by advancing knowledge of the Arctic system, strengthening inter-generational bonds and facilitating improved knowledge transfer. This presentation will present lessons learned from a pilot project in the Alaskan Arctic, in which innovative approaches were used to design climate change adaptation strategies to support young subsistence hunters in taking in-situ measurements whilst out on the sea-ice. Both the socio-cultural and hardware/software challenges presented in this presentation, could provide useful guidance for future programs that aim to integrate citizens' with scientific data in Arctic communities.

  18. PUREX/UO{sub 3} facilities deactivation lessons learned history

    Energy Technology Data Exchange (ETDEWEB)

    Hamrick, D.G.; Gerber, M.S.

    1995-01-01

    The Plutonium-Uranium Extraction (PUREX) Facility operated from 1956-1972, from 1983-1988, and briefly during 1989-1990 to produce for national defense at the Hanford Site in Washington State. The Uranium Trioxide (UO{sub 3}) Facility operated at the Hanford Site from 1952-1972, 1984-1988, and briefly in 1993. Both plants were ordered to permanent shutdown by the U.S. Department of Energy (DOE) in December 1992, thus initiating their deactivation phase. Deactivation is that portion of a facility`s life cycle that occurs between operations and final decontamination and decommissioning (D&D). This document details the history of events, and the lessons learned, from the time of the PUREX Stabilization Campaign in 1989-1990, through the end of the first full fiscal year (FY) of the deactivation project (September 30, 1994).

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

    Science.gov (United States)

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

    2010-08-01

    This article describes considerations in health and behavioral sciences small grant management and describes lessons learned during post-award implementation. Using the components by W. Sahlman [Sahlman, W. (1997). How to write a great business plan. Harvard Business Review, 75(4), 98-108] as a business framework, a plan was developed that included (a) building relationships with people in the research program and with external parties providing key resources, (b) establishing a perspective of opportunity for research advancement, (c) identifying the larger context of scientific culture and regulatory environment, and (d) anticipating problems with a flexible response and rewarding teamwork. Small grant management included developing a day-to-day system, building a grant/study program development plan, and initiating a marketing plan. Copyright 2010 Elsevier Inc. All rights reserved.

  20. Experience and lessons learned from sewage sludge pyrolysis in Australia

    Energy Technology Data Exchange (ETDEWEB)

    Bridle, Trevor R.; Skrypski-Mantele, Stefan

    2003-07-01

    Management of sewage sludge via ''publicly acceptable'' methods is becoming increasingly difficult primarily due to health and environmental concerns with respect to reuse of the product in agriculture. Consequently thermal processes are gaining popularity with significantly increased interest being shown in pyrolysis and gasification processes, due to their ''non-incineration status''. One such process is the ENERSLUDGE(TM) technology which has been developed and commercialised by Environmental Solutions International Ltd (ESI). The world's first commercial ENERSLUDGE(TM) plant is located at the Subiaco Wastewater Treatment Plant (WWTP) that was handed over to the client, the Water Corporation of Western Australia in June 2001. Extensive design knowledge and operational experience has now been accumulated from this commercial pyrolysis facility and future applications of the technology will benefit immensely from the lessons learned and experience gained from this facility.

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

    Energy Technology Data Exchange (ETDEWEB)

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

    1993-03-01

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

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

    DEFF Research Database (Denmark)

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

    2011-01-01

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

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

    Energy Technology Data Exchange (ETDEWEB)

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

    2015-01-01

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

  4. Human Systems Integration in Practice: Constellation Lessons Learned

    Science.gov (United States)

    Zumbado, Jennifer Rochlis

    2012-01-01

    NASA's Constellation program provided a unique testbed for Human Systems Integration (HSI) as a fundamental element of the Systems Engineering process. Constellation was the first major program to have HSI mandated by NASA's Human Rating document. Proper HSI is critical to the success of any project that relies on humans to function as operators, maintainers, or controllers of a system. HSI improves mission, system and human performance, significantly reduces lifecycle costs, lowers risk and minimizes re-design. Successful HSI begins with sufficient project schedule dedicated to the generation of human systems requirements, but is by no means solely a requirements management process. A top-down systems engineering process that recognizes throughout the organization, human factors as a technical discipline equal to traditional engineering disciplines with authority for the overall system. This partners with a bottoms-up mechanism for human-centered design and technical issue resolution. The Constellation Human Systems Integration Group (HSIG) was a part of the Systems Engineering and Integration (SE&I) organization within the program office, and existed alongside similar groups such as Flight Performance, Environments & Constraints, and Integrated Loads, Structures and Mechanisms. While the HSIG successfully managed, via influence leadership, a down-and-in Community of Practice to facilitate technical integration and issue resolution, it lacked parallel top-down authority to drive integrated design. This presentation will discuss how HSI was applied to Constellation, the lessons learned and best practices it revealed, and recommendations to future NASA program and project managers. This presentation will discuss how Human Systems Integration (HSI) was applied to NASA's Constellation program, the lessons learned and best practices it revealed, and recommendations to future NASA program and project managers on how to accomplish this critical function.

  5. Lessons learned from Mir—a payload perspective

    Science.gov (United States)

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

    2005-05-01

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

  6. The Agony and the Ecstasy of Adult Learning: Faculty Learning Computer Technology. What Lessons Can We Learn from These Experiences?

    Science.gov (United States)

    Kasworm, Carol E.

    Three years of helping faculty members at a state university learn computing technology yielded the following lessons: (1) for faculty members, the ownership of a computer is an emotional event during which computers are viewed successively as glorified typewriters, status symbols, and tools; (2) even to highly knowledgeable individuals, learning…

  7. 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.

  8. University Hospital Struck Deaf and Silent by Lightning: Lessons to Learn.

    Science.gov (United States)

    Dami, Fabrice; Carron, Pierre-Nicolas; Yersin, Bertrand; Hugli, Olivier

    2015-08-01

    We describe how an electromagnetic wave after a lightning strike affected a university hospital, including the communication shutdown that followed, the way it was handled, and the lessons learned from this incident.

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

    DEFF Research Database (Denmark)

    Tamborg, Andreas Lindenskov

    2017-01-01

    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...... 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...... 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...

  10. Lessons Learned from Burn Disasters in the Post-9/11 Era.

    Science.gov (United States)

    Sheridan, Robert L; Friedstat, Jonathan; Votta, Kaitlyn

    2017-07-01

    Although every disaster scenario is unique, certain themes have emerged repeatedly during management of burn disasters. These lessons learned are useful when planning an individual burn unit's role in future disaster response. Copyright © 2017 Elsevier Inc. All rights reserved.

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

    DEFF Research Database (Denmark)

    Kristensen, Niels Heine; Kujala, Jouni

    2005-01-01

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

  12. 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.

  13. 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

  14. 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.

  15. 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.

  16. Systems Engineering Lessons Learned from Solar Array Structures and Mechanisms Deployment

    Science.gov (United States)

    Vipavetz, Kevin; Kraft, Thomas

    2013-01-01

    This report has been developed by the National Aeronautics and Space Administration (NASA) Human Exploration and Operations Mission Directorate (HEOMD) Risk Management team in close coordination with the Engineering Directorate at LaRC. This document provides a point-in-time, cumulative, summary of actionable key lessons learned derived from the design project. Lessons learned invariably address challenges and risks and the way in which these areas have been addressed. Accordingly the risk management thread is woven throughout the document.

  17. Capturing and sharing lessons learned across boundaries:a video-based approach

    OpenAIRE

    Johansson, Christian; Chirumalla, Koteshwar; Bertoni, Marco; Isaksson, Ola

    2012-01-01

    In light of emerging product development trends, such as Product-Service Systems, manufacturing organizations are obliged to collaborate across functional and organizational borders. Hence, companies are increasingly investigating how to leverage knowledge management practices to enhance their dynamic learning capabilities to achieve continuous process improvements. Manyresearchers assert that lessons learned practices are possible ways for organizational learning, which allows for continuous...

  18. 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.

  19. MEMBANGUN LEARNING COMMUNITY DAN PENINGKATKAN KOMPETENSI MELALUI LESSON STUDY

    Directory of Open Access Journals (Sweden)

    I Gede Sudirtha

    2017-03-01

    Full Text Available Development of a sustainable human resources is imperative to be able to overcome all the problems facing every nation in the midst of the current global competition. The passage of the Asian Economic Community (AEC, besides a new hope for the Asian countries, also have consequences on various aspects of national life. Currently produced human resource education in Indonesia has not been able to properly prepared for these conditions. College graduates still have not been able to compete well with foreign labor. Foreign workers far better prepared to compete in terms of capabilities (skills and the mastery of the English language compared to Indonesian workers. Kompas.com, 27 April 2015 mentions college graduates Indonesia is experiencing a dilemma, because higher education diploma degree they achieved no longer so easy to get a job guarantee. The difficulty of obtaining employment of university graduates seen from Indonesia educated unemployment rate is increasing every year. Central Statistics Agency (BPS in August 2014, in Indonesia there are 9.5 percent (688 660 people of the total unemployed who are alumni of the college. To prepare human resources through education, offered a solution to increase the competence of human resources (graduates of educational institutions through the establishment of community learning (learning community and the ongoing collaboration with various parties through the lesson Study.

  20. Lessons learned from the first adaptive secondary mirror

    Science.gov (United States)

    Lloyd-Hart, Michael; Brusa, Guido; Wildi, Francois P.; Miller, Douglas L.; Fisher, Donald L.; Riccardi, Armando

    2003-12-01

    The adaptive optics system for the 6.5 m MMT, based on a deformable secondary mirror, has been on the sky now for three commissioning runs totalling approximately 30 nights. The mirror has begun to demonstrate uniquely clean point-spread functions, high photon efficiency, and very low background in the thermal infrared. In this paper we review the lessons learned from the first few months of operation. Broadly, the hardware works well, and we are learning how procedures related to operation, system error recovery, and safety should be implemented in software. Experience with the MMT system is now guiding the design of the second and third adaptive secondaries, being built for the Large Binocular Telescope. In this context, we discuss the general requirements for retrofitting an adaptive secondary to an existing large telescope. Finally, we describe how the new technology can support the design of adaptive optics for 30-cm class telescopes, with particular attention to ground-layer adaptive optics (GLAO), where conjugation as close as possible to the turbulence is important.

  1. Teacher Professional Development: Lessons Learned from Six Kepler Mission Workshops

    Science.gov (United States)

    DeVore, Edna; Harman, P.; Gould, A.; Koch, D.

    2010-01-01

    NASA's Kepler Mission conducted teacher professional development workshops on the search for exoplanets in the habitable zone of Sun-like stars. During late 2008 and into 2009, six workshops were conducted surrounding the launch of the Kepler Mission. These were a part of the Kepler Mission's outreach honoring the International Year of Astronomy. Each workshop was supported by a Kepler team scientist, two Education & Public Outreach staff and local hosts. Activities combined a science content lecture and discussion, making models, kinesthetic activities, and interpretation of transit data. The emphasis was on inquiry-based instruction and supported science education standards in grades 7-12. Participants’ kit included an orrery, optical sensor and software to demonstrate transit detection. The workshop plan, teaching strategies, and lessons learned from evaluation will be discussed. The Kepler Mission teacher professional development workshops were designed using the best practices and principals from the National Science Education Standards and similar documents. Sharing the outcome of our plans, strategies and evaluation results can be of use to other Education and Public Outreach practitioners who plan similar events. In sharing our experiences, we hope to assist others, and to learn from them as well. Future events are planned. Supported by NASA Grants to the SETI Institute: NAG2-6066 Kepler Education and Public Outreach and NNX08BA74G, IYA Kepler Mission Pre-launch Workshops.

  2. NASA's Kepler Mission: Lessons Learned from Teacher Professional Development Workshops

    Science.gov (United States)

    Devore, E.; Harman, P.; Koch, D.; Gould, A.

    2010-08-01

    NASA's Kepler Mission conducts teacher professional development workshops on the search for exoplanets in the habitable zone of Sun-like stars. Each is supported by a Kepler team scientist, two Education and Public Outreach staff and local hosts. Activities combine a science content lecture and discussion, making models, kinesthetic activities, and interpretation of transit data. The emphasis is on inquiry-based instruction and supports science education standards in grades 7-12. Participants' kit includes an orrery, optical sensor and software to demonstrate transit detection. The workshop plan, teaching strategies, and lessons learned from evaluation will be discussed. Future events are planned. The Kepler Mission teacher professional development workshops are designed using the best practices and principals from the National Science Education Standards and similar documents. Sharing the outcome of our plans, strategies and formative evaluation results can be of use to other Education and Public Outreach practitioners who plan similar events. In sharing our experiences, we hope to assist others, and to learn from them as well. Supported by NASA Grants to the E. DeVore, SETI Institute NAG2-6066 Kepler Education and Public Outreach and NNX08BA74G, IYA Kepler Mission Pre-launch Workshops.

  3. Polio Crisis in Costa Rica: Lessons Learned and Achievements

    Directory of Open Access Journals (Sweden)

    Gioconda Vargas-Morúa

    2015-05-01

    Full Text Available This presentation shows some of the consequences of the polio crisis in Costa Rica during the 1950’s, in order to preserve certain attitudes of Costa Ricans back then that are worth remembering: simplicity, solidarity and gratefulness. Hand in hand with highly service-oriented men and women, the country overcame the crisis and built one of the most iconic hospitals in Costa Rica: the National Children’s Hospital. It is worth rescuing the lessons learned and applying them to current times. This historical text was created based on the stories told by people who lived during the times of the crisis, on a 1956 notebook, on documents from the National Archive and the National Health and Social Security Library (BINASSS, for its name in Spanish, the Costa Rican Social Security System (CCSS, for its name in Spanish, Dr. Rodolfo Álvaro Murillo, and San Juan de Dios Hospital.  National and international newspapers were also reviewed. The consulted material confirms how the work of Costa Ricans, led by committed and service-oriented individuals, allowed for the construction of the National Children’s Hospital to take place -an institution that has served the Costa Rican people for fifty years. Costa Ricans also succeeded in eradicating polio long before several other countries around the world. The reactions of people in the 1950’s are lessons of solidarity and humanity that should not be forgotten; they should be remembered in order to value team work over individual work and make sure, no matter what our role in society is, to always stand by common well-being, as mid-century Costa Ricans did by overcoming their personal limitations and acting for the benefit of society.

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

    Science.gov (United States)

    Nuttall, Stephen

    2013-01-01

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

  5. The layered learning practice model: Lessons learned from implementation.

    Science.gov (United States)

    Pinelli, Nicole R; Eckel, Stephen F; Vu, Maihan B; Weinberger, Morris; Roth, Mary T

    2016-12-15

    Pharmacists' views about the implementation, benefits, and attributes of a layered learning practice model (LLPM) were examined. Eligible and willing attending pharmacists at the same institution that had implemented an LLPM completed an individual, 90-minute, face-to-face interview using a structured interview guide developed by the interdisciplinary study team. Interviews were digitally recorded and transcribed verbatim without personal identifiers. Three researchers independently reviewed preliminary findings to reach consensus on emerging themes. In cases where thematic coding diverged, the researchers discussed their analyses until consensus was reached. Of 25 eligible attending pharmacists, 24 (96%) agreed to participate. The sample was drawn from both acute and ambulatory care practice settings and all clinical specialty areas. Attending pharmacists described several experiences implementing the LLPM and perceived benefits of the model. Attending pharmacists identified seven key attributes for hospital and health-system pharmacy departments that are needed to design and implement effective LLPMs: shared leadership, a systematic approach, good communication, flexibility for attending pharmacists, adequate resources, commitment, and evaluation. Participants also highlighted several potential challenges and obstacles for organizations to consider before implementing an LLPM. According to attending pharmacists involved in an LLPM, successful implementation of an LLPM required shared leadership, a systematic approach, communication, flexibility, resources, commitment, and a process for evaluation. Copyright © 2016 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

  6. 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

    As the oceanographic community ventures into a new era of integrated observatories, it may be helpful to look back on the era of "mobile observatories" to see what Cyberinfrastructure lessons might be learned. For example, SIO has been operating research vessels for 104 years, supporting a wide range of disciplines: marine geology and geophysics, physical oceanography, geochemistry, biology, seismology, ecology, fisheries, and acoustics. In the last 6 years progress has been made with diverse data types, formats and media, resulting in a fully-searchable online SIOExplorer Digital Library of more than 800 cruises (http://SIOExplorer.ucsd.edu). Public access to SIOExplorer is considerable, with 795,351 files (206 GB) downloaded last year. During the last 3 years the efforts have been extended to WHOI, with a "Multi-Institution Testbed for Scalable Digital Archiving" funded by the Library of Congress and NSF (IIS 0455998). The project has created a prototype digital library of data from both institutions, including cruises, Alvin submersible dives, and ROVs. In the process, the team encountered technical and cultural issues that will be facing the observatory community in the near future. Technological Lessons Learned: Shipboard data from multiple institutions are extraordinarily diverse, and provide a good training ground for observatories. Data are gathered from a wide range of authorities, laboratories, servers and media, with little documentation. Conflicting versions exist, generated by alternative processes. Domain- and institution-specific issues were addressed during initial staging. Data files were categorized and metadata harvested with automated procedures. With our second-generation approach to staging, we achieve higher levels of automation with greater use of controlled vocabularies. Database and XML- based procedures deal with the diversity of raw metadata values and map them to agreed-upon standard values, in collaboration with the Marine Metadata

  7. 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…

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

    Science.gov (United States)

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

    2009-04-01

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

  9. Geocuration Lessons Learned from the Climate Data Initiative Project

    Science.gov (United States)

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

    2015-12-01

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

  10. Human biomonitoring in Israel: Recent results and lessons learned.

    Science.gov (United States)

    Berman, Tamar; Goldsmith, Rebecca; Levine, Hagai; Grotto, Itamar

    2017-03-01

    The use of human biomonitoring (HBM) as a tool for environmental health policy and research is developing rapidly in Israel. Despite challenges in securing political and financial support for HBM, the Ministry of Health has initiated national HBM studies and has utilized HBM data in environmental health policy decision making. Currently, the Ministry of Health is collecting urine samples from children and adults in the framework of the National Health and Nutrition Study (MABAT), with the goal of ongoing surveillance of population exposure to pesticides and environmental tobacco smoke, and of combining HBM data with data on diet and health behavior. In academic research studies in Israel, biomarkers are used increasingly in environmental epidemiology, including in three active birth cohort studies on adverse health effects of phthalates, brominated flame retardants, and organophosphate pesticides. Future Ministry of Health goals include establishing HBM analytical capabilities, developing a long term national HBM plan for Israel and participating in the proposed HBM4EU project in order to improve data harmonization. One of the lessons learned in Israel is that even in the absence of a formal HBM program, it is possible to collect meaningful HBM data and use it in an ad hoc fashion to support environmental health policy. Copyright © 2016 Elsevier GmbH. All rights reserved.

  11. ATST systems engineering: project update and lessons learned

    Science.gov (United States)

    Hubbard, Robert P.

    2008-07-01

    The Advanced Technology Solar Telescope (ATST) project is near the end of its design and development phase and ready to begin construction. This paper describes the current status of ATST and a few of the lessons learned during design and development from a systems-engineering perspective. It highlights some of the important differences between nighttime and daytime solar observing with emphasis on the resulting impacts on telescope design and operational concepts. We have had to adopt somewhat non-standard primary mirror polish specifications to support our requirement to observe the sun's corona very close to solar limb. Our suite of image-quality error budgets are examined to show the progression of system requirements that are derived from each use case, and the value of Monte Carlo simulations as a means of controlling user expectations. We discuss PDMWorks® Enterprise and other elements of our configuration management system as well as the tools we have developed (and are developing) to document the requirements flow-down and to establish a trace-back mechanism. We expect to use this trace-back capability during contract negotiations and later in the fabrication process to quickly assess the potential impact of any exceptions to our specifications that may be requested by our vendors.

  12. The Tokyo subway sarin attack--lessons learned.

    Science.gov (United States)

    Okumura, T; Hisaoka, T; Yamada, A; Naito, T; Isonuma, H; Okumura, S; Miura, K; Sakurada, M; Maekawa, H; Ishimatsu, S; Takasu, N; Suzuki, K

    2005-09-01

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

  13. The iCub Software Architecture: evolution and lessons learned

    Directory of Open Access Journals (Sweden)

    Lorenzo eNatale

    2016-04-01

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

  14. Magellan spacecraft and memory state tracking: Lessons learned, future thoughts

    Science.gov (United States)

    Bucher, Allen W.

    1993-03-01

    Numerous studies have been dedicated to improving the two main elements of Spacecraft Mission Operations: Command and Telemetry. As a result, not much attention has been given to other tasks that can become tedious, repetitive, and error prone. One such task is Spacecraft and Memory State Tracking, the process by which the status of critical spacecraft components, parameters, and the contents of on-board memory are managed on the ground to maintain knowledge of spacecraft and memory states for future testing, anomaly investigation, and on-board memory reconstruction. The task of Spacecraft and Memory State Tracking has traditionally been a manual task allocated to Mission Operations Procedures. During nominal Mission Operations this job is tedious and error prone. Because the task is not complex and can be accomplished manually, the worth of a sophisticated software tool is often questioned. However, in the event of an anomaly which alters spacecraft components autonomously or a memory anomaly such as a corrupt memory or flight software error, an accurate ground image that can be reconstructed quickly is a priceless commodity. This study explores the process of Spacecraft and Memory State Tracking used by the Magellan Spacecraft Team highlighting its strengths as well as identifying lessons learned during the primary and extended missions, two memory anomalies, and other hardships encountered due to incomplete knowledge of spacecraft states. Ideas for future state tracking tools that require minimal user interaction and are integrated into the Ground Data System will also be discussed.

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

    Science.gov (United States)

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

    2016-03-01

    Sports genetics can take advantage of lessons learned from human disease genetics. By righting past mistakes and increasing scientific rigor, we can magnify the breadth and depth of knowledge in the field. We present an outline of challenges facing sports genetics in the light of experiences from medical research. Sports performance is complex, resulting from a combination of a wide variety of different traits and attributes. Improving sports genetics will foremost require analyses based on detailed phenotyping. To find widely valid, reproducible common variants associated with athletic phenotypes, study sample sizes must be dramatically increased. One paradox is that in order to confirm relevance, replications in specific populations must be undertaken. Family studies of athletes may facilitate the discovery of rare variants with large effects on athletic phenotypes. The complexity of the human genome, combined with the complexity of athletic phenotypes, will require additional metadata and biological validation to identify a comprehensive set of genes involved. Analysis of personal genetic and multiomic profiles contribute to our conceptualization of precision medicine; the same will be the case in precision sports science. In the refinement of sports genetics it is essential to evaluate similarities and differences between sexes and among ethnicities. Sports genetics to date have been hampered by small sample sizes and biased methodology, which can lead to erroneous associations and overestimation of effect sizes. Consequently, currently available genetic tests based on these inherently limited data cannot predict athletic performance with any accuracy. Copyright © 2016 the American Physiological Society.

  16. Lessons learned studying design issues for lunar and Mars settlements.

    Science.gov (United States)

    Litton, C E

    1997-01-01

    In a study of lunar and Mars settlement concepts, an analysis was made of fundamental design assumptions in five technical areas against a model list of occupational and environmental health concerns. The technical areas included the proposed science projects to be supported, habitat and construction issues, closed ecosystem issues, the "MMM" issues (mining, material processing, and manufacturing), and the human elements of physiology, behavior, and mission approach. Four major lessons were learned. First it is possible to relate public health concerns to complex technological development in a proactive design mode, which has the potential for long-term cost savings. Second, it became very apparent that prior to committing any nation or international group to spending the billions to start and complete a lunar settlement, over the next century, that a significantly different approach must be taken from those previously proposed, to solve the closed ecosystem and "MMM" problems. Third, it also appears that the health concerns and technology issues to be addressed for human exploration into space are fundamentally those to be solved for human habitation of the Earth (as a closed ecosystem) in the 21st century. Finally, it is proposed that ecosystem design modeling must develop new tools, based on probabilistic models as a step up from closed circuit models.

  17. MLAS and LAS: Project Comparison of Lessons Learned

    Science.gov (United States)

    Dittemore, Gary

    2011-01-01

    The development of new and safer manned space vehicles is a top priority at NASA. Recently two different approaches of how to accomplish this mission of keeping astronauts safe was successfully demonstrated. With work already underway on an Apollo-like launch abort system for the Orion Crew Exploration Vehicle (CEV), an alternative design concept named the Max Launch Abort System, or MLAS, was developed as a parallel effort. The Orion system, managed by the Constellation office, is based on the design of a single solid launch abort motor in a tower positioned above the capsule. The MLAS design takes a different approach placing the solid launch abort motor underneath the capsule. This effort was led by the NASA Engineering and Safety Center (NESC). Both escape systems were designed with the Ares I Rocket as the launch vehicle and had the same primary requirement to safely propel a crew module away from any emergency event either on the launch pad or during accent. Beyond these two parameters, there was little else in common between the two projects, except that they both concluded in successful launches that will further promote the development of crew launch abort systems. This presentation will compare both projects from the standpoint of technical requirements; program management and flight test objectives and highlight the synergistic lessons learned by two engineers who worked on each program.

  18. Project Interface Requirements Process Including Shuttle Lessons Learned

    Science.gov (United States)

    Bauch, Garland T.

    2010-01-01

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

  19. NASA Composite Materials Development: Lessons Learned and Future Challenges

    Science.gov (United States)

    Tenney, Darrel R.; Davis, John G., Jr.; Pipes, R. Byron; Johnston, Norman

    2009-01-01

    Composite materials have emerged as the materials of choice for increasing the performance and reducing the weight and cost of military, general aviation, and transport aircraft and space launch vehicles. Major advancements have been made in the ability to design, fabricate, and analyze large complex aerospace structures. The recent efforts by Boeing and Airbus to incorporate composite into primary load carrying structures of large commercial transports and to certify the airworthiness of these structures is evidence of the significant advancements made in understanding and use of these materials in real world aircraft. NASA has been engaged in research on composites since the late 1960 s and has worked to address many development issues with these materials in an effort to ensure safety, improve performance, and improve affordability of air travel for the public good. This research has ranged from synthesis of advanced resin chemistries to development of mathematical analyses tools to reliably predict the response of built-up structures under combined load conditions. The lessons learned from this research are highlighted with specific examples to illustrate the problems encountered and solutions to these problems. Examples include specific technologies related to environmental effects, processing science, fabrication technologies, nondestructive inspection, damage tolerance, micromechanics, structural mechanics, and residual life prediction. The current state of the technology is reviewed and key issues requiring additional research identified. Also, grand challenges to be solved for expanded use of composites in aero structures are identified.

  20. Food based dietary guidelines in Vietnam: progress and lessons learned.

    Science.gov (United States)

    Hop, Le Thi; Van, Tran Khanh; Thanh, Hoang Kim

    2011-01-01

    The food based dietary guidelines (FBDGs) is a crucial tool for nutrition education and communication in Vietnam. Together with the changes of socio-economic situation, Vietnam needs to deal with different nutritional problems including malnutrition, overweight and undiversified diets at the same time. From 1995 to the present, three versions of FBDGs have been developed and revised in a period of every 5 years. The FBDGs, Food Guide Pyramid and Food Square made a good set of nutritional education tool which were disseminated through a wide range of activities and communication channels. The evaluation of FBDGs will be carried out before its revisions to reflect eating patterns and lifestyles of consumers whom the nutritional education programs wish to reach. In developing countries like Vietnam, the socio-economic situation is changing over short period of time. Therefore, the assessment of appropriateness and implementation progress of the FBDGs is necessary and should be done after a period of every 5 or 10 years. The implementation of the FBDGs should be closely connected with the activities of the National Plan for Nutrition and should have involvement from multi-sectoral organizations. Training, monitoring and evaluation for implementation of the FBDGs are essential for the success of guiding consumers to convert advices into action. The lessons learned from previous FBDGs' implementation can be used to develop a new version of FBDGs that is more appropriate.

  1. Historical perspective on agroterrorism: lessons learned from 1945 to 2012.

    Science.gov (United States)

    Keremidis, Haralampos; Appel, Bernd; Menrath, Andrea; Tomuzia, Katharina; Normark, Magnus; Roffey, Roger; Knutsson, Rickard

    2013-09-01

    This article presents a historical perspective on agroterrorism cases from 1945 until 2012. The threat groups and perpetrators associated with bio- and agroterrorism are clustered into several groups: apocalyptic sects, lone wolves, political groups, and religious groups. We used open-source information, and 4 biological agroterrorism cases are described: (1) in 1952, Mau Mau poisoned cattle in Kenya by using a plant toxin from the African milk bush plant; (2) in 1985, the USDA claimed that Mexican contract workers were involved in deliberately spreading screwworm (Cochliomyia hominivorax) among livestock; (3) in 2000, Palestinian media reported that Israeli settlers released sewer water into Palestinian agricultural fields; and (4) in 2011, a person was sentenced to prison after threatening US and UK livestock with the deliberate spread of foot-and-mouth disease virus. All 4 cases can be assigned to political groups. These cases have not attracted much attention in literature nor in the public media, and the credibility of the sources of information varies. We concluded that agroterrorism has not been a problem during the period studied. Lessons learned from the few cases have generated awareness about the fact that nontypical biological weapons and non-high-risk agents, such as African milk bush, screwworm, and sewer water, have been used by attackers to influence local decision makers. This review will be useful in improving future preparedness planning and developing countermeasures.

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

    Science.gov (United States)

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

    2008-01-01

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

  3. Magellan spacecraft and memory state tracking: Lessons learned, future thoughts

    Science.gov (United States)

    Bucher, Allen W.

    1993-01-01

    Numerous studies have been dedicated to improving the two main elements of Spacecraft Mission Operations: Command and Telemetry. As a result, not much attention has been given to other tasks that can become tedious, repetitive, and error prone. One such task is Spacecraft and Memory State Tracking, the process by which the status of critical spacecraft components, parameters, and the contents of on-board memory are managed on the ground to maintain knowledge of spacecraft and memory states for future testing, anomaly investigation, and on-board memory reconstruction. The task of Spacecraft and Memory State Tracking has traditionally been a manual task allocated to Mission Operations Procedures. During nominal Mission Operations this job is tedious and error prone. Because the task is not complex and can be accomplished manually, the worth of a sophisticated software tool is often questioned. However, in the event of an anomaly which alters spacecraft components autonomously or a memory anomaly such as a corrupt memory or flight software error, an accurate ground image that can be reconstructed quickly is a priceless commodity. This study explores the process of Spacecraft and Memory State Tracking used by the Magellan Spacecraft Team highlighting its strengths as well as identifying lessons learned during the primary and extended missions, two memory anomalies, and other hardships encountered due to incomplete knowledge of spacecraft states. Ideas for future state tracking tools that require minimal user interaction and are integrated into the Ground Data System will also be discussed.

  4. Lessons Learned from the Application of NOAA's "What to Archive

    Science.gov (United States)

    Ritchey, N.

    2012-04-01

    A procedure for addressing the complete lifecycle of data was defined by the National Oceanographic and Atmospheric Administration (NOAA) in August 2008. The "NOAA Procedure for Scientific Records Appraisal and Archive Approval" supports US government mandates and directives for records management from the National Archives and Records Administration (NARA) and other US government agencies. This NOAA-wide procedure provides a foundation to identify, appraise, and decide what scientific records are preserved and which are to be disposed and it establishes a formally documented process. The National Climatic Data Center (NCDC) in Asheville, North Carolina implemented the procedure within our organization and applied it to multiple, diverse data types. Initial applications confirm the procedure's flexibility allowing expeditious decisions for well-documented and established records, as well as supporting complex requests requiring engagement of external record experts. With each successive use, a pattern of activities contributing to the cost, complexity, challenges and management of the process is emerging. Lessons learned from the application of NOAA's "What to Archive" process at NCDC will be presented.

  5. Lessons Learned From Gen I Carbon Dioxide Cooled Reactors

    Energy Technology Data Exchange (ETDEWEB)

    David E. Shropshire

    2004-04-01

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

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

    Science.gov (United States)

    Davis, Warren

    2015-01-01

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

  7. Moving from ethnography to epidemiology: lessons learned in Appalachia

    Science.gov (United States)

    Kuzara, Jennifer; Copeland, William E.; Costello, E. Jane; Angold, Adrian; Worthman, Carol M.

    2009-01-01

    Background Anthropologists are beginning to translate insights from ethnography into tools for population studies that assess the role of culture in human behavior, biology, and health. Aim We describe several lessons learned in the creation and administration of an ethnographically-based instrument to assess the life course perspectives of Appalachian youth, the Life Trajectory Interview for Youth (LTI-Y). Then, we explore the utility of the LTI-Y in predicting depressive affect, controlling for prior depressed mood and severe negative life events throughout the life course. Subjects and methods In a sample of 319 youth (190 White, 129 Cherokee), we tested the association between depressive affect and two domains of the LTI-Y - life course barriers and milestones. Longitudinal data on previous depressed mood and negative life events were included in the model. Results The ethnographically-based scales of life course barriers and milestones were associated with unique variance in depressed mood, together accounting for 11% of the variance in this outcome. Conclusion When creating ethnographically-based instruments, it is important to strike a balance between detailed, participant-driven procedures and the analytic needs of hypothesis testing. Ethnographically-based instruments have utility for predicting health outcomes in longitudinal studies. PMID:19353406

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

    Science.gov (United States)

    Bray, S. E.

    2014-05-01

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

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

    OpenAIRE

    Brenda M. Wright

    2017-01-01

    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 ...

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

    Science.gov (United States)

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

    2014-12-01

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

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

    Science.gov (United States)

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

    2015-08-01

    Past nuclear disasters, such as the atomic bombings in 1945 and major accidents at nuclear power plants, have highlighted similarities in potential public health effects of radiation in both circumstances, including health issues unrelated to radiation exposure. Although the rarity of nuclear disasters limits opportunities to undertake rigorous research of evidence-based interventions and strategies, identification of lessons learned and development of an effective plan to protect the public, minimise negative effects, and protect emergency workers from exposure to high-dose radiation is important. Additionally, research is needed to help decision makers to avoid premature deaths among patients already in hospitals and other vulnerable groups during evacuation. Since nuclear disasters can affect hundreds of thousands of people, a substantial number of people are at risk of physical and mental harm in each disaster. During the recovery period after a nuclear disaster, physicians might need to screen for psychological burdens and provide general physical and mental health care for many affected residents who might experience long-term displacement. Reliable communication of personalised risks has emerged as a challenge for health-care professionals beyond the need to explain radiation protection. To overcome difficulties of risk communication and provide decision aids to protect workers, vulnerable people, and residents after a nuclear disaster, physicians should receive training in nuclear disaster response. This training should include evidence-based interventions, support decisions to balance potential harms and benefits, and take account of scientific uncertainty in provision of community health care. An open and joint learning process is essential to prepare for, and minimise the effects of, future nuclear disasters. Copyright © 2015 Elsevier Ltd. All rights reserved.

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

    Science.gov (United States)

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

    2016-10-01

    Adolescent romantic relationships are known to have a significant impact on individual well-being and development. However, few teens experience formal education about the knowledge and skills necessary for building healthy romantic relationships. In response, a statewide relationship education initiative was developed at a large university in a Southeastern state. Undergraduates who enrolled in a service learning course in Human Development and Family Studies partnered with this initiative and implemented a relationship education program targeting high school students. A service learning model is used in this initiative because it offers opportunities for students' professional development and experiential learning. The present article provides a formative and illustrative summative evaluation of the service learning program. Specifically, the primary aims of this paper are to 1) provide an overview of the service learning course components; 2) describe preparation of the service learning students and their implementation of the relationship education program; 3) discuss challenges and lessons learned; and 4) offer initial evidence of effectiveness by showing change in targeted outcomes for the high school student recipients of the relationship education program. Copyright © 2016 Elsevier Ltd. All rights reserved.

  13. 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.…

  14. 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…

  15. Photojournalism: A Record of War. Learning Page Lesson Plan.

    Science.gov (United States)

    Fricke, Chris; Ritz, Glenda

    Photography has been used to record war since the Crimean War in 1855. This lesson plan explores how and why war has been photographed and also gives students an opportunity to see the bias within the recording/reporting of war. The lesson plan: cites educational objectives; gives time required; recommends a grade level; notes curriculum fit; and…

  16. 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.

  17. E-Learning and Development: Lessons from Multi-Disciplinary Capacity Strengthening

    Science.gov (United States)

    Babu, Suresh Chandra

    2014-01-01

    This paper documents the experience and lessons from implementing an e-learning program aimed at creating multidisciplinary research capacity. It presents a case study of bringing together a multidisciplinary group of professionals on-line to learn the skills needed to be a successful researcher in the context of HIV/AIDS and food security…

  18. 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.…

  19. How Is the Learning Environment in Physics Lesson with Using 7E Model Teaching Activities

    Science.gov (United States)

    Turgut, Umit; Colak, Alp; Salar, Riza

    2017-01-01

    The aim of this research is to reveal the results in the planning, implementation and evaluation of the process for learning environments to be designed in compliance with 7E learning cycle model in physics lesson. "Action research", which is a qualitative research pattern, is employed in this research in accordance with the aim of the…

  20. 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…

  1. 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.

  2. 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.

  3. Operational Contract Support: Actions Needed to Enhance the Collection, Integration, and Sharing of Lessons Learned

    Science.gov (United States)

    2015-03-01

    familiarize themselves with OCS processes, among other things. U.S. Pacific Command has not identified OCS as a critical capability in the earliest phase...proponent would establish and maintain the OCS joint lessons-learned process to collect, catalog , and validate observations, insights, and lessons...Board also recommended that the department establish a 3- star - equivalent, director-level proponent that would coordinate OCS efforts across the Office

  4. 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.

  5. 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.

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

    Energy Technology Data Exchange (ETDEWEB)

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

    2010-02-01

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

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

    Science.gov (United States)

    Pappu, Rohit V.; Nussinov, Ruth

    2009-03-01

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

  9. Design and implementation of an online course on research methods in palliative care: lessons learned.

    Science.gov (United States)

    Spice, Ron; Palacios, Moné; Biondo, Patricia D; Hagen, Neil A

    2011-04-01

    Research capacity in palliative and end-of-life care is less than some other fields of medicine where there is a longer track record of biomedical research. Palliative medicine clinicians often receive little or no formal research training during their postgraduate education; hence, education efforts may prove pivotal to increasing palliative care research capacity. To that end, our group established a national online training program on palliative care research methodologies, called Foundations of Palliative Care Research. This report describes the development and implementation of the course, and its evaluation. To inform decisions on the overall course objectives, length, design, and implementation, formal needs assessments were conducted through surveys of Canadian palliative medicine residency program directors and of Canadian palliative medicine residents. A 12-week, online, module-based course was designed. The first iteration of the course was offered to English-speaking palliative medicine residents from across Canada between October 2008 and March 2009. The course utilized Web-based communication methods, and was delivered using a combination of asynchronous and synchronous learning strategies and activities. Ten palliative care residents from different parts of the country registered and all completed the course with passing marks. Participants evaluated the course through a post course survey. The formal evaluation of the course, along with successes, challenges, and lessons applicable to future ventures, are discussed.

  10. Veggie Hardware Validation Test Preliminary Results and Lessons Learned

    Science.gov (United States)

    Massa, Gioia D.; Dufour, Nicole F.; Smith, T. M.

    2014-01-01

    The Veggie hardware validation test, VEG-01, was conducted on the International Space Station during Expeditions 39 and 40 from May through June of 2014. The Veggie hardware and the VEG-01 experiment payload were launched to station aboard the SpaceX-3 resupply mission in April, 2014. Veggie was installed in an Expedite-the-Processing-of-Experiments-to-Space-Station (ExPRESS) rack in the Columbus module, and the VEG-01 validation test was initiated. Veggie installation was successful, and power was supplied to the unit. The hardware was programmed and the root mat reservoir and plant pillows were installed without issue. As expected, a small amount of growth media was observed in the sealed bags which enclosed the plant pillows when they were destowed. Astronaut Steve Swanson used the wet/dry vacuum to clean up the escaped particles. Water insertion or priming the first plant pillow was unsuccessful as an issue prevented water movement through the quick disconnect. All subsequent pillows were successfully primed, and the initial pillow was replaced with a backup pillow and successfully primed. Six pillows were primed, but only five pillows had plants which germinated. After about a week and a half it was observed that plants were not growing well and that pillow wicks were dry. This indicated that the reservoir was not supplying sufficient water to the pillows via wicking, and so the team reverted to an operational fix which added water directly to the plant pillows. Direct watering of the pillows led to a recovery in several of the stressed plants; a couple of which did not recover. An important lesson learned involved Veggie's bellows. The bellows tended to float and interfere with operations when opened, so Steve secured them to the baseplate during plant tending operations. Due to the perceived intensity of the LED lights, the crew found it challenging to both work under the lights and read crew procedures on their computer. Although the lights are not a safety

  11. Lessons Learned from Deploying an Analytical Task Management Database

    Science.gov (United States)

    O'Neil, Daniel A.; Welch, Clara; Arceneaux, Joshua; Bulgatz, Dennis; Hunt, Mitch; Young, Stephen

    2007-01-01

    Defining requirements, missions, technologies, and concepts for space exploration involves multiple levels of organizations, teams of people with complementary skills, and analytical models and simulations. Analytical activities range from filling a To-Be-Determined (TBD) in a requirement to creating animations and simulations of exploration missions. In a program as large as returning to the Moon, there are hundreds of simultaneous analysis activities. A way to manage and integrate efforts of this magnitude is to deploy a centralized database that provides the capability to define tasks, identify resources, describe products, schedule deliveries, and generate a variety of reports. This paper describes a web-accessible task management system and explains the lessons learned during the development and deployment of the database. Through the database, managers and team leaders can define tasks, establish review schedules, assign teams, link tasks to specific requirements, identify products, and link the task data records to external repositories that contain the products. Data filters and spreadsheet export utilities provide a powerful capability to create custom reports. Import utilities provide a means to populate the database from previously filled form files. Within a four month period, a small team analyzed requirements, developed a prototype, conducted multiple system demonstrations, and deployed a working system supporting hundreds of users across the aeros pace community. Open-source technologies and agile software development techniques, applied by a skilled team enabled this impressive achievement. Topics in the paper cover the web application technologies, agile software development, an overview of the system's functions and features, dealing with increasing scope, and deploying new versions of the system.

  12. Data and Metadata Brokering - Lessons Learned from the BCube Project

    Science.gov (United States)

    Khalsa, S. J. S.

    2016-12-01

    EarthCube is a U.S. National Science Foundation initiative that aims to create a cyberinfrastructure (CI) for all the geosciences. The Brokering Building Block (BCube) project was among the initial set of building blocks funded to develop potential components of that CI. In this presentation we provide a synopsis of the processes and outcomes of the BCube experiment. Conformance to uniform standards is clearly a barrier to cross-disciplinary interoperability since each community tends to develop its own conventions for storing, describing and accessing data. BCube promoted an approach in which a broker was taught to interact with each community's conventions, allowing the participating systems to interact without adopting a common set of standards. From the start we realized that BCube was not primarily about software development. It was about demonstrating an approach to the construction of EarthCube that would achieve the maximum buy-in from the geosciences community. We sought to do this by making it easier for geoscientists to find, use and share data in an interdisciplinary context without placing extra burdens on the providers and consumers of that data. The technical aspects of this were straightforward, but whatever software was developed had to fit into the greater context of EarthCube. If data providers were to become reliant on the service to fulfill obligations of cross-disciplinary interoperability, then they needed to have confidence that the service would continue and would adapt to changes in the provider's data and mission. Some important lessons learned in the course of the project are that timely delivery of features is vital to keeping scientists engaged during the development phase and that open source code allows the flexibility and community participation that is essential for a robust and sustainable infrastructure.

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

    Science.gov (United States)

    Pérez-Escamilla, Rafael

    2012-10-01

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

  14. Globalizing Lessons Learned from Regional-scale Observatories

    Science.gov (United States)

    Glenn, S. M.

    2016-02-01

    The Mid Atlantic Regional Association Coastal Ocean Observing System (MARACOOS) has accumulated a decade of experience designing, building and operating a Regional Coastal Ocean Observing System for the U.S. Integrated Ocean Observing System (IOOS). MARACOOS serves societal goals and supports scientific discovery at the scale of a Large Marine Ecosystem (LME). Societal themes include maritime safety, ecosystem decision support, coastal inundation, water quality and offshore energy. Scientific results that feed back on societal goals with better products include improved understanding of seasonal transport pathways and their impact on phytoplankton blooms and hypoxia, seasonal evolution of the subsurface Mid Atlantic Cold Pool and its impact on fisheries, biogeochemical transformations in coastal plumes, coastal ocean evolution and impact on hurricane intensities, and storm sediment transport pathways. As the global ocean observing requirements grow to support additional societal needs for information on fisheries and aquaculture, ocean acidification and deoxygenation, water quality and offshore development, global observing will necessarily evolve to include more coastal observations and forecast models at the scale of the world's many LMEs. Here we describe our efforts to share lessons learned between the observatory operators at the regional-scale of the LMEs. Current collaborators are spread across Europe, and also include Korea, Indonesia, Australia, Brazil and South Africa. Specific examples include the development of a world standard QA/QC approach for HF Radar data that will foster the sharing of data between countries, basin-scale underwater glider missions between internationally-distributed glider ports to developed a shared understanding of operations and an ongoing evaluation of the global ocean models in which the regional models for the LME will be nested, and joint training programs to develop the distributed teams of scientists and technicians

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

    Science.gov (United States)

    Treves, R.

    2013-12-01

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

  16. Lessons Learned from the National Arts and Youth Demonstration Project: Longitudinal Study of a Canadian After-School Program

    Science.gov (United States)

    Wright, Robin; John, Lindsay; Sheel, Julia

    2007-01-01

    We discuss some of the lessons the investigators learned during the development, implementation, and dissemination phases of the National Arts and Youth Demonstration Project (NAYDP). The lessons learned are relevant to various groups involved in large-scale, multi-site, community-based intervention studies: parents, youth, researchers, project…

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

    Science.gov (United States)

    US Department of Education, 2007

    2007-01-01

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

  18. 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…

  19. Effectiveness of Taste Lessons with and without additional experiential learning activities on children's psychosocial determinants of vegetables consumption

    NARCIS (Netherlands)

    Battjes-Fries, Marieke C.E.; Haveman-Nies, Annemien; Dongen, van Ellen J.I.; Meester, Hante J.; Top, van den Rinelle; Graaf, de Kees; Veer, van 't Pieter

    2016-01-01

    Experiential learning methods seem to be promising to enhance healthy eating behaviour in children. Therefore, this study compared the effectiveness of the Dutch programme Taste Lessons with and without additional experiential learning activities on children's psychosocial determinants of

  20. 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.

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

    Science.gov (United States)

    Kiefer, W. S.

    2011-12-01

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

  2. Children and megadisasters: lessons learned in the new millennium.

    Science.gov (United States)

    Garrett, Andrew L; Grant, Roy; Madrid, Paula; Brito, Arturo; Abramson, David; Redlener, Irwin

    2007-01-01

    Many specific lessons were learned from recent megadisasters in the United States at the expense of children who suffered from a government and a citizenry that was desperately unprepared to respond to and recover from the disaster's short- and long-term effects. During the 9/11 attacks, the nation learned a new sense of vulnerability as the specter of terrorism was delivered repeatedly to our collective consciousness. As this article has emphasized, children experienced significant and widespread psychological effects from this event, and many did not receive adequate treatment. Hurricane Katrina exploited the weaknesses of an already strained child mental health system and vividly demonstrated the liability of poor preparedness and inadequate communication by both families and governments. The impact of Katrina continues to affect many thousands of children over a year later, as the systems that were intended to care for them have largely moved on. Indeed, there was no mention of Hurricane Katrina, the Gulf Coast, or the storm's survivors in the 2007 State of the Union address by the President. After 9/11 and the unprecedented federal spending that occurred to increase our nation's readiness, it is discouraging that the response to Hurricane Katrina fell so short of what had the potential to be the greatest disaster response and recovery story in the history of our nation. It is unlikely that further uncontained expenditures will solve the problems that were exposed in the Gulf Coast. There is not a solution that money can buy. One need only look a few hundred miles south to the Cuban disaster response system to appreciate where some of our shortfalls lie. Cuba has succeeded where the United States has not in part because its citizens are participants in their own preparedness. They engage their children and their families in preparedness planning and they rely upon other members of their community to strengthen their ability to survive as individuals. The

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

    Directory of Open Access Journals (Sweden)

    Marcirio Chaves

    2016-01-01

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

  4. 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.

  5. Creative Climate: A global ten-year communications, research and learning project about environmental change

    Science.gov (United States)

    Brandon, M. A.; Smith, J.

    2010-12-01

    The next ten years have been described by influential science and policy figures as ‘the most important in human history’. Many believe that the actions taken will decide whether we catastrophically change the atmosphere and eradicate our fellow species or find an alternative, less-damaging development path. But communications and public engagement initiatives have tended to focus on near term impacts or debates - whether they emphasise hazards, or trumpet ‘solutions’. There are signs of diminishing returns on communications and public engagement efforts, and serious obstacles to engaging around 40% of publics in e.g. the US and the UK. The Creative Climate web project takes a new approach, inviting people to see humanity’s intellectual and practical journey with these issues as an inspiring, dynamic and unfolding story. We are inviting people to join us in building a huge living archive of experiences and ideas that respond to these issues. The website will collect thoughts and stories from doorstep to workplace, from lab to garden; from international conference to community meeting - from all over the world. The body of diaries lie at the core of the project, but these are supplemented by the offer of free online learning resources and broadcast-quality audio and video materials. The project is experimental in terms of its scope, its approach to environmental communications and debate and in its use of media. It works with formal partners, including the BBC, yet also makes the most of the opportunities for user generated content to create a rich multimedia resource that can support research, learning and engagement. The design of the project is informed by environmental social science and communications research, and by an awareness of the unfolding potential of Internet based communications to support social change. It is also intended that the Creative Climate platform will develop so as to serve researchers by offering an open resource of qualitative

  6. Communicating Tsunami Preparedness Through the Lessons Learned by Survivors

    Science.gov (United States)

    Kerlow, I.

    2015-12-01

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

  7. Pitfalls of Transparency: Lessons Learned from the Milford Flats Fire

    Energy Technology Data Exchange (ETDEWEB)

    T. Hartwell; D. Shafer; J. Tappen; G. McCurdy; B. Hurley; D. Farmer

    2008-01-16

    2008 Conference, February 24-28, 2008, Phoenix, AZ This paper will review the data from the PIC and the analytical results of air filter samples collected at Milford, and present lessons learned from the Milford Flats Fire Incident on providing real-time access to monitoring data for the public.

  8. Improving Software Sustainability: Lessons Learned from Profiles in Science.

    Science.gov (United States)

    Gallagher, Marie E

    2013-01-01

    . Sometimes these changes happen on short notice, so we continually monitor our library's software for signs of endangerment. We have attempted to replace proprietary software with suitable in-house or open source software. When the replacement involves a standalone piece of software with a nearly equivalent version, such as replacing a commercial HTTP server with an open source HTTP server, the replacement is straightforward. Recently we replaced software that functioned not only as our search engine but also as the backbone of the architecture of our Web site. In this paper, we describe the lessons learned and the pros and cons of replacing this software with open source software.

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

    Science.gov (United States)

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

    2014-07-01

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

  10. Development practices and lessons learned in developing SimPEG

    Science.gov (United States)

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

    2015-12-01

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

  11. Errors in transfusion medicine: have we learned our lesson?

    Science.gov (United States)

    Fastman, Barbara Rabin; Kaplan, Harold S

    2011-01-01

    The phrase "patient safety" represents freedom from accidental or preventable harm due to events occurring in the healthcare setting. Practitioners aim to reduce, if not prevent, medical errors and adverse outcomes. Yet studies performed from many perspectives show that medical error constitutes a serious worldwide problem. Transfusion medicine, with its interdisciplinary intricacies and the danger of fatal outcomes, serves as an exemplar of lessons learned. Opportunity for error in complex systems is vast, and although errors are traditionally blamed on humans, they are often set up by preexisting factors. Transfusion has inherent hazards such as clinical vulnerabilities (eg, contracting an infectious agent or experiencing a transfusion reaction), but there also exists the possibility of hazards associated with process errors. Sample collection errors, or preanalytic errors, may occur when samples are drawn from donors during blood donation, as well as when drawn from patients prior to transfusion-related testing, and account for approximately one-third of events in transfusion. Errors in the analytic phase of the transfusion chain, slips and errors in the laboratory, comprise close to one-third of patient safety-related transfusion events. As many as 40% of mistransfusions are due to errors in the postanalytic phase: often failures in the final check of the right blood and the right patient at the bedside. Bar-code labels, radiofrequency identification tags, and even palm vein-scanning technology are increasingly being utilized in patient identification. The last phase of transfusion, careful monitoring of the recipient for adverse signs or symptoms, when performed diligently can help prevent or manage a potentially fatal reaction caused by an earlier process error or an unavoidable physiologic condition. Ways in which we can and do deal with potential hazards of transfusion are discussed, including a method of hazard reduction termed inherently safer design

  12. 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

    2017-06-01

    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.

  13. Evaluating health information technology in community-based settings: lessons learned

    Science.gov (United States)

    Ancker, Jessica S; Abramson, Erika; Patel, Vaishali; Dhopeshwarkar, Rina V; Kaushal, Rainu

    2011-01-01

    Implementing health information technology (IT) at the community level is a national priority to help improve healthcare quality, safety, and efficiency. However, community-based organizations implementing health IT may not have expertise in evaluation. This study describes lessons learned from experience as a multi-institutional academic collaborative established to provide independent evaluation of community-based health IT initiatives. The authors' experience derived from adapting the principles of community-based participatory research to the field of health IT. To assist other researchers, the lessons learned under four themes are presented: (A) the structure of the partnership between academic investigators and the community; (B) communication issues; (C) the relationship between implementation timing and evaluation studies; and (D) study methodology. These lessons represent practical recommendations for researchers interested in pursuing similar collaborations. PMID:21807649

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

    Energy Technology Data Exchange (ETDEWEB)

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

    2011-09-01

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

  15. 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.

  16. Organizing an NGO-Sponsored English-Medium School in South India: Lessons Learned

    Science.gov (United States)

    Gibb, Gordon S.

    2012-01-01

    This paper describes lessons learned from the first-year education efforts of Rising Star Outreach of India, a U.S.-based nongovernmental charitable organization (NGO) working with leprosy colonies in Tamil Nadu, India. In 2008, Rising Star Outreach established a residential school to provide English-medium schooling for 180 colony children in…

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

    NARCIS (Netherlands)

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

    2010-01-01

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

  18. Military Medical Support Organization : Lessons Learned from the Dutch deployment in Afghanistan

    NARCIS (Netherlands)

    van Dongen, T.T.C.F.

    2017-01-01

    The deployment of the Dutch Armed Forces in Afghanistan between 2001-2014, had an enormous impact on their organization and personnel. Lessons learned during and after this deployment can help the military medical support organization in improving logistics, administration of, and medical care

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

    Science.gov (United States)

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

    2011-01-01

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

  20. Empowerment as a Dynamically Developing Concept for Practice: Lessons Learned from Organizational Ethnography.

    Science.gov (United States)

    Bartle, Elizabeth E.; Couchonnal, Graciela; Canda, Edward R.; Staker, Martha D.

    2002-01-01

    This article describes the process of developing an empowerment approach in a comprehensive child development program that defined its mission as empowerment of families living in poverty. Findings concerning empowerment are presented in two areas: resolution of contrasts and dichotomies, and lessons learned for program effectiveness. (Author)

  1. Lessons Learned from Secondary Schools Using Technology for School Improvement: It's Just Not That Simple!

    Science.gov (United States)

    Levin, Barbara B.; Schrum, Lynne

    2014-01-01

    The purpose of this article is to describe lessons learned from studying the leadership in eight award-winning secondary schools and districts that were recognized for successfully leveraging technology as part of their efforts for school improvement. Data were collected through observations, interviews, and document analysis in schools and…

  2. Lessons learned from building and calibrating the ICWall, a stereo tiled display: Research Articles

    NARCIS (Netherlands)

    van der Schaaf, T.; Germans, D.M.; Bal, H.E.; Koutek, M.

    2007-01-01

    Implementation of stereo tiled displays is a rather demanding task. In this article we want to share the lessons we have learned during the design and construction of the ICWall tiled display. This large display, used in a classroom setting, is a high-resolution stereo tiled display (2×8 tiles),

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Energy Technology Data Exchange (ETDEWEB)

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

    2003-02-27

    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.

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

    Science.gov (United States)

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

    2013-01-01

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

  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. Eco-Schools Scotland: Lessons Learned from First-Hand Experience

    Science.gov (United States)

    Fraser, Neil

    2010-01-01

    Secondary schools are tasked with becoming sustainable institutions but this can be difficult to achieve because of a lack of time, shortage of project ideas and limited environmental management expertise. The Eco-Schools initiative exists to overcome these issues, and lessons learned from some schools in Scotland can help other schools implement…

  9. Why undertake a pilot in a qualitative PhD study? Lessons learned to promote success.

    Science.gov (United States)

    Wray, Jane; Archibong, Uduak; Walton, Sean

    2017-01-23

    Background Pilot studies can play an important role in qualitative studies. Methodological and practical issues can be shaped and refined by undertaking pilots. Personal development and researchers' competence are enhanced and lessons learned can inform the development and quality of the main study. However, pilot studies are rarely published, despite their potential to improve knowledge and understanding of the research. Aim To present the main lessons learned from undertaking a pilot in a qualitative PhD study. Discussion This paper draws together lessons learned when undertaking a pilot as part of a qualitative research project. Important methodological and practical issues identified during the pilot study are discussed including access, recruitment, data collection and the personal development of the researcher. The resulting changes to the final study are also highlighted. Conclusion Sharing experiences of and lessons learned in a pilot study enhances personal development, improves researchers' confidence and competence, and contributes to the understanding of research. Implications for practice Pilots can be used effectively in qualitative studies to refine the final design, and provide the researcher with practical experience to enhance confidence and competence.

  10. Lessons learned in the development of the Hubble Space Telescope software

    Science.gov (United States)

    Harrington, Michael; Vanlandingham, Frank; Schneider, William C.

    1991-06-01

    The lessons learned in the development of the Hubble Space Telescope software are described. Those aspects of the development that were successful are discussed. Areas which in retrospective analysis could have been more efficient are identified. It is concluded that few hardware oriented project managers understand or are comfortable with software technology. Most managers overestimate the size and magnitude of the complex tasks assigned.

  11. From Stripping Off to Holding Your Guns: Lessons Learned So Far

    Directory of Open Access Journals (Sweden)

    Andra Siibak

    2015-04-01

    Full Text Available This short essay will try to capture some of the lessons social media users have come to learn during the existence of social media era. I will highlight the need to take responsibility of the posts one makes and shares on social media and thus emphasize the importance of one’s critical thinking and digital literacy skills.

  12. Health Communications in Rural America: Lessons Learned from an Arthritis Campaign in Rural Arkansas

    Science.gov (United States)

    Balamurugan, Appathurai; Rivera, Mark; Sutphin, Kim; Campbell, Debbie

    2007-01-01

    Context: Lack of awareness about diseases and associated risk factors could partially account for some rural health disparities. Health communications campaigns can be an effective means of increasing awareness in these areas. Purpose: To review findings and lessons learned from a rural health communications campaign. Methods: The health…

  13. The BSCS National Academy for Curriculum Leadership: Contributions and Lessons Learned. An Evaluation Brief

    Science.gov (United States)

    St. John, Mark; Hirabayashi, Judy; Helms, Jenifer V.; Tambe, Pam

    2006-01-01

    This Evaluation Brief examines the BSCS approach to improving secondary science education, and illuminates some of the lessons learned from its five years of work with districts across the nation. It highlights selected findings from the full study report and discusses the broader implications for the field. Specifically, this Brief examines the…

  14. Exploratory design of a compliant mechanism for a dynamic hand orthosis : Lessons learned

    NARCIS (Netherlands)

    Bos, R.A.; Plettenburg, D.H.; Herder, J.L.; Amirabdollahian, F.; Burdet, E.; Masio, L.

    2017-01-01

    This study does not describe a success-story. Instead, it describes an exploratory process and the lessons learned while designing a compliant mechanism for a dynamic hand orthosis. Tools from engineering optimization and rapid prototyping techniques were used, with the goal to design a mechanism to

  15. 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”.

  16. Atmospheric/Space Environment Support Lessons Learned Regarding Aerospace Vehicle Design and Operations

    Science.gov (United States)

    Vaughan, William W.; Anderson, B. Jeffrey

    2005-01-01

    In modern government and aerospace industry institutions the necessity of controlling current year costs often leads to high mobility in the technical workforce, "one-deep" technical capabilities, and minimal mentoring for young engineers. Thus, formal recording, use, and teaching of lessons learned are especially important in the maintenance and improvement of current knowledge and development of new technologies, regardless of the discipline area. Within the NASA Technical Standards Program Website http://standards.nasa.gov there is a menu item entitled "Lessons Learned/Best Practices". It contains links to a large number of engineering and technical disciplines related data sets that contain a wealth of lessons learned information based on past experiences. This paper has provided a small sample of lessons learned relative to the atmospheric and space environment. There are many more whose subsequent applications have improved our knowledge of the atmosphere and space environment, and the application of this knowledge to the engineering and operations for a variety of aerospace programs.

  17. Involving the public in catchment management. An analysis of the scope for learning lessons from abroad

    NARCIS (Netherlands)

    Benson, D.; Huitema, D.; Jordan, A.

    2012-01-01

    Scholars have tended to treat the European Union (EU) as an environmental 'leader'. Yet significant potential nonetheless exists for it to learn lessons in areas such as water policy where it has a long and successful history of involvement. The EU's Water Framework Directive (2000) imposes

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

    Energy Technology Data Exchange (ETDEWEB)

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

    2010-04-30

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

  19. 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…

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

    Science.gov (United States)

    Amador, Julie; Lamberg, Teruni

    2013-01-01

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

  1. 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.

  2. The Whys, Hows, and Lessons Learned from Our 780-Person Writing Class

    Science.gov (United States)

    Bowse, Robert; Lawrence, Holly

    2017-01-01

    Two business communication faculty share the story of teaching a 780-person business writing class. The article discusses the challenges of teaching such a large writing class. Challenges ranged from adopting a hybrid course model to hiring adjunct faculty for help with the task of grading. The article offers lessons learned, and recommends that…

  3. Lessons Learned Developing an Extension-Based Training Program for Farm Labor Supervisors

    Science.gov (United States)

    Roka, Fritz M.; Thissen, Carlene A.; Monaghan, Paul F.; Morera, Maria C.; Galindo-Gonzalez, Sebastian; Tovar-Aguilar, Jose Antonio

    2017-01-01

    This article outlines a four-step model for developing a training program for farm labor supervisors. The model draws on key lessons learned during the development of the University of Florida Institute of Food and Agricultural Sciences Farm Labor Supervisor Training program. The program is designed to educate farm supervisors on farm labor laws…

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

    Science.gov (United States)

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

    2007-01-01

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

  5. Cassini Education and Public Outreach: Lessons Learned - It Takes A Village to Reach the World

    Science.gov (United States)

    Wessen, A.

    2011-10-01

    Cassini's Education and Public Outreach program has undergone a couple of program replans and evaluations since 2001. But the strongest lesson learned was the value of reaching out to, and working with national experts in language arts, the planetarium, astronomy and museum community, and the World Wide Web as it developed and began implementing its Education and Public Outreach plans. Along the way, we learned the value of partners, of grabbing some opportunities as they emerged and letting a few ideas go. We also learned the value of talking to our customers, educators and the public. Building opportunities for meaningful student and public participation in the science and engineering of the Cassini Mission has been both a challenge and a privilege. In this talk, Alice Wessen, Manager for Cassini Education and Public Outreach will share a few lessons learned from our mistakes and our successes.

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

    OpenAIRE

    Marco Javier Suárez Barón

    2016-01-01

    This paper shows the construction of an organizational memory metamodel focused on R&D centers. The metamodel uses lessons learned extracted from corporative social networks; the metamodel aims to promote learning and management of organizational knowledge at these types of organizations. The analysis is applied initially from lessons learned on topics of R&D in Spanish language. The metamodel use natural languages processing together with ontologies for analyze the semantic an...

  7. 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.

  8. 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…

  9. Developing Innovative Approaches to Teaching and Learning through Lesson Study

    Science.gov (United States)

    Runcieman, Andria

    2015-01-01

    The author, who teaches in a Norfolk comprehensive school, presents an account of her involvement with the new research practice of lesson study, and discusses its benefits as part of a continuing professional development programme designed to encourage teachers to become more reflective.

  10. Down the Rabbit Hole. Learning Page Lesson Plan.

    Science.gov (United States)

    Johnson, Mary; Thompson, Linda

    Noting that Alice in Wonderland's journey is not unlike the experience of an immigrant who relocates to a new country, this lesson plan uses passages from "Alice's Adventures in Wonderland," along with various history texts, class discussions of students' experiences, and primary source documents and images from the American Memory collections, to…

  11. Figuring Somepin 'bout the Great Depression. Learning Page Lesson Plan.

    Science.gov (United States)

    McElroy, Amy; Pietsch, Chris

    These 10th and 11th grade lessons plans related to the Great Depression and the novel "The Grapes of Wrath" help students to: develop research skills and strategies, such as keyword searches, for finding information; recognize and use the different voices of migrants; and understand the politics of migration and the Great Depression. By…

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

    Science.gov (United States)

    Anderson, Jason

    2015-01-01

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

  13. Ugly Music: Lessons in Learning to Listen Respectfully

    Science.gov (United States)

    Schmidt, Margaret

    2011-01-01

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

  14. Achievements and lessons learned from the Benguela Environment ...

    African Journals Online (AJOL)

    This paper considers the scientific achievements of the Benguela Environment, Fisheries, Interaction and Training (BENEFIT) Programme as reflected in 29 internally evaluated BENEFIT research projects carried out between 1998 and 2007 when the programme ended, and draws a number of important lessons relevant to ...

  15. Lessons Learned From the Whole Child and Coordinated School Health Approaches

    OpenAIRE

    Rasberry, Catherine N.; Slade, Sean; Lohrmann, David K.; Valois, Robert F.

    2015-01-01

    BACKGROUND The new Whole School, Whole Community, Whole Child (WSCC) model, designed to depict links between health and learning, is founded on concepts of coordinated school health (CSH) and a whole child approach to education. METHODS The existing literature, including scientific articles and key publications from national agencies and organizations, was reviewed and synthesized to describe (1) the historical context for CSH and a whole child approach, and (2) lessons learned from the imple...

  16. 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

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

    Directory of Open Access Journals (Sweden)

    Suresh Chandra Babu

    2013-09-01

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

  18. Blended Problem-Based Learning for Teacher Education: Lessons Learnt

    Science.gov (United States)

    Donnelly, Roisin

    2006-01-01

    This paper explores case study research of the group process for teachers as learners in an Online Learning Module delivered in a blended problem-based learning (PBL) environment. Blended learning, as the name suggests, consists of a blend of at least two pedagogical approaches: within the context of this research, blended learning is the…

  19. Leveraging lessons learned in organizations through implementing practice-based organizational learning and performance improvement - An opportunity for context-based intelligent assistant support (CIAS)

    OpenAIRE

    Hegarty, Garrett John

    2013-01-01

    Organizations that leverage lessons learned from their experience in the practice of complex real-world activities are faced with five difficult problems. First, how to represent the learning situation in a recognizable way. Second, how to represent what was actually done in terms of repeatable actions. Third, how to assess performance taking account of the particular circumstances. Fourth, how to abstract lessons learned that are re-usable on future occasions. Fifth, how to determine whether...

  20. Enhancing Teacher Preparation and Improving Faculty Teaching Skills: Lessons Learned from Implementing ``Science That Matters'' a Standards Based Interdisciplinary Science Course Sequence

    Science.gov (United States)

    Potter, Robert; Meisels, Gerry

    2005-06-01

    In a highly collaborative process we developed an introductory science course sequence to improve science literacy especially among future elementary and middle school education majors. The materials and course features were designed using the results of research on teaching and learning to provide a rigorous, relevant and engaging, standard based science experience. More than ten years of combined planning, development, implementation and assessment of this college science course sequence for nonmajors/future teachers has provided significant insights and success in achieving our goal. This paper describes the history and iterative nature of our ongoing improvements, changes in faculty instructional practice, strategies used to overcome student resistance, significant student learning outcomes, support structures for faculty, and the essential and informative role of assessment in improving the outcomes. Our experience with diverse institutions, students and faculty provides the basis for the lessons we have learned and should be of help to others involved in advancing science education.

  1. 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.

  2. Ten Years’ Experience with an E-Learning Lecture Series on Cancer Biology and Pharmacology

    Directory of Open Access Journals (Sweden)

    Thomas Efferth

    2013-01-01

    Full Text Available In life sciences, the internet is an indispensable medium for research, but has not yet realized its full potential for teaching. The concept of e-learning has been developed over the past decades for undergraduate, graduate and postgraduate programs. We set up an e-learning lecture on cancer biology and pharmacology that was first offered in 2003 to students of Molecular Biotechnology at the University of Heidelberg and to students of Pharmacy at the University of Mainz, Germany. The present paper recapitulates the first decade of experiences with this e-learning lecture from both the students’ and the teachers’ perspectives. A total of 317 students during the past 10 years participated in a survey. In general, the students enjoyed the possibilities that self-controlled learning offers. E-learning interested them as a novel educational method. They felt quite comfortable listening to the material despite the interdisciplinary nature of the lectures, which included molecular biological, pharmacological and medical aspects of cancer biology and pharmacology. This lecture was the first e-learning experience for the majority of students, and their impressions were generally positive. The students not only indicated that they would like to continue with e-learning, but also would recommend e-learning to other students. Remarkably, the majority of students would like to see more e-learning offered in their present curricula. They indicated interest in mixed forms of traditional learning and e-learning (“blended learning”, although it is recognized that face-to-face contact between teachers and students is critical. Overall, many students would consider e-learning for further and continuing education after graduation.

  3. Ten tips for teaching in the theatre tearoom: shifting the focus from teaching to learning.

    Science.gov (United States)

    Jeffree, Rosalind L; Clarke, Rufus M

    2010-11-01

    Educational encounters between surgeons and trainees are often brief, spontaneous, opportunistic events. In spite of their vast teaching experience, very few surgeons have had educational training that enables them to optimise such opportunities. This article reviews the literature on medical education and adult learning, and makes practical suggestions about how surgeons can best help trainees to learn. The most important ideas, such as creating a supportive learning environment, actively engaging the learner, and providing constructive feedback, are relevant to any teaching and learning, but are particularly applicable to informal, on-the-job educational encounters such as teaching in the theatre tearoom.

  4. 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.

  5. Teaching Project Management On-Line: Lessons Learned from MOOCs

    Science.gov (United States)

    Falcao, Rita; Fernandes, Luis

    2016-01-01

    Creating a course for teaching project management online in a full online distance-learning environment was a challenge. Working with adult learners from different continents that want to complete a Master degree was an additional challenge. This paper describes how different MOOCs were used to learn about teaching -(meta) e-learning. MOOCs…

  6. Student Learning Styles in Advanced Instrumental Music Lessons

    Science.gov (United States)

    Zhukov, Katie

    2007-01-01

    Despite a large body of research into learning styles from cognitive, personality and activity perspectives, the definition of learning style is still unclear. The assessment instruments commonly in use have methodological problems. The learning styles of conservatorium instrumentalists are scarcely known and are best studied using an…

  7. Leadership for Learning: Lessons from 40 Years of Empirical Research

    Science.gov (United States)

    Hallinger, Philip

    2011-01-01

    Purpose: This paper aims to present a research-based model of leadership for learning. It argues that the field has made substantial progress over the past 40 years in identifying ways in which leadership contributes to learning and school improvement. Four specific dimensions of leading for learning are presented: values and beliefs, leadership…

  8. Cell Inquiry: A 5E Learning Cycle Lesson

    Science.gov (United States)

    Wilder, Melinda; Shuttleworth, Phyllis

    2004-01-01

    One dilemma science teachers face every day is balancing the content demands of state and federal testing requirements while providing opportunities for inquiry. Using the 5E learning cycle is a realistic, constructivist way to address this dilemma. The 5E learning cycle leads students through a sequence of learning in which they become engaged in…

  9. Assessing Critical Thinking: A College's Journey and Lessons Learned

    Science.gov (United States)

    Peach, Brian E.; Mukherjee, Arup; Hornyak, Martin

    2007-01-01

    The business college at University of West Florida is currently in the throes of implementing an assessment initiative to develop student learning outcomes, design assessment devices to measure learning, analyze the measurement results to identify learning shortfalls, and establish feedback mechanisms to modify the curriculum to address the…

  10. Beyond the Art Lesson: Free-Choice Learning Centers

    Science.gov (United States)

    Werth, Laurie

    2010-01-01

    In this article, the author emphasizes that by providing learning centers in the art studio environment and by providing "free-choice time," art educators can encourage and reinforce the natural learning styles of students. Learning centers give elementary students the freedom to pursue individual artistic expression. They give students an…

  11. Lessons Learned From The Use Of Budgetary Data Open Format: An Exploratory Study In The Brazilian Ecosystem

    National Research Council Canada - National Science Library

    Cláudio Sonáglio Albano; Gisele da Silva Craveiro

    2015-01-01

    ...), historically aroused great attention of society. So this study aimed to identify how the potential benefits and possible barriers impact the results achieved and lessons learned in the Brazilian ecosystem of open government data, in the...

  12. Lessons Learned from the Fukushima Nuclear Accident for Improving Safety and Security of U.S. Nuclear Plants : Phase 2

    National Research Council Canada - National Science Library

    Nuclear and Radiation Studies Board; Division on Earth and Life Studies; National Academies of Sciences, Engineering, and Medicine; National Academies of Sciences Engineering, and Medicine

    2016-01-01

    The U.S. Congress asked the National Academy of Sciences to conduct a technical study on lessons learned from the Fukushima Daiichi nuclear accident for improving safety and security of commercial nuclear...

  13. Ten Years' Experience with an E-Learning Lecture Series on Cancer Biology and Pharmacology

    Science.gov (United States)

    Efferth, Thomas

    2013-01-01

    In life sciences, the internet is an indispensable medium for research, but has not yet realized its full potential for teaching. The concept of e-learning has been developed over the past decades for undergraduate, graduate and postgraduate programs. We set up an e-learning lecture on cancer biology and pharmacology that was first offered in 2003…

  14. The Identification of Ten Principles of Learning and Their Applications to Vocational Education.

    Science.gov (United States)

    MacFarland, Thomas W.

    This paper examines 10 principles of learning and suggests ways in which vocational education teachers may apply them in their classrooms. The following principles are discussed: reductionism, the law of effect, imitation and observational learning, classroom management without punishment, shaping, the law of primacy, token rewards, the law of…

  15. Effect of Interest in Learning and Media Learning on Learning Outcomes of Information Technology Lesson

    OpenAIRE

    Noviyanti, Yohana Budi

    2015-01-01

    The purpose of this research is to analyze the effect of partial and simultaneous interest in learning and media learning on learning outcomes of Information Technology X grade Office Administration Vocational High School 3 Surakarta. The method used in this research is descriptive quantitative. Sampling technique in this research is sampling saturated. The samples in this research were all X grade of Office Administration. The results of the data analysis and discussion stating that (1) ther...

  16. POSITIVE ORGANIZATIONAL BEHAVIORS AS THE KEY SUCCESS FACTORS FOR LESSONS LEARNED SYSTEMS: THE CASE OF MILITARY ORGANIZATIONS

    OpenAIRE

    Lis, Andrzej

    2013-01-01

    The aim of this paper is to study the role positive organizational behaviors play in Lessons Learned systems in military organizations. The paper is based on the outcomes of the analysis of military documentation, the observation method and the opinions of the Lesson Learned personnel of the organizations under the study. The case study provides the examples identified in: NATO, the U.S. Army and the Polish Armed Forces. In a natural way, the attention is focused on the organizations recogniz...

  17. Lessons premier hospitals learned about implementing electronic health records.

    Science.gov (United States)

    DeVore, Susan D; Figlioli, Keith

    2010-04-01

    Implementing health information technology (IT) is a major strategic objective for providers. To pinpoint considerations that tie to success, the Premier health care alliance surveyed hospitals to develop an electronic health record best-practices library. Compiled from diverse health care organizations, the library outlines considerations to support "meaningful use" in the areas of computerized physician order entry, medication management, clinical documentation, reporting of measures, privacy, information exchange, management of populations' health, and personal health records. Best practices also uncovered strategies for securing executive leadership, culture change, communication, and support for clinicians. This paper summarizes lessons from the library, providing recommendations to speed up health IT implementation.

  18. Participatory action research: lessons learned with Aboriginal grandmothers.

    Science.gov (United States)

    Dickson, G; Green, K L

    2001-01-01

    Participatory action research is evolving as both a research methodology and an intervention for health promotion. Here we describe its use in conducting a health assessment as part of a larger project for older Aboriginal women (hereafter known as the grandmothers). The overall purpose of the project was to study the women's health needs and respond through health promotion programming. The experience of using participatory action research revealed a number of lessons, including challenges and points of tension, and determinants and indicators of success. The research team identified some implications for consideration by others interested in participatory action research.

  19. Learning about the numerator and denominator in teacher-designed lessons

    Science.gov (United States)

    Kullberg, Angelika; Runesson, Ulla

    2013-12-01

    This study concerns pupils' experience of unit and non-unit fractions of a discrete quantity during specially designed lessons. The aim was to explore pupils' understanding of operations such as b/c of a in lessons where the teachers were aware of some pupils' difficulties beforehand and what needed special attention. Five classes were involved in the study and 10 video-recorded lessons and written pre- and post-tests were analysed. Even though the lessons were designed for learning how to operate with both unit and non-unit fractions, we found that more pupils could solve items with unit fractions than with non-unit fractions. We found that few pupils in this study had difficulties with equal partitioning. Instead, it seemed difficult for some pupils to understand the role of the numerator and denominator and to differentiate between the amount of parts and the amount of objects in each part, and some pupils did not differentiate between the numbers of units and the amount of objects within a unit. This study identified some critical aspects that the pupils need to discern in order to learn how to operate with unit and non-unit fractions of a discrete quantity.

  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. Design, Explanation, and Evaluation of Training Model Structures Based on Learning Organization--In the Cement Industry with a Nominal Production Capacity of Ten Thousand Tons

    Science.gov (United States)

    Rahimian, Hamid; Kazemi, Mojtaba; Abbspour, Abbas

    2017-01-01

    This research aims to determine the effectiveness of training based on learning organization in the staff of cement industry with production capacity over ten thousand tons. The purpose of this study is to propose a training model based on learning organization. For this purpose, the factors of organizational learning were introduced by…

  2. Learning to Teach Basic School Mathematics: Lessons from a ...

    African Journals Online (AJOL)

    This is an empirical study designed to investigate the ideas pre-service elementary teachers bring into a mathematics pedagogy course, how these ideas change over the course of the semester and find out what the sources of the changes are. The study involved ten pre-service elementary teachers in one pedagogical ...

  3. Spent Nuclear Fuel Trasportation: An Examination of Potential Lessons Learned From Prior Shipping Campaigns

    Energy Technology Data Exchange (ETDEWEB)

    M. Keister; K, McBride

    2006-08-28

    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

  4. Learning from physics education research: Lessons for economics education

    OpenAIRE

    Simkins, Scott P.; Maier, Mark H.

    2008-01-01

    We believe that economists have much to learn from educational research practices and related pedagogical innovations in other disciplines, in particular physics education. In this paper we identify three key features of physics education research that distinguish it from economics education research - (1) the intentional grounding of physics education research in learning science principles, (2) a shared conceptual research framework focused on how students learn physics concepts, and (3) a...

  5. Ten years of eLearning within the Engineering Education in the Czech Republic

    Directory of Open Access Journals (Sweden)

    Ivana Simonova

    2012-07-01

    Full Text Available This paper deals with the process of eLearning implementation in engineering education. It is structured into four parts which (1 analyze this process in the Czech Republic, (2 evaluate the contribution of eLearning seminars, conferences and competitions held at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic, (3 provide reflection of the situation in current research activities in this field and (4 present data collected at the University of Hradec Kralove.

  6. Communication of radiation benefits and risks in decision making: some lessons learned.

    Science.gov (United States)

    Locke, Paul A

    2011-11-01

    This paper is focused on summarizing the "lessons learned" from discussions at the 2010 NCRP Annual Meeting on effective communications on the subject of radiation benefits and risks in public exposures. Five main lessons learned are discussed in regard to effective methods of public communication: the use of new social media communication tools such as Facebook and Twitter, emergency situations that require rapid societal and personal messaging, medical radiological procedures where benefits must be described in comparison to long-term health risks of radiation exposures, and information that should be provided to stakeholders in situations such as environmental radionuclide contamination to which members of the public may be exposed. It is concluded that effective communications in which radiation benefits are contrasted with health risks of exposure are an important aspect of making and implementing decisions on employing radiation health protection procedures.

  7. Lessons learned in developing a green environment at the Engineering Faculty, University of Indonesia

    Directory of Open Access Journals (Sweden)

    Andari Kristanto Gabriel

    2017-01-01

    Full Text Available Today, institutions of higher education play increasingly active roles in helping achieve a sustainable society. This study aims to demonstrate the lessons learned in the development of a green environment at the Faculty of Engineering, University of Indonesia. This paper reviews the development of the necessary supporting infrastructure and discusses opportunities and challenges in establishing a green environment. The availability and condition of groundwater sources are identified, and the process by which canteen wastewater is treated by phytoremediation is described. Additionally, composting and recycling of solid wastes are encouraged in communities, and a model for an energy-efficient classroom is discussed. Three lessons learned are discussed: a focus on defining the program, continuous education and monitoring, and sources of funding. The implications of this study for relevant practices are also identified.

  8. Fast, Affordable, Science and Technology Satellite (FASTSAT) Huntsville-01 (HSV-01) Spacecraft Lessons Learned Report

    Science.gov (United States)

    Smith, Timothy A.

    2012-01-01

    The Fast Affordable Science and Technology Satellite (FASTSAT) project is a path finding effort to produce reliable satellite busses for different applications at an unprecedented speed and low cost. The project is designed to be a generational project and the first satellite produced is the Huntsville -01 (HSV-01) spacecraft. The subject of this report is the lessons learned gained during the development, testing, and up to the delivery of the FASTSAT HSV -01 spacecraft. The purpose of this report is to capture the major findings that will greatly benefit the future FASTSAT satellites and perhaps other projects interested in pushing the boundaries for cost and schedule. The FASTSAT HSV -01 primary objectives, success criteria, and team partners are summarized to give a frame of reference to the lessons learned.

  9. Safeguard By Design Lessons Learned from DOE Experience Integrating Safety into Design

    Energy Technology Data Exchange (ETDEWEB)

    Hockert, John; Burbank, Roberta L.

    2010-04-13

    This paper identifies the lessons to be learned for the institutionalization of Safeguards by Design (SBD) from the Department of Energy (DOE) experience developing and implementing DOE-STD-1189-2008, Integration of Safety into the Design Process. The experience is valuable because of the similarity of the challenges of integrating safety and safeguards into the design process. The paper reviews the content and development of DOE-STD-1189-2008 from its initial concept in January 2006 to its issuance in March 2008. Lessons learned are identified in the areas of the development and structure of requirements for the SBD process; the target audience for SBD requirements and guidance, the need for a graded approach to SBD, and a possible strategy for development and implementation of SBD within DOE.

  10. K12 Education Program Lessons Learned at the Center for Earthquake Research and Information

    Science.gov (United States)

    Patterson, G. L.; Dry, M.

    2003-12-01

    The Center for Earthquake Research and Information at the University of Memphis has been committed to increasing awareness for Seismic Hazard, Earthquake Engineering, and Earth Science among Mid-America's policy-makers, engineers, emergency managers, the general public, and K-12 teachers and students for nearly three decades. During that time we have learned many lessons related to providing effective education and outreach programs, especially for K-12 students. The lessons learned from these activities may be particularly appropriate for other regions where large earthquakes occur infrequently but have disproportionately high consequence areas due to low attenuation of seismic waves. Effective education programs in these settings must provide a consistent message across many states to a wide variety of socio-economic groups and professional communities through the leveraged resources of various groups and agencies. It is also beneficial to hire and train staff with K-12 teaching experience to work directly K-12 education organizations, and science curriculum coordinators.

  11. Streamlined approach for environmental restoration (SAFER): Development, implementation, and lessons learned

    Energy Technology Data Exchange (ETDEWEB)

    Smyth, J.D. [CH2M Hill Richland, WA (United States); Amaya, J.P. [Pacific Northwest Lab., Richland, WA (United States)

    1994-05-01

    This report reviews the US Department of Energy`s (DOE`s) Streamlined Approach for Environmental Restoration (SAFER) effort during FY 1992, FY 1993, and the first quarter of FY 1994. The report comprises three sections: Introduction, Activities Summary, and Lessons Learned and Related Activities. This section provides context for the report by briefly reviewing the development of SAFER and its operational assumptions. Section 2 describes SAFER workshops and site-specific SAFER implementation support. Additionally, Section 2 provides an update on the status of sites that initially received support from either Observational Approach or SAFER teams and subsequently implemented either of these two related approaches to site restoration streamlining. Section 3 describes lessons learned and upcoming SAFER activities.

  12. Using CBPR for Health Research in American Muslim Mosque Communities: Lessons Learned

    Science.gov (United States)

    Killawi, Amal; Heisler, Michele; Hamid, Hamada; Padela, Aasim I.

    2015-01-01

    Background American Muslims are understudied in health research, and there are few studies documenting community-based participatory research (CBPR) efforts among American Muslim mosque communities. Objectives We highlight lessons learned from a CBPR partnership that explored the health care beliefs, behaviors, and challenges of American Muslims. Methods We established a collaboration between the University of Michigan and four Muslim-focused community organizations in Michigan. Our collaborative team designed and implemented a two-phase study involving interviews with community stakeholders and focus groups and surveys with mosque congregants. Lessons Learned Although we were successful in meeting our research goals, maintaining community partner involvement and sustaining the project partnership proved challenging. Conclusions CBPR initiatives within mosque communities have the potential for improving community health. Our experience suggests that successful research partnerships with American Muslims will utilize social networks and cultural insiders, culturally adapt research methods, and develop a research platform within the organizational infrastructures of the American Muslim community. PMID:25981426

  13. 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.

  14. Learning from lawsuits: Ten-years of NHS litigation authority claims against 11 surgical specialities in England.

    Science.gov (United States)

    Ford, Kathryn E; Cooper, Lilli R L

    2016-05-06

    Medico-legal claims are a drain on NHS resources and promote defencive practice. The litigious burden of surgery in England has not been previously described. This paper describes trends over ten years of claims made against the NHS across 11 surgical specialities. Data were requested for all claims received by the NHS Litigation Authority (NHSLA) from 2004 to 2014. Surgical specialities included cardiothoracic, general, neurosurgery, obstetric, oral and maxillofacial (OMFS), orthopaedic, otorhinolaryngology, paediatric, plastic, urology and vascular surgery. A literature review of peer-reviewed publications was performed with search terms 'NHSLA' and 'Surgery'. The NHS paid out approximately £1.5 billion across 11 surgical specialities from 2004 to 2014. Orthopaedic, obstetric and general surgery received the largest number of claims per year, and paediatric surgery the least. The mean time from registration of claim with the NHSLA to settlement was 25.5 months (range 17.8 months-35 months). Neurosurgery was responsible for the highest average amount paid per claim, and OMFS the lowest. Failure/delay in treatment and/or diagnosis and failure to warn/adequately consent were the three leading types of claim. 806 never events were successfully claimed for during the ten-year period. Sharing information and good practice should be a priority for surgical professionals. Lessons learnt from medico-legal claims are transferrable in strategic planning. This pan-speciality report has demonstrated considerable burden on the NHS and should promote improvement in practice on an individual level in addition to providing systems based recommendations to NHS and international organisations. Copyright © 2016 Royal College of Surgeons of Edinburgh (Scottish charity number SC005317) and Royal College of Surgeons in Ireland. Published by Elsevier Ltd. All rights reserved.

  15. Educating Professional Musicians: Lessons Learned from School Music

    Science.gov (United States)

    Carruthers, Glen

    2008-01-01

    Music in Canadian schools at one time focused on skills development. Building on talent, aptitude, prior learning and physical coordination, students would become better at singing or playing an instrument by studying it at school. Over time, new approaches to music teaching and learning opened the umbrella to a more comprehensive range of…

  16. From learning to policy-oriented research: Lessons from South ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2016-08-03

    Aug 3, 2016 ... Learning, monitoring, and evaluation (LME) are significant components of the research process for IDRC and their partners. As such, the project “Assessing the impact of state-community collaboration to address urban violence in South Africa” incorporated a learning plan into the design and ...

  17. Getting Graphic about Infographics: Design Lessons Learned from Popular Infographics

    Science.gov (United States)

    Dunlap, Joanna C.; Lowenthal, Patrick R.

    2016-01-01

    People learn and remember more efficiently and effectively through the use of text and visuals than through text alone. Infographics are one way of presenting complex and dense informational content in a way that supports cognitive processing, learning, and future recognition and recollection. But the power of infographics is that they are a way…

  18. Lessons from Management 101: Learning to Manage Ourselves

    Science.gov (United States)

    Miller, John A.

    2017-01-01

    The Management 101 Project continues to shape our understanding of what's essential to an introductory general education course in management. Our ongoing challenge is to integrate responsibilities to people (Who needs to learn? Everybody.), to best practices (How can we best learn? Active, experiential methods.), and to the contents of our…

  19. Inuit Preservice Teachers: A Lesson in Community Learning.

    Science.gov (United States)

    Weber, Ellen

    1996-01-01

    Examines the cooperative atmosphere of Inuit preservice teacher education, indicating that teachers tend to use a variety of learning approaches, create collaborative activities, and make use of natural learning environments. Suggests that Inuit ideas can inform other cultures' efforts to create community-based teacher education programs. (10…

  20. Learning Design Rashomon II: Exploring One Lesson through Multiple Tools

    Science.gov (United States)

    Prieto, Luis P.; Dimitriadis, Yannis; Craft, Brock; Derntl, Michael; Emin, Valerie; Katsamani, Mary; Laurillard, Diana; Masterman, Elizabeth; Retalis, Symeon; Villasclaras, Eloy

    2013-01-01

    An increasing number of tools are available to support the learning design process at different levels and from different perspectives. However, this variety can make it difficult for researchers and teachers to assess the tool that is best suited to their objectives and contexts as learning designers. Several of the tools are presented elsewhere…

  1. Setting up and functioning of an Emergency Medicine Department: Lessons learned from a preliminary study

    OpenAIRE

    Asish, K; Varun Suresh

    2016-01-01

    Background and Aims: Tertiary care teaching hospitals remain referral centres for victims of trauma and mass casualty. Often specialists from various disciplines manage these crowded casualty areas. These age old casualty areas are being replaced, throughout the country by Emergency Medicine Departments (EMDs), presumed to be better planned to confront a crisis. We aimed to gather basic data contributive in setting up of an EMD at a tertiary care teaching hospital from the lessons learned fro...

  2. Medical humanities and cultural studies: lessons learned from an NEH Institute.

    Science.gov (United States)

    Squier, Susan M; Hawkins, Anne Hunsaker

    2004-01-01

    In this essay, the directors of an NEH Institute on "Medicine, Literature, and Culture" consider the lessons they learned by bringing humanities scholars to a teaching hospital for a month-long institute that mingled seminar discussions, outside speakers and clinical observations. In an exchange of letters, they discuss the productive tensions inherent in approaching medicine from multiple perspectives, and they argue the case for a broader conception of medical humanities that incorporates the methodologies of cultural studies.

  3. Teaching Task Analysis for User Interface Design: Lessons Learned from Three Pilot Studies

    OpenAIRE

    Marçal de Oliveira, Káthia; Girard, Patrick; Guidini Gonçalves, Taisa; Lepreux, Sophie; Kolski, Christophe

    2015-01-01

    International audience; Task analysis is recognized by the Human-Computer Interaction community as good practice to improve the understanding of how a user may interact with software interfaces to reach a given goal. During more than one decade, we have taught task analysis in undergraduate and graduate HCI programs for the design of better interactive systems. In this paper, we describe three ways of teaching task analysis and the lessons learned from those practices. We consider this the fi...

  4. Lessons Learned From Developing A Streaming Data Framework for Scientific Analysis

    Science.gov (United States)

    Wheeler. Kevin R.; Allan, Mark; Curry, Charles

    2003-01-01

    We describe the development and usage of a streaming data analysis software framework. The framework is used for three different applications: Earth science hyper-spectral imaging analysis, Electromyograph pattern detection, and Electroencephalogram state determination. In each application the framework was used to answer a series of science questions which evolved with each subsequent answer. This evolution is summarized in the form of lessons learned.

  5. Goal-Setting Learning Principles: A Lesson From Practitioner

    Directory of Open Access Journals (Sweden)

    Zainudin bin Abu Bakar

    2014-02-01

    Full Text Available One of the prominent theory was the goal-setting theory which was widely been used in educational setting. It is an approach than can enhance the teaching and learning activities in the classroom. This is a report paper about a simple study of the implementation of the goal-setting principle in the classroom. A clinical data of the teaching and learning session was then analysed to address several issues highlighted. It is found that the goal-setting principles if understood clearly by the teachers can enhance the teaching and learning activities. Failed to see the needs of the session will revoke the students learning interest. It is suggested that goal-setting learning principles could become a powerful aid for the teachers in the classroom.

  6. Outsourced design services lessons learned from LHC civil engineering

    CERN Document Server

    Watson, T

    2003-01-01

    In April 1996 CERN awarded three contracts for the provision of civil engineering design and site supervision services associated with the LHC Project. These three contracts with an average value at signature of 12MCHF were placed using the “two envelope” award system. Eight firms from six member states were integrated into three Joint Ventures. For Projects prior to the LHC, CERN would have carried out the design and supervision using in-house staff. The change to out-sourced services represented a major step for CERN. After seven years, the contracts are now coming to their conclusion. This paper aims to discuss the reasons why these contracts were originally implemented, the lessons than have been learnt over the last seven years and conclusions on how CERN could approach the need for civil engineering design services in the future.

  7. My continuing journey of leadership: application of lessons learned.

    Science.gov (United States)

    Graham, Mary Ella

    2007-01-01

    The author is the dean of a School of Nursing and has had to make major leadership decisions throughout her career during her tenure as an administrator. In one of the schools in which she has served, comprehensive examinations were an issue for students, faculty, and administrators. When comprehensive examinations were failed, students were dismissed in accordance with school policy. In several situations regarding appeals of the dismissals, students were given the opportunity to participate in the academic review process. In one instance, the students wrote a letter to the author who relied on the teachings of Project LEAD to evaluate the situation objectively. Based on her evaluation, the author decided the students had valid criticisms. The decision to allow the students to remain enrolled was contrary to the culture of the school, which blamed the students for failure. The author decided to use lessons from Project LEAD to guide her in making a decision.

  8. Integrating TeamSTEPPS®into ambulatory reproductive health care: Early successes and lessons learned.

    Science.gov (United States)

    Paul, Maureen E; Dodge, Laura E; Intondi, Evelyn; Ozcelik, Guzey; Plitt, Ken; Hacker, Michele R

    2017-04-01

    Most medical teamwork improvement interventions have occurred in hospitals, and more efforts are needed to integrate them into ambulatory care settings. In 2014, Affiliates Risk Management Services, Inc. (ARMS), the risk management services organization for a large network of reproductive health care organizations in the United States, launched a voluntary 5-year initiative to implement a medical teamwork system in this network using the TeamSTEPPS model. This article describes the ARMS initiative and progress made during the first 2 years, including lessons learned. The ARMS TeamSTEPPS program consists of the following components: preparation of participating organizations, TeamSTEPPS master training, implementation of teamwork improvement programs, and evaluation. We used self-administered questionnaires to assess satisfaction with the ARMS program and with the master training course. In the first 2 years, 20 organizations enrolled. Participants found the preparation phase valuable and were highly satisfied with the master training course. Although most attendees felt that the course imparted the knowledge and tools critical for TeamSTEPPS implementation, they identified time restraints and competing initiatives as potential barriers. The project team has learned valuable lessons about obtaining buy-in, consolidating the change teams, making the curriculum relevant, and evaluation. Ambulatory care settings require innovative approaches to integration of teamwork improvement systems. Evaluating and sharing lessons learned will help to hone best practices as we navigate this new frontier in the field of patient safety. © 2017 American Society for Healthcare Risk Management of the American Hospital Association.

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

    Science.gov (United States)

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

    2008-01-01

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

  10. 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.

  11. Lessons learned from Sloan Digital Sky Survey operations

    Science.gov (United States)

    Kleinman, S. J.; Gunn, J. E.; Boroski, B.; Long, D.; Snedden, S.; Nitta, A.; Krzesiński, J.; Harvanek, M.; Neilsen, E.; Gillespie, B.; Barentine, J. C.; Uomoto, A.; Tucker, D.; York, D.; Jester, S.

    2008-07-01

    Astronomy is changing. Large projects, large collaborations, and large budgets are becoming the norm. The Sloan Digital Sky Survey (SDSS) is one example of this new astronomy, and in operating the original survey, we put in place and learned many valuable operating principles. Scientists sometimes have the tendency to invent everything themselves but when budgets are large, deadlines are many, and both are tight, learning from others and applying it appropriately can make the difference between success and failure. We offer here our experiences well as our thoughts, opinions, and beliefs on what we learned in operating the SDSS.

  12. 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.

  13. Promoting system-level learning from project-level lessons

    Energy Technology Data Exchange (ETDEWEB)

    Jong, Amos A. de, E-mail: amosdejong@gmail.com [Innovation Management, Utrecht (Netherlands); Runhaar, Hens A.C., E-mail: h.a.c.runhaar@uu.nl [Section of Environmental Governance, Utrecht University, Utrecht (Netherlands); Runhaar, Piety R., E-mail: piety.runhaar@wur.nl [Organisational Psychology and Human Resource Development, University of Twente, Enschede (Netherlands); Kolhoff, Arend J., E-mail: Akolhoff@eia.nl [The Netherlands Commission for Environmental Assessment, Utrecht (Netherlands); Driessen, Peter P.J., E-mail: p.driessen@geo.uu.nl [Department of Innovation and Environment Sciences, Utrecht University, Utrecht (Netherlands)

    2012-02-15

    A growing number of low and middle income nations (LMCs) have adopted some sort of system for environmental impact assessment (EIA). However, generally many of these EIA systems are characterised by a low performance in terms of timely information dissemination, monitoring and enforcement after licencing. Donor actors (such as the World Bank) have attempted to contribute to a higher performance of EIA systems in LMCs by intervening at two levels: the project level (e.g. by providing scoping advice or EIS quality review) and the system level (e.g. by advising on EIA legislation or by capacity building). The aims of these interventions are environmental protection in concrete cases and enforcing the institutionalisation of environmental protection, respectively. Learning by actors involved is an important condition for realising these aims. A relatively underexplored form of learning concerns learning at EIA system-level via project level donor interventions. This 'indirect' learning potentially results in system changes that better fit the specific context(s) and hence contribute to higher performances. Our exploratory research in Ghana and the Maldives shows that thus far, 'indirect' learning only occurs incidentally and that donors play a modest role in promoting it. Barriers to indirect learning are related to the institutional context rather than to individual characteristics. Moreover, 'indirect' learning seems to flourish best in large projects where donors achieved a position of influence that they can use to evoke reflection upon system malfunctions. In order to enhance learning at all levels donors should thereby present the outcomes of the intervention elaborately (i.e. discuss the outcomes with a large audience), include practical suggestions about post-EIS activities such as monitoring procedures and enforcement options and stimulate the use of their advisory reports to generate organisational memory and ensure a better

  14. The impact of Japanese lesson study on preservice teacher belief structures about teaching and learning science

    Science.gov (United States)

    Fortney, Brian Scott

    This study investigates how preservice teachers make sense of student-centered instruction with existing traditional beliefs about teaching. Teacher educators assume that university instruction translates directly into practice, yet, research is clear that beginning teachers revert to traditional teaching practice. For elementary teachers, one science methods course is assumed to be sufficient instruction in contemporary methods to successfully guide practice in their beginning years. Two main research questions are addressed: (1) Do preservice teacher belief structures change during the implementation of a Japanese Lesson Study cycle? (2) To what extent are preservice teachers teaching behaviors consistent with their belief structures? To answer these questions, a case study methodology consisting of three preservice teachers, selected from a collective case study of 25 preservice teachers, was performed. The time periods of data collection were set with Lesson Study episodes. The time periods included pre-lesson study, during lesson study episodes, and post lesson study, with a conceptual framework synthesized from beliefs literature, Rokeach (1968), Fishbein and Ajzen (1975), and operationalized within the context of a Science Methods course using Richardson et al. (1991) and Pajares (1992) as a guide. Findings indicate that even if preservice teachers have similar experiences with elementary science instruction, and have developed a traditional frame of reference (Kennedy, 1999) that guides their learning about teaching, each understands information idiosyncratically. When viewed in terms of Green's (1971) metaphor of belief structures, preservice teachers have widely differing frames of reference; thus, an individual's sense-making about inquiry lessons within lesson study groups and the meaning conveyed within conversations are completely different. Ultimately, the participants in this study can be described, metaphorically, as having a Crisis of Belief

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

    Science.gov (United States)

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

    2007-10-01

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

  16. Lessons learned in developing family medicine residency training programs in Japan

    Directory of Open Access Journals (Sweden)

    Kitamura Kazuya

    2005-09-01

    Full Text Available Abstract Background While family medicine is not well established as a discipline in Japan, a growing number of Japanese medical schools and training hospitals have recently started sougoushinryoubu (general medicine departments. Some of these departments are incorporating a family medicine approach to residency training. We sought to learn from family medicine pioneers of these programs lessons for developing residency training. Methods This qualitative project utilized a long interview research design. Questions focused on four topics: 1 circumstances when becoming chair/faculty member; 2 approach to starting the program; 3 how Western ideas of family medicine were incorporated; and 4 future directions. We analyzed the data using immersion/crystallization to identify recurring themes. From the transcribed data, we selected representative quotations to illustrate them. We verified the findings by emailing the participants and obtaining feedback. Results Participants included: five chairpersons, two program directors, and three faculty members. We identified five lessons: 1 few people understand the basic concepts of family medicine; 2 developing a core curriculum is difficult; 3 start with undergraduates; 4 emphasize clinical skills; and 5 train in the community. Conclusion While organizational change is difficult, the identified lessons suggest issues that merit consideration when developing a family medicine training program. Lessons from complexity science could inform application of these insights in other countries and settings newly developing residency training.

  17. 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

  18. Lessons learned from implementing service-oriented clinical decision support at four sites: A qualitative study.

    Science.gov (United States)

    Wright, Adam; Sittig, Dean F; Ash, Joan S; Erickson, Jessica L; Hickman, Trang T; Paterno, Marilyn; Gebhardt, Eric; McMullen, Carmit; Tsurikova, Ruslana; Dixon, Brian E; Fraser, Greg; Simonaitis, Linas; Sonnenberg, Frank A; Middleton, Blackford

    2015-11-01

    To identify challenges, lessons learned and best practices for service-oriented clinical decision support, based on the results of the Clinical Decision Support Consortium, a multi-site study which developed, implemented and evaluated clinical decision support services in a diverse range of electronic health records. Ethnographic investigation using the rapid assessment process, a procedure for agile qualitative data collection and analysis, including clinical observation, system demonstrations and analysis and 91 interviews. We identified challenges and lessons learned in eight dimensions: (1) hardware and software computing infrastructure, (2) clinical content, (3) human-computer interface, (4) people, (5) workflow and communication, (6) internal organizational policies, procedures, environment and culture, (7) external rules, regulations, and pressures and (8) system measurement and monitoring. Key challenges included performance issues (particularly related to data retrieval), differences in terminologies used across sites, workflow variability and the need for a legal framework. Based on the challenges and lessons learned, we identified eight best practices for developers and implementers of service-oriented clinical decision support: (1) optimize performance, or make asynchronous calls, (2) be liberal in what you accept (particularly for terminology), (3) foster clinical transparency, (4) develop a legal framework, (5) support a flexible front-end, (6) dedicate human resources, (7) support peer-to-peer communication, (8) improve standards. The Clinical Decision Support Consortium successfully developed a clinical decision support service and implemented it in four different electronic health records and four diverse clinical sites; however, the process was arduous. The lessons identified by the Consortium may be useful for other developers and implementers of clinical decision support services. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  19. It's Rather like Learning a Language: Development of talk and conceptual understanding in mechanics lessons

    Science.gov (United States)

    Rincke, Karsten

    2011-01-01

    Although a broad literature exists concerning the development of conceptual understanding of force and other topics within mechanics, little is known about the role and development of students' talk about the subject. The paper presents an in-depth investigation of students' talk whilst being introduced to the concept of force. The main research goal was to investigate and understand how students develop an understanding of the concept of force and how they use and understand the term 'force'. Therefore, we make relation to the research field of students' preconceptions and the field of second language learning. Two classes of students (N = 47) were videotaped during a time period of nine lessons, each transcribed and analysed using a category system. Additional data were obtained via written tasks, logs kept by the students, and tests. The detailed analysis of the talk and the results of the tests indicate that students face difficulties in using the term 'force' scientifically similar to those in a foreign language instruction. Vygotsky already recognised a relationship between learning in science and learning a language. In this paper, important aspects of this relationship are discussed based upon empirical data. We conclude that in some respects it might be useful to make reference to the research related to language learning when thinking about improving science education. In particular, according to Selinker's concept of interlanguage describing language-learning processes within language instruction, the language used by the students during physics lessons can be viewed as a 'scientific interlanguage'.

  20. The Development of Learning Activities in Pronunciation Practice Class through Lesson Study

    Directory of Open Access Journals (Sweden)

    Magfirah Thayyib

    2015-08-01

    Full Text Available This study aims at describing the development of learning activities in pronunciation practice class through lesson study. The number of sample is two passive students (student A and B obtained by using purposive sampling. The instruments of this research are observation sheet and documentation. The data are analyzed quantitatively. The result of this research shows the learning activities development of student A and B has fluctuated. The learning activities of student A has increased from 2.25 to 2.7 in the second cycle, both in fairly active category. It becomes 2.55 in the third cycle and 2.25 in the fourth cycle. While the learning activities of student B has increased from 2.35 with fairly active category to 3.05 with active category in the second cycle. In the third cycle it becomes 2.65 and in the fourth cycle it becomes 2.5. It means lesson study can improve the learning activity of passive students to be fairly active or active.

  1. What lessons to be learnt from reflective learning journals written by students to improve learning and intercultural awareness?

    DEFF Research Database (Denmark)

    Jensen, Lars Peter

    2009-01-01

    semester Master students in 2007, with a double purpose of both developing team work and intercultural skills further and restart the students reflection and talking about how they actually work together, to prepare them to take in foreign students on the 2nd semester. To secure the latter part...... and the learning goal the students have to write an individual learning journal. The setup of the course and the learning journals was presented at last years SEFI conference. This paper will investigate the learning portfolios further, now having two years experiences in app. 100 portfolios. The focus...... will be on intercultural awareness and the lessons to be learnt about how to prepare for and start up an intercultural teamwork in problem solving....

  2. Proprioception in motor learning: lessons from a deafferented subject.

    Science.gov (United States)

    Yousif, N; Cole, J; Rothwell, J; Diedrichsen, J

    2015-08-01

    Proprioceptive information arises from a variety of channels, including muscle, tendon, and skin afferents. It tells us where our static limbs are in space and how they are moving. It remains unclear however, how these proprioceptive modes contribute to motor learning. Here, we studied a subject (IW) who has lost large myelinated fibres below the neck and found that he was strongly impaired in sensing the static position of his upper limbs, when passively moved to an unseen location. When making reaching movements however, his ability to discriminate in which direction the trajectory had been diverted was unimpaired. This dissociation allowed us to test the involvement of static and dynamic proprioception in motor learning. We found that IW showed a preserved ability to adapt to force fields when visual feedback was present. He was even sensitive to the exact form of the force perturbation, responding appropriately to a velocity- or position-dependent force after a single perturbation. The ability to adapt to force fields was also preserved when visual feedback about the lateral perturbation of the hand was withdrawn. In this experiment, however, he did not exhibit a form of use-dependent learning, which was evident in the control participants as a drift of the intended direction of the reaching movement in the perturbed direction. This suggests that this form of learning may depend on static position sense at the end of the movement. Our results indicate that dynamic and static proprioception play dissociable roles in motor learning.

  3. Learning from Physics Education Research: Lessons for Economics Education

    CERN Document Server

    Simkins, Scott P

    2008-01-01

    We believe that economists have much to learn from educational research practices and related pedagogical innovations in other disciplines, in particular physics education. In this paper we identify three key features of physics education research that distinguish it from economics education research - (1) the intentional grounding of physics education research in learning science principles, (2) a shared conceptual research framework focused on how students learn physics concepts, and (3) a cumulative process of knowledge-building in the discipline - and describe their influence on new teaching pedagogies, instructional activities, and curricular design in physics education. In addition, we highlight four specific examples of successful pedagogical innovations drawn from physics education - context-rich problems, concept tests, just-in-time teaching, and interactive lecture demonstrations - and illustrate how these practices can be adapted for economic education.

  4. 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.

  5. Lessons Learned from the Space Shuttle Engine Cutoff System (ECO) Anomalies

    Science.gov (United States)

    Martinez, Hugo E.; Welzyn, Ken

    2011-01-01

    The Space Shuttle Orbiter's main engine cutoff (ECO) system first failed ground checkout in April, 2005 during a first tanking test prior to Return-to-Flight. Despite significant troubleshooting and investigative efforts that followed, the root cause could not be found and intermittent anomalies continued to plague the Program. By implementing hardware upgrades, enhancing monitoring capability, and relaxing the launch rules, the Shuttle fleet was allowed to continue flying in spite of these unexplained failures. Root cause was finally determined following the launch attempts of STS-122 in December, 2007 when the anomalies repeated, which allowed drag-on instrumentation to pinpoint the fault (the ET feedthrough connector). The suspect hardware was removed and provided additional evidence towards root cause determination. Corrective action was implemented and the system has performed successfully since then. This white paper presents the lessons learned from the entire experience, beginning with the anomalies since Return-to-Flight through discovery and correction of the problem. To put these lessons in better perspective for the reader, an overview of the ECO system is presented first. Next, a chronological account of the failures and associated investigation activities is discussed. Root cause and corrective action are summarized, followed by the lessons learned.

  6. The implementation of discovery learning model based on lesson study to increase student's achievement in colloid

    Science.gov (United States)

    Suyanti, Retno Dwi; Purba, Deby Monika

    2017-03-01

    The objectives of this research are to get the increase student's achievement on the discovery learning model based on lesson study. Beside of that, this research also conducted to know the cognitive aspect. This research was done in three school that are SMA N 3 Medan. Population is all the students in SMA N 11 Medan which taken by purposive random sampling. The research instruments are achievement test instruments that have been validated. The research data analyzed by statistic using Ms Excell. The result data shows that the student's achievement taught by discovery learning model based on Lesson study higher than the student's achievement taught by direct instructional method. It can be seen from the average of gain and also proved with t-test, the normalized gain in experimental class of SMA N 11 is (0.74±0.12) and control class (0.45±0.12), at significant level α = 0.05, Ha is received and Ho is refused where tcount>ttable in SMA N 11 (9.81>1,66). Then get the improvement cognitive aspect from three of school is C2 where SMA N 11 is 0.84(high). Then the observation sheet result of lesson study from SMA N 11 92 % of student working together while 67% less in active using media.

  7. Lessons learned while developing "Clinical Trials Education for Native Americans" curriculum.

    Science.gov (United States)

    Burhansstipanov, Linda; Krebs, Linda U; Bradley, Alice; Gamito, Eduard; Osborn, Kyle; Dignan, Mark B; Kaur, Judith S

    2003-01-01

    This paper highlights lessons learned while developing the Clinical Trials Education for Native Americans (CTENA) curriculum. The CTENA is a culturally specific clinical trials education curriculum that evolved from another ongoing NCI-supported project, Clinical Trials Education for Colorado Providers. The multicultural team learned many lessons while developing, pretesting, and revising this curriculum. These include allocating sufficient time and resources to tailor presentations for diverse tribal settings and workshop participants, addressing barriers to participation in clinical trials through culturally appropriate strategies, providing information to foster informed decision making related to participation, and writing as a team to increase cultural breadth of examples and interactive experiences. There are multiple challenges to developing and implementing a culturally acceptable curriculum on clinical trials within medically underserved communities. Both the multicultural team and the curriculum benefited from the collaborative process, resulting in a culturally relevant clinical trials curriculum that will assist Native Americans to make informed choices about clinical trials participation. The lessons shared here, which may need to be modified to be culturally relevant to other underrepresented communities, may be beneficial to others developing similar curricula for other medically underserved populations.

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

    Energy Technology Data Exchange (ETDEWEB)

    Lach, D.; Bolton, P.; Durbin, N. [Battelle Seattle Research Center, WA (United States); Harty, R. [Pacific Northwest Lab., Richland, WA (United States)

    1994-08-01

    In response to public concern about the cleanup of the Three Mile Island, Unit 2 (TMI-2) facility after an accident on March 28, 1979 involving a loss of reactor coolant and subsequent damage to the reactor fuel, twelve citizens were asked to serve on an independent Advisory Panel to consult with the Nuclear Regulatory Commission (NRC) on the decontamination and cleanup of the facility. The panel met 78 times over a period of thirteen years, holding public meetings in the vicinity of TMI-2 and meeting regularly with NRC Commissioners in Washington, DC. This report describes the results of a project designed to identify and describe the lessons learned from the Advisory Panel and place those lessons in the context of what we generally know about citizen advisory groups. A summary of the empirical literature on citizen advisory panels is followed by a brief history of the TMI-2 Advisory Panel. The body of the report contains the analysis of the lessons learned, preliminary conclusions about the effectiveness of the Panel, and implications for the NRC in the use of advisory panels. Data for the report include meeting transcripts and interviews with past and present Panel participants.

  9. Fostering Learning in Large Programmes and Portfolios: Emerging Lessons from Climate Change and Sustainable Development

    Directory of Open Access Journals (Sweden)

    Blane Harvey

    2017-02-01

    Full Text Available In fields like climate and development, where the challenges being addressed can be described as “wicked”, learning is key to successful programming. Useful practical and theoretical work is being undertaken to better understand the role of reflexive learning in bringing together different knowledge to address complex problems like climate change. Through a review of practical cases and learning theories commonly used in the areas of resilience, climate change adaptation and environmental management, this article: (i reviews the theories that have shaped approaches to reflexive learning in large, highly-distributed climate change and resilience-building programmes for development; and (ii conducts a comparative learning review of key challenges and lessons emerging from early efforts to promote and integrate reflexive learning processes in programmes of this nature. Using a case study approach, the authors focus on early efforts made in four large, inter-related (or nested programmes to establish, integrate and sustain learning processes and systems. Eight themes emerged from the review and are considered from the perspective of learning programmes as emergent communities of practice. By investigating how these themes play out in the nested programming, the paper contributes to the limited existing body of evidence on learning in large climate change programmes and identifies areas where future efforts might focus.

  10. Multiple intelligences and underachievement: lessons from individuals with learning disabilities.

    Science.gov (United States)

    Hearne, D; Stone, S

    1995-01-01

    The field of learning disabilities, like education in the main, is undergoing calls for reform and restructuring, an upheaval brought on in great part by the forces of opposing paradigms--reductionism and constructivism. In reexamining our past, we must begin to address the failures of traditional deficit models and their abysmally low "cure" rate. Several new theories have arisen that challenge traditional practices in both general and special education classrooms. Particularly influential has been the work of Howard Gardner, whose theory of multiple intelligences calls for a restructuring of our schools to accommodate modes of learning and inquiry with something other than deficit approaches. At least some current research in the field of learning disabilities has begun to focus on creativity and nontraditional strengths and talents that have not been well understood or highly valued by the schools. In this article, we briefly summarize the findings in our search for the talents of students labeled learning disabled, evidence of their abilities, implications of these for the schools, and a beginning set of practical recommendations.

  11. The Cohort Model: Lessons Learned When Principals Collaborate

    Science.gov (United States)

    Umekubo, Lisa A.; Chrispeels, Janet H.; Daly, Alan J.

    2015-01-01

    This study explored a formal structure, the cohort model that a decentralized district put in place over a decade ago. Schools were clustered into cohorts to facilitate professional development for leadership teams for all 44 schools within the district. Drawing upon Senge's components of organizational learning, we used a single case study design…

  12. The recognition of prior learning: early lessons, challenges and ...

    African Journals Online (AJOL)

    The article is a descriptive and illuminative account of two recognition of prior learning (RPL) projects conceived within specific institutional contexts in higher education in South Africa. The two projects are treated as separate case studies in which a "developmental" model of RPL was piloted. Each case study provides a ...

  13. Implementing Enrichment Clusters in Elementary Schools: Lessons Learned

    Science.gov (United States)

    Fiddyment, Gail E.

    2014-01-01

    Enrichment clusters offer a way for schools to encourage a high level of learning as students and adults work together to develop a product, service, or performance by applying advanced knowledge and authentic processes to real-world problems. This study utilized a qualitative research design to examine the perceptions and experiences of two…

  14. Preliminary Lessons about Supporting Participation and Learning in Inclusive Classrooms

    Science.gov (United States)

    Morningstar, Mary E.; Shogren, Karrie A.; Lee, Hyunjoo; Born, Kiara

    2015-01-01

    This descriptive study examined observational data collected in inclusive classrooms from six schools that were operating schoolwide inclusive policies and practices. Illustrative evidence of classroom practices supporting learning and participation of all students, including students with significant disabilities, adds to an understanding of…

  15. Hand Gesture and Mathematics Learning: Lessons from an Avatar

    Science.gov (United States)

    Cook, Susan Wagner; Friedman, Howard S.; Duggan, Katherine A.; Cui, Jian; Popescu, Voicu

    2017-01-01

    A beneficial effect of gesture on learning has been demonstrated in multiple domains, including mathematics, science, and foreign language vocabulary. However, because gesture is known to co-vary with other non-verbal behaviors, including eye gaze and prosody along with face, lip, and body movements, it is possible the beneficial effect of gesture…

  16. Interlibrary Loan and Document Delivery: Lessons To Be Learned.

    Science.gov (United States)

    Murphy, Molly; RuppSerrano, Karen

    1999-01-01

    Interlibrary loan and document delivery services have the potential to provide a wealth of information for collection development librarians. Insights into book and serial needs, departmental emphases, instructional opportunities and distant learning are available from interlibrary loan and document delivery databases, provided librarians are…

  17. "If You Only Knew": Lessons Learned from Successful Black Entrepreneurs.

    Science.gov (United States)

    Smith, Cheryl A.

    2001-01-01

    A qualitative study investigated success in entrepreneurship from the standpoint of Black women entrepreneurs, one of the fastest growing groups of new small business owners. It explored the business and learning experiences of successful Black women graduates of an entrepreneurship training program in New York State to identify learning…

  18. Lessons learned from developing online training for humanitarians

    Directory of Open Access Journals (Sweden)

    Olimpius Istrate

    2017-12-01

    Full Text Available A comprehensive online learning programme with more than 200 courses was built by the International Federation of Red Cross and Red Crescent Societies between starting with 2009 and 2015, offering development opportunities to the Red Cross and Red Crescent (RCRC volunteers and staff to broaden their understanding, to strengthen their organisations, and to be better prepared in providing humanitarian aid. While it is difficult to say to what extent factors such as training, job mentoring, and induction programmes contribute to job performance and to an organisation’s efficiency, it is certain that staff and volunteers willing to undertake courses are more open to transformative and creative approaches, more prepared to tackle with new challenges, more likely to have a stock of knowledge and competencies broader than their own specialisation. Learning and “knowing to learn” are conditions for competitiveness and high performance. Over time, generally speaking, implementation of training as a priority personnel policy proved to have the most significant effects on productivity growth, therefore, efforts towards building a learning culture and delivering quality (online learning are key for developing organisations, their staff, and the quality of services provided. An online training would make a significant difference in learners’ behaviour if it follows several practical guidelines in development, accompanied by thorough checklists to ensure relevance, consistency, alignment and to assist training programmes’ lifecycle.

  19. Satlc model lesson for teaching and learning complex ...

    African Journals Online (AJOL)

    Environmental chemistry is one of the disciplines of Science. For the goal of the deep learning of the subject, it is indispensable to present perception and models of chemical behaviour explicitly. This can be accomplished by giving careful consideration to the development of concepts such that newer approaches are given ...

  20. Information Technologies in Higher Education: Lessons Learned in Industrial Engineering

    Science.gov (United States)

    Delgado-Almonte, Milagros; Andreu, Hernando Bustos; Pedraja-Rejas, Liliana

    2010-01-01

    This article describes a teaching experience in which information and communication technologies were applied in five industrial engineering courses at the Universidad de Tarapaca in Chile. The paper compares the performance and course pass rates of the e-learning platform and portable pocket PC platform with those of the same courses teaching in…

  1. Lessons Learned for Planning and Estimating Operations Support Requirements

    Science.gov (United States)

    Newhouse, Marilyn

    2011-01-01

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

  2. Risk Communication Strategies: Lessons Learned from Previous Disasters with a Focus on the Fukushima Radiation Accident.

    Science.gov (United States)

    Svendsen, Erik R; Yamaguchi, Ichiro; Tsuda, Toshihide; Guimaraes, Jean Remy Davee; Tondel, Martin

    2016-12-01

    It has been difficult to both mitigate the health consequences and effectively provide health risk information to the public affected by the Fukushima radiological disaster. Often, there are contrasting public health ethics within these activities which complicate risk communication. Although no risk communication strategy is perfect in such disasters, the ethical principles of risk communication provide good practical guidance. These discussions will be made in the context of similar lessons learned after radiation exposures in Goiania, Brazil, in 1987; the Chernobyl nuclear power plant accident, Ukraine, in 1986; and the attack at the World Trade Center, New York, USA, in 2001. Neither of the two strategies is perfect nor fatally flawed. Yet, this discussion and lessons from prior events should assist decision makers with navigating difficult risk communication strategies in similar environmental health disasters.

  3. Designing and Operating for Safeguards: Lessons Learned From the Rokkasho Reprocessing Plant (RRP)

    Energy Technology Data Exchange (ETDEWEB)

    Johnson, Shirley J.; Ehinger, Michael

    2010-08-07

    This paper will address the lessons learned during the implementation of International Atomic Energy Agency (IAEA) safeguards at the Rokkasho Reprocessing Plant (RRP) which are relevant to the issue of ‘safeguards by design’. However, those lessons are a result of a cumulative history of international safeguards experiences starting with the West Valley reprocessing plant in 1969, continuing with the Barnwell plant, and then with the implementation of international safeguards at WAK in Germany and TRP in Japan. The design and implementation of safeguards at RRP in Japan is the latest and most challenging that the IAEA has faced. This paper will discuss the work leading up to the development of a safeguards approach, the design and operating features that were introduced to improve or aid in implementing the safeguards approach, and the resulting recommendations for future facilities. It will provide an overview of how ‘safeguardability’ was introduced into RRP.

  4. 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.

  5. 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.

  6. Teachers Using Continuous GPS Data to Learn About Earthquakes - Sharing Research Results in the Classroom Through Lesson Study

    Science.gov (United States)

    de Groot, R. M.; McGill, S. F.

    2011-12-01

    This EarthScope-funded project is a collaboration between high school science teachers and their students, undergraduate and graduate students, and faculty from California State University San Bernardino (CSUSB), University of Arizona, and the Southern California Earthquake Center (SCEC). As high school teachers and their students work alongside one another, they are exposed to and contribute to an authentic research process that will lead to publishable results. The scientific goal of this project is to measure plate tectonic movement within the San Bernardino mountain area and the Inland Empire region of Southern California utilizing the Global Positioning System (GPS). Teachers and high school students collected survey-mode GPS data from 11 sites (among a total of 25 sampled by the larger group of participants) during a 5-day campaign from July 14 -19, 2011. The information obtained will be useful for understanding and characterizing seismic hazards in that region of Southern California. To enhance this experience, all of the teachers and their students have been invited to present their results at the SCEC Annual Meeting in September 2011. As part of the classroom implementation phase of the program the teachers are introduced to the Lesson Study approach. Lesson Study is a professional development process where teachers systematically examine their practice with the goal of becoming more effective. This process centers on teachers working collaboratively on a small number of Research Lessons. First, they identify the areas where their students are encountering challenges in learning standards-based content. The challenging areas are identified through results from standardized exams (e.g. California Standards Tests) or other assessment tools. To address areas of difficulty the teachers develop, test, and improve an instructional experience that promotes student learning of that standards-based material. Lesson Study is different from "lesson planning" because

  7. 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

  8. Research Notes ~ Lessons from an International e-Learning Project

    Directory of Open Access Journals (Sweden)

    Paul Breen

    2007-11-01

    Full Text Available This paper offers a critical examination of an e-learning project in the context of a Distance Education training program delivered to teacher trainers by an external university in Rwanda. In examining the successes and failures of the project, it uses a framework based on ideas promulgated by Moore (1995 and strives to provide guidance and reference for future projects in this field.

  9. Training Lessons Learned and Confirmed from Military Training Research

    Science.gov (United States)

    2006-04-01

    illustrates some of the central tenets underlying the psychology of meaningful verbal learning ( Ausubel , 1963). Under Ausubel’s concept, "meaningful...principles are retained longer than steps or facts that must be memorized (Adams, 1967; Ausubel , 1963). These factors imply that training can be facilitated by...for interactive multimedia instruction (IMI) courseware, retrieved 24 May 2004 from http://www.atsc.army.mil/itsd/imi/documents/bhcc May03.htm Ausubel

  10. 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.

  11. Spatial Generalization in Operant Learning: Lessons from Professional Basketball

    Science.gov (United States)

    Neiman, Tal; Loewenstein, Yonatan

    2014-01-01

    In operant learning, behaviors are reinforced or inhibited in response to the consequences of similar actions taken in the past. However, because in natural environments the “same” situation never recurs, it is essential for the learner to decide what “similar” is so that he can generalize from experience in one state of the world to future actions in different states of the world. The computational principles underlying this generalization are poorly understood, in particular because natural environments are typically too complex to study quantitatively. In this paper we study the principles underlying generalization in operant learning of professional basketball players. In particular, we utilize detailed information about the spatial organization of shot locations to study how players adapt their attacking strategy in real time according to recent events in the game. To quantify this learning, we study how a make \\ miss from one location in the court affects the probabilities of shooting from different locations. We show that generalization is not a spatially-local process, nor is governed by the difficulty of the shot. Rather, to a first approximation, players use a simplified binary representation of the court into 2 pt and 3 pt zones. This result indicates that rather than using low-level features, generalization is determined by high-level cognitive processes that incorporate the abstract rules of the game. PMID:24853373

  12. WE-A-BRC-03: Lessons Learned: IROC Audits

    Energy Technology Data Exchange (ETDEWEB)

    Followill, D. [UT MD Anderson Cancer Center (United States)

    2016-06-15

    Quality and safety in healthcare are inextricably linked. There are compelling data that link poor quality radiation therapy to inferior patient survival. Radiation Oncology clinical trial protocol deviations often involve incorrect target volume delineation or dosing, akin to radiotherapy incidents which also often involve partial geometric miss or improper radiation dosing. When patients with radiation protocol variations are compared to those without significant protocol variations, clinical outcome is negatively impacted. Traditionally, quality assurance in radiation oncology has been driven largely by new technological advances, and safety improvement has been driven by reactive responses to past system failures and prescriptive mandates recommended by professional organizations and promulgated by regulators. Prescriptive approaches to quality and safety alone often do not address the huge variety of process and technique used in radiation oncology. Risk-based assessments of radiotherapy processes provide a mechanism to enhance quality and safety, both for new and for established techniques. It is imperative that we explore such a paradigm shift at this time, when expectations from patients as well as providers are rising while available resources are falling. There is much we can learn from our past experiences to be applied towards the new risk-based assessments. Learning Objectives: Understand the impact of clinical and technical quality on outcomes Understand the importance of quality care in radiation oncology Learn to assess the impact of quality on clinical outcomes D. Followill, NIH Grant CA180803.

  13. A Doctoral Seminar in Qualitative Research Methods: Lessons Learned

    Directory of Open Access Journals (Sweden)

    Suzanne Franco

    2016-09-01

    Full Text Available New qualitative research methods continue to emerge in response to factors such as renewed interest in mixed methods, better understanding of the importance of a researcher’s philosophical stance, as well as the increased use of technology in data collection and analysis, to name a few. As a result, those facilitating research methods courses must revisit content and instructional strategies in order to prepare well-informed researchers. Approaches range from paradigm to pragmatic emphasis. This descriptive case study of a doctoral seminar for novice qualitative researchers describes the intricacies of the syllabus of a pragmatic approach in a constructivist/social constructionist learning environment. The purpose was to document the delivery and faculty/student interactions and reactions. Noteworthy were the contradictions and frustrations in the delivery as well as in student experiences. In the end, student input led to seminal learning experiences. The confirmation of the effectiveness of a constructivist/social constructivist learning environment is applicable to higher education pedagogy in general.

  14. The Great American Eclipse: Lessons Learned from Public Education

    Science.gov (United States)

    Edson, Shauna Elizabeth; Phoebe Waterman Haas Public Observatory

    2018-01-01

    emerged from the eclipse, there are valuable lessons that will be useful in helping the public prepare for future eclipses, in 2024 and beyond.

  15. Problem-based learning outcomes: ten years of experience at the University of Missouri-Columbia School of Medicine.

    Science.gov (United States)

    Hoffman, Kimberly; Hosokawa, Michael; Blake, Robert; Headrick, Linda; Johnson, Gina

    2006-07-01

    To add to a previous publication from the University of Missouri-Columbia School of Medicine (UMCSOM) on students' improvement in United States Medical Licensing Examination (USMLE) Step 1 and Step 2 scores after the implementation of a problem-based learning (PBL) curriculum by studying the performance of ten PBL class cohorts at the UMCSOM. Characteristics of graduating classes matriculating in both traditional and PBL curricula, 1993-2006, were compared for Medical College Admission Test component scores, undergraduate grade point averages, performance on the USMLE Step 1 and Step 2 exams, faculty contact hours, and residency directors' evaluations of UMCSOM graduates' performance in the first year of residency. Mean scores of six of the ten comparisons for USMLE Step 1 and six of nine comparisons for USMLE Step 2 are significantly higher (p academically advantaged students, increased time on task, or reduced class size. Gains in performance continue into residency, as evidenced by program directors' perceptions of superior performance of UMCSOM PBL graduates. The PBL curricular changes implemented with the graduating class of 1997 resulted in higher performances on USMLEs and improved evaluations from residency program directors. These changes better prepare graduates with knowledge and skills needed to practice within a complex health care system. Outcomes reported here support the investment of financial and human resources in our PBL curriculum.

  16. Standing Classrooms: Research and Lessons Learned from Around the World.

    Science.gov (United States)

    Hinckson, Erica; Salmon, Jo; Benden, Mark; Clemes, Stacey A; Sudholz, Bronwyn; Barber, Sally E; Aminian, Saeideh; Ridgers, Nicola D

    2016-07-01

    Children spend between 50 and 70 % of their time sitting while at school. Independent of physical activity levels, prolonged sitting is associated with poor health outcomes in adulthood. While there is mixed evidence of health associations among children and adolescents, public health guidelines in the USA, UK, Australia and Canada now recommend young people should break up long periods of sitting as frequently as possible. A potentially effective approach for reducing and breaking up sitting throughout the day is changing the classroom environment. This paper presents an overview of a relatively new area of research designed to reduce youth sitting time while at school by changing the classroom environment (n = 13 studies). Environmental changes included placement of height-adjustable or stand-biased standing desks/workstations with stools, chairs, exercise balls, bean bags or mats in the classroom. These 13 published studies suggest that irrespective of the approach, youth sitting time was reduced by between ~44 and 60 min/day and standing time was increased by between 18 and 55 min/day during classroom time at school. Other benefits include increased energy expenditure and the potential for improved management of students' behaviour in the classroom. However, few large trials have been conducted, and there remains little evidence regarding the impact on children's learning and academic achievement. Nevertheless, with an increasing demand placed on schools and teachers regarding students' learning outcomes, strategies that integrate moving throughout the school day and that potentially enhance the learning experience and future health outcomes for young people warrant further exploration.

  17. Using Lesson Study to Develop Teaching Approaches for Secondary School Pupils with Moderate Learning Difficulties: Teachers' Concepts, Attitudes and Pedagogic Strategies

    Science.gov (United States)

    Ylonen, Annamari; Norwich, Brahm

    2012-01-01

    This paper reports the findings from a project focused on teaching secondary aged pupils with moderate learning difficulties (MLD) using Lesson Study methodology--a collaborative approach for teachers to assess, evaluate and plan a sequence of lessons that focuses on the learning of one to two focus pupils identified as having MLD. The research…

  18. Tamborg, A. & Kiær, K. (2017): Professional practices: Planning lessons with learning platforms/ Paper, NERA-konference, marts 2017

    DEFF Research Database (Denmark)

    Kiær, Karina; Lindenskov Tamborg, Andreas

    2017-01-01

    implemented learning platforms affect the decisions made by teachers when they plan lessons with them. By drawing on interviews of teachers, the aim of this paper is to explore which decisions that are made by teachers when they plan lessons, how these decisions are related to the interface offered...... by the specific learning platform, and with which consequences for teacher professionalism....

  19. Responding To Infectious Disease: Multiple Cases of Staph Infections in a Rural School District. Lessons Learned From School Crises and Emergencies, Volume 3, Issue 3, 2008

    Science.gov (United States)

    US Department of Education, 2008

    2008-01-01

    "Lessons Learned" is a series of publications that are a brief recounting of actual school emergencies and crises. This "Lessons Learned" issue focuses on an incident involving several cases of Methicillin-resistant Staphylococcus aureus (MRSA) at a rural high school. MRSA is a specific strain of Staphylococcus aureus bacteria (often called staph)…

  20. Evaluating Policy, Systems, and Environmental Change Interventions: Lessons Learned From CDC's Prevention Research Centers.

    Science.gov (United States)

    Honeycutt, Sally; Leeman, Jennifer; McCarthy, William J; Bastani, Roshan; Carter-Edwards, Lori; Clark, Heather; Garney, Whitney; Gustat, Jeanette; Hites, Lisle; Nothwehr, Faryle; Kegler, Michelle

    2015-10-15

    The field of public health is increasingly implementing initiatives intended to make policies, systems, and environments (PSEs) more supportive of healthy behaviors, even though the evidence for many of these strategies is only emerging. Our objective was 3-fold: 1) to describe evaluations of PSE-change programs in which the evaluators followed the steps of the Centers for Disease Control and Prevention's (CDC's) Framework for Program Evaluation in Public Health, 2) to share the resulting lessons learned, and 3) to assist future evaluators of PSE-change programs with their evaluation design decisions. Seven Prevention Research Centers (PRCs) applied CDC's framework to evaluate their own PSE-change initiatives. The PRCs followed each step of the framework: 1) engage stakeholders, 2) describe program, 3) focus evaluation design, 4) gather credible evidence, 5) justify conclusions, and 6) ensure use and share lessons learned. Evaluation stakeholders represented a range of sectors, including public health departments, partner organizations, and community members. Public health departments were the primary stakeholders for 4 of the 7 evaluations. Four PRCs used logic models to describe the initiatives being evaluated. Their evaluations typically included both process and outcome questions and used mixed methods. Evaluation findings most commonly focused on contextual factors influencing change (process) and the adoption or implementation of PSE-change strategies (outcome). Evaluators shared lessons learned through various channels to reach local stakeholders and broader public health audiences. Framework for Program Evaluation in Public Health is applicable to evaluations of PSE-change initiatives. Using this framework to guide such evaluations builds practice-based evidence for strategies that are increasingly being used to promote healthful behaviors.

  1. Flight operations control center lessons learned for the delta clipper experimental rocket

    Science.gov (United States)

    Voglewede, Steven D.; Brown, Kevin R.

    1997-01-01

    This paper summarizes the lessons learned from the operations of the Flight Operations Control Center (FOCC) for the NASA Delta Clipper Experimental (DC-X) single-stage rocket. Also, observations and suggested future enhancements are described for the FOCC Real-Time Data System (RTDS), its components, ground support equipment interfaces, and the FOCC itself. The objective of the FOCC was to streamline flight control operations to more closely resemble the flight deck of a commercial airliner. For the advanced configuration of DC-X and the DC-XA, the FOCC was modified into a physically isolated ground "cockpit" occupied by the flight manager and deputy flight manager, who serve as the ground-based pilot and copilot for the experimental single-stage rocket. The third member of the flight crew, the ground systems manager, operates the vehicle fueling and high-pressure gas loading systems from a separate ground support station on the request of the flight manager. This arrangement was a direct result of lessons learned from the earlier DC-X program. The Real-Time Data System (RTDS), which includes three-dimensional monitoring, color-coded graphical displays and various cockpit controls is highlighted. Lessons learned from the DC-X ground-based application software use, FOCC development, and ground support equipment operations are also discussed. The original Delta Clipper (DC-X) program, completed in July 1995, demonstrated that the cost of traditional rocket launch operations could be substantially reduced through rapid prototyping development, ground automation, and vehicle built-in health monitoring. The new DC-XA FOCC design emphasizes reduced operating costs to meet the overall program goal of providing low-cost affordable access to space in the future.

  2. Applications and Lessons Learned using Data from the Atmospheric Infrared Sounder

    Science.gov (United States)

    Ray, S. E.; Fetzer, E. J.; Olsen, E. T.; Lambrigtsen, B.; Pagano, T. S.; Teixeira, J.; Licata, S. J.; Hall, J. R.

    2016-12-01

    Applications and Lessons Learned using Data from the Atmospheric Infrared SounderSharon Ray, Jet Propulsion Laboratory, California Institute of Technology The Atmospheric Infrared Sounder (AIRS) on NASA's Aqua spacecraft has been returning daily global observations of Earth's atmospheric constituents and properties since 2002. With a 12-year data record and daily, global observations in near real-time, AIRS can play a role in applications that fall under many of the NASA Applied Sciences focus areas. AIRS' involvement in applications is two years in, so what have we learned and what are the pitfalls? AIRS has made gains in drought applications with products under consideration for inclusion in the U.S. Drought Monitor national map, as also with volcano rapid response with an internal alert system and automated products to help characterize plume extent. Efforts are underway with cold air aloft for aviation, influenza outbreak prediction, and vector borne disease. But challenges have occurred both in validation and in crossing the "valley of death" between products and decision makers. AIRS now has improved maps of standard products to be distributed in near real-time via NASA LANCE and by the Goddard DAAC as part of the Obama's administration Big Earth Data Initiative. In addition internal tools have been developed to support development and distribution of our application products. This talk will communicate the status of the AIRS applications effort along with lessons learned, and provide examples of new product imagery designed to best communicate AIRS data.

  3. Assessing environmental impacts of offshore wind farms: lessons learned and recommendations for the future.

    Science.gov (United States)

    Bailey, Helen; Brookes, Kate L; Thompson, Paul M

    2014-01-01

    Offshore wind power provides a valuable source of renewable energy that can help reduce carbon emissions. Technological advances are allowing higher capacity turbines to be installed and in deeper water, but there is still much that is unknown about the effects on the environment. Here we describe the lessons learned based on the recent literature and our experience with assessing impacts of offshore wind developments on marine mammals and seabirds, and make recommendations for future monitoring and assessment as interest in offshore wind energy grows around the world. The four key lessons learned that we discuss are: 1) Identifying the area over which biological effects may occur to inform baseline data collection and determining the connectivity between key populations and proposed wind energy sites, 2) The need to put impacts into a population level context to determine whether they are biologically significant, 3) Measuring responses to wind farm construction and operation to determine disturbance effects and avoidance responses, and 4) Learn from other industries to inform risk assessments and the effectiveness of mitigation measures. As the number and size of offshore wind developments increases, there will be a growing need to consider the population level consequences and cumulative impacts of these activities on marine species. Strategically targeted data collection and modeling aimed at answering questions for the consenting process will also allow regulators to make decisions based on the best available information, and achieve a balance between climate change targets and environmental legislation.

  4. Lessons learned from the whole child and coordinated school health approaches.

    Science.gov (United States)

    Rasberry, Catherine N; Slade, Sean; Lohrmann, David K; Valois, Robert F

    2015-11-01

    The new Whole School, Whole Community, Whole Child (WSCC) model, designed to depict links between health and learning, is founded on concepts of coordinated school health (CSH) and a whole child approach to education. The existing literature, including scientific articles and key publications from national agencies and organizations, was reviewed and synthesized to describe (1) the historical context for CSH and a whole child approach, and (2) lessons learned from the implementation and evaluation of these approaches. The literature revealed that interventions conducted in the context of CSH can improve health-related and academic outcomes, as well as policies, programs, or partnerships. Several structural elements and processes have proved useful for implementing CSH and a whole child approach in schools, including use of school health coordinators, school-level and district-level councils or teams; systematic assessment and planning; strong leadership and administrative support, particularly from school principals; integration of health-related goals into school improvement plans; and strong community collaborations. Lessons learned from years of experience with CSH and the whole child approaches have applicability for developing a better understanding of the WSCC model as well as maximizing and documenting its potential for impacting both health and education outcomes. © 2015 The Authors. Journal of School Health published by Wiley Periodicals, Inc. on behalf of American School Health Association.

  5. Assessing environmental impacts of offshore wind farms: lessons learned and recommendations for the future

    Science.gov (United States)

    2014-01-01

    Offshore wind power provides a valuable source of renewable energy that can help reduce carbon emissions. Technological advances are allowing higher capacity turbines to be installed and in deeper water, but there is still much that is unknown about the effects on the environment. Here we describe the lessons learned based on the recent literature and our experience with assessing impacts of offshore wind developments on marine mammals and seabirds, and make recommendations for future monitoring and assessment as interest in offshore wind energy grows around the world. The four key lessons learned that we discuss are: 1) Identifying the area over which biological effects may occur to inform baseline data collection and determining the connectivity between key populations and proposed wind energy sites, 2) The need to put impacts into a population level context to determine whether they are biologically significant, 3) Measuring responses to wind farm construction and operation to determine disturbance effects and avoidance responses, and 4) Learn from other industries to inform risk assessments and the effectiveness of mitigation measures. As the number and size of offshore wind developments increases, there will be a growing need to consider the population level consequences and cumulative impacts of these activities on marine species. Strategically targeted data collection and modeling aimed at answering questions for the consenting process will also allow regulators to make decisions based on the best available information, and achieve a balance between climate change targets and environmental legislation. PMID:25250175

  6. Developing Pedagogical Content Knowledge: Lessons Learned from Intervention Studies

    Directory of Open Access Journals (Sweden)

    Marie Evens

    2015-01-01

    Full Text Available Pedagogical content knowledge (PCK is generally accepted as positively impacting teaching quality and student learning. Therefore, research on PCK development in (prospective teachers is highly relevant. Based on a search in three databases (ERIC, PsycInfo, and Web of Science, a systematic review is conducted on intervention studies aiming at PCK development. The research questions are threefold: (1 How are the studies designed? (2 How are the interventions designed? and (3 What elements of interventions contribute to PCK development? The results show that most intervention studies are conducted in math and science education and use a qualitative methodology. Reflection, PCK courses, contact with other teachers, and experiences in educational practice are typically part of effective interventions. The review enables the identification of clear guidelines that may strengthen future research on stimulating PCK.

  7. Design and project management robotics education: lessons learned

    Directory of Open Access Journals (Sweden)

    Ana Lourdes Acuña Zuñiga

    2012-11-01

    Full Text Available The educative projects that include the robotics as resource of education and learning require being plan based on the skills and performances that would consolidate in the population. These skills are the start point to delineate the content emphases, the wished performances, the needed technologies, the processes of training and searching that will be necessary to design. Particularly the educative robotics is propitious to develop or to support productive, creative, digital, communicative abilities.  An indicator, that shows that robotics has become an innovation engine, is observed on the change in the people’s attitude and ideas, ways of present and thinking of the students specially, when they become to socialize with others. If those changes are visible now, therefore we are getting close to an innovation because the robotics will have extended its intuitions and it is reflected in its actions and products.

  8. The Apollo Expericence Lessons Learned for Constellation Lunar Dust Management

    Science.gov (United States)

    Wagner, Sandra

    2006-09-01

    Lunar dust will present significant challenges to NASA's Lunar Exploration Missions. The challenges can be overcome by using best practices in system engineering design. For successful lunar surface missions, all systems that come into contact with lunar dust must consider the effects throughout the entire design process. Interfaces between all these systems with other systems also must be considered. Incorporating dust management into Concept of Operations and Requirements development are the best place to begin to mitigate the risks presented by lunar dust. However, that is only the beginning. To be successful, every person who works on NASA's Constellation lunar missions must be mindful of this problem. Success will also require fiscal responsibility. NASA must learn from Apollo the root cause of problems caused by dust, and then find the most cost-effective solutions to address each challenge. This will require a combination of common sense existing technologies and promising, innovative technical solutions

  9. Synaptic Plasticity in the Nucleus Accumbens: Lessons Learned from Experience.

    Science.gov (United States)

    Turner, Brandon D; Kashima, Daniel T; Manz, Kevin M; Grueter, Carrie A; Grueter, Brad A

    2018-01-24

    Synaptic plasticity contributes to behavioral adaptations. As a key node in the reward pathway, the nucleus accumbens (NAc) is important for determining motivation-to-action outcomes. Across animal models of motivation including addiction, depression, anxiety, and hedonic feeding, selective recruitment of neuromodulatory signals and plasticity mechanisms have been a focus of physiologists and behaviorists alike. Experience-dependent plasticity mechanisms within the NAc vary depending on the distinct afferents and cell-types over time. A greater understanding of molecular mechanisms determining how these changes in synaptic strength track with behavioral adaptations will provide insight into the process of learning and memory along with identifying maladaptations underlying pathological behavior. Here, we summarize recent findings detailing how changes in NAc synaptic strength and mechanisms of plasticity manifest in various models of motivational disorders.

  10. The Ethiopian crisis of 1999-2000: lessons learned, questions unanswered.

    Science.gov (United States)

    Hammond, Laura; Maxwell, Daniel

    2002-09-01

    During 1999-2000, Ethiopia was brought to the edge of a major disaster, with some 10 million people estimated to be in need offood assistance at the height of the crisis. A repeat of the catastrophic famine of 1984-5 was avoided, but the numbers of people affected, the loss of life and the destruction of livelihoods made this one of the most serious crises in the Horn of Africa in the past 15 years. The humanitarian community has been slow to recognise the lessons of 1999-2000, and there have been surprisingly few attempts to conduct a serious, post-event evaluation of the overall crisis and response. The label famine averted' seems to summarise the crisis to the satisfaction of most parties involved. This paper reviews the crisis, the events that led up to it and the response effort. It examines thefactors that contributed to making this crisis so serious, in order to draw conclusions and note issues that are relevant to current thinking about disaster preparedness and response - in Ethiopia and elsewhere. Some of the lessons learned from the 1999-2000 crisis are not new. However, the veryfact that mistakes have been repeated should be a lesson to the humanitarian community.

  11. Experiences and lessons learned for programme improvement of micronutrient powders interventions

    Science.gov (United States)

    Vossenaar, Marieke; Tumilowicz, Alison; Bonvecchio, Anabelle; Grajeda, Ruben; Imanalieva, Cholpon; Irizarry, Laura; Mulokozi, Generose; Sudardjo, Minarto Noto; Tsevegsuren, Narantsetseg; Neufeld, Lynnette M

    2017-01-01

    Abstract Continual course correction during implementation of nutrition programmes is critical to address factors that might limit coverage and potential for impact. Programme improvement requires rigorous scientific inquiry to identify and address implementation pathways and the factors that affect them. Under the auspices of “The Micronutrient Powders Consultation: Lessons Learned for Operational Guidance,” 3 working groups were formed to summarize experiences and lessons across countries regarding micronutrient powder (MNP) interventions for young children. This paper focuses on how MNP interventions undertook key elements of programme improvement, specifically, the use of programme theory, monitoring, process evaluation, and supportive supervision. Methods included a review of published and grey literature, interviews with key informants, and deliberations throughout the consultation process. We found that although much has been written and published about the use of monitoring and process evaluation to inform MNP interventions at small scale, there has been little formal documentation of lessons for the transition from pilot to scaled implementation. Supervision processes and experiences are not documented, and to our knowledge, there is no evidence of whether they have been effective to improve implementation. Improving the efficiency and effectiveness of interventions requires identification of critical indicators for detecting implementation challenges and drivers of impact, integration with existing programmes and systems, strengthened technical capacity, and financing for implementation of effective monitoring systems. Our understanding of programme improvement for MNP interventions is still incomplete, especially outside of the pilot stage, and we propose a set of implementation research questions that require further investigation. PMID:28960877

  12. Lessons Learned From Microkernel Verification — Specification is the New Bottleneck

    Directory of Open Access Journals (Sweden)

    Thorsten Bormer

    2012-11-01

    Full Text Available Software verification tools have become a lot more powerful in recent years. Even verification of large, complex systems is feasible, as demonstrated in the L4.verified and Verisoft XT projects. Still, functional verification of large software systems is rare – for reasons beyond the large scale of verification effort needed due to the size alone. In this paper we report on lessons learned for verification of large software systems based on the experience gained in microkernel verification in the Verisoft XT project. We discuss a number of issues that impede widespread introduction of formal verification in the software life-cycle process.

  13. Four Lessons Learned From School Nurses in New Jersey About Building a Culture of Health.

    Science.gov (United States)

    Atkins, Robert

    2017-11-01

    Building a Culture of Health will give all members of our society the opportunity to lead healthier lives. To achieve this aim, more stakeholders in the community-residents, elected officials, community-based nonprofits, law enforcement, and schools-need to be engaged in addressing the health challenges in our communities. Moreover, all community stakeholders have to think and act "upstream" by addressing the social determinants of health in their communities. Discussed in this article are some of the lessons that are being learned from the "upstream" actions of school nurses in New Jersey about building a Culture of Health.

  14. Amish-Initiated Burn Care Project: Case Report and Lessons Learned in Participatory Research.

    Science.gov (United States)

    Hess, Rosanna F

    2017-03-01

    This case report describes the phases of an Amish Burn Care Project and the lessons learned throughout the process. Data sources to construct the case report included participant observation, interviews, archival documents, and a focus group. The narrative is organized into five phases of a participatory research approach: engagement, formalization, mobilization, maintenance, and expansion. Community-initiated research led to legitimate change, working together for change took time, team members grew in mutual trust and respect for each other, cultural humility brought personal and professional growth, and capacity building took place through mutually supported efforts.

  15. Irradiation of Electronic Components and Circuits at the Portuguese Research Reactor: Lessons Learned

    Science.gov (United States)

    Marques, J. G.; Ramos, A. R.; Fernandes, A. C.; Santos, J. P.

    2016-06-01

    A program was started in 1999 in the Portuguese Research Reactor to test electronics components and circuits for the LHC facility at CERN, initially with a dedicated in-pool irradiation container used at a reactor power of 2 kW and later an irradiation chamber outside the pool, with tailored neutron and gamma filters that could be used at 1 MW. Practice has shown the need to introduce several improvements to the irradiation procedures and infrastructures over the years. In this paper, we review the lessons learned and the major improvements introduced.

  16. Investigating Health Disparities through Community-Based Participatory Research: Lessons Learned from a Process Evaluation

    Science.gov (United States)

    Bryan, Valerie; Brye, Willette; Hudson, Kenneth; Dubose, Leevones; Hansberry, Shantisha; Arrieta, Martha

    2014-01-01

    This article describes one university's efforts to partner with a local agency (the “Coalition”) within a disadvantaged, predominantly African American neighborhood, to assist them with studying their community's health disparities and health care access. The final, mutually agreed-upon plan used a community-based participatory research approach, wherein university researchers prepared neighborhood volunteers and Coalition members to conduct face-to-face interviews with residents about their health and health care access. Subsequently, the Coalition surveyed 138 residents, and the agency now possesses extensive data about the nature and extent of health problems in their community. Lessons learned from these experiences are offered. PMID:24871770

  17. Lessons Learned in Integration for Sensor-Based Robot Navigation Systems

    Directory of Open Access Journals (Sweden)

    Javier Minguez

    2008-11-01

    Full Text Available This paper presents our work of integration during the last years within the context of sensor-based robot navigation systems. In our motion system, as in many others, there are functionalities involved such as modeling, planning or motion control, which have to be integrated within an architecture. This paper addresses this problematic. Furthermore, we also discuss the lessons learned while: (i designing, testing and validating techniques that implement the functionalities of the navigation system, (ii building the architecture of integration, and (iii using the system on several robots equipped with different sensors in different laboratories.

  18. Lessons Learned in Integration for Sensor-Based Robot Navigation Systems

    Directory of Open Access Journals (Sweden)

    Luis Montesano

    2006-03-01

    Full Text Available This paper presents our work of integration during the last years within the context of sensor-based robot navigation systems. In our motion system, as in many others, there are functionalities involved such as modeling, planning or motion control, which have to be integrated within an architecture. This paper addresses this problematic. Furthermore, we also discuss the lessons learned while: (i designing, testing and validating techniques that implement the functionalities of the navigation system, (ii building the architecture of integration, and (iii using the system on several robots equipped with different sensors in different laboratories.

  19. Lesson y learning Study y la idea del docente como investigador

    Directory of Open Access Journals (Sweden)

    John ELLIOTT

    2015-01-01

    Full Text Available En este artículo se recoge, define y reivindica la idea del docente como investigador, como eje de la construcción del conocimiento pedagógico sobre la enseñanza y el aprendizaje. Relacionando esta propuesta original de Stenhouse con el movimiento surgido en Hong Kong denominado como Lesson and Learning Studies, que entiende al docente como investigador del curriculum, de su práctica, un movimiento que reivindica la autonomía de los docentes frente a la imposición de los curricula nacionales estandarizados.

  20. Assessing social impacts in a life cycle perspective-Lessons learned

    DEFF Research Database (Denmark)

    Hauschild, Michael Zwicky; Jørgensen, Andreas; Dreyer, Louise Camilla

    2008-01-01

    In our globalised economy, important stakeholder groups nowadays hold companies responsible for the social impacts they cause in their product chain through activities like child labour, corruption or discrimination of employees. Many companies thus see themselves in need of a tool which can help...... them make informed decisions about their social impacts throughout the life cycle of their products. The paper presents lessons learned from four years of work with industry on development of a methodology for social Life Cycle Assessment and implementation in the industrial product chain. The Social...